Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: 02 Learning Area: Introduction to World Religion Grade Level: 11 Quarter: 1st / Duration: 60 mins
and Belief System 3rd quarter

Learning Competency/ies: Code:

(Taken from the Curriculum 10.2 Give examples of acts of generosity of Mahayanist Buddhists HUMSS_WRB12-II/IVc-
Guide) 10.2
Key Concepts / Understandings
to be Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve,
condition of The learner can recall information and retrieve recognize, duplicate,
knowing relevant knowledge from long-term memory list, memorize, repeat,
something with describe, reproduce
familiarity gained Understanding interpret, exemplify, Can interpret the examples of acts of
through The learner can construct meaning from oral, classify, summarize, generosity of Mahayana Buddhism.
experience or written and graphic messages infer, compare, explain,
association paraphrase, discuss

Skills Applying execute, implement,

The ability and The learner can use information to undertake demonstrate, dramatize,
capacity acquired a procedure in familiar situations or in a new interpret, solve, use,
through way illustrate, convert, discover
deliberate, Analyzing differentiate, distinguish,
systematic, and The learner can distinguish between parts compare, contrast, organize,
sustained effort and determine how they relate to one outline, attribute, deconstruct
to smoothly and another, and to the overall structure and
adaptively purpose
carryout complex Evaluating coordinate, measure, detect,
activities or the The learner can make judgments and justify defend, judge, argue, debate,
ability, coming decisions describe, critique, appraise,
from one's evaluate
knowledge, Creating generate, hypothesize, plan, Can generate cut out pictures on
practice, The learner can put elements together to design, develop, produce, the Acts of Generosity of Mahayana
aptitude, etc., to form a functional whole, create a new product construct, formulate, Buddhism.
do something or point of view assemble, devise

Attitude Categories: List of Attitudes:

Growth 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-
in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, confidence, Wellness,
feelings locate, name, point to, reply, select, sit, Study, use Respect, Honesty, Personal
or discipline, Perseverance,
emotion 2. Responding to Phenomena - Active participation on the part of the Sincerity, Patience, Critical
al learners. Attends and reacts to a particular phenomenon. Learning thinking, Open-mindedness,
areas. outcomes may emphasize compliance in responding, willingness to Interest, Courteous,
A respond, or satisfaction in responding (motivation). Obedience, Hope, Charity,
settled Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Fortitude, Resiliency,
way of help, label, perform, practice, present, read, recite, report, select, tell, Positive vision, Acceptance,
thinking write Determined, Independent ,
or 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This Gratitude, Tolerant, Demonstrate
feeling ranges from simple acceptance to the more complex state of commitment. Cautious, Decisive, Self- the evidence
about Valuing is based on the internalization of a set of specified values, while Control, Calmness, of being
someon clues to these values are expressed in the learner's overt behavior and are Responsibility, generous to
e or often identifiable. Accountability, others.
somethi Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Industriousness, Industry,
ng, follow, form, initiate, invite, join, justify, propose, read, report, select, Cooperation, Optimism,
share, study
typically 4. Organization - Organizes values into priorities by contrasting different Satisfaction, Persistent,
one that values, resolving conflicts between them, and creating a unique value Cheerful, Reliable, Gentle,
is system. The emphasis is on comparing, relating, and synthesizing values. Appreciation of one’s
reflecte Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, culture, Globalism,
d in a defend, explain, formulate, generalize, identify, integrate, modify, order, Compassion, Work Ethics,
person’s organize, prepare, relate, synthesize Creativity, Entrepreneurial
behavio 5. Internalizing values - (Characterization): Has a value system that controls Spirit, Financial Literacy,
r their behavior. The behavior is pervasive, consistent, predictable, and most Global, Solidarity, Making a
importantly, characteristic of the learner. Instructional objectives are concerned stand for the good,
with the student's general patterns of adjustment (personal, social, emotional). Voluntariness of human act,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Appreciation of one’s rights,
perform, practice, propose, qualify, question, revise, serve, solve, verify Inclusiveness, Thoughtful,
Seriousness, Generous,
Happiness, Modest,
Authority, Hardworking,
Realistic, Flexible,
Considerate,
Sympathetic, Frankness
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected 1. Maka-Diyos
learner's attention Love of God, Faith, Trusting, Show kindness
principle Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Spirituality, Inner Peace, Love
s or identify, locate, name, point to, reply, select, sit, Study, use of truth, Kindness, Humble
standar 2. Responding to Phenomena - Active participation on the part of the
ds of learners. Attends and reacts to a particular phenomenon. Learning
behavio outcomes may emphasize compliance in responding, willingness to
r; one's respond, or satisfaction in responding (motivation). 2. Maka-tao
judgme Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Concern for Others, Respect
nt of greet, help, label, perform, practice, present, read, recite, report, for human rights, Gender Show concern to
what is select, tell, write equality, Family Solidarity, others
importa 3. Valuing - Attaches to a particular object, phenomenon, or behavior. Generosity, Helping, Oneness
nt in life. This ranges from simple acceptance to the more complex state of
commitment. Valuing is based on the internalization of a set of specified
Go values, while clues to these values are expressed in the learner's overt
beyond behavior and are often identifiable. 3. Makakalikasan
learner’ Behavioral Verbs: work, complete, demonstrate, differentiate, Care of the environment,
s life on explain, follow, form, initiate, invite, join, justify, propose, read, Disaster Risk Management,
earth, report, select, share, study Protection of the
include 4. Organization - Organizes values into priorities by contrasting Environment, Responsible Initiate
more different values, resolving conflicts between them, and creating a Consumerism, Cleanliness, Orderliness
than unique value system. The emphasis is on comparing, relating, and Orderliness, Saving the
wealth synthesizing values. ecosystem, Environmental
and Behavioral Verbs: adhere, alter, arrange, combine, compare, sustainability
fame, complete, defend, explain, formulate, generalize, identify, 4. Makabansa
and integrate, modify, order, organize, prepare, relate, synthesize Peace and order, Heroism
would 5. Internalizing values - (Characterization): Has a value system that and Appreciation of Heroes,
affect controls their behavior. The behavior is pervasive, consistent, National Unity, Civic
the predictable, and most importantly, characteristic of the learner. Consciousness, Social Perform Social
eternal Instructional objectives are concerned with the student's general responsibility, Harmony, Responsibility
destiny patterns of adjustment (personal, social, emotional). Patriotism, and display
of Behavioral Verbs: act, discriminate, display, influence, listen, Productivity Consciousness
millions modify, perform, practice, propose, qualify, question, revise,
serve, solve, verify
2. Content Mahayana Buddhism

3. Learning Resources Curriculum Guide , references, Multi-media , Internet

4. Procedures
4.1 Introductory Activity (___5_ minutes). This part introduces the lesson content.
Although at times optional, it is usually included to serve as a warm-up activity to - Prayer ,Greetings, Attendance Check
give the learners zest for the incoming lesson and an idea about what it to follow. - Review on the 3 Levels of Perfection of
One principle in learning is that learning occurs when it is conducted in a Mahayana Buddhism ( Core Teachings )
pleasurable and comfortable atmosphere.
4.2 Activity (__15__ minutes). This is an interactive strategy to elicit learner’s prior
learning experience. It serves as a springboard for new learning. It illustrates the By group: they have to develop a 3 to 4 minutes role
principle that learning starts where the learners are. Carefully structured activities playing demonstrating examples of the Acts of
such as individual or group reflective exercises, group discussion, self-or group Generosity on the context of core teachings of
assessment, dyadic or triadic interactions, puzzles, simulations or role-play, Mahayana Buddhism..
cybernetics exercise, gallery walk and the like may be created. Clear instructions
should be considered in this part of the lesson.
4.3 Analysis (___15_ minutes). Essential questions are included to serve as a - presentation of the Role Playing demonstrating on
guide for the teacher in clarifying key understandings about the topic at hand. Examples of Acts of Generosity. ( core teaching of
Critical points are organized to structure the discussions allowing the learners to Mahayana Buddhism )
maximize interactions and sharing of ideas and opinions about expected issues.
Affective questions are included to elicit the feelings of the learners about the Criteria :
activity or the topic. The last questions or points taken should lead the learners to
understand the new concepts or skills that are to be presented in the next part of
- Group cooperation
the lesson.
- Relevance

- Clarity

- mastery

4.4 Abstraction (__10__ minutes). This outlines the key concepts, important skills
that should be enhanced, and the proper attitude that should be emphasized. This
is organized as a lecturette that summarizes the learning emphasized from the
activity, analysis and new inputs in this part of the lesson.
4.5 Application (___3_ minutes). This part is structured to ensure the commitment
of the learners to do something to apply their new learning in their own
environment.
Reinforcing acquired learning on the Acts of Generosity
of the Tzu Chi Foundation.
(Developing the evidence of learning.)
Guided inquiry on the topic : Acts of Generosity of the
Tzu Chi Foundation of the Mahayanist Buddhist.

4.6 Assessment (_5__ minutes). For the Teacher to: a) Assess whether learning Reflective Note : ( in 5 minutes )
objectives have been met for a specified duration, b) Remediate and/or enrich with
appropriate strategies as needed, and c) Evaluate whether learning intentions and If a Mahayanist Buddhist Foundation in your
success criteria have been met. (Reminder: Formative Assessment may be given before, locality invited you to join in helping out the
during, or after the lesson). Choose any from the Assessment Methods below: victims of fire, will you assists them?
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation,
(Formal and informal observations of Dance, Musical Performance, Skill Performance tasks such as oral presentations
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral and role plays
recorded, based on assessment Reading), Debate, Motor & Psychomotor
criteria) Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and
Conferencing Essay, Picture Analysis, Comic Strip, Panel
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share,
about their learning to gain insights on Reading
their understanding and to progress and
clarify their thinking)

c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept

(Teachers judge the quality of products Maps/Graphic Organizer, Project, Model,
produced by learners according to Artwork, Multi-media Presentation, Product
agreed criteria) made in technical-vocational subjects
d) Tests Skill Performance Test, Open-Ended
(Teachers set tests or quizzes to Question, Practicum, Pen and Paper Test, Pre
determine learners’ ability to and Post Test, Diagnostic Test, Oral Test, Quiz
demonstrate mastery of a skill or
knowledge of content)

4.7 Assignment (__2__ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

Create a Picture Brochure : Cut out Pictures at
least 5 pictures ( sources may vary,news papers,
magazines, or from the internet.
- The Examples of the Acts of Generosity
  Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (___1_ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short Having an inner peace….you can sleep well.
song, an anecdote, parable or a letter that inspires the learners to do something to
practice their new learning.

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-
teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc.

Content need to continue and to be develop. And for assessment for learning…it will be given after its delivery.
7. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works?
What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for
you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate.
A. No. of
learners who
earned 80% in
the evaluation.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of
learners who
continue to
require
remediation.
E.Which of my
learning
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
 which I wish to
share with other
teachers?

Prepared by:
Name: ARLIE N. FERNANDEZ School: SAMBOAN NATIONAL (SENIOR) HIGH SCHOOL
Position/Designation: Teacher III Division: Cebu Province
Contact Number: 09176017595 Email address: arliefernandez2015@gmail.com

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6.Folder, bondpapers and paste , source of the cut out pictures