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.: 03 Learning Area: Introduction to World Religion Grade Level: 11 Quarter: 2nd Duration: 6,0 mins
Learning Competency/ies: Justify that religion can have positive or negative effects on society. Code:
(Taken from the Curriculum HUMSS_WRB12-I/IIIc-3.1
Guide)
Key Concepts / Understandings Justifying that religion can have a positive or negative effects on society.
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, Discuss that religion can have a
through The learner can construct meaning from oral, classify, summarize, positive or negative effects on society
experience or written and graphic messages infer, compare, explain, by jusitifying it.
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, Defend that religion can have a
systematic, and The learner can distinguish between parts compare, contrast, organize, positive or negative effects on the
sustained effort and determine how they relate to one outline, attribute, deconstruct society by justifying it.
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,
practice, The learner can put elements together to design, develop, produce,
aptitude, etc., to form a functional whole, create a new product construct, formulate,
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,
feeling ranges from simple acceptance to the more complex state of commitment. Cautious, Decisive, Self-
about Valuing is based on the internalization of a set of specified values, while Control, Calmness,
someon clues to these values are expressed in the learner's overt behavior and are Responsibility,
e or often identifiable. Accountability,
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, Students will be
r their behavior. The behavior is pervasive, consistent, predictable, and most Global, Solidarity, Making a able to display
importantly, characteristic of the learner. Instructional objectives are concerned stand for the good, there justifying
with the student's general patterns of adjustment (personal, social, emotional). Voluntariness of human act, opinion that
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Appreciation of one’s rights, religion can
perform, practice, propose, qualify, question, revise, serve, solve, verify Inclusiveness, Thoughtful, have a positive
Seriousness, Generous, or negative
Happiness, Modest, effects on
Authority, Hardworking, society.
Realistic, Flexible,
Considerate,
Sympathetic, Frankness
Values Categories: List of Values: Discuss the
A 1. Receiving Phenomena - Awareness, willingness to hear, selected 1. Maka-Diyos justifying
learner's attention Love of God, Faith, Trusting, grounds that
principle Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Spirituality, Inner Peace, Love of religion can
s or identify, locate, name, point to, reply, select, sit, Study, use truth, Kindness, Humble have a positive
standar 2. Responding to Phenomena - Active participation on the part of the or negative
ds of learners. Attends and reacts to a particular phenomenon. Learning effects on
behavio outcomes may emphasize compliance in responding, willingness to society through
r; one's respond, or satisfaction in responding (motivation). a healthy
judgme Behavioral Verbs: aid, answer, assist, comply, conform, discuss, debate.
nt of greet, help, label, perform, practice, present, read, recite, report,
what is select, tell, write
importa 3. Valuing - Attaches to a particular object, phenomenon, or behavior.
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 2. Maka-tao
Go values, while clues to these values are expressed in the learner's overt Concern for Others, Respect for
beyond behavior and are often identifiable. human rights, Gender equality,
learner’ Behavioral Verbs: work, complete, demonstrate, differentiate, Family Solidarity, Generosity,
s life on explain, follow, form, initiate, invite, join, justify, propose, read, Helping, Oneness
earth, report, select, share, study
include 4. Organization - Organizes values into priorities by contrasting 3. Makakalikasan
more different values, resolving conflicts between them, and creating a Care of the environment, Disaster
than unique value system. The emphasis is on comparing, relating, and Risk Management, Protection of
wealth synthesizing values. the Environment, Responsible
and Behavioral Verbs: adhere, alter, arrange, combine, compare, Consumerism, Cleanliness,
fame, complete, defend, explain, formulate, generalize, identify, Orderliness, Saving the
and integrate, modify, order, organize, prepare, relate, synthesize ecosystem, Environmental
would 5. Internalizing values - (Characterization): Has a value system that sustainability
affect controls their behavior. The behavior is pervasive, consistent, 4. Makabansa
the predictable, and most importantly, characteristic of the learner. Peace and order, Heroism and
eternal Instructional objectives are concerned with the student's general Appreciation of Heroes, National
destiny patterns of adjustment (personal, social, emotional). Unity, Civic Consciousness, Social
of Behavioral Verbs: act, discriminate, display, influence, listen, responsibility, Harmony,
millions modify, perform, practice, propose, qualify, question, revise, Patriotism,
serve, solve, verify Productivity
2. Content UNDERSTANDING THE EFFECTS OF RELIGION

3. Learning Resources INTERNET, GOOGLE PICTURES CG, Cartolina/Manila Paper, pentel pen / Multi-
media
4. Procedures
4.1 Introductory Activity (___5_ minutes). This part introduces the lesson content. Picture Analysis Activity
Although at times optional, it is usually included to serve as a warm-up activity to Teacher asks:
give the learners zest for the incoming lesson and an idea about what it to follow. What do you see on the picture?
One principle in learning is that learning occurs when it is conducted in a Describe what is on the picture?
pleasurable and comfortable atmosphere.
4.2 Activity (__15__ minutes). This is an interactive strategy to elicit learner’s prior The class will be divided into 2 groups
learning experience. It serves as a springboard for new learning. It illustrates the A debate will be initiated
principle that learning starts where the learners are. Carefully structured activities Group A. Positive effects of religion on the society
such as individual or group reflective exercises, group discussion, self-or group Group B Negative effects of religion on the society
assessment, dyadic or triadic interactions, puzzles, simulations or role-play, A rubrics will be the basis for the scoring system
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 - The teacher will ask after the debate:
guide for the teacher in clarifying key understandings about the topic at hand.
Critical points are organized to structure the discussions allowing the learners to - What are the positive effects of religion on the
maximize interactions and sharing of ideas and opinions about expected issues. society?
Affective questions are included to elicit the feelings of the learners about the
activity or the topic. The last questions or points taken should lead the learners to - What are the negative effects of religion on the
understand the new concepts or skills that are to be presented in the next part of
society?
the lesson.

4.4 Abstraction (__10__ minutes). This outlines the key concepts, important skills - Putting yourself in the real scenario, what are the
that should be enhanced, and the proper attitude that should be emphasized. This positive and negative effects of religions in your
is organized as a lecturette that summarizes the learning emphasized from the own society?
activity, analysis and new inputs in this part of the lesson.

4.5 Application (___3_ minutes). This part is structured to ensure the commitment - Create a Poster Slogan showing your own
of the learners to do something to apply their new learning in their own justification of the Positive or negative effects of
environment. religion in your society.

4.6 Assessment (_5__ minutes). For the Teacher to: a) Assess whether learning Make an essay that tells your justification about
objectives have been met for a specified duration, b) Remediate and/or enrich with the positive or negative effects of religion in your
appropriate strategies as needed, and c) Evaluate whether learning intentions and society.
success criteria have been met. (Reminder: Formative Assessment may be given before,
during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation,
(Formal and informal observations of Dance, Musical Performance, Skill
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral
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, - Short essay
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 Gather an editorial column about the positive and
negative effects of religion in the Philippine
settings
  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
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 of the iPlan need to continue and develop.

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: RICHIE Y. MEPIEZA School: GENERAL CLIMACO NATIONAL HIGH SCHOOL
Position/Designation: Teacher I Division: TOLEDO CITY
Contact Number: 09352197912 Email address: richie_mepieza@ymail.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. Others