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

June 15, 2017
DLP No.: 7 Learning Area: DRRR Grade Level: 12 Quarter:1st Duration:1 hr
Learning The learners: Code:
Competency/ies: 1. Analyze disaster from the different perspectives DRR 11/12-1a-b-6
(Taken from the Curriculum Guide)
Key Concepts / - Disaster being analyzed from Physical Perspective
Understandings to be - Disaster being analyzed from Psychological Perspective
- Disaster being analyzed from Socio-cultural Perspective
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition identify, retrieve, recognize,
Remembering
of knowing duplicate, list, memorize,
The learner can recall information and retrieve relevant
something with repeat, describe, reproduce
knowledge from long-term memory
familiarity gained
Understanding interpret, exemplify, classify, Analyze impacts of disasters from physical,
through experience
The learner can construct meaning from oral, written and summarize, infer, compare, psychological and socio-cultural perspectives.
or association
graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate,

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

Attitud Categories: List of Attitudes:

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

3. Learning Resources DRRR Textbook for SHS & DRRR Teaching Guide for SHS,
Curriculum Guide, Multimedia
4. Procedures
4.1 Introductory Activity (__5__ minutes). This part introduces the Curriculum The class will have a review of past lessons through
lesson content. Although at times optional, it is usually included to serve as a Contextualization oral recitation. Participating students will be given
warm-up activity to give the learners zest for the incoming lesson and an idea
Localization: points according to correctness of answers.
about what it to follow. One principle in learning is that learning occurs when
Consider/include here
it is conducted in a pleasurable and comfortable atmosphere.
the appropriate Local
Heritage Themes:
4.2 Activity/Strategy (__5__ minutes). This is an interactive strategy to A. Annual Rites, The teacher will show pictures and video clips
elicit learner’s prior learning experience. It serves as a springboard for new Festivals, and presenting the Super Typhoon Yolanda aftermath.
learning. It illustrates the principle that learning starts where the learners are. Rituals Students will be asked of their observations and
Carefully structured activities such as individual or group reflective exercises, (Historical/Religiou
group discussion, self-or group assessment, dyadic or triadic interactions, s Festivals, Local
opinions.
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like Cultural Festivals, Refer: Typhoon Haiyan_Yolanda ( A Heartbreaking
may be created. Clear instructions should be considered in this part of the Local Video)
lesson. Delicacies/Products
Festivals, Rituals,
4.3 Analysis (__10__ minutes). Essential questions are included to serve as Ask the following:
a guide for the teacher in clarifying key understandings about the topic at Wedding Ritual,
Palihi Ritual, Burial 1. Could you imagine yourself being in
hand. Critical points are organized to structure the discussions allowing the
learners to maximize interactions and sharing of ideas and opinions about Ritual, the victims’ shoes?
expected issues. Affective questions are included to elicit the feelings of the B Literary Anthologies
Written In Local
2. How would you pull yourselves in this
learners about the activity or the topic. The last questions or points taken
should lead the learners to understand the new concepts or skills that are to Language (BALITAW, earth-shattering event?
be presented in the next part of the lesson. BALAK, Folktales/ 3. Could have been the damages be
Short Stories, Local
Heroes mitigated if only we are more of an
C. Historical Events, environment-advocate Filipino
Enduring Values,
Indigenous Materials, citizen?
Indigenous Cultural 4. How could we remedy this dreadful
Communities/Indigen
and life-turning phenomenon?
ous People,
4.4 Abstraction (___20_ minutes). This outlines the key concepts, Indigenous Games Reinforce through discussion:
important skills that should be enhanced, and the proper attitude that should D. Topography, Flora/ Physical perspective – views disaster as a
be emphasized. This is organized as a lecturette that summarizes the learning Fauna (Falls, phenomenon that can cause damage to physical
emphasized from the activity, analysis and new inputs in this part of the
lesson. Mountains, River, elements such as buildings, infrastructures,
Cave, Trees, Flower, including people & their properties.
Fauna
E. Food & Local
Psychological Perspective – in this context,
products disaster is regarded as an occurrence involving an
G. Role Model Family unexpected or uncontrollable event rather than a
long-term experience.
Socio-cultural Perspective – from this point of
view, a disaster is analyzed based on how people
respond having as parameter their social
conditions and cultural settings.
ACTIVITY:
Students must work by group. There will be 5
groups in the class with group members not less
than 7 or more than 10. Re-enact what the victims
went through during the Super Typhoon Yolanda.
 Make sure to portray the perspectives being
discussed.
ASK: From the short role play that you had, could
you imagine how really those victims felt in their
very trying times? Could you actually tell?
4.5 Application (__15__ minutes). This part is structured to ensure the Read an account on Super Typhoon Yolanda that
commitment of the learners to do something to apply their new learning in struck Samar & Leyte last 2013. Analyze its impacts
their own environment.
from physical, psychological, and socio-cultural
perspectives. Students need to design a mitigating
plan showing resiliency amidst pressing times and
at the same time taking into consideration
environmental concerns. Students’ output shall be
by group but it is an imperative that individually,
they must contribute ideas. It’s up to them how to
strategize who would answer physical,
psychological and socio-cultural perspectives
respectively.

4.6 Assessment (__ minutes). For the Teacher to: a) Assess whether learning 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 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 Embedded in analysis, abstraction and application.
Investigation, Role Play, Oral
a) Observation Presentation, Dance, Musical
(Formal and informal observations of learners’ performance or behaviors are Performance, Skill Role play
recorded, based on assessment criteria) Demonstration, Group
Activity (e.g. Choral
Reading), Debate, Motor &
Psychomotor Games,
Simulation Activities, Science
Experiment
Hands-on Math Activities, Oral recitation
b) Talking to Learners / Conferencing Written Work and Essay,
(Teachers talk to and question learners about their learning to gain insights on Picture Analysis, Comic Strip,
their understanding and to progress and clarify their thinking) Panel Discussion, Interview,
Think-Pair-Share, Reading

Worksheets for all subjects,

c) Analysis of Learners’ Products Essay, Concept
(Teachers judge the quality of products produced by learners according to Maps/Graphic Organizer, Mitigating plan
agreed criteria) Project, Model, Artwork,
Multi-media Presentation,
Product made in technical-
vocational subjects
d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended
mastery of a skill or knowledge of content) Question, Practicum,
Pen and Paper Test,
Pre and Post Test,
Diagnostic Test, Oral
Test, Quiz
4.7 Assignment (___3_ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson
 Enhancing / improving the day’s lesson
 Preparing for the new lesson The teacher will tell the students to have an
advance reading on the next meeting topic about
disasters being analyzed from economic, political
and biological perspectives.
4.8 Concluding Activity (___2_ minutes). Play another video clip of Yolanda victims
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, accompanied by a song entitled STILL by Hillsong.
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.

6. 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: Checked by:
Name:
Position/Designation:
Contact Number: