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)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration:

7 English 7 4 60

Learning Competency/ies: Give clear precise and concise information, explainations

and instructions in varied oral communication situations.

Use imperatives and prepositions when giving instructions

(Taken from the Curriculum Give and follow instructions and directions
Guide)

Giving clear precise and concise information, explainations and instructions in v

communication situations.

Key Concepts / Using imperatives and prepositions when giving instructions

Understandings to be
Developed Giving and following instructions and directions

Adapted Cognitive
OBJECTIVES: Using various scenarios, the learners with 85% ma
Domain Process Dimensions
to:
(D.O. No. 8, s. 2015)

Knowledge Remembering Identify the imperatives and preposition used in giving instructions;
The fact or
condition of knowing
something with familiarity
gained through
experience or association
Understanding

Applying Use imperatives and prepositions when giving instructions and directio
Skills
The ability
and capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly
and adaptively carryout
complex activities or the Evaluating Evaluate the given instructions and directions;
ability, coming from one's
knowledge, practice, aptitude,
etc., to do something
Design an activity with the use of imperatives and propositions in givin
Creating
precise instructions and directions;

Responding to Write a clear, precise and concise direction and instruction motivated b
Attitude
Phenomena examination, quizzes and tests of students; and

Act politely and display humility and concern for others in giving clear
Values Valuing
directions and instructions

2. Content Clear, precise and concise instruction and direction, imperative

 Curriculum Guide - English 7
https://m.youtube.com/watch?v=iQxK-Ah7has
https://www.google.com.ph/search?ei=-
bRNWo__Fcym8AXll4OAAw&q=What+is+direction+for%3F&oq=Wha
%3F&gs_l=mobile-gws-
serp.3..0i7i30k1l2j0i8i30k1l3.24720.28119.0.31185.16.16.0.0.0.0.466.
3. Learning Resources 0...1.1j4.64.mobile-gws-serp..9.6.1463...0j35i39k1j0i8i7i30k1.323.0PK
http://www.differencebetween.info/difference-between-directions-and-i
http://www.lifehack.org/articles/work/7-tips-how-give-clear-understand
staff.html
https://www.englishgrammarsecrets.com/imperative/menu.php
https://english.lingolia.com/en/grammar/verbs/imperative/exercises

4. Procedures
4.1 Introductory Activity The session opens with a prayer to be led by an assigned student. Then, check
and recapitulation of the students will follow.
There will be a warm up activity in which a video will be played having someone
the actions to be followed by the students. (I can Follow the Rules.- title of the s
3 minutes https://m.youtube.com/watch?v=iQxK-Ah7has)
(This will be done as n opening activity....)
4.2 Activity In this part, the teacher will ask the students to share their observations and exp
mounted pictures on the board. (See Appendix A)
This will lead the students to know about clear, precise and concise giving of dir
3 minutes instructions.

4.3 Analysis The learners will be asked of two sets of processing questions found on Appen
This is done for students to learn and understand more why people follow direc
the same with giving a clear, precise and concise one.
The teacher facilitates in the sharing of answers through he answer key found
7 minutes --Students will be led to learn about giving and following directions and instructio

4.4 Abstraction Students will be given a copy of the notes about direction, instruction, imperativ
after the interaction in the class for the analysis for them to verify their claims an
Appendix B for the notes)

A video will be played to students for the discussion and interaction of the class
13 minutes
Guide questions will be given to the learners which will be used during the discu
C)

4.5 Application The learners will work on an exercise in which they are to identify the imperative
used.
Then, the second one is to evaluate a set of directions and instructions. This is
15 minutes class will be dovided into five groups and is asigned to different directions and in
Appendix D)

4.6 Assessment
The learners will formulate a direction and instruction a
Products based on the assigned areas. This is done by group. (S
12 minutes

4.7 Assignment The learners will look for a bad direction and instructio
Enriching / inspiring the information in a short bond paper. They are to give 1 b
day’s lesson bad instuction. (See Appendix F)
4 minutes

4.8 Concluding Activity

The learners will be asked to share their thoughts about the quote, "Directions a
3 minutes explain how. Direction is a vision offered to explain why."- Simon Sinek.

5. Remarks

6. Reflections

A. No. of learners who earned C. Did the remedial lessons work? No. of learners
80% in the evaluation. who have caught up with the lesson.
B. No. of learners who require
D. No. of learners who continue to require
additional activities for
remediation.
remediation.
E. Which of my learning
strategies worked well? Why
did What
F. these difficulties
work? did I
encounter which my principal
or supervisor can help me
G. What innovation or
solve?
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by:

Name: School:
KRITCHEN D. CASAS BITOON NATIONAL VOCATIONAL HIGH SCH
Position/
Designati Division:
on: SST-I CEBU
Contact
Email address:
Number: 9335358053 [email protected]
g
evaluating and managing the
d learning - D.O. 42, s. 2016)

Format
Duration: Date:

60 January 24, 2018

Code:

EN7G-IV-b-1.26

EN7OL-IV-b-4

EN7RC-IV-b-1010.1

explainations and instructions in varied oral

ing instructions

ns

narios, the learners with 85% mastery are expected

ition used in giving instructions;

when giving instructions and directions;

directions;

mperatives and propositions in giving clear, concise and

direction and instruction motivated by current results of

tudents; and

d concern for others in giving clear, precise and concise

ruction and direction, imperatives and preposition

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hat+is+direction+for%3F&oq=What+is+direction+for

.28119.0.31185.16.16.0.0.0.0.466.3485.0j8j5j1j1.15.0....
463...0j35i39k1j0i8i7i30k1.323.0PKBWECbKkQ
difference-between-directions-and-instructions
k/7-tips-how-give-clear-understandable-instructions-

s.com/imperative/menu.php
mar/verbs/imperative/exercises

an assigned student. Then, checking of attendance

deo will be played having someone who demonstrates

can Follow the Rules.- title of the song-
s)
to share their observations and experiences about the
ix A)
ar, precise and concise giving of directions and

cessing questions found on Appendix A.

tand more why people follow directions and instruction
cise one.
wers through he answer key found on Appendix A.
d following directions and instruction carefully.

out direction, instruction, imperatives and prepositions

sis for them to verify their claims and answers.(See

ussion and interaction of the class.

which will be used during the discussion.(See Appendix

h they are to identify the imperatives and prepositions

directions and instructions. This is done in a group. The

signed to different directions and instructions. (See

mulate a direction and instruction about something

ned areas. This is done by group. (See Appendix E)

k for a bad direction and instruction. Write the searched

rt bond paper. They are to give 1 bad direction and 1
Appendix F)

ughts about the quote, "Directions are instructions that

xplain why."- Simon Sinek.

l lessons work? No. of learners

p with the lesson.
who continue to require

ON NATIONAL VOCATIONAL HIGH SCHOOL

BU

[email protected]
attitude
Receiving Phenomena

Responding to Phenomena

Valuing
Organization
Internalizing values
assignment

Reinforcing / strengthening
the day’s lesson

Enriching / inspiring the

day’s lesson
Enhancing / improving the
day’s lesson
Preparing for the new
lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners'
Products
Tests