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.: Learning Area: Physical Education and Grade Level: 12 Quarter: 1 Duration: 1 hour
Health
Learning Competency/ies: Differentiates types of eating (fueling for performance, Code:
(Taken from the Curriculum Guide) emotional eating, social eating, eating while watching tv or PEH12FH-Ie-4
dance events)
Key Concepts / Optimizing one’s health through dancing as requisite for physical activity.
Understandings to be
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 To identify the different types of
of knowing duplicate, list, memorize,
The learner can recall information and retrieve relevant eating for optimizing one’s health.
something with repeat, describe, reproduce
knowledge from long-term memory
familiarity gained
Understanding interpret, exemplify, classify, To classify the types of eating for
through experience
The learner can construct meaning from oral, written and summarize, infer, compare,
or association optimum health
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, To differentiate the types of eating
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to
as requisite for physical activity
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,
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of view
Attitud Categories: List of Attitudes: Demonstrate
1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
e personal discipline
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Wellness, Respect, Honesty,
feelings or name, point to, reply, select, sit, Study, use Personal discipline, Perseverance, in the manner of
emotional 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Sincerity, Patience, Critical eating to promote
areas. reacts to a particular phenomenon. Learning outcomes may emphasize compliance in thinking, Open-mindedness,
responding, willingness to respond, or satisfaction in responding (motivation). Interest, Courteous, Obedience,
proper and
A settled
way of Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Hope, Charity, Fortitude, optimum health for
thinking perform, practice, present, read, recite, report, select, tell, write Resiliency, Positive vision, physical activity
or feeling 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Acceptance, Determined,
about Independent , Gratitude, Tolerant, like dancing.
simple acceptance to the more complex state of commitment. Valuing is based on the
someone internalization of a set of specified values, while clues to these values are expressed in Cautious, Decisive, Self-Control,
or the learner's overt behavior and are often identifiable. Calmness, Responsibility,
something Accountability, Industriousness,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Industry, Cooperation, Optimism,
, typically initiate, invite, join, justify, propose, read, report, select, share, study
one that is Satisfaction, Persistent, Cheerful,
4. Organization - Organizes values into priorities by contrasting different values, resolving Reliable, Gentle, Appreciation of
reflected conflicts between them, and creating a unique value system. The emphasis is on
in a one’s culture, Globalism,
comparing, relating, and synthesizing values. Compassion, Work Ethics,
person’s
behavior Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Creativity, Entrepreneurial Spirit,
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Financial Literacy, Global,
synthesize Solidarity, Making a stand for the
5. Internalizing values - (Characterization): Has a value system that controls their good, Voluntariness of human act,
behavior. The behavior is pervasive, consistent, predictable, and most importantly, Appreciation of one’s rights,
characteristic of the learner. Instructional objectives are concerned with the student's general Inclusiveness, Thoughtful,
patterns of adjustment (personal, social, emotional). Seriousness, Generous, Happiness,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Modest, Authority, Hardworking,
practice, propose, qualify, question, revise, serve, solve, verify Realistic, Flexible, Considerate,
Sympathetic, Frankness
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 and truth, Kindness, Humble
standards reacts to a particular phenomenon. Learning outcomes may emphasize compliance in 2. Maka-tao Display awareness on
of responding, willingness to respond, or satisfaction in responding (motivation). Concern for Others, Respect for healthy living.
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, human rights, Gender equality, Demonstrate
one's perform, practice, present, read, recite, report, select, tell, write Family Solidarity, Generosity, understanding on the
judgment 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Helping, Oneness importance of eating
of what is simple acceptance to the more complex state of commitment. Valuing is based on the for optimum health.
important internalization of a set of specified values, while clues to these values are expressed in the 3. Makakalikasan
in life. learner's overt behavior and are often identifiable. Care of the environment, Disaster
Go Risk Management, Protection of
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
beyond the Environment, Responsible
initiate, invite, join, justify, propose, read, report, select, share, study
learner’s Consumerism, Cleanliness,
4. Organization - Organizes values into priorities by contrasting different values, resolving
life on Orderliness, Saving the ecosystem,
conflicts between them, and creating a unique value system. The emphasis is on comparing,
earth, Environmental sustainability
relating, and synthesizing values.
include 4. Makabansa
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Peace and order, Heroism and
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Appreciation of Heroes, National
and fame, synthesize Unity, Civic Consciousness, Social
and would 5. Internalizing values - (Characterization): Has a value system that controls their behavior. responsibility, Harmony,
affect the The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Patriotism,
eternal learner. Instructional objectives are concerned with the student's general patterns of Productivity
destiny of adjustment (personal, social, emotional).
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
Intention practice, propose, qualify, question, revise, serve, solve, verify
ally
adding
value to
people
everyday.
2. Content Health – optimizing Physical Education (Dance)
3. Learning Resources LM/TG, Books, Pictures, Video Clips, Internet sources
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson Curriculum
content. Although at times optional, it is usually included to serve as a warm-up Contextualization Opening Prayers
activity to give the learners zest for the incoming lesson and an idea about what
Localization: Checking of attendance
it to follow. One principle in learning is that learning occurs when it is
Consider/include here Ask the student if they have eaten their
conducted in a pleasurable and comfortable atmosphere.
the appropriate Local
Heritage Themes: meal
A. Annual Rites, Video showing on the different types of
Festivals, and eating and let the students reflect if they do
Rituals
(Historical/Religiou
the same.
4.2 Activity/Strategy (____ minutes). This is an interactive strategy to s Festivals, Local Let the students list down their eating
elicit learner’s prior learning experience. It serves as a springboard for new Cultural Festivals, habits and group them according to similar
learning. It illustrates the principle that learning starts where the learners are. Local habits.
Carefully structured activities such as individual or group reflective exercises, Delicacies/Products
group discussion, self-or group assessment, dyadic or triadic interactions, Festivals, Rituals, Allow them to share ideas on how to
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like Wedding Ritual, optimize their health with the types of
may be created. Clear instructions should be considered in this part of the Palihi Ritual, eating habits they usually do for physical
lesson. Burial Ritual, activity like dancing.
B Literary
Anthologies Written In Presentation of results after convening.
4.3 Analysis (____ minutes). Essential questions are included to serve as a Local Language Ask the students on the similarities and
guide for the teacher in clarifying key understandings about the topic at hand. (BALITAW, BALAK, differences they observed on the
Critical points are organized to structure the discussions allowing the learners Folktales/ Short
to maximize interactions and sharing of ideas and opinions about expected Stories, Local Heroes presentation of results
issues. Affective questions are included to elicit the feelings of the learners about C. Historical Events,
the activity or the topic. The last questions or points taken should lead the Enduring Values,
learners to understand the new concepts or skills that are to be presented in the Indigenous Materials,
next part of the lesson.
4.4 Abstraction (____ minutes). This outlines the key concepts, important Indigenous Cultural Ask the students about their significant
skills that should be enhanced, and the proper attitude that should be Communities/Indigeno
learning on the topic at hand.
emphasized. This is organized as a lecturette that summarizes the learning us People, Indigenous
Games What are the different types of eating?
emphasized from the activity, analysis and new inputs in this part of the lesson.
D. Topography, Flora/ How can you differentiate these types of
Fauna (Falls, eating?
Mountains, River,
Cave, Trees, Flower,
The teacher will give additional
Fauna information about the topic at hand if
E. Food & Local needed.
4.5 Application (____ minutes). This part is structured to ensure the products Role-playing of the groups reflecting the
commitment of the learners to do something to apply their new learning in their G. Role Model Family
types of eating for optimum health.
own environment.
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
a) Observation Investigation, Role The student will perform the role-play and
(Formal and informal observations of learners’ performance or behaviors are Play, Oral
will be assessed according to: Relevance,
recorded, based on assessment criteria) Presentation, Dance,
Musical Performance, Creativity, Mastery of the craft and overall
Skill Demonstration, presentation.
Group Activity (e.g.
Choral Reading),
Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights on Activities, Written
their understanding and to progress and clarify their thinking) Work and Essay,
Picture Analysis,
Comic Strip, Panel
Discussion, Interview,
Think-Pair-Share,
Reading
c) Analysis of Learners’ Products Worksheets for all
(Teachers judge the quality of products produced by learners according to subjects, Essay,
agreed criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation, Product
made in technical-
vocational subjects
d) Tests Skill Performance Paper and ball pen test
(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 (____ 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 Assign the students to write in a sheet of
paper the type of eating they would like to
practiced and why..
Preparing for the new lesson
4.8 Concluding Activity (____ minutes). Instruct the students to make a commitment
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, letter to practice eating healthy to achieve
parable or a letter that inspires the learners to do something to practice their new learning.
optimum health and be physically fit for
dancing.
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.
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: JUAN A. GOLOSINDA School: ZOSIMO A. GULLE MEMORIAL NATIONAL HS
Position/Designation: TEACHER 1 Division: BOHOL
Contact Number: Email address:
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
