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    Mary Angel Tenebroso
    This document outlines the format for a detailed lesson plan (DLP) for a course at the University of Cebu - Lapu-Lapu and Mandaue Campus. The DLP format includes sections for objectives, content, learning resources, procedures, and assessment. The procedures section provides examples of activity/strategy, analysis, abstraction, and application steps to engage students in the learning process. Assessment methods are to be used to evaluate if learning objectives were achieved. Assignments are intended to reinforce, enrich, or enhance the lesson. The DLP is meant to help systematically plan, develop, evaluate and manage instruction using principles of teaching and learning.

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    TEMPLATE 4'as

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    This document outlines the format for a detailed lesson plan (DLP) for a course at the University of Cebu - Lapu-Lapu and Mandaue Campus. The DLP format includes sections for objectives, content, learning resources, procedures, and assessment. The procedures section provides examples of activity/strategy, analysis, abstraction, and application steps to engage students in the learning process. Assessment methods are to be used to evaluate if learning objectives were achieved. Assignments are intended to reinforce, enrich, or enhance the lesson. The DLP is meant to help systematically plan, develop, evaluate and manage instruction using principles of teaching and learning.

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    TEMPLATE 4'As

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    This document outlines the format for a detailed lesson plan (DLP) for a course at the University of Cebu - Lapu-Lapu and Mandaue Campus. The DLP format includes sections for objectives, content, learning resources, procedures, and assessment. The procedures section provides examples of activity/strategy, analysis, abstraction, and application steps to engage students in the learning process. Assessment methods are to be used to evaluate if learning objectives were achieved. Assignments are intended to reinforce, enrich, or enhance the lesson. The DLP is meant to help systematically plan, develop, evaluate and manage instruction using principles of teaching and learning.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    29 views4 pages

    TEMPLATE 4'as

    Uploaded by

    Mary Angel Tenebroso
    This document outlines the format for a detailed lesson plan (DLP) for a course at the University of Cebu - Lapu-Lapu and Mandaue Campus. The DLP format includes sections for objectives, content, learning resources, procedures, and assessment. The procedures section provides examples of activity/strategy, analysis, abstraction, and application steps to engage students in the learning process. Assessment methods are to be used to evaluate if learning objectives were achieved. Assignments are intended to reinforce, enrich, or enhance the lesson. The DLP is meant to help systematically plan, develop, evaluate and manage instruction using principles of teaching and learning.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
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    UNIVERSITY OF CEBU – LAPU-LAPU AND MANDAUE CAMPUS

    A.C. Cortes Avenue, Looc, Mandaue City 6014, Cebu, Philippines


    College of Teacher Education
    PACUCOA Level III Accredited
    A.Y. 2022-23, 2nd Semester

    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

    School University of Cebu Lapu-Lapu and Grade Level


    Mandaue
    DLP Learning Filipino
    Area
    Quarter

    I. OBJECTIVES
    A. Content Standards
    B. Performance
    Standards
    C. Learning
    Competencies /
    Objectives.
    Code: F2KP-IIIc-8
    Write the LC code for
    each

    Layunin:
    Pagkatapos ng talakayan, ang mag-aaral ay inaasahang:

    Kaalaman

    1.

    Kasanayan

    2.

    Kahalagahan
    3.
    II. CONTENT

    III. LEARNING
    RESOURCES
    V. PROCEDURES

    Activity/Strategy (3
    minutes). This is an
    interactive strategy to
    elicit a learner's prior
    learning experience. It
    serves as a
    springboard for new
    learning. It illustrates
    the principle that
    learning starts where
    the learners are.
    Carefully structured
    activities such as
    individual or group
    reflective exercises,
    group discussion, self-
    or group assessment,
    dyadic or triadic
    interactions, puzzles,
    simulations or role-
    play, cybernetics
    exercise, gallery walk
    and the like may be
    created. Clear
    instructions should be
    considered in this part
    of the lesson.
    Analysis ( 5 minutes).
    Essential questions are
    included to serve as a
    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
    maximize interactions
    and sharing of ideas
    and opinions about
    expected issues.
    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 understand
    the new concepts or
    skills that are to be
    presented in the next
    part of the lesson.
    Abstraction (5
    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.
    Application (5
    minutes). This part is
    structured to ensure
    the commitment of the
    learners to do
    something to apply
    their new learning in
    their own environment.
    Assessment (5
    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.
    Assignment/Agreement
    (2 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

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