Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No. Learning Area: 21st Century Literature from Grade Level: 11 Quarter: Duration:
the Philippines and the World First 60 minutes
Learning Appreciate the contributions of the canonical Filipino writers to the Code:
Competency/ies: development of national literature EN12Lit-Ic-24
(Taken from the Curriculum Guide)
Key Concepts / Appreciate
Understandings to be Contributions
Developed Canonical Filipino writer

Domain Adapted Cognitive Process Dimensions 1. Objectives

Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, Identify the different canonical
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce Filipino writers.
familiarity gained interpret, exemplify, classify,
through experience Understanding
The learner can construct meaning from oral, written and summarize, infer, compare,
or association explain, paraphrase, discuss
graphic messages

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, Organizing through timeline.
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 Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
or ... the ability, critique, appraise, evaluate
coming 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

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

4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson content. Although at Preliminaries: (2 min.)
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the
incoming lesson and an idea about what it to follow. One principle in learning is that learning
occurs when it is conducted in a pleasurable and comfortable atmosphere.  Prayer
 Attendance Checking

Introductory Activity:

Show a video clip to the students Filipino

canon traditions. Let the students take notes on
their observation of the video.

4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior learning Group Activity:Prepare a picture of a canonical
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 writer for the group.
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 Use the K-W-L chart.
instructions should be considered in this part of the lesson.

What do I What I What do I

know? want to learn?
Know?

4.3 Analysis (____ minutes). Essential questions are included to serve as a guide for the teacher Process the answers of the following questions:
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 1. What did you feel after identifying the
activity or the topic. The last questions or points taken should lead the learners to understand the canonical Filipino writers?
new concepts or skills that are to be presented in the next part of the lesson.
 2. What does it take to be a canonical
writer?
3. How important are they in the
development of the national literature?

4.4 Abstraction (____ minutes). This outlines the key concepts, important skills that should be Lecture:
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. Contributions of Filipino canonical writers to
national literature.

Questions:

1. What are the significant contributions of

the canonical writers to the national
literature?
2. Who are local artist you know that
contributed so much in literature?

4.5 Application (____ minutes). This part is structured to ensure the commitment of the learners Match the contribution of the Filipino canonical
to do something to apply their new learning in their own environment. writers in column A to the name in column B

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 Play, Oral Presentation, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based Activity (e.g. Choral Reading), Debate, Motor &
on assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,
Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify their
thinking)
c) Analysis of Learners’ Worksheets for all subjects, Essay, Concept
Maps/Graphic Organizer, Project, Model, Artwork,
Products Multi-media Presentation, Product made in technical-
(Teachers judge the quality of products
vocational subjects
produced by learners according to agreed
criteria)

d) Tests Skill Performance Test, Open-Ended Question, Pen and Paper Test
(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a Diagnostic Test, Oral Test, Quiz
skill or knowledge of content) Directions: identify whether the following
characteristics are true to a canonical writer

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson The teacher provides reading texts and asks
the significant contribution of the canonical
writers to the present.

 Enriching / inspiring the day’s lesson

  Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (____ 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.

6. Reflection 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
s 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: Ronald O. Dalaguit School: San Jose National High School
Position/Designation: SHST-2 Division: Cebu Province
Contact Number: Email address