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 21, 2017
DLP No.: 10 Learning Area: DRRR Grade Level: 12 Quarter: 1st Duration:1 hr
Learning The learners…. Code:
Competency/ies: 1. Explain the meaning of vulnerability DRR11/12-Ic-8
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Vulnerability
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,
through experience
The learner can construct meaning from oral, written and summarize, infer, compare, Explain the causes of vulnerability
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, Distinguish vulnerability from exposure
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,
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:

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, Display interest
about acceptance to the more complex state of commitment. Valuing is based on the
someone Decisive, Self-Control, Calmness, in learning &
internalization of a set of specified values, while clues to these values are expressed in the Responsibility, Accountability, demonstrate
or learner's overt behavior and are often identifiable.
somethin Industriousness, Industry, positive vision.
g,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Cooperation, Optimism,
typically initiate, invite, join, justify, propose, read, report, select, share, study Satisfaction, Persistent, Cheerful,
one that 4. Organization - Organizes values into priorities by contrasting different values, resolving Reliable, Gentle, Appreciation of
is conflicts between them, and creating a unique value system. The emphasis is on one’s culture, Globalism,
reflected comparing, relating, and synthesizing values. Compassion, Work Ethics, Creativity,
in a Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Entrepreneurial Spirit, Financial
person’s formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Literacy, Global, Solidarity, Making
behavior synthesize a stand for the good, Voluntariness
5. Internalizing values - (Characterization): Has a value system that controls their behavior. of human act, Appreciation of one’s
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the rights, Inclusiveness, Thoughtful,
learner. Instructional objectives are concerned with the student's general patterns of Seriousness, Generous, Happiness,
adjustment (personal, social, emotional). Modest, Authority, Hardworking,
Realistic, Flexible, Considerate,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
Sympathetic, Frankness
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,
one's 2. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect for
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 4. Organization - Organizes values into priorities by contrasting different values, resolving 3. Makakalikasan Practice disaster risk
life on conflicts between them, and creating a unique value system. The emphasis is on Care of the environment, Disaster management.
earth, comparing, relating, and synthesizing values. Risk Management, Protection of
include the Environment, Responsible
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
more than Consumerism, Cleanliness,
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
wealth Orderliness, Saving the
relate, synthesize
and fame, ecosystem, Environmental
5. Internalizing values - (Characterization): Has a value system that controls their
and would sustainability
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
affect the
characteristic of the learner. Instructional objectives are concerned with the student's
eternal 4. Makabansa
general patterns of adjustment (personal, social, emotional).
destiny of Peace and order, Heroism and
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Appreciation of Heroes, National
Intention practice, propose, qualify, question, revise, serve, solve, verify Unity, Civic Consciousness, Social
ally responsibility, Harmony,
adding Patriotism,
value to Productivity
people
everyday.
2. Content Exposure and Vulnerability

3. Learning Resources DRRR Textbook for SHS & DRRR Teaching Guide for SHS,
Pictures, Writing Materials, Multimedia
4. Procedures
4.1 Introductory Activity (__5__ minutes). This part introduces the Curriculum There will be review of the previous lesson with
lesson content. Although at times optional, it is usually included to serve as a Contextualization the aid of pictures representing the different
warm-up activity to give the learners zest for the incoming lesson and an idea
Localization: elements exposed to hazards and students will
about what it to follow. One principle in learning is that learning occurs when
Consider/include here identity what type of elements are being shown in
it is conducted in a pleasurable and comfortable atmosphere.
the appropriate Local
the pictures. Whoever gets the correct answer will
Heritage Themes:
A. Annual Rites, receive ball pen as a reward. Participation of cold
Festivals, and students shall be encouraged. Afterwards, ask few
Rituals questions to students in order to know if they
(Historical/Religiou
really have an advance reading as told in the
s Festivals, Local
Cultural Festivals, previous meeting.
Local
Delicacies/Products
Festivals, Rituals,
Wedding Ritual,
Palihi Ritual, Burial
4.2 Activity/Strategy (__5__ minutes). This is an interactive strategy to Ritual, Show a video to the class. A video of different
elicit learner’s prior learning experience. It serves as a springboard for new B Literary Anthologies people, different ages, occupation, workplace, etc.
learning. It illustrates the principle that learning starts where the learners are. Written In Local Let the students reflect if who among the people
Carefully structured activities such as individual or group reflective exercises, Language (BALITAW,
group discussion, self-or group assessment, dyadic or triadic interactions, shown in the video are more vulnerable and what
BALAK, Folktales/
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like Short Stories, Local makes them more vulnerable.
may be created. Clear instructions should be considered in this part of the Heroes
lesson. C. Historical Events,
4.3 Analysis (__10__ minutes). Essential questions are included to serve as Enduring Values, The following questions will be asked to the
a guide for the teacher in clarifying key understandings about the topic at Indigenous Materials, students for them to have a wider picture on what
hand. Critical points are organized to structure the discussions allowing the Indigenous Cultural
learners to maximize interactions and sharing of ideas and opinions about Communities/Indigen will be tackled for today’s discussion.
expected issues. Affective questions are included to elicit the feelings of the ous People,
learners about the activity or the topic. The last questions or points taken Indigenous Games 1. What is vulnerability?
should lead the learners to understand the new concepts or skills that are to D. Topography, Flora/
be presented in the next part of the lesson. Fauna (Falls, 2. What is the difference between exposure
Mountains, River,
& vulnerability?
Cave, Trees, Flower,
Fauna
E. Food & Local 3. What are the causes of vulnerability?
products
G. Role Model Family 4. Does education plays a vital role in
reducing vulnerability?

4.4 Abstraction (__15__ minutes). This outlines the key concepts, Students’ responses will be reinforced by the
important skills that should be enhanced, and the proper attitude that should teacher through discussion
be emphasized. This is organized as a lecturette that summarizes the learning
Vulnerability is defined as “the characteristics and
emphasized from the activity, analysis and new inputs in this part of the
lesson. circumstances of a community, system or asset
that make it susceptible to the damaging effects of
a hazard”. As indicated by United Nations
International Strategy for Disaster Reduction
(UNISDR), “there are many aspects of vulnerability
arising from various physical, social, economic, and
environmental factors. Examples may include poor
design and construction of buildings, inadequate
 protection of assets, lack of public information and
awareness, limited official recognition of risks and
preparedness measures, and disregard for wise
environmental management”.

Physical, social, economic, and environmental

factors determine the likelihood and severity of
damage due to a given hazard. Recent earthquake,
volcanic, and hydrometeorological hazard events
highlight the need to assess the vulnerability levels
of areas of the Philippines that are exposed to
these hazards. With this, resources available can
be made to work more efficiently to reduce
vulnerabilities. Such measures include mitigation,
prediction and warning, preparedness, and
building capacities to withstand and cope with
hazards. The root causes of vulnerability, such as
poverty and poor governance, must also be
addressed to sustain efforts to reduce
vulnerability.
4.5 Application (__10__ minutes). This part is structured to ensure the Let the students create an outline of Philippine
commitment of the learners to do something to apply their new learning in disasters that could have been prevented and
their own environment.
mitigated if there were proper information and
awareness campaigns.
4.6 Assessment (__10_ minutes). For the Teacher to: a) Assess whether Instruction: Make a script on information drive
learning objectives have been met for a specified duration, b) Remediate campaign emphasizing education and community
and/or enrich with appropriate strategies as needed, and c) Evaluate whether
involvement on the reduction of vulnerability.
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
Investigation, Role Play, Oral Presentation,
a) Observation Dance, Musical Performance, Skill
Demonstration, Group Activity (e.g. Choral
(Formal and informal observations of learners’ performance or behaviors are Reading), Debate, Motor & Psychomotor
Games, Simulation Activities, Science
recorded, based on assessment criteria) Experiment
Hands-on Math Activities, Written Work and
b) Talking to Learners / Conferencing Essay, Picture Analysis, Comic Strip, Panel
Discussion, Interview, Think-Pair-Share,
(Teachers talk to and question learners about their learning to gain insights on Reading

their understanding and to progress and clarify their thinking) Written works
Worksheets for all subjects, Essay, Concept
c) Analysis of Learners’ Products Maps/Graphic Organizer, Project, Model,
Artwork, Multi-media Presentation, Product
(Teachers judge the quality of products produced by learners according to made in technical-vocational subjects

agreed criteria)
Skill Performance Test, Open-Ended
d) Tests Question, Practicum, Pen and Paper Test,
Pre and Post Test, Diagnostic Test, Oral
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Quiz

mastery of a skill or knowledge of content)

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 Read in advance about sectors of society which are
more vulnerable to disasters than others.
4.8 Concluding Activity (__2__ minutes). Words to Ponder: The whole purpose of education
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, is to turn mirrors into windows.
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:

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