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
Learning Area: Grade Level: Quarter: Duration: Date:
No.:
ENGLISH 9 9 2 50 MINS. December 5, 2023
MELC: Make connections between texts to EN9RC-Iva-2.18
Learning Competency/ies: particular social issues, concerns, or dispositions
(Taken from the in real life.
Curriculum Guide)
Key Concepts / Understandings
to be Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVES
2015)
Knowledge Remembering
The fact or
condition of
knowing something * Define what discrimination is;
with familiarity * Identify the effects of discrimination to one’s dreams in life; and
gained through
experience or
association. Understanding *Identify the issue about life faced by the speaker in the poem.
Applying
Skills
The ability and capacity
acquired through
deliberate, systematic, and
sustained effort to
Analyzing
smoothly, and adaptively
carryout complex activities
or the ability, coming from
Evaluating
one's knowledge, practice,
aptitude, etc., to do
something.
Creating *Create a slogan to promote equality in our society
Responding to *Give resolutions to the issues on discrimination.
Attitude
Phenomena
Internalizing values * Treat everyone equally and with respect
Values
2. Content RESOLVING DIFFERENT FORMS OF DISCRIMINATION
[Link] Resources
[Link]
* The teacher will set rules for the students to follow during the discussion.
4.1 Introductory Activity * The teacher will show statements on screen and let the students post the
pictures on the board that best correspond to the statement and arrange it
accordingly. This Activity is called WHEEL OF FORTUNE.
4.2 Activity * The teacher will show different pictures and let the students give their own
ideas on it in 2 seconds.
“* Say something about the picture number 1, 2, and what about number 3? “
Answers are: 1. Racism 2. Ageism 3. Gender Inequality
*The teacher will ask the students
4.3 Analysis
* What common idea is presented in the pictures?
Everyone has the right to be treated fairly and respectfully. When someone is
being discriminated, it means he/she is being treated badly or unfairly based on
personal characteristic like appearance, intellectual ability, gender and age.
4.4 Abstraction We need to be neutral in dealing with each other and understand that all humans have
their good and bad sides. We need to put in our minds and hearts that people will be
people, but if we look back all those things, we might just maintain a good relationship
with each other because we co-exist.
*The teacher will ask questions
* Do you have experiences related to the common issues found in
the text? What are those?
4.5 Application * How will you resolve such issues identified ?
* The teacher will give another activity to the students which is called “WHO
WANTS TO BE A MILLIONAIRE”.
*Create a slogan to promote equality in our society. Criteria:
Relevance to the topic: 20%
4.6 Assessment Creativity : 20%
Cleanliness :10%
_____ 50%
4.7 Assignment Read in Advance the lyrics of the song entitled “ Rivers of
Dreams” by Billy Joel
4.8 Concluding Activity
5. Remarks
6. Reflections
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
Learning Area: Grade Level: Quarter: Duration: Date:
No.:
English 9 2 60 mins. February 19, 2024
Learning Competency/ies: Analyze literature as a means of understanding
(Taken from the Curriculum Guide) unchanging values in VUCA (Volatile,uncertain,
complex, ambiguous) world.
Key Concepts / Understandings to be
Developed
Adapted Cognitive Process Dimensions
Domain (D.O. No. 8, s. 2015) OBJECTIVES
Knowledge Remembering *Recall and identify the elements of a story.
The fact or
condition of
knowing something
with familiarity
Understanding *Discuss literature as means of understanding unchanging values of life, emphasize and
gained through clarify VUCA
experience or
association.
Applying
Skills
The ability and capacity Analyzing *Distinguish the features present in the selected text.
acquired through
deliberate, systematic, and
sustained effort to Evaluating *Assess the effectiveness of the ideas presented in the material viewed taking account its
smoothly, and adaptively
carryout complex activities
or the ability, coming from
Purpose
one's knowledge, practice,
aptitude, etc., to do
*Infer from given statements on the significance of literature.
something.
Creating *Create an ending of a story.
Attitude Responding to Phenomena
Internalizing values * Valuing friendship, loyalty, patience, trust.
Values
*Duty over friendship counts most for a righteous man.
2. Content
[Link] Grade 9 LM, A Journey Through Anglo-American Literature.
[Link]
*The teacher will set the classroom atmosphere ready for the teaching and learning
process.
*The teacher will introduce the Dos and DONTs during the discussion like avoid
telling bad words, raising hands if the students would like to answer and not
4.1 Introductory Activity answering in chorus, respect each other’s opinion, participate the group activities and
oral recitations.
*The teacher will present pictures and let the students formulate words that are
connected to the given pictures.
Answer: ELEMENTS OF A STORY
4.2 Activity *The teacher will group the students into 3 and give additional points to those group
who can settle themselves first with their groupmates. Each group will be given strips
and a marker.
*The teacher will give a 20-item quiz to check students’ prior knowledge. Each item
will be given 10 seconds to answer.
*The teacher will introduce the short story entitled AFTER TWENTY YEARS by O.
Henry and give the students a copy. Discuss a short biography of the author. Let them
read the story in 15 minutes.
4.3 Analysis *The teacher will ask the students a question:
*Did you understand the story?
* The teacher will ask the students to answer the guide questions. Write it in a
manila paper and present it to the class later. (Same group)
Comprehension check:
1. What difference did Bob and Jimmy have after 20 years?
2. Why did Bob waited for Jimmy in the shop?
3. How did Jimmy know that the man from the West is his friend Bob and how did
Bob notice that the man he thought would be Jimmy is not actually his friend?
4. Why did Jimmy let his friend be arrested by cops? Do you think it is the right
decision for him?
5. If you are Jimmy, would you do the same to your best friend? Why or why not?
To better understand the text, the students will determine the elements of a story
based from the given text.
*Setting is the time and place (when and where) the story happened; the social
and environmental context of the story.
Example:
along the street
It was only about ten at night, but it was cold.
And there was a wind with a little rain in it.
Near the door of a darkened shop
*Characters are the representations of a human being – the complex
combination of both inner and outer self. For characters to be true to life, an author
must provide them.
*Plot refers to the series of events that occur in the story. The plot is the
underlying pattern of the story that gives it unity and order.
Arrange the series of events according to how it happened in the story. Put a number
on the space before each event.
___A policeman making his rounds on the dark, windy, rainy streets in New York.
___A policeman approaches a man standing in a doorway of a shop.
___ The policeman noticeably left without giving his name.
___ Bob explains why he is standing on the street at that time of the nigh.
___A man greets Bob as his friend Jimmy.
___Together they walk down the street and Bob eventually notices the man is not his
friend Jimmy.
___ Bob reads the note and realizes that the policeman he spoke to earlier was in fact
his old friend Jimmy.
___The man tells Bob that he is under arrest and hands him a note.
*Conflict is the dramatic struggle between two forces in a story.
It may be external: the character vs outside forces
It may be internal: the character vs something in himself/herself
*Theme is the underlying message of the story. It is described as the
significant truth about life and human nature reflected in actions, preoccupations,
and decisions of the characters.
In the story, it involves three themes: Loyalty, Friendship and Trust
Loyalty: It sometimes can be difficult to maintain especially when it is split between a
person or idea that might be close to our hearts. Keeping their 20-year appointment
to the minute, Bob’s loyalty to Jimmy is unwavering. However, now that he’s a
policeman, Jimmy’s loyalty to Bob and to the law is put to test when he discovered
that his friend is a wanted fugitive.
Friendship: Bob clearly values the bond of friendship that they had even miles apart
all those years.
Trust: It is clear that Bob is not able to trust Jimmy to keep him out of jail.
*What are the values depicted from the story “After Twenty years” despite the
4.4 Abstraction
changing time?”
Duty over friendship counts most for a righteous man.
It is important that we realized that our values should remain intact no matter how
successful or not we might become in the future.
4.5 Application
If you are Jimmy, would you do the same to your best friend? Why or why not?
Analysis of Activity 1: Infer
Learners' Products Assess the statements whether they state the significance of Literature or
not. Get two or more lines from the story that would justify the statements.
1. Literature reflects real life situations and characters.
4.6 Assessment ___________________________________________________________
2. The underlying message of the text depicts real life lessons and values.
___________________________________________________________
3. The plot suggests changes in situations as we go through life.
___________________________________________________________
4.7 Assignment * If you were the author, how would you end the story?
4.8 Concluding Activity
5. Remarks
6. Reflections
