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.: 1 Learning Area: EAPP Grade Level: 11 Quarter: 2 Duration: 1hr.
Learning explain a concept through definition, explication, and Code:
Competency/ies: clarification CS_EN11/12A-EAPP-
(Taken from the Curriculum Guide)
analyze the features and parts of a concept paper Ig -j-24
write and present a novel concept or project with accompanying
visuals/graphic aids
Key Concepts / The creation of novel concept or project with accompanying visuals/graphic aids allows the
learner to become more creative and to develop their analytical skills.
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained interpret, exemplify, classify,
through experience
Understanding explain a concept through
The learner can construct meaning from oral, written and summarize, infer, compare,
or association explain, paraphrase, discuss definition, explication, and
graphic messages
clarification
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, analyze the features and parts of
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to deconstruct a concept paper
determine how they relate to one another, and to the
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 write and present a novel concept or
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise project with accompanying
something functional whole, create a new product or point of
view
visuals/graphic aids
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, Respond/
A settled responding, willingness to respond, or satisfaction in responding (motivation). Courteous, Obedience, Hope, address
way of Charity, Fortitude, Resiliency,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Positive vision, Acceptance, present
thinking perform, practice, present, read, recite, report, select, tell, write
or feeling Determined, Independent , issues in the
about Gratitude, Tolerant, Cautious,
someone Decisive, Self-Control, Calmness, society
or 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Responsibility, Accountability,
somethin acceptance to the more complex state of commitment. Valuing is based on the Industriousness, Industry,
g, internalization of a set of specified values, while clues to these values are expressed in the Cooperation, Optimism,
typically learner's overt behavior and are often identifiable. Satisfaction, Persistent, Cheerful,
one that Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Reliable, Gentle, Appreciation of
is initiate, invite, join, justify, propose, read, report, select, share, study one’s culture, Globalism,
4. Organization - Organizes values into priorities by contrasting different values, resolving Compassion, Work Ethics, Creativity,
reflected
conflicts between them, and creating a unique value system. The emphasis is on Entrepreneurial Spirit, Financial
Formulate
in a
person’s comparing, relating, and synthesizing values. Literacy, Global, Solidarity, Making novel
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, a stand for the good, Voluntariness
behavior
of human act, Appreciation of one’s
concept or
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate,
synthesize
rights, Inclusiveness, Thoughtful, proposal for
Seriousness, Generous, Happiness,
Modest, Authority, Hardworking,
solutions
5. Internalizing values - (Characterization): Has a value system that controls their behavior. Realistic, Flexible, Considerate,
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Sympathetic, Frankness
learner. Instructional objectives are concerned with the student's general patterns of
adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
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. 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 Help
judgment Concern for Others, Respect for
label, perform, practice, present, read, recite, report, select, tell, write
of what is 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges
human rights, Gender equality, beneficiaries of
important Family Solidarity, Generosity, the project by
from simple acceptance to the more complex state of commitment. Valuing is based
in life. Helping, Oneness
on 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.
presenting the
Go
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, concept/proposa
beyond
learner’s
form, initiate, invite, join, justify, propose, read, report, select, share, study l to possible
4. Organization - Organizes values into priorities by contrasting different values,
life on
resolving conflicts between them, and creating a unique value system. The emphasis funders or
earth,
include
is on comparing, relating, and synthesizing values. sponsors
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
and fame, relate, synthesize 3. Makakalikasan
and would 5. Internalizing values - (Characterization): Has a value system that controls their Care of the environment, Disaster
affect the behavior. The behavior is pervasive, consistent, predictable, and most importantly, Risk Management, Protection of the
eternal characteristic of the learner. Instructional objectives are concerned with the student's Environment, Responsible
destiny of general patterns of adjustment (personal, social, emotional). Consumerism, Cleanliness,
millions Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Orderliness, Saving the ecosystem,
practice, propose, qualify, question, revise, serve, solve, verify Environmental sustainability
4. Makabansa
Peace and order, Heroism and
Appreciation of Heroes, National Show/present
Unity, Civic Consciousness, Social
responsibility, Harmony, Patriotism, solutions to
Productivity tangible issues
which plague
society
2. Content Writing and Presenting a Novel Concept or Project with Accompanying
Visuals/Graphic aids
3. Learning Resources Video lesson, module for quarter 2 week 3, books in EAPP, online resources and the
like
4. Procedures
4.1 Introductory Activity (__2__ minutes). This part introduces the lesson content. Although Scenario/situation:
at times optional, it is usually included to serve as a warm-up activity to give the learners zest for the The teacher presents a scenario or situation in
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs which a concept paper as a preview to proposal
when it is conducted in a pleasurable and comfortable atmosphere.
or project is helpful.
4.2 Activity (__15__ minutes). This is an interactive strategy to elicit learner’s prior learning The teacher allows students for five minutes to
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts answer questions in “What I Know”.
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.
4.3 Analysis (_15__ minutes). Essential questions are included to serve as a guide for the teacher After which, ask the learners the following
in clarifying key understandings about the topic at hand. Critical points are organized to structure questions:
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 1. How do we explain a concept?
new concepts or skills that are to be presented in the next part of the lesson. 2. What do you call a paper that requires a
potential funder/sponsor?
3. What are the features and parts of a
concept paper?
How do we write a concept paper with
4.
accompanying visuals/ graphic aids?
4.4 Abstraction (___15_ minutes). This outlines the key concepts, important skills that should The students watch the video lesson
be enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette
prepared by the teacher to aid the
that summarizes the learning emphasized from the activity, analysis and new inputs in this part of teaching- learning process. At the same
the lesson.
time, the students might take a look on
“What is it” part in the module for
discussion and clarification purposes.
Specifically, the following will be tackled:
Features of a concept paper
Ways in explaining a concept
Parts of the concept paper
Guidelines in writing a concept
paper
4.5 Application (_3___ minutes). This part is structured to ensure the commitment of the The students answer some short
learners to do something to apply their new learning in their own environment.
activities in “What’s more”, “What I can
Do”, and “What I Have Learned” on pages 8-
11 of the module.
4.6 Assessment (_5__ minutes). For the Teacher to: a) Assess whether learning objectives have The students answer the “Assessment” on
been met for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, page 11- 12 of the module.
and c) Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative Lastly, they will answer the “Additional
Assessment may be given before, during, or after the lesson). Choose any from the Assessment
Methods below: Activity” part on page 13.
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation,
(Formal and informal observations of learners’ Dance, Musical Performance, Skill Demonstration,
performance or behaviors are recorded, based Group Activity (e.g. Choral Reading), Debate,
on assessment criteria) Motor & Psychomotor Games, Simulation
Activities, Science Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and
Essay, Picture Analysis, Comic Strip, Panel
Conferencing Discussion, 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 Students output will be evaluated based on
Multi-media Presentation, Product made in
(Teachers judge the quality of products
technical-vocational subjects the scoring rubrics found on the last page of
produced by learners according to agreed
criteria) the module.
d) Tests Skill Performance Test, Open-Ended Question, Pen and paper test is utilized which is found
(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 in parts “What I Know,” “What’s More”,
skill or knowledge of content) “What I Can Do,” “What I Have Learned,”
and “Assessment.” of the module.
4.7 Assignment (__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
Preparing for the new lesson
Let the learners read in advance about position
paper.
4.8 Concluding Activity (_3___ minutes). Ask the students to summarize their knowledge in
This is usually a brief but affective closing activity such as a strong quotation, a short song, an writing a novel concept.
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. 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?
References
Abao, Ethel De Leon, Critical Reading and Writing for the Senior High School, 64-65. Quezon City: Lorimar Publishing, 2016.
American Psychological Association (no date). Understanding psychotherapy and how it works. Retrieved 12 March, 2015 from
http://www.apa.org/helpcenter/understanding-psychotherapy.aspx
Barrot, Jessie Saraza and Sipacio, Philippe John. Communicate Today English for Academic and Professional Purposes for Senior
High School, 4-6. Quezon City: C&E Publishing, 2016.
Dahan, M. & Sudan, R. (2015): Digital IDs for developmental: Access to identity and services for all. World Bank
https://www.elcomblus.com/techniques-in-writing-a-concept-paper/
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q=concept+clarification+example&tbm=isch&source=iu&ictx=1&fir=ZVGwqtAqyhLOwM
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kRE8orWe3kYZSbqbVXvYC5O7LB6Fg&sa=X&ved=2ahUKEwjz2OyVv6fuAhWUQN4KHbwHBcgQ9QF6BA
gqEAE#imgrc=nOrKfHEJV6JxPM
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q=example+of+clarification+in+concept+paper&sa=X&tbm=isch&source=iu&ictx=1&fir=nOrKfHEJV6JxPM
%252CiIYZsS1BFYuo_M%252C_&vet=1&usg=AI4_-kQ24s9l6xmJjHq8ScJj6-Hs6OQ7zA&ved=2ahUKEwi4-
uPTwKfuAhWbPXAKHeVhDVkQ9QF6BAgUEAE&biw=1280&bih=578#imgrc=b74i6iMfvivRYM
