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 No.: 1 Learning Area: Year Level: Semester: Duration:
Afro-Asian Poem Grade 9 Third Quarter 1 Hour
Learning Competency/ies: Explain how a selection may be an influenced by culture, Code:
(Taken from the Curriculum history, and environment, or other factors EN9LT- IIIh-3:
Guide)
Key Concepts / Understanding the perspectives of the author with theme of discrimination, hope and
Understandings to be humanity.
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 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 how imagery can be
The learner can construct meaning from oral, written summarize, infer, compare,
or association
and graphic messages explain, paraphrase, discuss used to represent ideas and
themes.

Skills Applying execute, implement, demonstrate, Interpret ideas of the

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 example picture that
through deliberate, correlates to the poem.
systematic, and Analyzing differentiate, distinguish, compare,
sustained effort to The learner can distinguish between parts and contrast, organize, outline, attribute,
smoothly and determine how they relate to one another, and to the deconstruct
adaptively carryout overall structure and purpose
complex activities or coordinate, measure, detect, defend,
the ability, coming
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
from one's critique, appraise, evaluate
knowledge, practice, generate, hypothesize, plan, design,
aptitude, etc., to do Creating
The learner can put elements together to form a develop, produce, construct,
something formulate, assemble, devise
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 point to, reply, select, sit, Study, use Personal discipline, Perseverance,
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Sincerity, Patience, Critical thinking,
emotional reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Open-mindedness, Interest,
areas. responding, willingness to respond, or satisfaction in responding (motivation). Courteous, Obedience, Hope,
A settled Charity, Fortitude, Resiliency,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Positive vision, Acceptance,
way of perform, practice, present, read, recite, report, select, tell, write
thinking Determined, Independent ,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Gratitude, Tolerant, Cautious,
or feeling acceptance to the more complex state of commitment. Valuing is based on the
about Decisive, Self-Control, Calmness,
internalization of a set of specified values, while clues to these values are expressed in the Responsibility, Accountability,
someone learner's overt behavior and are often identifiable.
or Industriousness, Industry,
somethin
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Cooperation, Optimism,
g, initiate, invite, join, justify, propose, read, report, select, share, study Satisfaction, Persistent, Cheerful,
typically 4. Organization - Organizes values into priorities by contrasting different values, resolving Reliable, Gentle, Appreciation of
one that conflicts between them, and creating a unique value system. The emphasis is on one’s culture, Globalism,
is comparing, relating, and synthesizing values. Compassion, Work Ethics,
reflected Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Creativity, Entrepreneurial Spirit,
in a formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Financial Literacy, Global, Solidarity,
person’s synthesize Making a stand for the good,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. Voluntariness of human act,
behavior Relate the
 The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Appreciation of one’s rights, themes of
learner. Instructional objectives are concerned with the student's general patterns of Inclusiveness, Thoughtful,
adjustment (personal, social, emotional). Seriousness, Generous, Happiness, discriminati
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Modest, Authority, Hardworking, on, personal
propose, qualify, question, revise, serve, solve, verify Realistic, Flexible, Considerate,
Sympathetic, Frankness resolve,
hope and
humanity
apparent in
Maya
Angelou’s
“Still I rise”
to their own
personal
experience.
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 2. Maka-tao
behavior; (motivation). Concern for Others, Respect for
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, human rights, Gender equality,
judgment Family Solidarity, Generosity,
label, perform, practice, present, read, recite, report, select, tell, write
of what is Helping, Oneness.
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges
important from simple acceptance to the more complex state of commitment. Valuing is based 3. Makakalikasan
in life. on the internalization of a set of specified values, while clues to these values are Care of the environment, Disaster
expressed in the learner's overt behavior and are often identifiable. Risk Management, Protection of the
Go Environment, Responsible
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Consumerism, Cleanliness,
beyond
form, initiate, invite, join, justify, propose, read, report, select, share, study Orderliness, Saving the ecosystem,
learner’s
4. Organization - Organizes values into priorities by contrasting different values, Environmental sustainability
life on
resolving conflicts between them, and creating a unique value system. The emphasis 4. Makabansa
earth,
is on comparing, relating, and synthesizing values. Peace and order, Heroism and
include
more Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Appreciation of Heroes, National
than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Unity, Civic Consciousness, Social
wealth relate, synthesize responsibility, Harmony, Patriotism,
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their Productivity
and behavior. The behavior is pervasive, consistent, predictable, and most importantly,
would characteristic of the learner. Instructional objectives are concerned with the student's
affect the general patterns of adjustment (personal, social, emotional).
eternal Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
destiny of practice, propose, qualify, question, revise, serve, solve, verify
millions
2. Content “Still I Rise” by Maya Angelou
3. Learning Resources Power Point Presentation, DIY Dice
4. Procedures
4.1 Introductory Activity (__10__ minutes). This part introduces the lesson content. Although Activity 1: Role and Guess
at 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 The teacher will provide the mechanics of
occurs when it is conducted in a pleasurable and comfortable atmosphere. the game. Afterwards, the teacher will let
students pass the dice to his/her classmate
and when the music stop, the student
holding the dice will roll it into the ground.
Each number of the dice obtained few
questions that needs to be ponder.
 Questions:
1. In your own opinion how do you
deal discrimination in your life?
2. How do you overcome
oppression?
3. What makes a person become
empowered?

4.2 Activity (_5___ minutes). This is an interactive strategy to elicit learner’s prior learning
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts Activity 2: Guess me!
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.

The teacher will present a picture that all

about racial discrimination and oppression
experience by African people. She will call
random students to answer few questions.

4.3 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 The teacher will ask a comprehensive
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about questions to the learners based on the given
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 picture.
new concepts or skills that are to be presented in the next part of the lesson.

Questions:
1. What do you think the meaning
behind the picture?
2. Why is racism a problem in Africa?

4.4 Abstraction (10 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 Discussion
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the The teacher will introduce the author or
lesson.
maker of the poem. Afterwards, the teacher
will divide the class into 5 groups and then,
she will show a video of the poem in titled
“Still I Rise” by Maya Angelou.
[Link]
si=012X0T8XhxLtsy5W

After watching the video, the teacher will

give students a hand outs and break the
poem into five and every group must have
one representative to share their
 interpretation about the meaning of every
stanza in the poem they assigned with.
Learners will only given at least 5 minutes to
collaborate with their classmates and after
sharing, the teacher will also discuss briefly
about the background of the poem with its
themes of hope, humanity, and
discrimination. Afterwards, she will ask few
questions to the learners regarding the
structure of poem.

Follow-up Questions:
1. What kind of form is the poem “Still I
Rise” by Maya Angelou?
2. What imagery does Maya Angelou
employ to convey the themes of
“Still I Rise”?

4.5 Application (__15_ minutes). This part is structured to ensure the commitment of the
learners to do something to apply their new learning in their own environment. Activity 3: Spin me Baby!
The teacher will use spin the wheel to select
at least 3 students to answer. When the
spinner stops, the teacher will call on that
student to choose one of the three doors
displayed on the screen. Each door will have
corresponding questions to answer.

1. What do you think is the meaning

of Still I Rise?

2. How do you think the poet feels

about herself as a woman, based
on her description of herself in
the poem?

3. What is the overall message of

the poem “Still I Rise” by Maya
Angelou?

4.6 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) Analysis of Learners’ Products
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 / Conferencing Hands-on Math Activities, Written Work and Essay, The teacher checks the students’
(Teachers talk to and question learners about Picture Analysis, Comic Strip, Panel Discussion,
their learning to gain insights on their Interview, Think-Pair-Share, Reading insight about the poem by asking this
understanding and to progress and clarify their following questions:
thinking)

1. What are some other common

themes in the poem “Still I Rise”
that resonate with the African
diaspora?
2. Could you explain how the
theme of unity and solidarity is
conveyed in the poem “Still I
Rise”?

c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept

(Teachers judge the quality of products Maps/Graphic Organizer, Project, Model, Artwork,
produced by learners according to agreed Multi-media Presentation, Product made in technical-
criteria) vocational subjects
d) Tests Skill Performance Test, Open-Ended Question,
(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)

4.7 Assignment (__5__ 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 Make an advance Reading of the

short story of “The Treasure of
Lemon Brown” by Walter Dean
Myers and prepare for an oral
recitation next week.
4.8 Concluding Activity (_5__ minutes).
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote,
The teacher will present a quote
parable or a letter that inspires the learners to do something to practice their new learning. related to the poem and ask student
to explain the quote. Afterwards, the
teacher will then give brief
explanation to conclude the class.

“Just like hopes, springing high,

Still I’ll rise”
Maya Angelou
 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:
Name: Jeremie Jane Carale School: CTU- Barili Campus
Position/Designation: Division:
Contact Number: 09812448693 Email Address: Jeremiejanecarale@[Link]