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
Date: April 14,2025
DLP No.: 1 Learning Area: English Grade Level: 4 Quarter: Duration:
3rd 45mins
Learning
Competency/ies: Identify various text types(Narrative and procedural) Code: EN4RC-IIIe-38
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Understanding the various text types
Developed
Domain Adapted Cognitive Process Dimensions
Knowledge Categories: Behavioral Verbs: Objectives
The fact or condition of Remembering identify, retrieve,
knowing something The learner can recall information and recognize, duplicate, list,
Identify the narrative text and procedural text
with familiarity gained retrieve relevant knowledge from long- memorize, repeat,
through experience or term memory describe, reproduce
association
Understanding interpret, exemplify,
The learner can construct meaning from classify, summarize,
oral, written and graphic messages infer, compare, explain, Interpret the differences of narrative text and
paraphrase, discuss
procedural text

Skills Applying execute, implement,

demonstrate, dramatize,
demonstrate comprehension of narrative and
The ability and The learner can use information to
capacity acquired undertake a procedure in familiar
interpret, solve, use, procedural text by inserting appropriate words to
illustrate, convert,
through deliberate, situations or in a new way
discover complete the given texts.
systematic, and
sustained effort to Analyzing differentiate, distinguish,
smoothly and compare, contrast,
The learner can distinguish between
adaptively carryout organize, outline,
parts and determine how they relate to
complex activities attribute, deconstruct
one another, and to the overall structure
or ... the ability, and purpose
coming from one's coordinate, measure,
knowledge, practice,
Evaluating
detect, defend, judge,
The learner can make judgments and
aptitude, etc., to do argue, debate, describe,
justify decisions
something critique, appraise,
evaluate
Creating generate, hypothesize,
plan, design, develop,
The learner can put elements together to
produce, construct,
form a functional whole, create a new
formulate, assemble,
product or point of view
devise

Attitude Categories: List of Attitudes:

1. Receiving Phenomena - Awareness, Self-esteem, Self-
Growth in feelings or
willingness to hear, selected attention confidence, Wellness,
emotional areas.
Respect, Honesty,
A settled way of Behavioral Verbs:ask, choose, Personal discipline,
thinking or feeling describe, erect, follow, give, hold,
Perseverance, Sincerity,
about someone or identify, locate, name, point to, reply,
Patience, Critical
something, typically select, sit, Study, use
thinking, Open-
one that is reflected in 2. Responding to Phenomena - mindedness, Interest,
a person’s behavior
Active participation on the part Courteous, Obedience,
of the learners. Attends and reacts Hope, Charity, Fortitude,
to a particular phenomenon. Learning Resiliency, Positive
outcomes may emphasize compliance vision, Acceptance,
in responding, willingness to respond, Determined,
or satisfaction in responding Independent , Gratitude,
(motivation). Tolerant, Cautious,
Behavioral Verbs:aid, answer, Decisive, Self-Control,
Calmness, Responsibility,
assist, comply, conform, discuss, greet,
Accountability,
help, label, perform, practice, present,
Industriousness,
read, recite, report, select, tell, write
Industry, Cooperation,
3. Valuing - Attaches to a particular
Optimism, Satisfaction,
object, phenomenon, or behavior.
Persistent, Cheerful,
This ranges from simple acceptance
Reliable, Gentle,
to the more complex state of
Appreciation of one’s
commitment. Valuing is based on the
culture, Globalism,
internalization of a set of specified
Compassion, Work
values, while clues to these values are
expressed in the learner's overt
Ethics, Creativity,
Entrepreneurial Spirit,
Appreciate the importance of Narrative text and
behavior and are often identifiable.
Financial Literacy, Procedural text
Values Categories: List of Values:
A learner's principles 1. Receiving Phenomena - 1. Maka-Diyos
or standards of Awareness, willingness to hear, Love of God,
Global, Faith,
Solidarity,
behavior; one's
Behavioral Verbs:work,
selected attention Trusting , Spirituality,
judgment of what is complete, demonstrate, differentiate, Inner Peace, Love of
important in life.
Behavioral
explain, follow,Verbs : ask, choose,
form, initiate, invite, truth, Kindness,
describe, erect, follow,read,
give,report,
hold, Making a stand Humble
for the
join, justify, propose, 2. Maka-tao
Go beyond learner’s
identify, locate,
select, share, name, point to, reply,
study
good,
Concern
Voluntariness of
for Appreciation
Others,
Students can learn to cooperate and respect others'
select, sit, Study, use human act,
life on earth, include
2. Responding to Phenomena - Active
Respect
of one’s for human
rights, idea.
more than wealth and 4. Organization - Organizes values into rights, Gender equality,
Inclusiveness,
participation on the part of the learners.
fame, and would affect priorities by contrasting different Family Solidarity,
Thoughtful, Seriousness,
Attends and reacts to a particular
the eternal destiny of values, resolving conflicts between Generosity, Helping,
Generous, Happiness,
phenomenon. Learning outcomes may
millions them, and creating a unique value Oneness
Modest, Authority,
emphasize compliance in responding,
system. The emphasis is on 3. Makakalikasan
Hardworking, Realistic,
willingness to respond, or satisfaction in
comparing, relating, and synthesizing Care of the
Flexible, environment,
Considerate,
responding (motivation).
values. Disaster Risk Frankness
Sympathetic,
Behavioral
Behavioral Verbs
Verbs::adhere,
aid, answer,
alter, Management, Protection
assist, comply, conform, discuss, greet, of the Environment,
arrange, combine, compare, complete,
help, label, perform, practice, present, Responsible
defend, explain, formulate, generalize,
read, recite, report, select, tell, write Consumerism,
identify, integrate, modify, order,
3. Valuing - Attaches to a particular Cleanliness, Orderliness,
organize, prepare, relate, synthesize
object, phenomenon, or behavior. This Saving the ecosystem,
5. Internalizing
ranges from simplevalues - to the
acceptance Environmental
(Characterization):
more complex state ofHas a value
commitment. sustainability
systemisthat
Valuing basedcontrols their [Link]
on the internalization
aThe
setbehavior
of specified values, while
is pervasive, clues to
consistent,
these values and
predictable, are expressed in the
most importantly,
learner's overtofbehavior
characteristic and are often
the learner.
Instructional
identifiable . objectives are concerned
with the student's general patterns of
Behavioral Verbs: work,
adjustment (personal, social, emotional).
complete, demonstrate, differentiate,
Behavioral
explain, Verbs
follow, form, :act, invite,
initiate,
discriminate,
join, display,read,
justify, propose, influence, listen,
report,
modify,share,
select, perform,
study practice, propose,
qualify,
4. question,
Organization revise, serve,
- Organizes solve,
values into
verify by contrasting different values,
priorities
resolving conflicts between them, and
creating a unique value system. The
emphasis is on comparing, relating, and
synthesizing values.
Behavioral Verbs: adhere, alter,
arrange, combine, compare, complete,
defend, explain, formulate, generalize,
identify, integrate, modify, order,
organize, prepare, relate, synthesize
5. Internalizing values -
(Characterization): Has a value system
that controls their behavior. The
behavior is pervasive, consistent,
predictable, and most importantly,
characteristic of the 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

2. Content TEXT TYPES

3. Learning Resources -K to 12 English curriculum guide
-[Link]
classroom-texts/understanding-text-types
Materials: Cartolina, Visual, Masking Tape, Marker
4. Procedures
4.1 Introductory Activity(__5__ minutes). This part Preliminary activities:
introduces the lesson content. Although at times optional, it is usually
included to serve as a warm-up activity to give the learners zest for the  Prayer
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
 Checking of attendance
comfortable atmosphere.  Classroom Management
2.1.2
 Review
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 where the Written text relay
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 "Instructions"
exercise, gallery walk and the like may be created. Clear instructions
should be considered in this part of the lesson. - Divide the class into two teams.
1.1.2
Integration of Araling Panlipunan, Science and Technology
-The last person in each line gets a text sample.
 -Silently write down the text (narrative or procedural).

-Pass it to the next person, up to the first person in line.

-The first team can press the bell will be the [Link] paste the
written text at the board.

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
Guide Questions:
discussions allowing the learners to maximize interactions and sharing 1) “How was the game did you enjoy it?"
of ideas and opinions about expected issues. Affective questions are
included to elicit the feelings of the learners about the activity or the 2) “ Did you understand the message of the given text?
topic. The last questions or points taken should lead the learners to
understand the new concepts or skills that are to be presented in the 3) ‘’What are the differences between the two texts?
next part of the lesson.
1.5.2 HOTS
4) “ Do you have any idea what is our topic for today?”
3.2.2 Cultural, Religious & Socio-Economic Background
3.5.2 Addresses the needs of the learners from Indigenous groups
4.4 Abstraction(_10___ minutes).This outlines the key Text types refer to the broad categories of writing or genres that
concepts, important skills that should be enhanced, and the
proper attitude that should be emphasized. This is organized as present stories, ideas, and information in distinct ways.
a lecturette that summarizes the learning emphasized from the
activity, analysis and new inputs in this part of the lesson.
Common text types
[Link] text- tells a story, and can be either fiction or
nonfiction. typically have a beginning, middle, and end, and they
use characters, setting, and plot to create the story.

2..Procedural or instructional text explains how to do something

through step-by-step explanations.

4.5 Application(_10__ minutes).This part is structured to Divide students into 2 groups and assign each a text [Link]
ensure the commitment of the learners to do something to
apply their new learning in their own environment. group will work together to identify the text and figure out what
words fit best to the missing words in the [Link] the text
Literacy & Numeracy Integration (1.4.2)
Differentiated Instruction type represented.
Rubrics:
- Clarity and organization: 10 pts.
- Creativity and presentation: 10 pts.
- Collaboration: 10 pts.

Total:30 pts

Group 1
what type of text?__________and explain it.

The Friendly Elephant

A big, gentle elephant named________ lived in a savanna. She
loved to play with the other animals, but she was often teased for
being so _____. One day, a group of zebras got stuck in a muddy
pit. _______ used her trunk to pull them out, saving them from
danger. The zebras were so grateful for her help that they
apologized for teasing her._____ realized that being different is
okay, and it's important to be _____ to others.

Group 2:
 What type of text?and explain it.
How to Draw a Cat:
- Materials: Paper, pencil, crayons or markers.
- Steps:
1. Draw a _____ for the head.
2. Add two triangles for the ears.
3. Draw two _____ for the eyes, and small shapes for the nose and
mouth.
4. Draw a long oval for the body.
5. Add _____ short lines for the legs.
6. Color your cat!

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) 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,
(Formal and informal observations of
Dance, Musical
learners’ performance or behaviors are
Performance, Skill
recorded, based on assessment criteria)
Demonstration, Group
Activity (e.g. Choral
Differentiated Instruction
Reading), Debate, Motor
Localization & Contextualization
& Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Hands-on Math
Activities, Written Work
Conferencing
and Essay, Picture
(Teachers talk to and question learners
Analysis, Comic Strip,
about their learning to gain insights on
Panel Discussion,
their understanding and to progress and
Interview, Think-Pair-
clarify their thinking)
Share, Reading
c) Analysis of Worksheets for all
subjects, Essay, Concept
Learners’ Products Maps/Graphic Organizer,
(Teachers judge the quality of products Project, Model, Artwork,
produced by learners according to agreed Multi-media
criteria) Presentation, Product
made in technical-
vocational subjects
d) Tests Skill Performance Test,
Open-Ended Question, Directions:Read each question carefully. Think about what each
(Teachers set tests or quizzes to determine
learners’ ability to demonstrate mastery of Practicum, Pen and
Paper Test, Pre and Post
type of text [Link] circle the letter of the correct answer.
a skill or knowledge of content)
Test, Diagnostic Test,
Oral Test, Quiz
[Link] type of text usually has a beginning, middle, and end?
A) Procedural text
B) Narrative text
C) Both A and B
D) Neither A nor B

2. Which type of text gives you step-by-step instructions?

A) Narrative text
B) Procedural text
C) Both A and B
D) Neither A nor B

3. A recipe for cookies is an example of:

A) A narrative text
B) A procedural text
C) A poem
D) A song

4. A story about a Magical Rainbow Bridge is an example of:

 A) A procedural text
B) A narrative text
C) A news report
D) A letter

5. Procedural texts are mainly used to:

a) Tell a funny story
b) Explain how to do something
c) Describe a place
d) Introduce new characters

[Link] are narrative and procedural texts important?

a) They're just for reading practice.
b) They help us learn and do things.
c) They're only for grown-ups.
d) They're boring and not useful.

4.7 Assignment (_2__ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s

lesson Directions:Find one example each of a narrative text and a procedural text in a
magazine or textbook at home. Paste them onto a short bond paper.
 Enriching / inspiring the day’s lesson
 Enhancing / improving the day’s lesson
 Preparing for the new lesson
4.8 Concluding Activity (_3__ 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
Ask the pupils to sum up the lesson.
the learners to do something to practice their new learning.

[Link]

6. Reflections
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: Dalapo,Shiela Mae J. School: Cebu Technological University - Consolacion Campus
Position/Designation: Student Teacher Division:
Contact Number: 09532910094 Email address: shielamaedalapo97@[Link]
Appendices: (attach all materials that will be used)
 Activity sheets
 Rubrics

Checked by: Submitted to:

Mrs. Elenita Apas Mrs. Elenita Apas