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

September 1, 4-8, 12-15, 2017

DLP Learning Area: SHS Grade Level: 11/12 Quarter: Duration:

No.: Empowerment Technologies 2 3 weeks

Learning Competency/ies: ● Identify a local or regional cause or issue for Codes:

(Taken from the Curriculum Guide) Social Change related to specific professional CS_ICT11/12-ICTPT-
tracks that can be addressed or tackled using an IIm-p16;
CS_ICT11/12-ICTPT-
ICT Project for Social Change; IIm-p17;
● Analyze how target or intended users and CS_ICT11/12-ICTPT-
audiences are expected to respond to the IIm-p18;
CS_ICT11/12-ICTPT-
proposed ICT Project for Social Change on the IIm-p19
basis of content, value, and user experience;
● Integrate rich multimedia content in design and
development to best enhance the user
experience and deliver content of an ICT Project
for Social Change;
● Develop a working prototype of an ICT Project for
Social Change
Key Concepts / ICT Project for Social Change covering the topics of: 1. Planning and
Understandings to be conceptualizing an ICT Project for Social Change; 2. Research for ICT
Projects, Audience profiling, ( demographics and psychographics); 3. Designing
Developed
and copywriting for ICT Projects; 4. Developing and constructing the ICT project

Domain Adapted Cognitive Process Dimensions (D.O. No. 8, 1. Objectives

s. 2015)
Knowledge Categories:ICT, Online systems Behavioral Verbs:
The fact or
condition of
knowing
something with Remembering identify, retrieve, Identify plans and concepts in ICT
familiarity The learner can recall information and retrieve recognize, duplicate, list,
gained through memorize, repeat, describe, Project for Social Change especially
relevant knowledge from long-term memory
experience or reproduce in Promotion of wellness in the home
association
(Sports), Street food safety and
cleanliness drive (Tech-Voc), Cultural
heritage promotion through new
designs “Pinoy pride” (Arts), Savings
and financial literacy drives and
advocacies (Business/Academic)

Understanding interpret, exemplify, Classify research for ICT Projects,

The learner can construct meaning from oral, classify, summarize, infer,
compare, explain,
written and graphic messages
paraphrase, discuss
audience profiling, (demographics
and psychographics) in the above
mentioned SHS subjects

Skills Applying execute, implement, Implement procedures in designing and

The ability and The learner can use information to demonstrate, dramatize,
interpret, solve, use, copywriting in research for ICT Projects
capacity undertake a procedure in familiar
acquired situations or in a new way illustrate, convert, concerning street food safety and
discover
through cleanliness drive and other possible
deliberate,
systematic,
problems
and sustained
effort to
smoothly and Analyzing differentiate, distinguish, Analyze how target or intended users and
adaptively The learner can distinguish between compare, contrast,
audiences are expected to respond to the
carryout parts and determine how they relate to organize, outline,
complex attribute, deconstruct proposed ICT Project for Social Change on
one another, and to the overall
activities or structure and purpose
the basis of content, value, and user
the ability, experience
coming from
one's
knowledge,
practice,
aptitude, etc., Evaluating coordinate, measure, Describe cultural heritage promotion
to do detect, defend, judge,
The learner can make judgments and
argue, debate, describe, through new designs of “Pinoy pride” (Arts)
something justify decisions
critique, appraise, and evaluate savings and financial literacy
evaluate
drives and advocacies (Business/
Academic)

Creating generate, hypothesize, Develop research and construct the ICT

The learner can put elements together plan, design, develop,
produce, construct, Project concerning street food safety and
to form a functional whole, create a
new product or point of view formulate, assemble, cleanliness drive and other possible
devise
problems.

Attitude Categories: List of Attitudes: Choose online

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, Self-esteem, Self-confidence,
platforms, sites
feelings or selected attention Wellness, Respect, Honesty, Personal
emotional areas. Behavioral Verbs: ask, choose, describe, erect, follow, discipline, Perseverance, Sincerity, and its contents
A settled way of give, hold, identify, locate, name, point to, reply, select, sit, Patience, Critical thinking, Open-
thinking or feeling Study, use mindedness, Interest, Courteous,
about someone Obedience, Hope, Charity, Fortitude,
or something, Resiliency, Positive vision,
typically one that Acceptance, Determined, Independent
is reflected in a 2. Responding to Phenomena - Active participation on the , Gratitude, Tolerant, Cautious, Comply
person’s behavior part of the learners. Attends and reacts to a particular Decisive, Self-Control, Calmness,
phenomenon. Learning outcomes may emphasize Responsibility, Accountability, assigned tasks
compliance in responding, willingness to respond, or Industriousness, Industry,
satisfaction in responding (motivation). Cooperation, Optimism, Satisfaction,
Behavioral Verbs: aid, answer, assist, comply, conform, Persistent, Cheerful, Reliable, Gentle,
discuss, greet, help, label, perform, practice, present, read, Appreciation of one’s culture,
recite, report, select, tell, write Globalism, Compassion, Work Ethics,
Creativity, Entrepreneurial Spirit,
Financial Literacy, Global, Solidarity,
Making a stand for the good,
3. Valuing - Attaches to a particular object, phenomenon, or Voluntariness of human act,
Share the
behavior. This ranges from simple acceptance to the more Appreciation of one’s rights,
complex state of commitment. Valuing is based on the Inclusiveness, Thoughtful, essence of
internalization of a set of specified values, while clues to Seriousness, Generous, Happiness,
valuing online
these values are expressed in the learner's overt behavior Modest, Authority, Hardworking,
and are often identifiable. Realistic, Flexible, Considerate, platforms,
Behavioral Verbs: work, complete, demonstrate, Sympathetic, Frankness
online safety
differentiate, explain, follow, form, initiate, invite, join, justify,
propose, read, report, select, share, study
including
security,
ethics and
etiquette
4. Organization - Organizes values into priorities by Organize
contrasting different values, resolving conflicts between
them, and creating a unique value system. The emphasis is created forms
on comparing, relating, and synthesizing values. and
Behavioral Verbs: adhere, alter, arrange, combine,
compare, complete, defend, explain, formulate, generalize,
documents
identify, integrate, modify, order, organize, prepare, relate,
synthesize

5. Internalizing values - (Characterization): Has a value system Perform

that controls their behavior. The behavior is pervasive, consistent,
predictable, and most importantly, characteristic of the learner. consistently
Instructional objectives are concerned with the student's general and
patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, pervasively
listen, modify, perform, practice, propose, qualify, question, according to
revise, serve, solve, verify
the norms
Values Categories: List of Values: Internalize the
A learner's 1. Receiving Phenomena - Awareness, willingness to hear, 1. Maka-Diyos
principles or selected attention Love of God, Faith, Trusting,
stated list of
standards of Behavioral Verbs: ask, choose, describe, erect, follow, Spirituality, Inner Peace, Love of values for being
behavior; one's give, hold, identify, locate, name, point to, reply, select, truth, Kindness, Humble
judgment of what sit, Study, use
God-centered
is important in 2. Responding to Phenomena - Active participation on the
life. part of the learners. Attends and reacts to a particular
Go beyond phenomenon. Learning outcomes may emphasize compliance
learner’s life on in responding, willingness to respond, or satisfaction in
earth, include responding (motivation).
more than wealth Behavioral Verbs: aid, answer, assist, comply,
and fame, and conform, discuss, greet, help, label, perform, practice,
would affect the present, read, recite, report, select, tell, write
eternal destiny of 3. Valuing - Attaches to a particular object, phenomenon, or
millions. behavior. This ranges from simple acceptance to the more
Intentionally complex state of commitment. Valuing is based on the
adding value to internalization of a set of specified values, while clues to these
people values are expressed in the learner's overt behavior and are
everyday. often identifiable. 2. Maka-tao
Behavioral Verbs: work, complete, demonstrate, Concern for Others, Respect for Perform
differentiate, explain, follow, form, initiate, invite, join, human rights, Gender equality, Family
justify, propose, read, report, select, share, study Solidarity, Generosity, Helping, assigned tasks
4. Organization - Organizes values into priorities by Oneness with the
contrasting different values, resolving conflicts between them,
and creating a unique value system. The emphasis is on
concern for
comparing, relating, and synthesizing values. others but not
Behavioral Verbs: adhere, alter, arrange, combine, limited to
compare, complete, defend, explain, formulate, human rights,
generalize, identify, integrate, modify, order, organize,
prepare, relate, synthesize gender
5. Internalizing values - (Characterization): Has a value equality, family
system that controls their behavior. The behavior is pervasive,
consistent, predictable, and most importantly, characteristic of
solidarity,
the learner. Instructional objectives are concerned with the generosity, and
student's general patterns of adjustment (personal, social, helping
emotional).
oneness
Behavioral Verbs: act, discriminate, display, influence,
listen, modify, perform, practice, propose, qualify,
3. Makakalikasan
question, revise, serve, solve, verify
Care of the environment, Disaster Defend and
Risk Management, Protection of the
Environment, Responsible care for the
Consumerism, Cleanliness, environment
Orderliness, Saving the ecosystem,
from man-
Environmental sustainability
made and
natural
disasters
4. Makabansa Publish a good
Peace and order, Heroism and
Appreciation of Heroes, National website to
Unity, Civic Consciousness, Social advocate
responsibility, Harmony, Patriotism,
peace and
Productivity
order, heroism
and
appreciation of
heroes,
national unity
etc...

2. Content

3. Learning Resources Curriculum Guide (CG) Google Books, Google Site, Wix.com, Weebly.com,
Wordpress.com, wysiwygwebbuilder.com, Facebook.com,
sohowebmaker.com, mindmeister.com,smore.com/, simplesite.com/
youtube.com

4. Procedures
4.1 Introductory Activity (____ minutes). This Curriculum Present this URL:
part introduces the lesson content. Although at times Contextualization https://sites.google.com/deped.gov.ph/empowermentte
optional, it is usually included to serve as a warm-up
Localization: chnologies/researches
activity to give the learners zest for the incoming
Consider/include here Group Activity: (3-5 members)
lesson and an idea about what it to follow. One
the appropriate Local
principle in learning is that learning occurs when it is
Heritage Themes:
Browse the URL and let students identify plans
conducted in a pleasurable and comfortable
A. Annual Rites, and concepts in ICT Project for Social Change
atmosphere.
Festivals, and especially in Promotion of wellness in the home
Rituals
(Historical/Religious (Sports), Street food safety and cleanliness drive
Festivals, Local (Tech-Voc), Cultural heritage promotion through
Cultural Festivals,
new designs “Pinoy pride” (Arts), Savings and
Local
Delicacies/Products financial literacy drives and
Festivals, Rituals, advocacies (Business/Academic)
Wedding Ritual,
Palihi Ritual, Burial
4.2 Activity/Strategy (____ minutes). This is an Group Activity: Engage in research planning for ICT
Ritual,
interactive strategy to elicit learner’s prior learning
B Literary Anthologies Projects, audience profiling, (demographics
experience. It serves as a springboard for new
Written In Local and psychographics) in the above mentioned SHS
learning. It illustrates the principle that learning starts
Language (BALITAW,
where the learners are. Carefully structured activities
BALAK, Folktales/ Short
subjects
such as individual or group reflective exercises, group
Stories, Local Heroes
discussion, self-or group assessment, dyadic or triadic
C. Historical Events,
interactions, puzzles, simulations or role-play,
Enduring Values,
cybernetics exercise, gallery walk and the like may be
Indigenous Materials,
created. Clear instructions should be considered in this
Indigenous Cultural
part of the lesson.
Communities/Indigenous
People, Indigenous
4.3 Analysis (____ minutes). Essential questions Games Presentation and Group Discussion:
are included to serve as a guide for the teacher in D. Topography, Flora/ Present websites to the class for discussions and
clarifying key understandings about the topic at hand. Fauna (Falls, Mountains,
Critical points are organized to structure the
do the activity:
River, Cave, Trees,
discussions allowing the learners to maximize Flower, Fauna
interactions and sharing of ideas and opinions about E. Food & Local
Analyze how target or intended users and
expected issues. Affective questions are included to products audiences are expected to respond to the
elicit the feelings of the learners about the activity or G. Role Model Family proposed ICT Project for Social Change on the
the topic. The last questions or points taken should
lead the learners to understand the new concepts or
basis of content, value, and user experience
skills that are to be presented in the next part of the
lesson.

4.4 Abstraction (____ 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
summarizes the learning emphasized from the activity,
analysis and new inputs in this part of the lesson.
Group discussions shall be made and summarize
applied knowledge in the content of cultural heritage
promotion with proper attitudes to consider ICT
projects and consider savings and financial literacy
drives and advocacies (e.g. students’ outputs)

4.5 Application (____ minutes). This part is
structured to ensure the commitment of the learners to
do something to apply their new learning in their own
environment.
Develop websites to present their research and
construct the ICT Project concerning street food
safety and cleanliness drive and other possible
problems.

4.6 Assessment (___ 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:
Online quizzes using Google Form shall be presented
to students. Valid Gmail account is needed for them
submit their responses. And their scores can be viewed
by them right away. If students got below 7 over 10.
Those students can browse again the online slides and
retake the online quiz. Online Quiz 01, Online Quiz 02,
Online Quiz 03, Online Quiz 04

Assessment Method Possible Activities Online assessment method shall be used

 a) Observation Investigation, Role Play, Demonstration, Group Activity (e.g. Slides
(Formal and informal observations of learners’ Oral Presentation, Dance,
Musical Performance, Skill Presentations ) shall be done by students.
performance or behaviors are recorded, based on
assessment criteria) Demonstration, Group
Activity (e.g. Choral
Reading), Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment

b) Talking to Learners / Conferencing Hands-on Math Activities,

(Teachers talk to and question learners about their learning Written Work and Essay, Written Work and Essay and Panel Discussion are
to gain insights on their understanding and to progress and Picture Analysis, Comic
Strip, Panel Discussion, desired.
clarify their thinking)
Interview, Think-Pair-
Share, Reading

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

(Teachers judge the quality of products produced by Essay, Concept Web pages Organizer, has used ICTs to be part of a
learners according to agreed criteria) Maps/Graphic Organizer,
Project, Model, Artwork, social movement, change, or cause to illustrate aspects
Multi-media Presentation, of digital citizenship
Product made in technical-
vocational subjects

d) Tests Skill Performance Test,

(Teachers set tests or quizzes to determine learners’ ability Open-Ended Question,
to demonstrate mastery of a skill or knowledge of content) Practicum, Pen and Paper
Test, Pre and Post Test,
Diagnostic Test, Oral Test,
Quiz
Online Quiz

4.7 Assignment (____ 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 Online Slides and Power-Point Presentations with
animations shall be prepared by students for their
assignment.
4.8 Concluding Activity (____ minutes). There is something in the web that can change some
This is usually a brief but affective closing activity such as a strong quotation, a people or remind them to save their environments… by
short song, an anecdote, parable or a letter that inspires the learners to do George P. Lumayag @
something to practice their new learning. http://www.georgelumayag.com/

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 Website for EmpTech:

localized materials did
I use/discover which I https://sites.google.com/deped.gov.ph/empowermenttechnol
wish to share with ogies/home
other teachers?
Prepared by:
Name: GEORGE P. LUMAYAG School: DALAGUETE NHS

Position/Designation: SST3 Division: CEBU

Contact Number: 09213964825 Email address: george.lumayag@deped.gov.ph

Bibliography

Michael Solomon, Rebekah Russell-Bennett, Josephine Previte (2013). Consumer Behaviour. Retrieved from
www.books.google.com on May 31, 2017 @
https://books.google.com.ph/books?id=ajDiBAAAQBAJ&pg=PA347&dq=varied+online+platforms,+sites+and+content&
hl=en&sa=X&redir_esc=y#v=onepage&q=varied%20online%20platforms%2C%20sites%20and%20content&f=false
Tad Boomer (2017). Building Websites with E107: A Step by Step Tutorial to Getting Your E107. Retrieved from

H. Anthony Bandy (2013) eBooked! Integrating Free Online Book Sites into Your Library Collection. Retrieved
from www.books.google.com on May 31, 2017 @
https://books.google.com.ph/books?id=Z64cAgAAQBAJ&pg=PR5&dq=online+sites+and+contents&hl=en&sa=X&ved=0
ahUKEwjv0YmY55nUAhWBNpQKHTpEDysQ6AEIJDAA#v=onepage&q=online%20sites%20and%20contents&f=false
http://www.thefreedictionary.com/nuances
https://www.wix.com/
https://www.weebly.com/
https://sites.google.com/
https://books.google.com/
https://www.wysiwygwebbuilder.com/forum/ucp.php?mode=register
https://www.facebook.com/
http://www.sohowebmaker.com/cgi-bin/sohowebmaker.com/join/join.pl
https://www.mindmeister.com/
https://www.mindmeister.com/56752601/high-school-athletes
https://prezi.com/hup4ph5fis8z/catalogues-of-the-19th-century/
http://picasageeks.com/tag/make-a-photo-look-like-a-painting/
https://online.berklee.edu/courses/music-notation-using-sibelius
https://www.rappler.com/nation/123917-catholic-church-edsa-politics-cardinal-sin

Appendices: (attach all materials that will be used)

1. Activity Sheet … https://sites.google.com/deped.gov.ph/empowermenttechnologies/performance-tasks
2. Formative Assessment …
3. Answer Key … https://sites.google.com/deped.gov.ph/empowermenttechnologies/online-quizzes
4. Handouts … https://docs.google.com/document/d/1weObaooD_SqO-nGlJ5E9i68HrLyDgHavbmaKDfwm8WU/edit
5. PowerPoint Presentation … ICT Tech, Current State of ICT Technologies, Online Contexts, Productivity Tools, Create Gmail,
Create Website, Create Webpage,
6. Others