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
Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
1 ENGLISH 9 Second 60 08/14/17
Give the appropriate communicative styles for various situations
Learning Competency/ies: (intimate, casual, conversational,consultative, frozen)
EN9V-IIa-27
Key Concepts / Understandings to
be Developed People have different language registers depending on the audience, situation and topic.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through Understanding
experience or association Restate the quote in the thought bubble
Applying
Skills
The
ability and capacity acquired Analyzing
through deliberate,
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability,
coming from one's
knowledge, practice,
Evaluating
aptitude, etc., to do
something
Explain how our relationship with others influence the way we communicate with them
Creating
Create possible dialogues betweeen student-parent, student-friend, student-teacher
Attitude Valuing Reflect formality in conversation lines
Values Valuing Makatao
2. Content Language Registers
3. Learning Resources English 9 Textbook pp. 119-120 , TG pp. 75-76
4. Procedures
4.1 Introductory Activity
>We forge lasting relationships with others when we recognize their greatness instead of their
weaknesses. This is an essentisl step in becoming connected with them. As the lesson unfolds,
think of the question' "What is greatness?"
3 minutes
*Think of initial answers to this.
4.2 Activity
Methinks!
*Explore Shakespeare's thoughts about greatness. Think about what he means by this quote.
3 minutes "Be not afraid of greatness; some are born great, some achieve greatness, and others
have... greatness thrustvupon them."
4.3 Analysis
Connecting Lives
*Consider this situation.
>A student received academic recognition from the school. How do you think a
supportive parent would speak to the child? Would others, such as a friend or a teacher, speak
20 minutes to the child in the same manner?
*Create possible dialogues between the following:
a) student-parent b) student-friend c) student-teacher
*Brainstorm on what each would say to the other.
4.4 Abstraction
> How does our relationship with others influence the way we communicate with them?
5 minutes
4.5 Application
*Present your dialogue to the class.
20 minutes
4.6 Assessment
Analysis of Learners'
What is the degree of formality in each conversation?
5 minutes Products
4.7 Assignment
Enhancing / improving the Read "Auld Lang Syne", think of friends that you are reminded of
2 minutes day's lesson after reading.
4.8 Concluding Activity
How do you find today's activity?
2 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have caught up
evaluation. with the lesson.
B. No. of learners who require additional D. No. of learners who continue to require remediation.
activities for 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: School:
Position/
Designation: Division:
Contact
Number: Email address:
