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

School Ampon National High School Grade Level 11

Teacher Alex A. Diamaat Jr. Learning Area English
Time & Dates Quarter 2

I. OBJECTIVES
A. Content Standards The learner understands the principles and uses of a position paper.
The learner…
B. Performance produces an insightful statement of principles and reasons for establishing
Standards a student organization, coming up with a group exhibit of creative works,
The learner… etc.
C. Learning A. Write a full draft of a position paper using proper structure and
Competencies / supported evidence (CS_EN11/12A-EAPP-IIa-d-5).
B. Present a well-reasoned stance on societal issues with factual
Objectives.
accuracy (CS_EN11/12A-EAPP-IIa-d-4).
Write the LC code for C. Demonstrate the proper organization of a position paper with a
each clear thesis and conclusion (CS_EN11/12A-EAPP-IIa-d-1).
II. CONTENT Writing a Full Position Paper
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal

B. Other Learning Resources

1. Writing rubric, sample position papers, reference books, online
resources for evidence

V. PROCEDURES
Introductory Activity
A.Brief review of the key parts of the position paper: Introduction,
Body (arguments + evidence), and Conclusion.
B. Recap the thesis statement and the importance of evidence.

Activity/Strategy A. Warm-up: Ask students to share one societal issue they are
passionate about.
B. Prompt: “Why do you think it's important to take a stand on societal
issues?” This will activate prior knowledge and engagement with
the task.
Analysis Ask guiding questions:
1. What makes an argument strong
2. How can evidence support a stance effectively?
(Encourage students to think critically about the parts of their own
position paper. Discuss common challenges in making an argument
convincing.)
Abstraction The teacher will give short example of a position paper.

Position Paper Example:

Should Homework Be Banned in Schools?

I. Introduction

Homework has long been a staple of the educational system, often seen as
a vital tool for reinforcing classroom learning. However, the debate over its
necessity and effectiveness has grown in recent years. Many students and
educators argue that homework contributes to stress, limits family time,
and offers little academic benefit. On the other hand, some believe that
homework fosters responsibility and provides valuable practice. In this
position paper, I argue that homework, while beneficial in moderation,
should be limited to ensure students have a balanced lifestyle and that
excessive homework should be reconsidered in today’s educational system.

II. Body

A. Homework's Role in Reinforcing Learning

Proponents of homework claim that it provides students with essential

opportunities to practice and reinforce what they have learned in class.
Studies suggest that moderate amounts of homework, especially in subjects
like math, can improve understanding and retention. For instance, a study
by the National Education Association found that students who completed
regular homework performed better on standardized tests. However, this
benefit is only apparent when homework is reasonable in scope and
difficulty.

B. Negative Effects on Students' Well-being

Despite the academic advantages, research also shows that excessive

homework can have detrimental effects on students' mental health.
According to the American Psychological Association, high school
students report being "overwhelmed" and "stressed" due to excessive
homework. This constant pressure can lead to burnout, anxiety, and sleep
deprivation. Students, especially younger ones, need time to relax, engage
in extracurricular activities, and spend time with their families. Too much
homework can disrupt this balance.

C. Alternatives to Traditional Homework

Instead of large quantities of traditional homework, schools could adopt

more innovative approaches, such as project-based learning or flipped
classrooms, where students engage with materials in school and only
complete light assignments at home. This approach allows for deeper
learning without overwhelming students. Schools in Finland, known for
their successful education system, have minimized homework while still
achieving high academic performance, which suggests that there are
alternatives to traditional homework that may be more effective.
 III. Conclusion

In conclusion, while homework can be an important educational tool, it

must be balanced to avoid causing undue stress and disruption in students'
lives. A moderate amount of homework, carefully designed to reinforce
learning without overwhelming students, can be beneficial. However,
schools should explore alternative educational methods to ensure students
remain engaged and healthy. Therefore, it is time to reconsider the role of
excessive homework in our educational system and implement more
student-friendly practices.

Application Task: Students will complete their position paper based on their outline
from the previous class.

Encourage them to focus on having a clear thesis statement, logical

arguments, supported evidence, and a strong conclusion.

Teacher’s Role: Walk around and provide feedback as they write,

focusing on thesis clarity and the strength of arguments.
Assessment
Peer Review Activity: Students will exchange papers and use a rubric to
assess a partner's work. They will check for:

 Clear thesis statement

 Relevant and factual evidence
 Logical flow of arguments
 Proper use of counterarguments
 Strong conclusion

See rubrics in the attachment.

Assignment/Agreement Students revise their position paper based on peer feedback and teacher
suggestions. Submit the final draft in the next class.
V. REMARKS

VI. REFLECTION

A. No.of learners who

earned 80% on the
formative assessment.
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 teaching
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:

ALEX A. DIAMAAT JR.

Teacher 1

Checked by:

CAROLYN D. DOMINGO
School Head

Attachment
RUBRICS
 Needs Improvement
Criteria Excellent (90-100%) Proficient (80-89%) Adequate (70-79%)
(Below 70%)
Weight

Well-developed Adequate argument,

Thorough, insightful Argument lacks
argument with but lacks depth in
argument; fully clarity; weak or
relevant evidence, analysis or
Content (35%) addresses the topic irrelevant evidence; 35%
though some points evidence; some
with clear, strong does not adequately
may need further areas may be off-
evidence and analysis. address the topic.
development. topic.
Demonstrates strong Argument is Argument is
Argument is clear
critical thinking, with present, but lacks unclear or lacks
and logical, though
Argument and a well-supported and depth or complexity critical thinking;
could use more
Critical thoughtful argument in reasoning; does not adequately 25%
evidence or further
Thinking (25%) that anticipates counterarguments address
analysis of
counterarguments are weakly counterarguments
counterarguments.
effectively. addressed. or opposing views.
Paper is excellently Paper is well- Organization is
Little to no
structured with a clear structured, though somewhat unclear
organization; lacks
introduction, well- some transitions or choppy;
Organization a clear introduction,
organized body, and could be smoother. introduction, body, 20%
(20%) body, and/or
strong conclusion. Clear introduction, and conclusion
conclusion; ideas
Transitions between body, and present, but not
are scattered.
points are smooth. conclusion. fully cohesive.
A few minor errors
Virtually no errors in Frequent grammar
in grammar, Noticeable errors in
Grammar and grammar, spelling, or and spelling errors
spelling, or grammar, spelling,
Mechanics punctuation. Sentence that significantly 10%
punctuation, but or punctuation that
(10%) structure is varied and impede
they do not impede may affect clarity.
polished. understanding.
understanding.

All sources are Little or no citation

Most sources are Some sources are
correctly cited, using of sources; does not
Documentation cited correctly with missing or cited
proper format; follow proper
and Sources minor errors in incorrectly; 10%
excellent integration format; poor
(10%) formatting; sources integration of
of sources into the integration of
are well integrated. sources is minimal.
text. sources.