Detailed Lesson Plan
DLP No.: Learning Area: Grade Level: Quarter: Duration:
Learning Code:
Competency/
ies:
(Taken from the
Curriculum Guide)
Key
Concepts /
Understanding
s to be
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
(D.O. No. 8, s. 2015)
Knowledge Categories: Behavioral
The fact or Verbs:
condition
of knowing
Remembering identify, retrieve,
The learner can recall information and recognize,
something with duplicate, list,
retrieve relevant knowledge from long-
familiarity memorize,
term memory
gained through repeat, describe,
experience or reproduce
association
Understanding interpret,
The learner can construct meaning from exemplify,
oral, written and graphic messages classify,
summarize, infer,
compare,
explain,
paraphrase,
discuss
Skills Applying execute, implement,
The ability and The learner can use information to demonstrate,
capacity acquired undertake a procedure in familiar dramatize,
through deliberate, situations or in a new way interpret, solve,
systematic, and use, illustrate,
sustained effort to convert, discover
smoothly and Analyzing differentiate,
adaptively carryout The learner can distinguish between distinguish,
complex activities parts and determine how they relate compare, contrast,
or the ability, to one another, and to the overall organize, outline,
coming from one's structure and purpose attribute,
knowledge, deconstruct
practice, Evaluating coordinate,
aptitude, etc., to The learner can make judgments and measure, detect,
do justify decisions defend, judge,
something argue, debate,
describe, critique,
appraise, evaluate
Creating generate,
The learner can put elements hypothesize, plan,
together to form a functional whole, design, develop,
create a new product or point of view produce, construct,
formulate,
assemble, devise
Attitude Categories: List of
Growth in Attitudes:
feelings or
emotional
1. Receiving Phenomena - Awareness, Self-esteem,
Self-confidence,
areas. A willingness to hear, selected attention
Wellness,
settled way Behavioral Verbs: ask, choose, describe, Respect,
of thinking erect, follow, give, hold, identify, locate, Honesty,
or feeling name, point to, reply, select, sit, Study,
about use Personal
someone 2. Responding to Phenomena - Active discipline,
or participation on the part of the learners. Attends Perseverance,
something, and reacts to a particular phenomenon. Sincerity,
typically one Learning outcomes may emphasize compliance Patience, Critical
that is in responding, willingness to respond, or thinking,
reflected in satisfaction in responding (motivation). Open-
a person’s Behavioral Verbs: aid, answer, assist, mindedness,
behavior comply, conform, discuss, greet, help, Interest,
label, perform, practice, present, read, Courteous,
recite, report, select, tell, write Obedience,
3. Valuing - Attaches to a particular object, Hope,
phenomenon, or behavior. This ranges from Charity,
simple acceptance to the more complex state Fortitude,
of commitment. Valuing is based on the Resiliency,
internalization of a set of specified values, Positive vision,
while clues to these values are expressed in Acceptance,
the learner's overt behavior and are often Determined,
identifiable. Independent,
Gratitude,
Behavioral Verbs: work, complete, Tolerant,
demonstrate, differentiate, explain, Cautious,
follow, form, initiate, invite, join, justify, Decisive, Self-
propose, read, report, select, share, study Control,
4. Organization - Organizes values into Calmness,
priorities by contrasting different values, Responsibility,
resolving conflicts between them, and Accountability,
creating a unique value system. The Industriousness,
emphasis is on comparing, relating, and Industry,
synthesizing values. Cooperation,
Optimism,
Behavioral Verbs: adhere, alter, arrange,
Satisfaction,
combine, compare, complete, defend, Persistent,
explain, formulate, generalize, identify, Cheerful,
integrate, modify, order, organize, Reliable, Gentle,
prepare, relate, synthesize Appreciation of
5. Internalizing values - (Characterization): one’s culture,
Has a value system that controls their behavior. Globalism,
The behavior is pervasive, consistent, Compassion,
predictable, and most importantly, Work Ethics,
characteristic of the learner. Instructional Creativity,
objectives are concerned with the student's Entrepreneurial
general patterns of adjustment (personal, Spirit, Financial
social, emotional). Literacy, Global,
Behavioral Verbs: act, discriminate, Solidarity,
display, influence, listen, modify, perform, Making a stand
practice, propose, qualify, question, for the good,
revise, serve, solve, verify Voluntariness of
human act,
Appreciation of
one’s rights,
Inclusiveness,
Thoughtful,
Seriousness,
Generous,
Happiness,
Modest,
Authority,
Hardworking,
Realistic,
Flexible,
Considerate,
Sympathetic,
Frankness
Values Categories: List of Values:
A learner's 1. Receiving Phenomena - 1. Maka-Diyos
principles or Awareness, willingness to hear, Love of God,
standards of selected attention Faith, Trusting,
behavior; one's Spirituality,
judgment of what
Behavioral Verbs: ask, choose,
Inner Peace,
is important in describe, erect, follow, give, hold, Love of truth,
life. identify, locate, name, point to, Kindness,
reply, select, sit, Study, use
Humble
Go
2. Responding to Phenomena -
beyond
Active participation on the part of
learner’s life on
the learners. Attends and reacts to a 2. Maka-tao
earth, include
particular phenomenon. Learning Concern for
more than wealth
outcomes may emphasize Others, Respect
and fame, and for human
compliance in responding,
would affect the rights, Gender
willingness to respond, or
eternal destiny of equality,
satisfaction in responding
millions Family Solidarity,
(motivation).
Behavioral Verbs: aid, answer, Generosity,
assist, comply, conform, discuss, Helping,
greet, help, label, perform, practice, Oneness
present, read, recite, report, select,
tell, write
3. Valuing - Attaches to a particular 3. Makakalikasan
object, phenomenon, or behavior. Care of the
This ranges from simple acceptance environment,
to the more complex state of Disaster
commitment. Valuing is based on the Risk
internalization of a set of specified Management,
values, while clues to these values Protection of the
are expressed in the learner's overt Environment,
behavior and are often identifiable. Responsible
Consumerism,
Behavioral Verbs: work, complete, Cleanliness,
demonstrate, differentiate, explain, Orderliness,
follow, form, initiate, invite, join, Saving the
justify, propose, read, report, select, ecosystem,
share, study Environmental
4. Organization - Organizes values sustainability
into priorities by contrasting different
values, resolving conflicts between
them, and creating a unique value 4. Makabansa
system. The emphasis is on Peace and order,
comparing, relating, and synthesizing Heroism and
values. Appreciation of
Behavioral Verbs: adhere, alter, Heroes, National
arrange, combine, compare, Unity, Civic
Consciousness,
complete, defend, explain,
Social
formulate, generalize, identify,
responsibility,
integrate, modify, order, organize,
Harmony,
prepare, relate, synthesize Patriotism,
5. Internalizing values -
(Characterization): Has a value system Productivity
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
3. Learning
Resources
4. Procedures
4.1 Introductory Activity (3 minutes). This part
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 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 comfortable atmosphere.
4.2 Activity (15 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 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.
4.3 Analysis (10 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 discussions allowing the learners to
maximize interactions and sharing of ideas and opinions about
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 new concepts or skills that are to be presented
in the next part of the lesson.
4.4 Abstraction (5 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.
4.5 Application (10 minutes). This part is structured to
ensure the commitment of the learners to do something to
apply their new learning in their own environment.
4.6 Assessment (15 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,
learners’ performance or behaviors are Musical Performance, Skill Demonstration,
recorded, based on assessment criteria) Group
Activity (e.g. Choral Reading), Debate, Motor
& Psychomotor Games, Simulation Activities,
Science Experiment
b) Talking to Learners Hands-on Math Activities, Written Work and
Essay, Picture Analysis, Comic Strip, Panel
Conferencing Discussion, Interview, Think-Pair-Share,
(Teachers talk to and question learners
Reading
about their learning to gain insights on
their understanding and to progress and
clarify their thinking)
c) Analysis of Learners’ Worksheets for all subjects, Essay, Concept
Maps/Graphic Organizer, Project, Model,
Products Artwork, Multi-media Presentation, Product
(Teachers judge the quality of products
made in technical vocational subjects
produced by learners according to
agreed criteria)
d) Tests Skill Performance Test, Open-Ended Question,
(Teachers set tests or quizzes to Practicum, Pen and Paper Test, Pre and Post
determine learners’ ability to Test,
demonstrate mastery of a skill or Diagnostic Test, Oral Test, Quiz
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
4.8 Concluding Activity (2 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
the learners to do something to practice their new learning.
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. 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
Reflections 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
Prepared by:
Name: School:
Position/Designation: Division:
Contact Number: Email address:
Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others
