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

Department of Education
Region X
Division of Bukidnon
KIBAWE NATIONAL HIGH SCHOOL
Natulongan, Kibawe, Bukidnon

DAILY LESSON LOG

S.Y. 2018-2019

School KIBAWE NATIONAL HIGH SCHOOL Grade Level GRADE 12 ABM

Teacher RAULEMAR CONCI P. ARIBAL Learning Area 21ST LITERATURE
Time & M-T-W-TH Quarter (SECOND SEMESTER)
Dates DECEMBER 3-7, 2018

I. OBJECTIVES
A. Content Standards The learners will be able to understand and appreciate the elements and
contexts of 21st century Philippine literature from the regions.
B. Performance Standards The learner will be able to demonstrate understanding and appreciation of
21st Century Philippine literature from the regions through:
1. a written close analysis and critical interpretation of a literary text in terms
of form and theme, with a description of its context derived from research;
and
2. an adaptation of a text into other creative forms using multimedia.
C. Learning Competency/Objective At the end of two day- session, learners are able to infer literary meaning from
literal language based on usage

EN12Lit-Id-26

II. CONTENT B. Study and appreciation of literary texts from the different regions written in
different genres covering:
1. regions in Luzon, Visayas, Mindanao
2. major genres (poetry, fiction, drama, creative nonfiction, as well as
hyperpoetry, blogs, mobile phone Texttula, chick lit, speculative fiction, flash
fiction, etc.)
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 Website (Google)
literaturepoem.blogspot.com
V. PROCEDURES
A. Reviewing previous lesson or presenting Conduct of a short review through “Pass and Review” activity. The student
the new lesson who receives the ball as soon as the music stops shall deliver a short but
meaningful review about the previous topic. Then, the teacher will introduce
the new lesson.
B. Establishing a purpose for the lesson The teacher explains the importance and/or relevance of the lesson: Inferring
literary meaning from the literal language based on usage serves as one of the
best ways to express students’ ideas, conclusion, feelings, and emotions on a
certain work of art. Moreover, students learn to value and interpret a literary
piece.
C. Presenting examples/ instances of the The teacher flashes on the screen an example of a written poem entitled “Any
new lesson Woman Speaks” by Angela Manalang Gloria. Then, learners are asked
(randomly) about their interpretation or understanding on the poem.

Any Woman Speaks

By Angela Manalang Gloria

Half of the world’s true glamour

Is held—you know by whom?
Not by the gilt Four Hundred
Parading in perfume,

Nor by the silvered meteors

That light the celluloid sky—
But by these eyes that called you,
Blind fool who passed me by!

1. What is the poem about?

2. What line in the poem has struck you most? Why?
3. What are the literary languages being used?

TIME ALLOTMENT: 20 minutes

D. Discussing new concepts and practicing The teacher groups the learners into five and provides jumbled letters in a
new skills #1 form of cartolina on which the following terms are written: opinion,
conclusion, suggestion, interpretation, and implication.

ACTIVITY: FIX ME!

Task: Arranging jumbled letters into the correct word

Group 1: ONPINOI  OPINION

Group 2: CNLUCSOINO  CONCLUSION
Group 3: GESUTSGOIN  SUGGESTION
Group 4: TINREEPTIOANR  INTERPRETATION
Group 5: LPITACMONI  IMPLICATION

Teacher asks: With what skill could you connect the words?
Students then need to come up with the word “INFERRING” to connect to the
new lesson: Inferring literary meaning from the literary language based on
usage. The teacher asks the learners on their definition of the word
“INFERRING” applying the words they have arranged.

The teacher discusses what inferring is all about to supplement the idea of the
learners, then proceeds to the next activity.

Note: The use of instructional material in this activity may vary on the
availability of resources/materials.

Time Allotment: 15 minutes

E. Discussing new concepts and practicing
new skills #2 ACTIVITY: Fish Fill It!

The teacher prepares quotations written on paper strips and put inside the
bowl.

Learners are divided into five groups. The bowl shall be passed and a jolly
music shall be played. As soon as the music stops, the group who receives the
bowl shall choose one quotation (through picking up the paper strip) and will
interpret it orally.

Group 1:
 Look within. Within is the fountain of good, and it will ever bubble up, if thou
will ever dig.
- Marcus Aurelius

Group 2:
It is during our darkest moments that we must focus to see the light.
- Aristotle Onassis
Group 3:
Our greatest glory is in never falling, but in rising every time we fall.
- Confucius

Group 4:
You should never let your fears prevent you from doing what you know is
right.
- Aung San Suu Kyi
Group 5:
Stop being a prisoner of your past. Become the architect of your future.
- Robin S. Sharma

To process this activity, feedbacking will follow every after presentation.

Note: Each group is given only 3-5 minutes for inferring.

Time allotment: 20 minutes

F. Developing mastery (Leads to Formative The teacher flashes on screen some idiomatic expressions, and uses them in
Assessment 3) sentences.

Examples:

Group 1: A hot potato

S: The crisis in Marawi City is a hot potato on the news report.
Group 2: It takes two to tango
S: In every problem, it takes two to tango.
Group 3: Beat around the bush
S: My friend is not direct in stating facts. She keeps on
beating around the bush.
Group 4: Cost an arm and a leg
S: Her jewels cost an arm and a leg.
Group 5: Ball is in your court
S: The ball is in your court. Shall we proceed to the next topic?

Through the use of idiomatic expressions in constructing sentences, learners

infer or interpret creatively (allowing learners to apply the differentiated
activities e.g. Role Play, Song, Drawing, etc.). Respectively, each group will be
assigned with one idiomatic expression to infer/interpret.

Feedbacking follows every after presentation.

Time allotment: 35 minutes

G. Finding practical applications of concepts
and skills in daily living 1. What can you say about the previous activity?
2. How did you find the inferring of literary meaning from the literal
language?
3. In what real-life situation can you apply your learning?
Time Allotment: 5 minutes
H. Making generalizations and abstractions The teacher allows learners to explain the importance of inferring literary
about the lesson meaning from literal language based on usage.

Time allotment: 5 minutes

I. Evaluating learning Individual Activity:
 The teacher will flash lyrics of a Filipino song entitled “Wag ka nang Umiyak”
by Garry Valenciano. Students will choose 5 lines from the song and
infer/interpret them.

Learners’ output: Song Analysis

Assessment: Rubric

Time Allotment: 15 minutes

J. Additional activities for application or Infer on the line:
remediation
 Assignment/Agreement (____ “If I had learned of metaphors
minutes). Before I wondered about the stars
Would I have written verses then
And worshipped Venus instead of Mars?
- Dead Stars of H.O Santos

V. REMARKS

VI. REFLECTION

A. No. of learners who earned ______ of Learners who earned 80% above
80% in the evaluation
______ of Learners who require additional activities for remediation
B. No. of learners who require
additional activities for
remediation
______Yes ______No
C. Did the remedial lessons work ______ of Learners who caught up the lesson
? No. of learners who have
caught up with the lesson

D. No. of learners who continue ______ of Learners who continue to require remediation
to require remediation
E. Which of my teaching Strategies used that work well:
strategies worked well ? Why ___ Questioning
did this work ? ___ Game-Based Learning
___ Interactive Lecture

Demonstrations
The activity can be a classroom experiment, a survey,a simulation or an analysis of
secondary data.
___Cooperative Learning
___Jigsaws
___Gallery Walks
___Fieldtrips
___Making notes from book
___Use of internet/audio visual presentation
___Text books
___Investigations
___Models
 ___Demonstrations
Other Techniques and Strategies used:
___Manipulative Tools
___Pair Work
___ Explicit Teaching
___ Group collaboration
___ Carousel
___ Diads
___ Differentiated Instruction
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Students’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson

__ Bullying among students

__ Students’ behavior/attitude
__ Colorful IMs
F. What difficulties did my
__ Unavailable Technology
principal or supervisor can help
Equipment (AVR/LCD)
me solve ?
__ Science/ Computer/
Internet Lab
__ Additional Clerical works

Planned Innovations:
__Contextualized/ Localized and Indigenized IM’s
G. What innovation or localized __ Localized Videos
materials did I use/discover __ Making big books from
which I wish to share with views of the locality
other teachers ? __ Recycling of plastics to
be used as Instructional Materials

PREPARED BY:

RAULEMAR CONCI P. ARIBAL

SHST II

CHECKED BY:

ROMMEL C. CANTILLA, MT1

4 A’s PROCEDURE:
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 Misamis Occidental National High School & Grade Level Grade 12 HE 1
Montol National High School
Teacher Chrisitine Joy Ciprado & Karen Mae Learning Area EAPP
Bondaug
Time & Dates September 14, 2017 at 3:00 PM Quarter First

I. OBJECTIVES
A. Content Standards The learner understands the principles and uses of a concept paper.
B. Performance The learner produces a well-balanced concept paper in a specific
discipline.
Standards
C. Learning At the end of the 120-minute period, the learner is expected to:
1. define what a concept paper is
Competencies / 2. determine the ways a writer can elucidate on a concept by
Objectives definition, explication and clarification
3. identify situations in which a concept paper may be effectively
used to improve our society.

II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages pp 80-85
2. Learner’s Materials pp 88-89
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
V. PROCEDURES
Unlocking of Difficult Words: Crossword Puzzle
Introductory Activity 1. Thongs
2. Shrivel
3. Wheedled
4. Flatfooted
5. Whimsy
Activity/Strategy Learners will be grouped into four. Each group is given a metacard
to analyse. (Each metacard contains an excerpt of the concept
paper “Months of the Year”.) 5 minutes

Sample excerpt:

Analysis The teacher asks the following questions:

1. What is in the text?
2. How is the concept (months) explained?
3. Is understanding the text difficult/easy? Why?
4. What did you do in the activity?
5. Did you find the activity difficult, or easy? Why?
6. What were the ways in which the word was explained?

Abstraction The teacher asks the students to define what a concept paper is
based on the previous activity. She or He adds input about concept
paper and its structure.
Application
Learners are grouped into four. They will be asked to explain a
word using the Frayer’s Model of Four Square.

The words to be given are:

Group 1: Baking
Group 2: Cooking
Group 3: Ingredients
Group 4: Dressing

Allotted time: Five minutes for preparation & two minutes for the
 presentation per group

Assessment Given a list of possible topics, groups will identify one situation in
which a concept paper can effectively be used to improve the
society. Then, the groups will cite one concept from that situation
which would be best for a concept paper.

Topics:
1. Waste Management
2. War on Drugs
3. Marawi Crisis
4. Reasons why students drop out from classes
5. Global Warming

Assignment/Agreement
V. REMARKS
Indicate 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.
VI. REFLECTION
Reflect on your teaching
and assess yourself as a
teacher. Think about
your student’s progress.
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% 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?