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

DLP No.:3 Learning Area: Physical Education and Grade Level: 12 Quarter: 1 Duration: 1 hour
Health
Learning Competency/ies: Describes the connection of health behaviors (eating habits, sleep and Code:PEH12FH-1d-3
(Taken from the Curriculum Guide) stress management) to health risks factors and physical activity
assessment performance.

Key Concepts / Optimize one’s health through dance, a requisite for physical activity assessment and as a career
Understandings to be opportunity.
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition identify, retrieve, recognize, Describe the connection of health behaviors
Remembering
of knowing duplicate, list, memorize, to health risk factors and physical activity
The learner can recall information and retrieve relevant
something with repeat, describe, reproduce performance.
knowledge from long-term memory
familiarity gained
Understanding interpret, exemplify, classify,
through experience
The learner can construct meaning from oral, written and summarize, infer, compare,
or association
graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare, Distinguish health risk factors and physical
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute, activity in optimizing one’s health.
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities or Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's generate, hypothesize, plan, design, Develop dance steps( modern/ contemporary)
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct, in optimizing health.
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of view

Attitud Categories: List of Attitudes:

1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
e
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Wellness, Respect, Honesty, Personal
feelings or name, point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
emotional 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Open-
areas. reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous,
A settled responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude,
way of Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Resiliency, Positive vision,
thinking perform, practice, present, read, recite, report, select, tell, write Acceptance, Determined,
or feeling 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Independent , Gratitude, Tolerant,
about simple acceptance to the more complex state of commitment. Valuing is based on the Cautious, Decisive, Self-Control,
someone internalization of a set of specified values, while clues to these values are expressed in Calmness, Responsibility,
or the learner's overt behavior and are often identifiable. Accountability, Industriousness,
something Industry, Cooperation, Optimism,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
, typically initiate, invite, join, justify, propose, read, report, select, share, study
one that is Reliable, Gentle, Appreciation of
4. Organization - Organizes values into priorities by contrasting different values, resolving one’s culture, Globalism,
reflected conflicts between them, and creating a unique value system. The emphasis is on
in a Compassion, Work Ethics, Creativity,
comparing, relating, and synthesizing values. Entrepreneurial Spirit, Financial
person’s
behavior Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Literacy, Global, Solidarity, Making
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, a stand for the good, Voluntariness
synthesize of human act, Appreciation of one’s
5. Internalizing values - (Characterization): Has a value system that controls their rights, Inclusiveness, Thoughtful, Display awareness of
behavior. The behavior is pervasive, consistent, predictable, and most importantly, Seriousness, Generous, Happiness, practicing healthy
characteristic of the learner. Instructional objectives are concerned with the student's general Modest, Authority, Hardworking, lifestyle.
patterns of adjustment (personal, social, emotional). Realistic, Flexible, Considerate,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Sympathetic, Frankness
practice, propose, qualify, question, revise, serve, solve, verify
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends and truth, Kindness, Humble
standards reacts to a particular phenomenon. Learning outcomes may emphasize compliance in 2. Maka-tao Influence people to
of responding, willingness to respond, or satisfaction in responding (motivation). Concern for Others, Respect for engage in physical
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, human rights, Gender equality, activities and practice
one's perform, practice, present, read, recite, report, select, tell, write Family Solidarity, Generosity, healthy lifestyle.
judgment 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Helping, Oneness
of what is simple acceptance to the more complex state of commitment. Valuing is based on the Help one another in
important internalization of a set of specified values, while clues to these values are expressed in the doing the task.
in life. learner's overt behavior and are often identifiable.
Go
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
beyond
initiate, invite, join, justify, propose, read, report, select, share, study
learner’s
4. Organization - Organizes values into priorities by contrasting different values, resolving
life on 3. Makakalikasan
conflicts between them, and creating a unique value system. The emphasis is on comparing,
earth, Care of the environment, Disaster
relating, and synthesizing values.
include Risk Management, Protection of
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, the Environment, Responsible
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Consumerism, Cleanliness,
and fame, synthesize Orderliness, Saving the ecosystem,
and would 5. Internalizing values - (Characterization): Has a value system that controls their behavior. Environmental sustainability
affect the The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the
eternal learner. Instructional objectives are concerned with the student's general patterns of 4. Makabansa
destiny of adjustment (personal, social, emotional). Peace and order, Heroism and
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Appreciation of Heroes, National
Intention practice, propose, qualify, question, revise, serve, solve, verify Unity, Civic Consciousness, Social
ally responsibility, Harmony,
adding Patriotism,
value to Productivity
people
everyday.
2. Content Dance ( Modern & Contemporary)

3. Learning Resources Text Book, projector, music material ,laptop,

4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson Curriculum
content. Although at times optional, it is usually included to serve as a warm-up Contextualization  Opening Prayers
activity to give the learners zest for the incoming lesson and an idea about what 
Localization: Checking of Attendance
it to follow. One principle in learning is that learning occurs when it is
conducted in a pleasurable and comfortable atmosphere.
Consider/include here  Motivate ( Video clip viewing)
the appropriate Local  Ask the students about their healthy lifestyle.
Heritage Themes:
A. Annual Rites,
4.2 Activity/Strategy (____ minutes). This is an interactive strategy to Festivals, and  Picture Analysis ( What can they say about the
elicit learner’s prior learning experience. It serves as a springboard for new Rituals picture?)
learning. It illustrates the principle that learning starts where the learners are. (Historical/Religiou  Think-Pair- Share ( Students will discuss
Carefully structured activities such as individual or group reflective exercises, s Festivals, Local about different health behaviors, its connection
group discussion, self-or group assessment, dyadic or triadic interactions, Cultural Festivals, to health risk factors and physical activity)
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like Local
may be created. Clear instructions should be considered in this part of the Delicacies/Products
 Lecture- Discussion
lesson. Festivals, Rituals,
4.3 Analysis (____ minutes). Essential questions are included to serve as a Wedding Ritual, Ask the students with the following:
guide for the teacher in clarifying key understandings about the topic at hand. Palihi Ritual,
Critical points are organized to structure the discussions allowing the learners Burial Ritual,
 What are the different health risks factors in
to maximize interactions and sharing of ideas and opinions about expected B Literary
issues. Affective questions are included to elicit the feelings of the learners about Anthologies Written In connection to health behaviors?
the activity or the topic. The last questions or points taken should lead the Local Language
learners to understand the new concepts or skills that are to be presented in the (BALITAW, BALAK,  What possible physical activity/ies that can
next part of the lesson. Folktales/ Short
optimize health?
Stories, Local Heroes
C. Historical Events,
Enduring Values,  What are the best practices in optimizing one’s
Indigenous Materials, health?
Indigenous Cultural
4.4 Abstraction (____ minutes). This outlines the key concepts, important Communities/Indigeno Share to the students what are the best practices in
skills that should be enhanced, and the proper attitude that should be us People, Indigenous optimizing one’s health.( apply Dance)
emphasized. This is organized as a lecturette that summarizes the learning Games
emphasized from the activity, analysis and new inputs in this part of the lesson. D. Topography, Flora/
Fauna (Falls,
4.5 Application (____ minutes). This part is structured to ensure the Mountains, River,  Group the class into 4
commitment of the learners to do something to apply their new learning in their Cave, Trees, Flower,  Based on the activity given, students will
own environment. Fauna create/ form a dance routine ( modern/
E. Food & Local
contempo) with a maximum of 3 minutes.
products
G. Role Model Family

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:
Assessment Method Possible Activities
a) Observation Investigation, Role
(Formal and informal observations of learners’ performance or behaviors are Play, Oral Group will be rated according to:
recorded, based on assessment criteria) Presentation, Dance,  Mastery
Musical Performance,
 Choreography
Skill Demonstration,
Group Activity (e.g.  Creativity
Choral Reading),
Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights on Activities, Written
their understanding and to progress and clarify their thinking) Work and Essay,
Picture Analysis,
Comic Strip, Panel
Discussion, Interview,
Think-Pair-Share,
Reading
c) Analysis of Learners’ Products Worksheets for all
(Teachers judge the quality of products produced by learners according to subjects, Essay,
agreed criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation, Product
made in technical-
vocational subjects
d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended Short quiz will be given
mastery of a skill or knowledge of content) Question, Practicum,  What have they learned out of the
Pen and Paper Test, topic?
Pre and Post Test,
Diagnostic Test, Oral
Test, Quiz

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson  Let students do always apply/live/ practice
healthy lifestyle

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson  Plan or initiate a dance activity in the
school/community.
  Preparing for the new lesson

4.8 Concluding Activity (____ 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.

7. 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
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:
Name: ICHEL P. CASOYLA School: MAYOR CATALINO Y. CASOYLA MEMORIAL HIGH SCHOOL
Position/Designation: SST 1 Division: BOHOL
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