Instructional Planning (iPlan)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
DLP No.: 3 Learning Area: Oral Communication Grade Level: Gr.11 Quarter:1 Duration:1hr
Learning Competency/ies: Differentiates the various models of communication Code:
(Taken from the Curriculum Guide) EN11/12OC-Ia-3
Key Concepts / Various models of communication
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition of Remembering identify, retrieve, recognize,
knowing something with The learner can recall information and retrieve relevant duplicate, list, memorize, repeat,
familiarity gained knowledge from long-term memory describe, reproduce
through experience or
association
Understanding interpret, exemplify, classify, classify the models of communication
The learner can construct meaning from oral, written and summarize, infer, compare,
graphic messages explain, paraphrase, discuss
Skills Applying execute, implement, demonstrate,
The ability and capacity The learner can use information to undertake a procedure dramatize, interpret, solve, use, illustrate,
acquired through in familiar situations or in a new way convert, discover
deliberate, systematic, Analyzing differentiate, distinguish, compare,
and sustained effort to The learner can distinguish between parts and determine contrast, organize, outline, attribute,
smoothly and adaptively how they relate to one another, and to the overall structure deconstruct
carryout complex and purpose
activities or ... the ability,
coming from one's
Evaluating coordinate, measure, detect, defend, describe he different models of communication
The learner can make judgments and justify decisions judge, argue, debate, describe, critique,
knowledge, practice, appraise, evaluate
aptitude, etc., to do generate, hypothesize, plan, design,
something Creating
The learner can put elements together to form a functional develop, produce, construct, formulate,
whole, create a new product or point of view assemble, devise
Attitude Categories: List of Attitudes:
Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence, Wellness,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point Respect, Honesty, Personal discipline,
emotional to, reply, select, sit, Study, use Perseverance, Sincerity, Patience,
areas. Critical thinking, Open-mindedness,
A settled way Interest, Courteous, Obedience, Hope,
1. Responding to Phenomena - Active participation on the part of the learners. Attends and reacts
of thinking or Charity, Fortitude, Resiliency, Positive
to a particular phenomenon. Learning outcomes may emphasize compliance in responding,
feeling about vision, Acceptance, Determined,
willingness to respond, or satisfaction in responding (motivation).
someone or Independent , Gratitude, Tolerant,
something, Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Cautious, Decisive, Self-Control,
typically one practice, present, read, recite, report, select, tell, write Calmness, Responsibility, Accountability,
that is 2. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Industriousness, Industry, Cooperation,
reflected in a acceptance to the more complex state of commitment. Valuing is based on the internalization of Optimism, Satisfaction, Persistent,
person's a set of specified values, while clues to these values are expressed in the learner's overt behavior Cheerful, Reliable, Gentle, Appreciation
behavior and are often identifiable. of one's culture, Globalism, Compassion,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, Work Ethics, Creativity, Entrepreneurial
invite, join, justify, propose, read, report, select, share, study Spirit, Financial Literacy, Global,
3. Organization - Organizes values into priorities by contrasting different values, resolving conflicts Solidarity, Making a stand for the good,
between them, and creating a unique value system. The emphasis is on comparing, relating, and Voluntariness of human act,
synthesizing values. Appreciation of one's rights,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Inclusiveness, Thoughtful, Seriousness,
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize Generous, Happiness, Modest,
Authority, Hardworking, Realistic,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The display critical
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Flexible, Considerate,
Instructional objectives are concerned with the student's general patterns of adjustment (personal, Sympathetic, Frankness thinking
social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve, verify
Values Categories: List of Values:
A learner's 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
principles or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting , Spirituality,
standards of name, point to, reply, select, sit, Study, use Inner Peace, Love of truth, Kindness,
behavior; 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Humble
one's reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
judgment of responding, willingness to respond, or satisfaction in responding (motivation).
what is Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, 2. Maka-tao
important in perform, practice, present, read, recite, report, select, tell, write Concern for Others, Respect for human
life. 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from rights, Gender equality, Family Solidarity,
simple acceptance to the more complex state of commitment. Valuing is based on the Generosity, Helping, Oneness
Go beyond internalization of a set of specified values, while clues to these values are expressed in the
learner's life learner's overt behavior and are often identifiable.
on earth,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
include more
initiate, invite, join, justify, propose, read, report, select, share, study
than wealth 3. Makakalikasan integrate social
4. Organization - Organizes values into priorities by contrasting different values, resolving
and fame, Care of the environment, Disaster Risk responsibility
conflicts between them, and creating a unique value system. The emphasis is on
and would Management, Protection of the
comparing, relating, and synthesizing values.
affect the Environment, Responsible Consumerism,
eternal Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Cleanliness, Orderliness, Saving the
destiny of explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, ecosystem, Environmental sustainability
millions relate, synthesize
5. Internalizing values - (Characterization): Has a value system that controls their behavior.
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of 4. Makabansa
the learner. Instructional objectives are concerned with the student's general patterns of Peace and order, Heroism and
adjustment (personal, social, emotional). Appreciation of Heroes, National Unity,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Civic Consciousness, Social responsibility,
practice, propose, qualify, question, revise, serve, solve, verify Harmony, Patriotism,
Productivity
2. Content Nature and Elements of Communication
3. Learning Resources PPT, laptop, projector
4. Procedures
4.1 Introductory Activity (__5__ minutes). This part introduces the lesson content. Although at FB Post
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the “#Pokemon”
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 (_10___ minutes). This is an interactive strategy to elicit learner's prior learning Spatial (slides presentation)
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 Based on the slides presentation,
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 what makes each model different from each other?
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 (__10__ minutes). This outlines the key concepts, important skills that should be Communication Models
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that 1. Shannon Weaver Model
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the lesson.
2. Transaction Model
3. Schramm Model
4.5 Application (___5_ minutes). This part is structured to ensure the commitment of the learners to Identify the different communication models.
do something to apply their new learning in their own environment.
4.6 Assessment (__10_ 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, Dance, Musical Observation(RolePlay)
(Formal and informal observations of learners' Performance, Skill Demonstration, Group Activity (e.g.
performance or behaviors are recorded, based on Choral Reading), Debate, Motor & Psychomotor Games,
assessment criteria) Simulation Activities, Science Experiment
b) Talking to Learners /Hands-on Math Activities, Written Work and Essay, Picture
Analysis, Comic Strip, Panel Discussion, Interview, Think-
Conferencing Pair-Share, Reading
(Teachers talk to and question learners about their
learning to gain insights on their understanding and
to progress and clarify their thinking)
c) Analysis of Learners' Products Worksheets for all subjects, Essay, Concept Maps/Graphic
(Teachers judge the quality of products produced by Organizer, Project, Model, Artwork, Multi-media
learners according to agreed criteria) Presentation, Product made in technical-vocational subjects
d) Tests Skill Performance Test, Open-Ended Question, Practicum,
(Teachers set tests or quizzes to determine learners' Pen and Paper Test, Pre and Post Test, Diagnostic Test, Oral
ability to demonstrate mastery of a skill or 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 (____ minutes). ”Words are wonderful form of communication, but
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, parable they will never replace kisses and punches”
or a letter that inspires the learners to do something to practice their new learning.
-Ashleigh Brilliant-
1. 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.
Not carried diue to lack of time
2. 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.
No. of learners who
earned 80% in the
evaluation.
No. of learners who
require additional
activities for
remediation.
Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
remediation.
Which of my learning Collaborative learning is effective in doing role play activity.
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor
can help me solve?
What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?
Prepared by:
Name: Frankie E. Delos Santos School: Guindaruhan National High School
Position/Designation: Teacher III Division: Cebu Province
Contact Number:09206230287 Email address: [email protected]
Bibliography
Appendices: (attach all materials that will be used)
Activity Sheet …
Formative Assessment …
Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others
