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)

Learning Area: Detailed Lesson Plan (DLP) Format

Grade Level:
DLP No.: Quarter: Duration: Date:

5 English Grade 8 1st 60 June 13,2017

EN8RC -Ib-7.2 Scan for logical connectors to determine

Learning Competency/ies: Code:
the text type.
EN8G-Ib-7:
Use parallel structures.
(Taken from the Curriculum EN8G-Ib -8: Use appropriate cohesive devices EN8RC-Ib-7.2; EN8G-Ib-7;
Guide) in composing an informative speech. EN8G-Ib-8

Key Concepts / Understandings

Parallelism; Logical Connectors; Cohesive Devices
to be Developed
Adapted Cognitive
Process
Domain OBJECTIVES:
Knowledge Dimensions (D.O.
The fact No. 8, s. 2015)
Remembering Recognize the logical connectors , cohesive devices and parallel structures
or condition of
Skills
knowing something
with familiarity
The abilitygained
and Understanding
through experience
capacity acquired
or association
through deliberate, Applying Discover how words connect chronologically in the story.
systematic, and
sustained effort to Analyzing
smoothly and
adaptively carryout Evaluating
complex activities or
the ability, coming Creating
from one's
knowledge, practice, Organization
Attitude Organize ideas in varying situations.
aptitude, etc., to do
Values
something Valuing

2. Content Parallelism; Logical Connectors; Cohesive Devices

3. Learning Resources CG. Page 120; TG pages 57-58, online sources www. african stories.com

4. Procedures
Teacher spells out these questions: *When you were reading the story , did you notice
4.1 Introductory Activity any connectors? Name them. (Reading of the story was pre-assigned, The Hands of the
Blacks; copies provided by the teacher)
5 minutes

4.2 Activity
Pair work: Scan the story and pick out 5 sentences that has connectors.
10 minutes
4.3 Analysis
Discussion on connectors, Cohesive Devices and Parallel structures.
5 minutes

4.4 Abstraction A connector is a word that is used to join words or sentences, joins a clause to another
on which it depends for its full meaning. Cohesive devices are words or phrases that
connect the ideas in your sentences or paragrahs. Parallelism structure is a fact of being
5 minutes similar in development or form or thoughts in an orderly manner.

4.5 Application Students will answer given task: A. Fill in the blanks with the correct transitional
words or phrase. B. Put a check on the sentences that shows parallelism. ( see
10 minutes attached worksheet).

4.6 Assessment
Anlysis of Learners' In a paragraph, write steps or procedures in cooking your
Products favorite dish.( Use correct connectors and parallel structure.
Anlysis of Learners' In a paragraph, write steps or procedures in cooking your
Products favorite dish.( Use correct connectors and parallel structure.
10 minutes
4.7 Assignment Construct 5 sentences using parallelism.
Construct 5 sentences using
5 minutes logical connectors
4.8 Concluding Activity
"The most important things in life are the connections you make with others." - Tom Ford
10 minutes
5.      Remarks

6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have
evaluation. caught up with the lesson.

B.   No. of learners who require additional

activities for remediation. 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:
ALICIA T. ALIMOREN School: CONSOLACION NHS -EC
Position/
Designatio
T-1 Division: Cebu Province
n:
Contact
Number: Email address: alimorenalice@ yahoo.com
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)

Learning Area:
Detailed Lesson Plan (DLP) Format
DLP No.: Grade Level: Quarter: Duration: Date:

6 English Grade 8 1st 60 June 14,2017

Learning Competency/ies: EN8LC-Ib-5.1:Listen for important points signaled by Code:

pitch, volume, projection, pitch, stress, intonation,
juncture and rate of speech.
EN8OL -Ib-3.11: Use the
correct sounds of English EN8V-Ib- EN8LC-Ib-5.1: /EN8OL -Ib-
(Taken from the Curriculum
10.2 Determine the meaning of idiomatic expression by 3.11/EN8OL-Ib-10.2:
Guide)
noting context clues and collocations.

Key Concepts / Understandings Stress or accent is relative emphasis or prominence given to a certain syllables in a
to be Developed word. Pitch is the highness and lowness of voice
Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
Knowledge (D.O. No. 8, s. 2015)
The fact
Remembering Recognize pitch and stress from a speech listened to
or condition of
Skills
knowing something
with familiarity gained Understanding
The ability and
through experience
capacity acquired
or association
through deliberate, Applying Execute the correct sounds of English in a choral reading
systematic, and
sustained effort to Analyzing
smoothly and
Evaluating
adaptively carryout
complex activities or
the ability, coming Creating
from one's
knowledge, practice, Internalizing values Express gratitude for good things others have done for you.
Attitude
aptitude, etc., to do
something
Values Valuing
2. Content Prosodic Features

3. Learning Resources Essential English manual, youtube.com/watch?v=x0w7EnEntEU

4. Procedures
Teacher shows a picture of Nelson Mandela and ask students what they know about
4.1 Introductory Activity
the man in the picture.
5 minutes

4.2 Activity Students listen to an .mp3 recorded speech by Nelson Mandela. Students will list
down words emphasized by the speaker. Does the speaker have a natural pitch or is
it too high or unpleasant? Did the changes in the speaker's pitch and stress affect the
meaning or the message of the selection? ( Please research copies from watch?
5 minutes v=Xz9KIXCKB2S) NELSON MANDELA Speech

4.3 Analysis * Teacher will list down on the board the words taken from the speech and indicate
the highness and the lowness of the words, and give the correct accent.
( pov'erty dep'ri'va'tion gen'der
des'crim'i'na'tion eman'ci'pa'tion) *Determine
the meaning of the above given words through context clues.
* Teacher will list down on the board the words taken from the speech and indicate
the highness and the lowness of the words, and give the correct accent.
( pov'erty dep'ri'va'tion gen'der
des'crim'i'na'tion eman'ci'pa'tion) *Determine
5 minutes the meaning of the above given words through context clues.

4.4 Abstraction Teacher will discuss the importance of pitch and stress in communication and in
reading in order to give and enphasize the meaning for deeper understanding. Stress
or accent is a relative emphasis or promimence given to t certain syllables in a word.
5 minutes Pitch is the highness and the lowness of the voice.

4.5 Application Changes in pitch and intonation: In a group of 10, the students will do choral reading
(Sentences prepared by the teacher) * The boy carried his books. * The boy carried
his books to school.* The big boy hurriedly carried his heavy books to school
10 minutes yesterday. ( refer attached appendix)

4.6 Assessment
With partner : Read the sentences stressing content words:
1. There are numerous
Tests
narrative poems in Swahili poets.
2. Hymns and didactic tales are common during that time.
10 minutes

4.7 Assignment
Preparing for the new Determine the meaning of the unfamiliar words: (destiny,
lesson mystical, attractive, meditation, almond, braided hair)
10 minutes

4.8 Concluding Activity Teacher ends with a reminder that "Work in the sound system now emphasizes the
critical importance of the suprasegmental features and their uses not just to
10 minutes complement meaning but to create meaning.'

5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have
evaluation. caught up with the lesson.

B.   No. of learners who require additional

D.  No. of learners who continue to require remediation.
activities for 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: ELLA O. ATEJERA School: CONSOLACION NHS -EC

Position/
Designatio Division:
n: T1 Cebu Province
Contact Email
Number: address: krizzate@ yahoo.com
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)

Learning Area:
Detailed Lesson Plan (DLP) Format
DLP No.: Grade Level: Quarter: Duration: Date:
7 English Grade 8 1st 60 June 15, 2017
Learning Competency/ies: EN8VC-Ib-8Use context clues from the material viewed to Code:
determine the meaning of unfamiliar words or
expressions;
(Taken from the Curriculum EN8LT-Ib-8: Describe the notable literary genres; EN8VC-Ib-8: / EN8LT-Ib-8/
Guide) EN8LT_Ib-8.1. Identify EN8LT-Ib-8.1
the distinguishing features of notable African folktales

Key Concepts / Understandings

Context clues to get at the meaning of words
to be Developed
Adapted Cognitive
Knowledge
Domain Process Dimensions OBJECTIVES:
Skills The fact (D.O. No. 8, s. 2015)
or condition of Remembering
knowing
Thesomething
ability and Understanding
with familiarity gained Get the meaning of difficult words and expressions in context
capacity acquired
through experience
through deliberate,
or association
systematic, and Applying
sustained effort to Analyzing
smoothly and
adaptively carryout Evaluating Detect the clues used to get at the meaning of words
complex activities or
Creating
the ability, coming
from one's
Attitude Internalizing values Tolerate other's idiosyncracies
knowledge, practice,
aptitude,Values
etc., to do Organization
something
2. Content Context Clues in reading African Legend and Folklore

3. Learning Resources Essential English manual, www.youtube.com/watch?v=kGck_Dmv-uU

4. Procedures

4.1 Introductory Activity Review of past lesson. Are you familiar of African folklore? Can you name some African
stories?
5 minutes
4.2 Activity Viewing powerpoint presentation on African Foklore. (www.youtube.com/watch?
10 minutes v=kGck_Dmv-uU)

4.3 Analysis Listing words found in the material viewed.Guess the meaning of these words based on
its surrounding words. Discuss this in groups of five.What literary genre used in the
10 minutes material viewed?

4.4 Abstraction How did you come up with the meaning of the unfamiliar words? What were the clues you
5 minutes used? Follow up discussion on context clues and literary genre.

4.5 Application Pair Work:Identify the meaning of the underlined words used in the sentences. 1. The
star pattern on your birthday can tell your destiny. 2. Those with a eyes that shine have a
10 minutes heart with gold. 3. Africans with almond shaped eyes come from royalty.

4.6 Assessment Individual Work: Find the meaning of the underlined word/s
Anlysis of Learners' using context clues. 1. Born of the skin the color of the
Products chocolate. 2. Strong and bold Im gifted. 3.Talented enough to
10 minutes be the best.
4.7 Assignment
0 minutes
4.8 Concluding Activity
" A wise person will always find a way" -Tanzanian proverb-
10 minutes
5.      Remarks

6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have
evaluation. caught up with the lesson.

B.   No. of learners who require additional

activities for remediation. 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: School:
MARIBIE H. GALLEGO CONSOLACION NHS -EC
Position/
Designatio Division:
n: M-I Cebu Province
Contact Email address:
Number:
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)

Learning Area:
Detailed Lesson Plan (DLP) Format
Grade Level:
DLP No.: Quarter: Duration: Date:
8 English Grade 8 1st 60 June 16, 2017

Learning Competency/ies: EN8WC-Ib-1.1:Generate ideas and their Code:

relationships;
EN8WC-Ib-1.1.6: Organize ideas in one-step word ,
outline forms. EN8WC-Ib-1.1: / EN8WC-Ib-
(Taken from the Curriculum Guide)
1.1.6

Key Concepts / Understandings to

One -Step Word Outline
be Developed
Adapted Cognitive
Knowledge
Domain Process Dimensions OBJECTIVES:
Skills The fact (D.O. No. 8, s. 2015)
or condition of Remembering
knowing
Thesomething
ability and Understanding
with familiarity gained Explain the story through correct sequence of events.
capacity acquired
through
through experience
deliberate,
or association
systematic, and Applying
sustained effort to Analyzing
smoothly and
adaptively carryout Evaluating
complex activities or
Creating Formulate an informational paragraph frame.
the ability, coming
from one's
Attitude Internalizing values
knowledge, practice,
aptitude,Values
etc., to do Valuing Display spirituality and concern for others
something
2. Content Informational Paragraph Frame

3. Learning Resources Learning Guide p. 9-11,

4. Procedures
4.1 Introductory Activity Recap of the narrative,"hands of the Black" through sequence type questions: 1.
How does the story begin? 2. What happen next?
5 minutes
4.2 Activity
Given a Process Frame Sheet,students examine the informational paragraph. ( see
10 minutes attached appendix)

4.3 Analysis Point out important details in the story read (The Hands of the Black) that should
10 minutes complete each step of the process.
4.4 Abstraction Teacher discusses how chronology of the events lead into discovery of the origin of
10 minutes Africans (Folklore) and their culture.
Individual Work: Fill up the sentence with the use of the word,phrase or clues.
4.5 Application Example- The first step of the process is
____________________________.Answer- The angels and Saints met and decided
to create Blacks.
10 minutes

4.6 Assessment Formulate an informational paragraph frame using the

Tests
story "The Hands of the Blacks".
10 minutes
4.7 Assignment Enhancing / improving Improve your narrative presentation through use of proper
0 minutes the day’s lesson prosodic feature.
4.8 Concluding Activity
" A wise person will always find a way" -Tanzanian proverb-
5 minutes
5.      Remarks

6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who
evaluation. have caught up with the lesson.

B.   No. of learners who require additional activities

D.  No. of learners who continue to require remediation.
for 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: School:
NESTOR G. LAURENTE CONSOLACION NHS -EC
Position/
Designatio Division:
n:
T1 Cebu Province
Contact Email
Number: address: