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)

Daily Lesson Plan (DLP) Format

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

ENGLISH 8 2 60
Learning Competency/ies: Code:
Explain visual-verbal relationships illustrated in tables, graphs,
(Taken from the Curriculum Guide) and information maps found in expository texts EN8SS-IIe-1.2

Key Concepts / Understandings

to be Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through experience Understanding
or association

Skills Applying
The
ability and capacity acquired
through deliberate,
systematic, and sustained Analyzing
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something Creating

Attitude Valuing

Values Valuing

2. Content Explain Visual-Verbal Relationships

3. Learning Resources

4. Procedures
4.1 Introductory Activity A. Setting of Preliminaries
B. Quick Review
Let students answer the questions:
1. What was the previous lesson?
2. What is the functions of adverbs?
C. What's The Connection? Trivia (Game technique; Collaborative Task)
The class forms into groups by row. Every member take turns in answering the question.
Given the set of questions about varied topics, each group identifies the term being
described. Learners refer to the jumbled words. Within 10 seconds, they write their
answer on the bond paper using a marker. (Integration Across Curriculum)
E.g.
A. Setting of Preliminaries
B. Quick Review
Let students answer the questions:
1. What was the previous lesson?
2. What is the functions of adverbs?
C. What's The Connection? Trivia (Game technique; Collaborative Task)
The class forms into groups by row. Every member take turns in answering the question.
Given the set of questions about varied topics, each group identifies the term being
described. Learners refer to the jumbled words. Within 10 seconds, they write their
answer on the bond paper using a marker. (Integration Across Curriculum)
E.g.
3 minutes
4.2 Activity SELF CHECK (Demonstration of Numeracy)
5 minutes Given the items for self-evaluation, the learners rate themselves if the statements apply to
their skills. Using the scale below, they raise their fingers according to the number of rating.
5 - Very true 4 – Usually true 3 – Slightly true 2 – Usually not true 1 - Never true
E.g. I can write a good paragraph about a certain topic.
SHOW ME!
A. Shown the two sample texts, the learners examine which text shows more effective
organization and clearer presentation of main idea.

B. Given another text, the learners identify the words the have special function in connecting the
ideas in the sentence.

4.3 Analysis Process Questions

Learners respond to the following questions:
A. 1. Which of the text shows clearer presentation of idea?
2. What do you observe of its structure and organization?
B. 1. What is the text about?
10 minutes 2. What important lesson did you get from it?
3. Can you identify the words that link ideas from beginning to end? Which are they?
4. How do they function in sentences?

4.4 Abstraction Given the definition and examples, the class discusses the functions of coherence signals
between sentences. The learners study the different examples of sentence structures
showing ideas from varied disciplines like Math, History, Science, etc.
10 minutes (Integration of Topics across curriculum)

4.5 Application The learners accomplish the following tasks:

I. Identify the coherence signals used in the sentences. (Independent Task)
II. Read each item carefully. Choose the correct signal word to establish coherence
between sentence structures. (Independent Task)
III. Construct sentences about the assigned topic. Use a correct coherence signal.
Presentation and checking of output follows after 3 minutes. (Collaborative Task)
Group 1 – Scientific principle
Group 2 – Character formation
Group 3 – Mathematical concept
Group 4 - English literature
Group 5 – MAPEH lesson
Group 6 – historical Fact
Group 7 – Technological/ Skill Application
The learners accomplish the following tasks:
I. Identify the coherence signals used in the sentences. (Independent Task)
II. Read each item carefully. Choose the correct signal word to establish coherence
between sentence structures. (Independent Task)
III. Construct sentences about the assigned topic. Use a correct coherence signal.
Presentation and checking of output follows after 3 minutes. (Collaborative Task)
Group 1 – Scientific principle
Group 2 – Character formation
14 minutes Group 3 – Mathematical concept
Group 4 - English literature
Group 5 – MAPEH lesson
Group 6 – historical Fact
Group 7 – Technological/ Skill Application
4.6 Assessment Given the quiz, the students accomplish the assessment in two
parts.
In Part A, the students will idenitfy the word to fill in the blanks
with the correct transition signals that will complete the ideas of
the given sentences. They choose from the given choices.
In Part B, the students will fill in the blanks with the appropriate
transition signals.

Tests
12 minutes

4.7 Assignment
Enhancing / improving the day’s Given the exercises, the learners answer Activity 1 Point Me Out and
3 minutes lesson Activity 2 Cloze To You.

4.8 Concluding Activity Learners are given the quote for reflection: "If the words don't add up, it's usually because the truth
wasn't included in the equation."
3 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 caught up with the
evaluation. 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:

Position/
Designatio Division:
n:
Contact Email address:
Number: