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.: Learning Area: Year Level: Quarter: Duration:
1 Electrical 1st Fourth 150 min
Learning Competency/ies: Code:
(Taken from the Curriculum Guide)

Key Concepts /
Understandings to be To solve series and parallel circuit
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize, repeat,
something with knowledge from long-term memory describe, reproduce
familiarity gained interpret, exemplify, classify, Classify the difference between series and parallel
through experience
Understanding
The learner can construct meaning from oral, written summarize, infer, compare, circuit.
or association explain, paraphrase, discuss
and graphic messages

Skills Applying execute, implement, demonstrate, Execute how to solve resistance and amperage
The ability and The learner can use information to undertake a dramatize, interpret, solve, use, rating in series and parallel circuit.
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish,
systematic, and The learner can distinguish between parts and compare, contrast, organize,
sustained effort to determine how they relate to one another, and to the outline, attribute, deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect,
complex activities or
Evaluating
The learner can make judgments and justify decisions defend, judge, argue, debate,
the ability, coming describe, critique, appraise,
from one's evaluate
knowledge, practice, generate, hypothesize, plan,
aptitude, etc., to do Creating
The learner can put elements together to form a design, develop, produce,
something construct, formulate, assemble,
functional whole, create a new product or point of view
devise

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

3.LearningResources Book; Rizal pgs. 61-63

4. Procedures
4.1 Introductory Activity(_10___ minutes). This part introduces the lesson The teacher will group the students into 2 groups. Then they will be playing a game
content. Although at times optional, it is usually included to serve as a warm-up called "pick a sticker". The teacher will let one student at a time pick a sticker where
activity to give the learners zest for the incoming lesson and an idea about what it has corresponding questions. The teammates can help the students who pick the
it to follow. One principle in learning is that learning occurs when it is conducted questions. Every correct answer the group will be given a cards with corresponding
in a pleasurable and comfortable atmosphere. letters on group name of their group. This game must be done within 5 minute only.
4.2 Activity(___10 minutes). This is an interactive strategy to elicit learner’s The students are group in the same group. With their respective name of the group,
prior learning experience. It serves as a springboard for new learning. It each group are going to chant a cheer of their group. The content of the chant must be
illustrates the principle that learning starts where the learners are. Carefully related to their respective group name.
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 The students on the same respective group will going to solve a given problem related to
guide for the teacher in clarifying key understandings about the topic at hand. series and parallel circuit.
Critical points are organized to structure the discussions allowing the learners to
maximize interactions and sharing of ideas and opinions about 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 The teacher will ask questions to the students.
skills that should be enhanced, and the proper attitude that should be  What is the difference between series and parallel circuit?
emphasized. This is organized as a lecturette that summarizes the learning  Is it important to know how essential on how to solve series and parallel
emphasized from the activity, analysis and new inputs in this part of the lesson. circuit?

4.5 Application(__5__ minutes).This part is structured to ensure the The students are going to solve series and parallel circuit problems.
commitment of the learners to do something to apply their new learning in their
own environment. The problems are different from each other.

4.6 Assessment(__5_ minutes).For the Teacher to:a) Assess whether learning

objectives have been met for a specified duration,b)Remediate and/or enrich with The teacher will give 10 items assessment:
appropriate strategies as needed, and c) Evaluate whether learning intentions and
success criteria have been met. (Reminder: Formative Assessment may be given Direction: Read the statement carefully. Encircle the letter of your answer.
before, during, or after the lesson). Choose any from the Assessment Methods
below: 1. It is a circuit where it has several different paths for electrical to travel?
a) Series b) Parallel c) Plain d) vary
2. If a series circuit has 5Ω, 10Ω and 25 Ω of components. What is the total
resistance?
a) )45Ω b) 40Ω l c) 50Ω d) 55Ω
3. Anna has series circuit with 25Ω of resistance and 50V of source. How much is
the ampere rating of her circuit?
a) 2A b) 0.5A c) 5A d) 0.2A
4. Leno make a parallel circuit, its components have 4Ω, 8Ω and 10Ω with 24V as
source. What is the total resistance of Leno’s circuit?
a) 2.11Ω b) 22Ω c) 1.5Ω d) 0.2Ω
5. What is the amperage rating of leno’s parallel circuit?
a) 1.09A b) 1.37A c) 11.37A d) 10.9A
6. A circuit that has only one path in which its current can flow?
a) Series b) Parallel c) Plain d) vary
7. Kim and Park have a series circuit with 100Ω, 150Ω, 200Ω and 250Ω with
220V of power source. What is the total resistance?
a) 0.7Ω b) 7Ω c) 70Ω d) 700Ω
8. What is the amperage rating of Kim and Park circuit?
a) 0.314A b) 3.14A c) 31.4A d) 3.14A
9. Mae and Youh’s make a parallel circuit which consist of 20Ω, 50Ω and 80Ω
with 12V of power source. Find the total resistance of the circuit.
a) 15Ω b) 12.12 Ω c) 150Ω d 8.25Ω
10. Find the total amperage rating of Mae and Youh’s circuit.
a) 9.9A b) 0.08A c) 8A d) 0.99A
Answer:
1. b 6. a
2. b 7. d
3. a 8.a
4.a 9 .b
5.c 10.d

Assessment Method Possible Activities

a) Observation Investigation, Role Play, Oral
(Formal and informal observations of learners’ Presentation, Dance, Musical
performance or behaviors are recorded, based on Performance, Skill
assessment criteria) Demonstration, Group
Activity (e.g. Choral
 Reading), Debate, Motor &
Psychomotor Games,
Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities,
Written Work and Essay,
Conferencing
Picture Analysis, Comic Strip,
(Teachers talk to and question learners about their
Panel Discussion, Interview,
learning to gain insights on their understanding
Think-Pair-Share, Reading
and to progress and clarify their thinking)

c) Analysis of Learners’ Products Worksheets for all subjects,

(Teachers judge the quality of products produced Essay, Concept
by learners according to agreed criteria) Maps/Graphic Organizer,
Project, Model, Artwork,
Multi-media Presentation,
Product made in technical-
vocational subjects

d) Tests Skill Performance Test, Open-

(Teachers set tests or quizzes to determine Ended Question, Practicum,
learners’ ability to demonstrate mastery of a skill Pen and Paper Test, Pre and
or knowledge of content) 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

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

Study in advance about series-parallel circuit

4.8 Concluding Activity (__5__ 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 “If plan A didn’t work…. The alphabet has 25 more letters…. Stay cool”.
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.

6. 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: Rouveir-soon V. Herbias School: Cebu Technological University, Naga -Extension Campus
Position/Designation: Division:
Contact Number:09352110985 Email address:rherbias36@gmail.com

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
5. PowerPoint Presentation …
6. Others