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.: 1 Learning Area: Physical Education Grade Level: 7 Quarter: 2nd Duration: 60 mins.
Learning Code:
1. Addresses barriers (low level of fitness, lack of skill and time) to
Competency/ies: PE7PF-IIb-33
exercise.
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Overcoming the barriers of exercise
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,
Remembering
of knowing duplicate, list, memorize, Identify the different barriers present as
The learner can recall information and retrieve relevant
something with repeat, describe, reproduce they perform the different health-related
knowledge from long-term memory
familiarity gained
fitness exercises.
through experience
or association
Understanding interpret, exemplify, classify,
The learner can construct meaning from oral, written and summarize, infer, compare, Explain the different types of barriers in
graphic messages explain, paraphrase, discuss exercising.
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,
systematic, and contrast, organize, outline, attribute, Distinguish the importance of
The learner can distinguish between parts and
sustained effort to deconstruct overcoming the barriers in exercising
determine how they relate to one another, and to the
smoothly and overall structure and purpose
to their daily life.
adaptively carryout
complex activities or Evaluating coordinate, measure, detect, defend,
the ability, coming The learner can make judgments and justify decisions judge, argue, debate, describe,
from one's critique, appraise, evaluate
knowledge, practice, Creating generate, hypothesize, plan, design,
aptitude, etc., to do The learner can put elements together to form a develop, produce, construct,
something functional whole, create a new product or point of formulate, assemble, devise
view
Attitud Categories: List of Attitudes:
e 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty,
feelings point to, reply, select, sit, Study, use Personal discipline,
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Perseverance, Sincerity,
Patience, Critical thinking,
emotional reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Practice open-
areas. Open-mindedness, Interest,
responding, willingness to respond, or satisfaction in responding (motivation). mindedness of the
A settled Courteous, Obedience, Hope,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Charity, Fortitude, Resiliency,
topic through sharing
way of perform, practice, present, read, recite, report, select, tell, write ideas with one
thinking Positive vision, Acceptance,
Determined, Independent , another.
or feeling
about Gratitude, Tolerant, Cautious,
someone 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Decisive, Self-Control,
or simple acceptance to the more complex state of commitment. Valuing is based on the Calmness, Responsibility,
somethin internalization of a set of specified values, while clues to these values are expressed in the Accountability,
g, learner's overt behavior and are often identifiable. Industriousness, Industry,
typically Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Cooperation, Optimism,
one that initiate, invite, join, justify, propose, read, report, select, share, study Satisfaction, Persistent,
is Cheerful, Reliable, Gentle,
4. Organization - Organizes values into priorities by contrasting different values, resolving
reflected Appreciation of one’s culture,
conflicts between them, and creating a unique value system. The emphasis is on
in a Globalism, Compassion,
comparing, relating, and synthesizing values.
person’s Work Ethics, Creativity,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Entrepreneurial Spirit,
behavior
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Financial Literacy, Global,
synthesize Solidarity, Making a stand for
5. Internalizing values - (Characterization): Has a value system that controls their behavior. the good, Voluntariness of
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the human act, Appreciation of
learner. Instructional objectives are concerned with the student's general patterns of one’s rights, Inclusiveness,
adjustment (personal, social, emotional). Thoughtful, Seriousness,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Generous, Happiness,
propose, qualify, question, revise, serve, solve, verify Modest, Authority,
Hardworking, Realistic,
Flexible, Considerate,
Sympathetic, Frankness
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, name, Love of God, Faith, Trusting,
principles point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends and of truth, Kindness, Humble
standards reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
of responding, willingness to respond, or satisfaction in responding (motivation).
behavior;
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's 2. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
judgment
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple
Concern for Others, Respect Display concern for
of what is
acceptance to the more complex state of commitment. Valuing is based on the internalization
for human rights, Gender others by giving
important
of a set of specified values, while clues to these values are expressed in the learner's overt
equality, Family Solidarity, them advice in
in life. Generosity, Helping, Oneness overcoming the
behavior and are often identifiable.
Go barriers in
beyond Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
initiate, invite, join, justify, propose, read, report, select, share, study exercising.
learner’s
life on 4. Organization - Organizes values into priorities by contrasting different values, resolving
conflicts between them, and creating a unique value system. The emphasis is on comparing, 3. Makakalikasan
earth, Care of the environment,
include relating, and synthesizing values.
Disaster Risk Management,
more Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Protection of the
than formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Environment, Responsible
wealth synthesize Consumerism, Cleanliness,
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their behavior. Orderliness, Saving the
and The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the ecosystem, Environmental
would learner. Instructional objectives are concerned with the student's general patterns of sustainability
affect the adjustment (personal, social, emotional). 4. Makabansa
eternal Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Peace and order, Heroism
destiny of propose, qualify, question, revise, serve, solve, verify and Appreciation of Heroes,
millions. National Unity, Civic
Intention Consciousness, Social
ally responsibility, Harmony,
adding Patriotism,
value to Productivity
people
everyday.
2. Content
Exercise Programs: Training Guidelines, FITT Principles
3. Learning Resources
Visual Aids
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- Contextualization Activity: Physical Fitness Assessment Oral
up activity to give the learners zest for the incoming lesson and an idea about
Localization: Participation
what it to follow. One principle in learning is that learning occurs when it is
Consider/include here the
conducted in a pleasurable and comfortable atmosphere. Purpose: To let the students identify their
appropriate Local
experiences as they do such physical
Heritage Themes:
A. Annual Rites, Festivals,
and Rituals activities.
(Historical/Religious Procedure:
Festivals, Local Cultural
Festivals, Local Students are asked these questions:
Delicacies/Products What did you do last meeting?
Festivals, Rituals, We do the different exercises of health-
Wedding Ritual, Palihi related fitness components.
Ritual, Burial Ritual,
B Literary Anthologies
Written In Local Language
How do you find as you perform the
(BALITAW, BALAK, different exercises?
Folktales/ Short Stories, We find it tiring but still we got energize
Local Heroes despite of all the challenges we’ve
C. Historical Events, encountered.
Enduring Values,
4.2 Activity/Strategy (___ minutes). This is an interactive strategy to Indigenous Materials,
elicit Indigenous Cultural Activity: Who Am I?
learner’s prior learning experience. It serves as a springboard for new Communities/Indigenous Purpose: To let the students identify if what
learning. It illustrates the principle that learning starts where the learners are. People, Indigenous Physical Education is all about.
Carefully structured activities such as individual or group reflective exercises, Games
Procedure:
group discussion, self-or group assessment, dyadic or triadic interactions, D. Topography, Flora/
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like Fauna (Falls, Mountains,
River, Cave, Trees, Flower,
The teacher will ask the students the following
may be created. Clear instructions should be considered in this part of the
lesson. Fauna questions:
E. Food & Local products
G. Role Model Family Why is it physical education important?
Physical education is important
because it helps us as an individual to
be more knowledgeable when it comes
to the different activities needed to
make us physically fit. To be aware of
the things needed to achieve our body
goals.
Why do we need to be physically fit or
healthy?
We need to be physically fit to avoid
such diseases.
4.3 Analysis (___ minutes). Essential questions are included to serve as a
guide for the teacher in clarifying key understandings about the topic at hand. Activity: Who are we?
Critical points are organized to structure the discussions allowing the learners Purpose: To let the students identify some of
to maximize interactions and sharing of ideas and opinions about expected the barriers they’ve encountered as they perform
issues. Affective questions are included to elicit the feelings of the learners the different physical activities.
about the activity or the topic. The last questions or points taken should lead Procedure:
the learners to understand the new concepts or skills that are to be presented
in the next part of the lesson.
The teacher will ask the students the following
questions:
1. What are the problems/barriers
you’ve encountered while
performing the different activities?
- Lack of Time
- Lack of Energy
- Social Influence
- Lack of Skill
- Fear of Injury
4.4 Abstraction (___ minutes). This outlines the key concepts, important
skills that should be enhanced, and the proper attitude that should be Activity: Know Us!
emphasized. This is organized as a lecturette that summarizes the learning Purpose: To let the students address the
emphasized from the activity, analysis and new inputs in this part of the different barriers and find solutions they’ve
lesson. encountered as they perform such physical
activities.
Procedure: The teacher will let the students
identify the different solutions needed to address
the barriers being encountered.
BARRIERS IN EXERCISING. (Sallis and Novell,
1990, Sallis et. al., 1992)
And next is to give meaning every problem
through sharing ideas of the students and
the teacher:
Suggestions for Overcoming Physical Activity
Barriers
1. Lack of time
Identify available time slots. Monitor
your daily activities for one week.
Identify at least three 30-minute time
slots you could use for physical activity.
Add physical activity to your daily
routine. For example, walk or ride your
bike to work or shopping, organize
school activities around physical
activity, walk the dog, exercise while
you watch TV, park farther away from
your destination, etc.
Select activities requiring minimal time,
such as walking, jogging, or stair
climbing.
2. Lack of energy
Schedule physical activity for times in
the day or week when you feel
energetic.
Convince yourself that if you give it a
chance, physical activity will increase
your energy level; then, try it.
3. Social influence
Explain your interest in physical activity
to friends and family. Ask them to
support your efforts.
Invite friends and family members to
exercise with you. Plan social activities
involving exercise.
Develop new friendships with physically
active people. Join a group, such as the
YMCA or a hiking club.
4. Lack of skill
Select activities requiring no new skills,
such as walking, climbing stairs, or
jogging.
Take a class to develop new skills.
5. Fear of injury
Learn how to warm up and cool down
to prevent injury.
Learn how to exercise appropriately
considering your age, fitness level, skill
level, and health status.
Choose activities involving minimum risk.
4.5 Application (_ minutes). This part is structured to ensure the
commitment of the learners to do something to apply their new learning in Activity: Answer Me!
their own environment. Purpose: to let the students address barriers as
they encounter during physical activities.
Procedure: Te teacher will let the students get
¼ sheet of paper and answer the question being
posted on the board.
1. What if you are one of those person
whose exercise is already scheduled
yet there’s a circumstance wherein you
can’t do your schedule. What other way
will you going to do?
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 Play,
(Formal and informal observations of learners’ performance or behaviors are Oral Presentation, Dance,
recorded, based on assessment criteria) Musical Performance,
Skill Demonstration,
Group Activity (e.g.
Choral Reading), Debate,
Motor & Psychomotor
Games, Simulation
Activities, Science
Experiment
b) Talking to Learners / Conferencing Hands-on Math Activities,
(Teachers talk to and question learners about their learning to gain insights on Written Work and Essay,
their understanding and to progress and clarify their thinking) 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, Concept
agreed criteria) Maps/Graphic Organizer,
Project, Model, Artwork,
Multi-media Presentation,
Product made in
technical-vocational
subjects
d) Tests Skill Performance Test,
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Open-Ended Question,
mastery of a skill or knowledge of content) Practicum, Pen and Paper
Test, Pre and Post Test,
Diagnostic Test, Oral
Test, Quiz
4.7 Assignment (3 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 (3 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.
2. 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.
4. 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: Jessa Christine Engbino School: CNU-ILS
Position/Designation: Student Intern Division: Dep-Ed Cebu City Division
Contact Number: 09655522398 Email address: [email protected]
References:
Overcoming Barriers to Physical Activity retrieved on September 4, 2018 from
https://www.cdc.gov/physicalactivity/basics/adding-pa/barriers.html
https://www.edu.gov.mb.ca/k12/cur/physhlth/frame_found_gr11/rm/module_b_lesson_4.pdf
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others
