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: Food and Beverage Services Grade Level: Grade 11 Quarter: 1 Duration: 5 Hrs.
Learning Competency/ies: LO 1. Liase between kitchen and Services areas Code: TLE_HEFB9-
(Taken from the Curriculum 12KS-Ia-h-1
Guide)
Key Concepts / 1. Workflow structures within the food and beverage service location.
Understandings to be 2. Communication and interpersonal skills.
3. Duties and responsibilities of food service team.
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, Define food and beverage service .
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained
through experience
Understanding interpret, exemplify, classify,
The learner can construct meaning from oral, written and summarize, infer, compare,
or association explain, paraphrase, discuss
graphic messages

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, Distinguish a link between the kitchen and
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute, service areas
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout
complex activities or
Evaluating coordinate, measure, detect, defend,
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's generate, hypothesize, plan, design,
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of
view

Attitud Categories: List of Attitudes: Give a positive

1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence, attitude in
e
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, remembering basic
Growth in
point to, reply, select, sit, Study, use Personal discipline, Perseverance, knowledge about
feelings or
Sincerity, Patience, Critical thinking, how to prepare
emotional
Open-mindedness, Interest, and serve food.
areas.
2. Responding to Phenomena - Active participation on the part of the learners. Attends and Courteous, Obedience, Hope,
A settled
reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Charity, Fortitude, Resiliency,
way of
responding, willingness to respond, or satisfaction in responding (motivation). Positive vision, Acceptance,
thinking
or feeling Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Determined, Independent ,
about perform, practice, present, read, recite, report, select, tell, write Gratitude, Tolerant, Cautious,
someone 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Decisive, Self-Control, Calmness,
or acceptance to the more complex state of commitment. Valuing is based on the Responsibility, Accountability,
somethin internalization of a set of specified values, while clues to these values are expressed in the Industriousness, Industry,
g, learner's overt behavior and are often identifiable. Cooperation, Optimism,
typically Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
one that initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
is one’s culture, Globalism,
4. Organization - Organizes values into priorities by contrasting different values, resolving
reflected conflicts between them, and creating a unique value system. The emphasis is on Compassion, Work Ethics, Creativity,
in a Entrepreneurial Spirit, Financial
comparing, relating, and synthesizing values.
person’s Literacy, Global, Solidarity, Making
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, a stand for the good, Voluntariness
behavior formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, of human act, Appreciation of one’s
synthesize rights, Inclusiveness, Thoughtful,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. Seriousness, Generous, Happiness,
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Modest, Authority, Hardworking,
learner. Instructional objectives are concerned with the student's general patterns of
 adjustment (personal, social, emotional). Realistic, Flexible, Considerate,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Sympathetic, Frankness
propose, qualify, question, revise, serve, solve, verify
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, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. truth, Kindness, Humble
standards Attends and reacts to a particular phenomenon. Learning outcomes may emphasize
of compliance in responding, willingness to respond, or satisfaction in responding
behavior; (motivation).
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, 2. Maka-tao
judgment Concern for Others, Respect for
label, perform, practice, present, read, recite, report, select, tell, write
of what is human rights, Gender equality,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges
important Family Solidarity, Generosity,
from simple acceptance to the more complex state of commitment. Valuing is based
in life. Helping, Oneness
on the internalization of a set of specified values, while clues to these values are
expressed in the learner's overt behavior and are often identifiable.
Go
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
beyond
form, initiate, invite, join, justify, propose, read, report, select, share, study 3. Makakalikasan
learner’s
4. Organization - Organizes values into priorities by contrasting different values, Care of the environment, Disaster
life on
resolving conflicts between them, and creating a unique value system. The emphasis Risk Management, Protection of the
earth,
is on comparing, relating, and synthesizing values. Environment, Responsible
include
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Consumerism, Cleanliness,
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Orderliness, Saving the ecosystem,
and fame, relate, synthesize Environmental sustainability
and would 5. Internalizing values - (Characterization): Has a value system that controls their
affect the behavior. The behavior is pervasive, consistent, predictable, and most importantly, 4. Makabansa
eternal characteristic of the learner. Instructional objectives are concerned with the student's Peace and order, Heroism and
destiny of general patterns of adjustment (personal, social, emotional). Appreciation of Heroes, National
millions Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Unity, Civic Consciousness, Social
practice, propose, qualify, question, revise, serve, solve, verify responsibility, Harmony, Patriotism,
Productivity
2. Content Provide link between Kitchen and Service Area

3. Learning Resources Power point presentation of the topics w/DLP and projector, Speaker

4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson content. Although at
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the
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 (____ minutes). This is an interactive strategy to elicit learner’s prior learning
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 (____ minutes). Essential questions are included to serve as a guide for the teacher
in 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 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 (____ minutes). This outlines the key concepts, important skills that should be
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
lesson.

4.5 Application (____ minutes). This part is structured to ensure the commitment of the
learners to do something to apply their new learning in their own environment.
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, Oral Presentation, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based Activity (e.g. Choral Reading), Debate, Motor &
on assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment

b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,

Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-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’ Worksheets for all subjects, Essay, Concept

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

d) Tests Skill Performance Test, Open-Ended Question,

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

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

4.8 Concluding Activity (____ 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.
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: School:
Position/Designation: Division:
Contact Number: Email address:

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