DEPARTMENT OF EDUCATION

ESPIRIDION F. ENCABO I MEMORIAL HIGH SCHOOL

PUGA-AN, ILIGAN CITY

Detailed Lesson Plan (DLP) Format

Date: November 25, 2019
DLP No.: Learning Area: Practical Research 1 Grade Level: 11 Quarter: III Duration: 60
minutes
Learning Competency/ies: Illustrates the importance of qualitative research across fields. Code: CS_RS11-IIIb-2
(Taken from the Curriculum Guide)

Key Concepts / Understandings to Research is a systematic process of collecting and analyzing data or information in order to increase
be Developed understanding of a phenomenon.
Qualitative Research is primarily exploratory research. It is used to gain an understanding of underlying
reasons, opinions, and motivations.
Field of Inquiry - It's an area of study or research or questioning.

Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives

Knowledge Categories: Behavioral Verbs:
The fact or condition of Remembering identify, retrieve, recognize, duplicate, list, memorize,
knowing something with The learner can recall information and retrieve relevant knowledge from repeat, describe, reproduce
familiarity gained through long-term memory
experience or association interpret, exemplify, classify, summarize, infer,
Understanding Learners will be able to:
The learner can construct meaning from oral, written and graphic messages compare, explain, paraphrase, discuss Explain the importance of qualitative research
in various fields.

Skills Applying execute, implement, demonstrate, dramatize, Learners will able to:
The ability and capacity The learner can use information to undertake a procedure in familiar interpret, solve, use, illustrate, convert, discover Dramatize their interpretation on how important
acquired through deliberate, situations or in a new way qualitative research is in various fields.
systematic, and sustained
effort to smoothly and
Analyzing differentiate, distinguish, compare, contrast,
The learner can distinguish between parts and determine how they relate to organize, outline, attribute, deconstruct
adaptively carryout complex
one another, and to the overall structure and purpose
activities or the ability, coming
from one's knowledge, Evaluating coordinate, measure, detect, defend, judge, argue,
practice, aptitude, etc., to do The learner can make judgments and justify decisions debate, describe, critique, appraise, evaluate
something
Attitude Categories: List of Attitudes:
Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence, Wellness, Respect,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Honesty, Personal discipline, Perseverance,
point to, reply, select, sit, Study, use Sincerity, Patience, Critical thinking, Open-
emotional 2. Responding to Phenomena - Active participation on the part of the learners. Attends and mindedness, Interest, Courteous, Obedience, Hope,
areas. reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Charity, Fortitude, Resiliency, Positive vision,
A settled way responding, willingness to respond, or satisfaction in responding (motivation). Acceptance, Determined, Independent , Gratitude,
of thinking or Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Tolerant, Cautious, Decisive, Self-Control,
feeling about perform, practice, present, read, recite, report, select, tell, write Calmness, Responsibility, Accountability,
someone or 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Industriousness, Industry, Cooperation, Optimism,
Learners will able to:
something, simple acceptance to the more complex state of commitment. Valuing is based on the Satisfaction, Persistent, Cheerful, Reliable, Gentle,
typically one Appreciation of one’s culture, Globalism, Appreciate the value of qualitative research
internalization of a set of specified values, while clues to these values are expressed in the
that is learner's overt behavior and are often identifiable. Compassion, Work Ethics, Creativity, across different fields of inquiry
reflected in a Entrepreneurial Spirit, Financial Literacy, Global,
person’s
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Solidarity, Making a stand for the good,
initiate, invite, join, justify, propose, read, report, select, share, study
behavior Voluntariness of human act, Appreciation of one’s
rights, Inclusiveness, Thoughtful, Seriousness,
Generous, Happiness, Modest, Authority,
Hardworking, Realistic, Flexible, Considerate,
Sympathetic, Frankness

Values Categories: List of Values:

A learner's 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
principles or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Love of God, Faith, Trusting, Spirituality, Inner
standards of point to, reply, select, sit, Study, use Peace, Love of truth, Kindness, Humble
behavior; one's 2. Responding to Phenomena - Active participation on the part of the learners. Attends and
judgment of reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
what is responding, willingness to respond, or satisfaction in responding (motivation). 2. Maka-tao
important in Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Concern for Others, Respect for human rights,
life. perform, practice, present, read, recite, report, select, tell, write Gender equality, Family Solidarity, Generosity,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Helping, Oneness
Go beyond simple acceptance to the more complex state of commitment. Valuing is based on the 3. Makakalikasan
learner’s life on internalization of a set of specified values, while clues to these values are expressed in the Care of the environment, Disaster Risk
earth, include learner's overt behavior and are often identifiable. Management, Protection of the Environment,
more than
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Responsible Consumerism, Cleanliness, Orderliness,
wealth and
initiate, invite, join, justify, propose, read, report, select, share, study Saving the ecosystem, Environmental sustainability
fame, and
4. Organization - Organizes values into priorities by contrasting different values, resolving
would affect
conflicts between them, and creating a unique value system. The emphasis is on comparing,
the eternal
relating, and synthesizing values.
destiny of
millions Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, 4. Makabansa Learners will able to:
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Peace and order, Heroism and Appreciation of Display and act accordingly in doing group
synthesize Heroes, National Unity, Civic Consciousness, Social
responsibility, Harmony, Patriotism,
activities.
5. Internalizing values - (Characterization): Has a value system that controls their behavior.
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Productivity
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 Qualitative Research and Its Importance in Daily Life
3. Learning Resources a. Reference Book: Practical Research 1 for Senior High School (QUALITATIVE) pages 05-10 by LORIMAR
Publishing Inc.
b. Curriculum guide
c. Manila paper, pen, other Visual Aids
4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson content. Although at times Right after all the preliminaries like prayer, checking of attendance and setting the mood of
optional, it is usually included to serve as a warm-up activity to give the learners zest for the incoming lesson the learners, the teacher starts his lesson with:
and an idea about what it to follow. One principle in learning is that learning occurs when it is conducted in a  Showing the class 10 jumbled letters and let the student form it into words.
pleasurable and comfortable atmosphere.  Introduce the lesson and the objectives
4.2 Activity ( 25 minutes). This is an interactive strategy to elicit learner’s prior learning experience. It  Group the class in 6 factions and let them discuss on their assigned topic. (5 mins)
serves as a springboard for new learning. It illustrates the principle that learning starts where the learners are.  Let them Portray or Roleplay their assigned topic and present it to the class (3
Carefully structured activities such as individual or group reflective exercises, group discussion, self-or group mins each 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 (5 minutes). Essential questions are included to serve as a guide for the teacher in clarifying Ask learners:
key understandings about the topic at hand. Critical points are organized to structure the discussions allowing  How did you come up at those situations on your roleplaying?
the learners to maximize interactions and sharing of ideas and opinions about expected issues. Affective  What have you learned from the activity?
questions are included to elicit the feelings of the learners about the activity or the topic. The last questions or
 Did you realize the importance of research in our daily lives?
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 skills that should be enhanced, The teacher lectures on the Role of Research and its Significance: (displayed on the
and the proper attitude that should be emphasized. This is organized as a lecturette that summarizes the visual aid/manila paper)
learning emphasized from the activity, analysis and new inputs in this part of the lesson.
Research is a systematic process of collecting and analyzing data or information in order
to increase understanding of a phenomenon.

Qualitative Research is primarily exploratory research. It is used to gain an understanding

of underlying reasons, opinions, and motivations.

Field of Inquiry - It's an area of study or research or questioning.

SIGNIFICANCE OF RESEARCH:
 To gather information
 To improve standard of living
 To have a safer life
 To know the truth
 To explore our history
 To understand arts
4.5 Application (10 minutes). This part is structured to ensure the commitment of the learners to do Essay Writing:
something to apply their new learning in their own environment. On a ½ sheet of paper. Write your ideas and opinions on how significant research is in our
 daily lives.

4.6 Assessment (10minutes). For the Teacher to: a) Assess whether learning objectives have been met Features 3 2 1
for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) Evaluate Ideas Originality of Ideas Consistency of Ideas are too
whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be Ideas general
given before, during, or after the lesson). Choose any from the Assessment Methods below:
Organization Strong and Organized Some organization
Organized
Understanding Strong Clear Adequate

Assessment Method Possible Activities

a) Observation Investigation, Role Play, Oral
(Formal and informal observations of learners’ performance or Presentation, Dance, Musical
behaviors are recorded, based on assessment criteria) 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, Written
(Teachers talk to and question learners about their learning to gain Work and Essay, Picture Analysis,
insights on their understanding and to progress and clarify their Comic Strip, Panel Discussion,
thinking) Interview, Think-Pair-Share, Reading
c) Analysis of Learners’ Products Worksheets for all subjects, Essay,
(Teachers judge the quality of products produced by learners Concept Maps/Graphic Organizer,
according to agreed criteria) Project, Model, Artwork, Multi-media
Presentation, Product made in
technical-vocational subjects
d) Tests Skill Performance Test, Open-Ended
(Teachers set tests or quizzes to determine learners’ ability to Question, Practicum, Pen and Paper
demonstrate mastery of a skill or knowledge of content) 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

 Preparing for the new lesson Have an advance reading on Identifying the Inquiry and Stating the problem.

4.8 Concluding Activity (__2__ minutes). Research is creating new knowledge.

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, “In much of society, research means to investigate something you do not know or
parable or a letter that inspires the learners to do something to practice their new learning. understand.”
(Neil Armstrong)
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.

7. 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: Checked by:

JOEMAR D. JAVIER ALEX C. BADO

Teacher I School Head