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
Date: May 22, 2017
DLP No.: Learning Area: Practical Research 1 Grade Level: 11 Quarter: 2 Duration: 2 hours
Learning Competency/ies: States research questions Code: CS_RS11-IIIc-e-4
(Taken from the Curriculum Guide)

Key Concepts / Understandings to be Research problems are usually stated as questions that the researcher seeks to answer. There are two types of research
Developed questions. These are the central questions and the sub-questions.

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

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

Skills Applying execute, implement, demonstrate, dramatize, interpret,

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

Values Categories: List of Values: Work with kindness the activity among
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, point to, Love of God, Faith, Trusting, Spirituality, Inner Peace,
others;
standards of reply, select, sit, Study, use Love of truth, Kindness, Humble
behavior; one's 2. Responding to Phenomena - Active participation on the part of the learners. Attends and reacts to a
judgment of particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to
what is respond, or satisfaction in responding (motivation). 2. Maka-tao
important in life. Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Concern for Others, Respect for human rights, Gender
practice, present, read, recite, report, select, tell, write equality, Family Solidarity, Generosity, Helping, Oneness
Go beyond 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple 3. Makakalikasan
learner’s life on acceptance to the more complex state of commitment. Valuing is based on the internalization of a set Care of the environment, Disaster Risk Management,
earth, include of specified values, while clues to these values are expressed in the learner's overt behavior and are Protection of the Environment, Responsible
more than often identifiable. Consumerism, Cleanliness, Orderliness, Saving the
wealth and fame,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, ecosystem, Environmental sustainability
and would affect
invite, join, justify, propose, read, report, select, share, study
the eternal
4. Organization - Organizes values into priorities by contrasting different values, resolving conflicts
destiny of
between them, and creating a unique value system. The emphasis is on comparing, relating, and
millions
synthesizing values. 4. Makabansa
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Peace and order, Heroism and Appreciation of Heroes,
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize National Unity, Civic Consciousness, Social responsibility,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The Harmony, Patriotism,
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Productivity
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 States research question
3. Learning Resources a. Books in Practical Research 1, pages 69-74, Cristoba et.al C and E Publishing, Inc., 2017
b. Electronic resources (websites, e.g., web journals, web magazines)
c. PowerPoint Presentation
e. Manila paper/bond paper
4. Procedures
4.1 Introductory Activity ( 5 minutes). This part introduces the lesson content. Although at times optional, it is Activity 1. The teacher will divide the students into 5 group
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 Instruction:
atmosphere.
Work with your group.
For 5 minutes brainstorm on a social or community issue that interest you most. Using a
bubble map, write down the chosen issue at the center and fill in the reasons for choosing
that particular issue as a research topic. Present your output in 2 minutes.
4.2 Activity ( 5 minutes). This is an interactive strategy to elicit learner’s prior learning experience. It serves as a 1. The teacher will process the issue wrote in the form of bubble map.
springboard for new learning. It illustrates the principle that learning starts where the learners are. Carefully structured 2. The teacher will discuss about the types of research questions through power
activities such as individual or group reflective exercises, group discussion, self-or group assessment, dyadic or triadic point presentation.
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. After the presentation/discussion of the topic.

- The teacher will let each group formulate questions of the chosen issue for their
research topic.
- That should begin with words such as how and what.
- Each group will create 2 questions ( 1 question begins with how and 1 question begins with what)
- Group I will answer the question of group 2,
- Group 2 will answer the question of group 3
- Group 3 will answer the question of group 4
- Group 4 will answer the question of group 5
- Group 1 will answer the question of group 5
The teacher take notes all the answers and post at the board in front.

4.3 Analysis (10 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 The teacher will let the students identify the answers with the same idea.
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 skills that should be enhanced, and the The ultimate goal of the research is not only to purpose ways of studying things, people,
proper attitude that should be emphasized. This is organized as a lecturette that summarizes the learning emphasized places, and events, but also to discover and introduce new practices strategies, or
from the activity, analysis and new inputs in this part of the lesson.
techniques in solving problem. The word “problem” makes you worry and pushes you to
exert considerable effort in finding a solution for it.

The teacher will let the students identify the main problem of the community through the
topic in their bubble map.

4.5 Application (10 minutes). This part is structured to ensure the commitment of the learners to do something to
apply their new learning in their own environment. The teacher will let the students write their own explanation the importance of
research question in making their research
4.6 Assessment (20 minutes). For the Teacher to: a) Assess whether learning objectives have been met for a Essay: Explain the importance of research question and the identification of
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
research problem.
lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation,
(Formal and informal observations of learners’ performance or behaviors Dance, Musical Performance, Skill
are recorded, based on assessment criteria) 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 Work
(Teachers talk to and question learners about their learning to gain insights and Essay, Picture Analysis, Comic Strip,
on their understanding and to progress and clarify their thinking) Panel Discussion, Interview, Think-Pair-
Share, Reading
c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept
(Teachers judge the quality of products produced by learners according to Maps/Graphic Organizer, Project, Model,
agreed criteria) 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 demonstrate Question, Practicum, Pen and Paper Test,
mastery of a skill or knowledge of content) 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 The teacher will give a copy of a case study. Let them read and give 2-3 sentences comments about the
research.
 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: Divina M. Lumayag School: CANGAWA NATIONALA HIGH SCHOOL
Position/Designation: Division: BOHOL
Contact Number:09750378841 Email address:[email protected]

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