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 Learning Area: PRACTICAL RESEARCH 1 Grade Level: 11 Quarter: Duration:
No.:______ QUARTER1 ______
MODULE 3
Learning Competency/ies: The learner: Code:
(Taken from the Curriculum Guide) 1. designs a research project related to daily life CS_RS11-IIIc-e-1

2. writes a research title CS_RS11-IIIc-e-2

Key Concepts / Upon the completion of the given unit, the SHS students are expected to identify the Inquiry and Stating
Understandings to be the Problem.
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, The learners familiarize the things to
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize, consider in making a research title
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,

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

Attitude Categories: List of Attitudes:

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

3. Learning Resources Materials: laptop, Power Point Presentation, SLMs (Practical Research 1), MELCs

4. Procedures
4.1 Introductory Activity (3-5 minutes). This part introduces the lesson A Design for Each Picture:
content. Although at times optional, it is usually included to serve as a warm-up The learners will be seated with their group members. Pictures will be
activity to give the learners zest for the incoming lesson and an idea about what it to flashed on the screen. Based from the previous lesson on the different
follow. One principle in learning is that learning occurs when it is conducted in a qualitative research designs, the learners will identify the best research
pleasurable and comfortable atmosphere. design that fits the scenario. They will be asked to explain their reason why.

4.2 Activity (5 minutes). This is an interactive strategy to elicit learner’s prior KWL:
learning experience. It serves as a springboard for new learning. It illustrates the The learners write in their notebook on what they K-now and what they W-
principle that learning starts where the learners are. Carefully structured activities ant to know in making a research title. Some learners are randomly called
such as individual or group reflective exercises, group discussion, self-or group
assessment, dyadic or triadic interactions, puzzles, simulations or role-play, by the teacher to share their answers.
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  The learners listen and actively participate in the teacher’s processing of
guide for the teacher in clarifying key understandings about the topic at hand. the shared insights and in elaborating the things to consider in making a
Critical points are organized to structure the discussions allowing the learners to research title found in What’s New, page 5. In addition, the teacher will
maximize interactions and sharing of ideas and opinions about expected issues.
Affective questions are included to elicit the feelings of the learners about the make use of the following questions:
activity or the topic. The last questions or points taken should lead the learners to 1. Do you think that all topics in research are acceptable? Why or why
understand the new concepts or skills that are to be presented in the next part of the not?
lesson.
2. What do you think are the topics that must be avoided?
 Further discussion about what research topics to be avoided will follow
as well as other sources of research topics.

4.4 Abstraction (____ minutes). This outlines the key concepts, important skills - Going back to the KWL chart, the learners will fill out what they have learned and
that should be enhanced, and the proper attitude that should be emphasized. This is they will be called randomly to share what they have L-earned from the
organized as a lecturette that summarizes the learning emphasized from the activity, discussion.
analysis and new inputs in this part of the lesson.

4.5 Application (____ minutes). This part is structured to ensure the Group Work:
commitment of the learners to do something to apply their new learning in their own A. Group Sharing: the learners discuss and explain the things to consider
environment. in making a research title.
B. Topic Brainstorming:

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, Pen and Paper Test:
(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test, Answer Assessment pages 7-9
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). In writing the title for research, you must
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, identify problems situations at home, in school
parable or a letter that inspires the learners to do something to practice their new learning.
or in the community where the research maybe
based.

Consider your interest or passion, your subject

and the setting available to you. Moreover, in
writing the title chosen must be based according
to the accepted standards.
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. Reflection 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
s 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: Jenenn Ann A. Cacayan School: Ramon Duterte Memorial National High School
Position/Designation: Teacher II Division: Cebu City
Contact Number: 0927732 5764 Email address: [email protected]

Bibliography:

SLM, Practical Research 1 Quarter 2 Module 2

Baraceros, Esther L. Practical Research 1. Manila: Rex Bookstore, 2016.

Appendices: (attach all materials that will be used)

1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others (Rubrics)