BINAN CITY SENIOR HIGH CHOOL- STO.

TOMAS CAMPUS
Detailed Lesson Plan (DLP) Format
Date: August 25, 2017
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 be Research is a systematic process of collecting and analyzing data or information in order to increase understanding of a
Developed 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 knowing Remembering identify, retrieve, recognize, duplicate, list, memorize, repeat,
something with familiarity gained The learner can recall information and retrieve relevant knowledge from long-term describe, reproduce
through experience or association memory
Understanding interpret, exemplify, classify, summarize, infer, compare, Learners will be able to:
The learner can construct meaning from oral, written and graphic messages explain, paraphrase, discuss Explain the importance of qualitative research in
various fields.

Skills Applying execute, implement, demonstrate, dramatize, interpret, Learners will able to:
The ability and capacity acquired The learner can use information to undertake a procedure in familiar situations or in a solve, use, illustrate, convert, discover Dramatize their interpretation on how important
through deliberate, systematic, new way qualitative research is in various fields.
and sustained effort to smoothly differentiate, distinguish, compare, contrast, organize,
and adaptively carryout complex
Analyzing
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,
The learner can make judgments and justify decisions describe, critique, appraise, evaluate
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, practice, Responsibility, Accountability, Industriousness, Industry,
something, present, read, recite, report, select, tell, write Cooperation, Optimism, Satisfaction, Persistent, Cheerful,
typically one that 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Reliable, Gentle, Appreciation of one’s culture, Globalism, Learners will able to:
is reflected in a acceptance to the more complex state of commitment. Valuing is based on the internalization of a set Compassion, Work Ethics, Creativity, Entrepreneurial Appreciate the value of qualitative research across
person’s behavior of specified values, while clues to these values are expressed in the learner's overt behavior and are Spirit, Financial Literacy, Global, Solidarity, Making a
often identifiable. stand for the good, Voluntariness of human act,
different fields of inquiry
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, Appreciation of one’s rights, Inclusiveness, Thoughtful,
join, justify, propose, read, report, select, share, study 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, point to, Love of God, Faith, Trusting, Spirituality, Inner Peace, Love
standards of reply, select, sit, Study, use 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, practice, Concern for Others, Respect for human rights, Gender
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 of Care of the environment, Disaster Risk Management,
earth, include specified values, while clues to these values are expressed in the learner's overt behavior and are often Protection of the Environment, Responsible Consumerism,
more than identifiable. Cleanliness, Orderliness, Saving the ecosystem,
wealth and fame,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, Environmental sustainability
and would affect
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 Learners will able to:
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, Peace and order, Heroism and Appreciation of Heroes, Display and act accordingly in doing group activities.
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 behavior Harmony, Patriotism,
is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional Productivity
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 optional, it is Right after all the preliminaries like prayer, checking of attendance and setting the mood of the
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 learners, the teacher starts his lesson with:
follow. One principle in learning is that learning occurs when it is conducted in a pleasurable and comfortable atmosphere.  Showing the class 10 jumbled letters and let the student form it into words.
 Introduce the lesson and the objectives
4.2 Activity ( 25 minutes). This is an interactive strategy to elicit learner’s prior learning experience. It serves as a  Group the class in 6 factions and let them discuss on their assigned topic. (5 mins)
springboard for new learning. It illustrates the principle that learning starts where the learners are. Carefully structured  Let them Portray or Roleplay their assigned topic and present it to the class (3 mins each
activities such as individual or group reflective exercises, group discussion, self-or group assessment, dyadic or triadic group)
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 key Ask learners:
understandings about the topic at hand. Critical points are organized to structure the discussions allowing the learners to  How did you come up at those situations on your roleplaying?
maximize interactions and sharing of ideas and opinions about expected issues. Affective questions are included to elicit the  What have you learned from the activity?
feelings of the learners about the activity or the topic. The last questions or points taken should lead the learners to
 Did you realize the importance of research in our daily lives?
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 proper The teacher lectures on the Role of Research and its Significance: (displayed on the visual
attitude that should be emphasized. This is organized as a lecturette that summarizes the learning emphasized from the aid/manila paper)
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 something to Essay Writing:
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 for a specified Features 3 2 1
duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) Evaluate whether learning intentions Ideas Originality of Ideas Consistency of Ideas are too
and success criteria have been met. (Reminder: Formative Assessment may be given before, during, or after the lesson). Ideas general
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 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 and
(Teachers talk to and question learners about their learning to gain insights Essay, Picture Analysis, Comic Strip, Panel
on their understanding and to progress and clarify their thinking) 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

 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, parable or a letter “In much of society, research means to investigate something you do not know or understand.”
that inspires the learners to do something to practice their new learning. (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:
Name: BEVERLY JOY T. BRAGAIS School: BCSH- STC

Position/Designation: TEACHER II Division:

Contact Number:09480927979/ Email address: tomjoram@gmail.com