Detailed Lesson Plan (DLP) Format

DLP No.: 20 Learning Area: Practical Research 1 Grade Level: 11

Quarter: 2 Duration: 2
hrs
Date: Sept. 21/22,2016
Learning 1. Summarizes significant findings Addendum
Competency/ies: 2. draws conclusions from patterns and themes CS_RS11-IVg-j-1
(Taken from the Curriculum Guide) 3. formulates recommendations based on conclusion CS_RS11-IVg-j-2
4. Identifies the format of the final paper Addendum
Key Concepts / 1. guidelines in making conclusions and recommendations
Understandings to be 2. the process of report writing
Developed
Domain Adapted Cognitive Process 1. Objectives
Dimensions (D.O. No. 8, s. 2015)
Categories: Behavioral Verbs:
Knowledge
The fact or condition Remembering identify, retrieve, recognize,
of knowing
The learner can recall information and duplicate, list, memorize,  Identifies the format of the final paper
retrieve relevant knowledge from repeat, describe, reproduce
something with long-term memory
familiarity gained

Understanding interpret, exemplify, classify,
through experience The learner can construct meaning summarize, infer, compare, Summarizes significant findings
from oral, written and graphic explain, paraphrase, discuss
or association messages

Applying execute, implement,

Skills The learner can use information to demonstrate, dramatize,
The ability and undertake a procedure in familiar interpret, solve, use,
capacity acquired situations or in a new way illustrate, convert, discover
Analyzing differentiate, distinguish,
through deliberate, The learner can distinguish between compare, contrast, organize,
systematic, and parts and determine how they relate outline, attribute,
sustained effort to to one another, and to the overall deconstruct
structure and purpose
smoothly and
Evaluating coordinate, measure, detect,
adaptively carryout The learner can make judgments and defend, judge, argue,
complex activities or justify decisions debate, describe, critique,
the ability, coming appraise, evaluate


Creating generate, hypothesize, plan,
from one's The learner can put elements together design, develop, produce, draws conclusions from patterns and themes
knowledge, practice,

to form a functional whole, create a construct, formulate,
aptitude, etc., to do new product or point of view assemble, devise formulates recommendations based on conclusion
something

Categories: List of Attitudes:

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

3. Learning Resources 1. Module - Qualitative Research Methods: A D ATA C OLLECT OR ’ S

F IELD G UIDE by NATASHA MACK , et.al (2005)
2. Books - Qualitative Researching. Second Edition by JENNIFER MASON (2002)
Bourque, Linda B. "Coding." In The Sage Encyclopedia of Social Science Research
Methods. Eds. Michael S. Lewis-Beck, Alan Bryman, and Timothy Futing Liao, v. 1, 132-
136. Thousand Oaks, Calif.: Sage, 2004.
3. Monitor and laptop
4. Whiteboard and marker
4. Procedures
4.1 Introductory Activity. This part introduces the lesson content. Although at (15 mins) MOL: Review of the previous lesson.
times optional, it is usually included to serve as a warm-up activity to give the
Talkie Time: Let the assigned student share a personal choice of an
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 idea, concept, thing, product that exist or created because of research.
pleasurable and comfortable atmosphere.

4.2 Activity . This is an interactive strategy to elicit learner’s prior learning (25 mins) The students will be asked to present the results of the
experience. It serves as a springboard for new learning. It illustrates the
previous assignment:
principle that learning starts where the learners are. Carefully structured
activities such as individual or group reflective exercises, group discussion, self- Presentation: Based on the previous assignment, write/make the
or group assessment, dyadic or triadic interactions, puzzles, simulations or role- Data Presentation and Analysis in either format
play, cybernetics exercise, gallery walk and the like may be created. Clear (200 pts- Quiz).
instructions should be considered in this part of the lesson.
4.3 Analysis. Essential questions are included to serve as a guide for the (15 mins). Presentation and Processing of Answers.
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 . This outlines the key concepts, important skills that should be (30 mins)The teacher will provide information and short lecture on
enhanced, and the proper attitude that should be emphasized. This is organized
the following:
as a lecturette that summarizes the learning emphasized from the activity,
analysis and new inputs in this part of the lesson. I. Significant Findings, Conclusion and Recommendations
Significant Findings
• Major statements of factual information based on the
analyzed data.
• Only the major and salient findings are included in this
chapter.
• All sub-problems must have their respective findings.
• No numerical data should be included
• Refer to themes
II. Guidelines on Conclusions
1. Conclusions should not if possible contain numericals
2. No conclusions should be drawn from the implied effects of the
findings.
3. You can repeat the findings in the conclusion section but reworded.
4. Conclusions should be formulated concisely and briefly stated but
must convey as required in the sub-problems or problem.
5. No conclusions should be made that were not based from the
findings.

III. Recommendations

• Must be drawn from the findings and conclusions of the

study. Be careful with qualitative not to draw your own pre-
conceived conclusion.
• Must be drawn to improve the methodology of the study
• They must be feasible to be implemented.
• Workable or functional, doable, adaptable and flexible.
• They must be specific or general or both.
• A suggestion for further studies must be included.
IV. RESEARCH OUTLINE (CHAPTER 1-3) FORMAT
Title Page
Abstract
Acknowledgment ( Greetings and words of gratitude - 1 page)
Table of Contents

CHAPTER I – THE PROBLEM AND ITS SCOPE

Rationale of the Study
Review of Related Literature
Statement of the Problem and Sub-Problems
Significance of the Study
RESEARCH METHODOLOGY:
Research Design
Research Environment
Research Respondents
Research Instruments
Research Procedures/Work Plan
Gathering of Data
DEFINITION OF TERMS
 CHAPTER II – DATA PRESENTATION AND ANALYSIS
CHAPTER III – SIGNIFICANT FINDINGS, CONCLUSION AND
RECOMMENDATIONS
BIBLIOGRAPHY
APPENDICES
Transmittal Letter (Signed)
Informed Consent (All respondents and signed)
Parental Consent (All students and signed)
Budget (signed/approved)
Sample Transcript with answers (handwritten, field note, signed)
Documentation: Pictures based on field work (atleast 5 with labels)
4.5 Application . This part is structured to ensure the commitment of the (25 mins)
learners to do something to apply their new learning in their own environment.
Based on the Activity (previous assignment), write the significant
findings, conclusion and recommendations)

4.6 Assessment . For the Teacher to: a) Assess whether learning objectives None
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, Musical
(Formal and informal observations of learners’ Performance, Skill Demonstration,
performance or behaviors are recorded, based Group Activity (e.g. Choral
on assessment criteria) Reading), Debate, Motor &
Psychomotor Games, Simulation
Activities, Science Experiment

b) Talking to Learners / Conferencing Hands-on Math Activities, Written (10 mins)

Work and Essay, Picture Analysis,
(Teachers talk to and question learners about Comic Strip, Panel Discussion,
their learning to gain insights on their Interview, Think-Pair-Share, Formats on paper presentation, Requirements, and time table
understanding and to progress and clarify their Reading
thinking)

c) Analysis of Learners’ Products Worksheets for all subjects, Essay,

Concept Maps/Graphic Organizer,
(Teachers judge the quality of products Project, Model, Artwork, Multi-
produced by learners according to agreed media Presentation, Product made in
criteria) technical-vocational subjects
d) Tests Skill Performance Test, Open-Ended
Question, Practicum, Pen and Paper
(Teachers set tests or quizzes to determine Test, Pre and Post Test, Diagnostic
learners’ ability to demonstrate mastery of a Test, Oral Test, Quiz
skill or knowledge of content)

4.7 Assignment. Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson  Enhancing / improving the day’s lesson

 Enriching / inspiring the day’s lesson  Preparing for the new lesson

4.8 Concluding Activity .

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: BRYANT C. AAR School: STEC SHS
Position/Designation: MT 2 Division: Lapu-Lapu City
Contact Number: 09430166769 Email address: [email protected]

Appendices: Rubrics for final paper

Blog Site: Students are advised to visit the website for the posting of CG, DLP, pdf files of lessons and announcement as well as
submission of requirements and output. (stecshs.wordpress.com)

Checked and Approved by:

MRS. ANGELITA D. PAGOBO Date: ___________________

Principal
Remarks of the Principal/Rater: