Detailed Lesson Plan (DLP) Format

DLP No.: 1 Learning Area: Practical Research 2 Grade Level: 12 Quarter: 3 Duration: 2
hrs
Date: Nov. /15,2020
Learning 1. defines quantitative research - Addendum
Competency/ies: 2. describes characteristics of quantitative research - CS_RS12-Ia-c-1
(Taken from the Curriculum Guide)
Key Concepts / The characteristics quantitative research
Understandings to be
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,
The learner can recall information and duplicate, list, memorize,
of knowing retrieve relevant knowledge from repeat, describe, reproduce
something with long-term memory
familiarity gained Understanding interpret, exemplify, classify,
The learner can construct meaning summarize, infer, compare,
through experience 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,  describes characteristics of quantitative research
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, defines quantitative research
knowledge, practice, to form a functional whole, create a construct, formulate,
aptitude, etc., to do new product or point of view assemble, devise

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,
a particular phenomenon. Learning outcomes Charity, Fortitude,
A settled may emphasize compliance in responding, Resiliency, Positive vision,
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, Explain the nature of research and develop interest in the
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, subject
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
of a set of specified values, while clues to these
Go values are expressed in the learner's overt behavior
beyond and are often identifiable. 3. Makakalikasan
Behavioral Verbs: work, complete, demonstrate, Care of the environment,
learner’s Disaster Risk Management,
differentiate, explain, follow, form, initiate, invite,
life on join, justify, propose, read, report, select, share, Protection of the
earth, study Environment, Responsible
4. Organization - Organizes values into priorities by Consumerism, Cleanliness,
include Orderliness, Saving the
contrasting different values, resolving conflicts
more between them, and creating a unique value system. ecosystem, Environmental
than The emphasis is on comparing, relating, and sustainability
wealth synthesizing values.
Behavioral Verbs: adhere, alter, arrange, combine,
and fame, compare, complete, defend, explain, formulate,
4. Makabansa
Peace and order, Heroism
and generalize, identify, integrate, modify, order, and Appreciation of Heroes,
would organize, prepare, relate, synthesize National Unity, Civic
5. Internalizing values - (Characterization): Has a
affect the value system that controls their behavior. The
Consciousness, Social
responsibility, Harmony,
eternal behavior is pervasive, consistent, predictable, and Patriotism,
destiny of most importantly, characteristic of the learner. Productivity
Instructional objectives are concerned with the
millions 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. Ariola, Mariano. Principles & Methods of Research. Quezon City: Rex
Bookstore, 2006.
Calmorin, Laurentina. Methods of Research and Thesis Writing. Manila:
Rex Bookstore Inc., 2000.
David, Fely. Understanding and Doing Research. Iloilo City: Panorama
Printing In., 2002.
Acar, Bryant (2016). Research Compilation Manual. Personal.
2. Monitor and laptop
3. Whiteboard and marker
4. Procedures
4.1 Introductory Activity. This part introduces the lesson content. Although at (15 mins) Trivia: Research Fun Facts Sharing.
times optional, it is 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 atmosphere.

4.2 Activity . This is an interactive strategy to elicit learner’s prior learning (20 mins)
experience. It serves as a springboard for new learning. It illustrates the
a. Picture Perfect. The students will be asked to explain the relevance
principle that learning starts where the learners are. Carefully structured
activities such as individual or group reflective exercises, group discussion, self- of the pictures to Quantitative Research.
or group assessment, dyadic or triadic interactions, puzzles, simulations or role- b. Sharing of Ideas and experiences:
play, cybernetics exercise, gallery walk and the like may be created. Clear 1. What are the things/experiences you like/learn in doing research?
instructions should be considered in this part of the lesson.
2. What are your challenges and difficulties?

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. Quantitative Research Definition
II. The Nature of Research
III. Purpose of Research
IV. Research Functions
V. Characteristics of Good Research
VI. Characteristics of good Researcher
VII. Philippine Research Trend
VIII. Ethical Principles of Research
4.5 Application . This part is structured to ensure the commitment of the (35 mins)
learners to do something to apply their new learning in their own environment.
Sketch a Schematic Diagram that explains the nature and
characteristics of Quantitative research. Then Explain.

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
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,
understanding and to progress and clarify their Reading
thinking)

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

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

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

(2 mins) MOL and Fan Facts Assignment

4.8 Concluding Activity . (3 mins) Share of Adage: “Everything can be counted does
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 not necessarily count; everything that counts cannot
something to practice their new learning. necessarily be counted.” – Einstein

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: CHRISTIAN RHEE A. BONGO School: San Miguel NHS

Position/ Designation: TEACHER II Division: CEBU PROVINCE

Contact Number: 09753600486 Email Add: christianrhee.bongo@deped.gov.ph

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)