School/District: Grade

URS-ANTIPOLO 2nd Year

Level
Teachers’ Name: Learning Filipino
Stephanie G.
Area 106
LESSON Bonifacio
EXEMPLAR Teaching Date November 08, 2021/ Quarter
and Time Monday Finals – Week 1
05:30-
07:00pm
1st Demonstration
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the range of research
topics in the area of inquiry and the value of research in the area of
interest

Napag-uugnay ang Wikang Filipino at Nasyonalismo sa pamayanan, bayan at

bansa
B. Performance Standard The learner should be able to formulate clearly statement of
research problem
Nakalilipon ng mga isyung lokal at internasyonal gamit ang wikang Filipino

Designs a research project related to daily life; writes a research title

(CS_RS11-IIIc-e-2); and provides the justifications/reasons for
C. Most Essetial Learning
conducting the research (CS_RS11-IIIc-e-3)
Competencies (MELC)
Mga Tunguhin at Hamon sa Wikang Filipino (URS-ISY-GEC-011)
D. Enabling Competencies
None

E. Enrichment Competencies
None

II. CONTENT Writing Research Title and Provides

Justifications/Reasons for Conducting the Research

Pag-ugnay ng Wikang Filipino at Nasyonalismo

sa Pamayanan, Bayan at Bansa
III. LEARNING RESOURCES
A. Resources Practical Research 1 for Senior High School (Quantitative)
by: Nelia G. Prieto, Ph.D; Victoria C. Naval,
DEM; Teresita G. Carey, D.A.L.L:

a. Teacher’s Guide pages None

b. Learner’s Material Pages None
c. Textual pages 151-156
d. Additional Materials from Learning
Learner’s Packet (LEAP) KS4
Resource
B. List of Learning Resources for
Laptop, Google meet, Google form, PowerPoint Presentation
Development and
Engagement
Activities
C. Daily Routine: 1. Panalangin
2. Pagbati
3. Pagtala ng Liban (Google meet attendance)
IV. PROCEDURE:
A. Introduction (Panimula)
a.1 Review ( Balik-Aral) Learning Task 1: “Let’s unbox it?”
The teacher will pick/click the box, inside of it there are
(Nota: Kung ang mga mag-aaral ay nahihirapan sumagot
words/pictures that are related from the last
ng pasalita dahil sa mabagal na internet connection at
hindi makapag presenta dahil sa kakulangan ng gadyet,
maari nilang gamitin ang comment box upang ipabatid
topic/lesson.
ang nais nilang tukuyin o sabihin.)

INQUIRY RESEARCH
 KINDS
QUALITATIVE
CHARACTERISTIC
S
STRENGTHS

WEAKNESSES
 a.2 Motivation Learning Task 2: “Can you guess the Title?”

(Nota: Kung ang mga mag-aaral ay nahihirapan sumagot Showing of Pictures

ng pasalita dahil sa mabagal na internet connection at
hindi makapag presenta dahil sa kakulangan ng gadyet,
maari nilang gamitin ang comment box upang ipabatid
ang nais nilang tukuyin o sabihin.)

Guide Questions:

1. Can you name the title of each pictures?

2. What have you notice about the titles? Do they
have similarities? Why do you say so?
3. What can you say about the last picture/title?

In this lesson…

The student will learn about designing research projects

related to daily life; writing research title and providing
justifications for conducting research.

Research is not just a valuable tool in building a crucial

knowledge, but it is also the most reliable way to
understand the complexities of various issues in our
everyday living.

Designing a research project is just like making a blueprint

of our dream houses. It always starts with the essential
questions that will be resulted to a better plan.

Choosing and Developing a Research Topic

The ability to develop a good research topic is an important skill.

A teacher or an instructor may assign a specific topic, but most
often instructors require you to select your own topic of
interest. When deciding on a topic, there are a few things that
you will need to do:
1. brainstorming;
2. choose a topic that will enable you to read and
understand the literature;
3. ensure that the topic is manageable and the
material is available;
4. make a list of key words;
5. be flexible;
6. define your topic as a focused research question;
7. research and read more about your topic; and
8. Formulate a research statement.

Be aware that selecting a good topic may not be easy. It must

be narrow and focused enough to be interesting, yet broad
enough to find adequate information. Before selecting your
topic, make sure you know what your final project should look
like. Each class or instructor will likely require a different formal
style of research project.

Effective
Research Title

Writing a research title may seem a simple task, but it requires

some serious thought. It might come as a surprise to most
people that an author, having successfully written a detailed
account of his/her research paper. However, most authors, by
virtue of possessing comprehensive details of the research
paper, are perplexed with regard how to make their research
paper title concise without sacrificing any relevant elements.

Abueg (2020) stated that research title is similar to road sign in

research. He expressed that the title is a tool which guides the
researcher in focusing their inquiry. In addition, it provides
opportunity to convey the central idea behind one’s own
research.

Tips on Drafting a
Research Title

Drafting a research title is a key task in research as this will

capture the essence of what you wish to do in your inquiry.
There various ways that can help you develop one.
1. Consider the ideas behind your research topic.
2. Completing the following sentence: “My study is about…”
can also aid you in drafting a research title as it captures the
essence of your research topic in one sentence.
3. You may also consider citing several attributes of your
research such as its purpose, conceptualization, approach,
design and methods used (Abueg, 2020).
4. In addition, Trinidad (2018) considered to make the research
title as concise as possible and deflect “unnecessary words.”
5. You may consider also developing a single title or a two-part
title.

Parts of Research
Title

A Catchy Hook – This is the least important part of an

academic title, introduces the paper in a creative way.

Topic Keyword – The “what” of the paper. This identifies

concepts to be explored. They are present in the title both for
humans’ scanning lots of articles and for search engine
indexing.

Focus Keyword – The “where/when” of the paper. Along with

“topic keyword”, these more specific keywords are vital so that
researchers can drill down to specific articles that pertain to
their research.
 B. Development (Pagpapaunlad)
(Nota: Kung ang mga mag-aaral ay nahihirapan sumagot
ng pasalita dahil sa mabagal na internet connection at
hindi makapag presenta dahil sa kakulangan ng gadyet,
maari nilang gamitin ang comment box upang ipabatid
ang nais nilang tukuyin o sabihin.)
Learning Task 3: A Story to tell…
The teacher will show picture, and will ask the students “If
you are going to make a story out of the picture, what will
be its title?”

My Title:

Why?

Learning Task 4: Give me your Whys…!

The students will provide reason/s in conducting of each of

the given titles/topics.

TITLES/TOPICS REASON(S) IN
CONDUCTING
THE RESEARCH
Reading Comprehension
of
Grade 11 Students
The Case of Senior High
Working Students
The Lived Experiences of
Senior High School
Students in Work
Immersion
Impact of Peer-Teaching
in the Performance of
Students
in Practical Research
Number of Students per
Senior High School Track
C. Engagement (Pagpapalihan) Learning Task 5: Think and List!

(Nota: Kung ang mga mag-aaral ay nahihirapan sumagot
ng pasalita dahil sa mabagal na internet connection at
hindi makapag presenta dahil sa kakulangan ng gadyet,
maari nilang gamitin ang comment box upang ipabatid
ang nais nilang tukuyin o sabihin.)
The teacher will group or pair her students. They will list
3 problems or issues in their field of interest and
expertise. They will explain their reason for choosing
the said topic. Decision making is very important in
choosing a topic for research. They may consider the
following questions:
● What problem I/We want to solve?
● Who will benefit from the study?
● Why do I need to conduct this study?
● What are the possible research questions for the
said study?
Problem/Issue Reasons for choosing the
topic
 D. Assimilation (Paglalapat) Learning Task 6: TOT-PAD (Think of a Title by Planning a Design)

(Nota: Kung ang mga mag-aaral ay nahihirapan sumagot (Same group/pair) From the learning task 5, the group/pair
ng pasalita dahil sa mabagal na internet connection at
hindi makapag presenta dahil sa kakulangan ng gadyet, will choose one topic/issue they want to study. They will
maari nilang gamitin ang comment box upang ipabatid
ang nais nilang tukuyin o sabihin.)
identify the following concepts being asked on the graphic
organizer to come-up with the Research Title.

Current Issue/Event in your field

of interest or filed of
expertise

Main Idea Main Idea

Purpose Approaches/Methods

Working Research
Title

(Note: all group/pair should analyze and critic the output

of their classmates, they can ask some several questions
regarding the title they formulated.)

Sample Questions:
1. Is this topic/research title is significant? Why?
2. What are the things you consider while formulating
your title.

Rubric for the output presentation

V. Assessment Learning Task 7:: Time to Assess!

Direction: Read and analyze each

item. Answer the question through
Google form. You will be given 6 B. Focus keyword D.
minutes only. (Multiple Type of Research title
Assessment/Test)
4. Peejay wants to
1. What part of research use a two-part title
title identifies concepts for his research.
to be explored? Which among the
A. Research title C. following is not
Topic keyword applicable for his
B. Focus keyword D. title?
Catchy hook A. Additional context
C. Locale
2. Cincy Merly wants to craft B. Approach D.
a research. Which of the Methodology
following is not needed to
consider in deciding for the 5. Which of the following
topic
parts of research title
A. Availability C.
serves as the
Complexity “where/when” of the
B. Flexibility D. paper?
Manageability A. Catchy hook
C. Topic keyword
3. Which part of research title B. Focus keyword
introduces the paper in a D. Research Title
creative way?
A. Catchy hook C.
Index of Mastery
Topic Keyword

ATTENDANCE 5 Sco Recommendation:

re
BOYS – 1 4 3 1 student was
2 absent, he will be
GIRLS – 6 3 4 given softcopy of
6 the lesson and
TOTAL - 7 2 activities/tasks so
8 1 he will be graded.
Proceed to the next
tot 7 lesson/topic.
al
V. Reflection on the Type of Formative Ang Guro ay magbibigay ng Google Form link upang
Assessment Used for This Particular isulat ang iyong mga natutunan ukol sa paksang
Lesson tinalakay. Sundin lamang ang pormat na ibinigay ng
inyong Guro.

Nalaman ko na

Na pag nilay-nilayan ko

Kailangan ko pang matutunan

References: Learner’s Packet (LeaP)

Prepared by:

STEPHANIE G. BONIFACIO
Student Teacher, Bse-Filipino IV

Checked by:

ROSALYN V. DELA CRUZ

Guro sa Filipino 105