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
Date: May 22, 2017
DLP No.: 12 Learning Area: Practical Research 1 Grade Level: 11 Quarter: III Duration: 2 hours
Learning Competency/ies: Indicates scope and delimitation of research Code: CS_RS11-IIIc-e-5
(Taken from the Curriculum Guide)

Key Concepts / Understandings to be Sets an in-depth understanding of Scope and Delimitation of Research
Developed
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,
something with familiarity gained The learner can recall information and retrieve relevant knowledge from long-term repeat, describe, reproduce
through experience or association memory
Understanding interpret, exemplify, classify, summarize, infer, Explains the specificity and feasibility of the problem as well as
The learner can construct meaning from oral, written and graphic messages compare, explain, paraphrase, discuss limitations.

Skills Applying execute, implement, demonstrate, dramatize, interpret,

The ability and capacity acquired The learner can use information to undertake a procedure in familiar situations or in solve, use, illustrate, convert, discover
through deliberate, systematic, a new way
and sustained effort to smoothly Analyzing differentiate, distinguish, compare, contrast, organize,
and adaptively carryout complex 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, Critique a sample article of Scope and Delimitation of Research
The learner can make judgments and justify decisions describe, critique, appraise, evaluate for in-depth understanding
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, Responsibility, Accountability, Industriousness, Industry,
something, practice, present, read, recite, report, select, tell, write Cooperation, Optimism, Satisfaction, Persistent,
typically one that Cheerful, Reliable, Gentle, Appreciation of one’s culture,
is reflected in a
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple
Globalism, Compassion, Work Ethics, Creativity,
Justify without any biases based on the nature of the research
acceptance to the more complex state of commitment. Valuing is based on the internalization of a problem the scope and delimitation of the research.
person’s behavior set of specified values, while clues to these values are expressed in the learner's overt behavior and Entrepreneurial Spirit, Financial Literacy, Global,
are often identifiable. Solidarity, Making a stand for the good, Voluntariness of
human act, Appreciation of one’s rights, Inclusiveness,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, Thoughtful, Seriousness, Generous, Happiness, Modest,
invite, join, justify, propose, read, report, select, share, study 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,
standards of reply, select, sit, Study, use Love 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 2. Maka-tao Adhere and respect human rights through whatever is the set
what is respond, or satisfaction in responding (motivation). Concern for Others, Respect for human rights, Gender scope and delimitation of the study being done.
important in life. Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, equality, Family Solidarity, Generosity, Helping, Oneness
practice, present, read, recite, report, select, tell, write 3. Makakalikasan
Go beyond 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Care of the environment, Disaster Risk Management,
learner’s life on acceptance to the more complex state of commitment. Valuing is based on the internalization of a set Protection of the Environment, Responsible
earth, include of specified values, while clues to these values are expressed in the learner's overt behavior and are Consumerism, Cleanliness, Orderliness, Saving the
more than often identifiable. ecosystem, Environmental sustainability
wealth and fame,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate,
and would affect
invite, join, justify, propose, read, report, select, share, study
the eternal
4. Organization - Organizes values into priorities by contrasting different values, resolving conflicts 4. Makabansa
destiny of
between them, and creating a unique value system. The emphasis is on comparing, relating, and Peace and order, Heroism and Appreciation of Heroes,
millions
synthesizing values. National Unity, Civic Consciousness, Social responsibility,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Harmony, Patriotism,
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize Productivity
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 a. Reference Book: Practical Research 1 pages- 88
b. Electronic resources (websites, e.g., web journals, web magazines)
c. PowerPoint Presentation
d. hand-outs
e. Manila paper/bond paper
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
usually included to serve as a warm-up activity to give the learners zest for the incoming lesson and an idea about what it the learners, the teacher starts his lesson with a big picture of carpenters working with
to follow. One principle in learning is that learning occurs when it is conducted in a pleasurable and comfortable specific assignments and workloads.
atmosphere.
The teacher then asks the students of what they observed in the picture.
For sure, answers vary but the teacher concludes with this:
“Just like these carpenters in the picture, they have their own specific responsibility to do,
 finish it accordingly as how and it was assigned to them.”

4.2 Activity ( 5 minutes). This is an interactive strategy to elicit learner’s prior learning experience. It serves as a As per observed and learned from the activity, the teacher introduces the new lesson with a
springboard for new learning. It illustrates the principle that learning starts where the learners are. Carefully structured short concept notes which the students copy.
activities such as individual or group reflective exercises, group discussion, self-or group assessment, dyadic or triadic
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 (10 minutes). Essential questions are included to serve as a guide for the teacher in clarifying key The teacher facilitates the deciphering of the notes being copied and stresses these
understandings about the topic at hand. Critical points are organized to structure the discussions allowing the learners to provoking thoughts:
maximize interactions and sharing of ideas and opinions about expected issues. Affective questions are included to elicit 1. What is the meaning of the scope of research?
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. 2. What is the meaning of the delimitation of research?
3. How to develop a good and sensible scope and delimitation of research?
4. How important is the scope and delimitation in a research?
 This activity is facilitated by the teacher through Think-Pair- Share activity
4.4 Abstraction (10 minutes). This outlines the key concepts, important skills that should be enhanced, and the The teacher asks a pair volunteer in reporting of what have they brainstormed during the
proper attitude that should be emphasized. This is organized as a lecturette that summarizes the learning emphasized interaction period.
from the activity, analysis and new inputs in this part of the lesson.

After which, the teacher compares the reported idea to the class if they have the same
ideas for a one-goal peripheral view of the lesson.

At this point also if the time allows, the teacher will conduct an in-depth input to have a
uniformed understanding of the concept among the students.

4.5 Application (10 minutes).
apply their new learning in their own environment.
This part is structured to ensure the commitment of the learners to do something to
After the thorough discussion and interaction, the teacher gives hand-outs containing
samples of articles re: Scope and Delimitation the Study for critiquing and in-depth analysis
of its content and structure.
Once again, the teacher uses the Think-Pair-Share brainstorming. The first article is
facilitated by the teacher as the students read it. Questions are asked :
1. What is the scope of the study?
2. What is/are the delimitations?
3. For whom is the study?
4. Who are affected?
5. Who are the beneficiaries?
6. How is the limit being set?
7. Why delimitation of the study should be set and stated?
*As the facilitated brainstorming is done, then the students are allowed on their own
to work by pair in answering the questions in the hand-outs.

4.6 Assessment (20 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,
(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
(Teachers talk to and question learners about their learning to gain insights and Essay, Picture Analysis, Comic Strip, Having targeted the skill aimed, the teacher requires the students to go to their
on their understanding and to progress and clarify their thinking) Panel Discussion, Interview, Think-Pair-
Share, Reading RESEARCH GROUP compose a sensible SCOPE and DELIMITATION of the
Study as part of their research processes. A draft should be done and to be shown
to the teacher to ensure participation and cooperation.
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 The teacher strictly requires each group to produce the final copy of their Scope and the
Delimitation of the Study part . The final copy though not yet printed for checking is to be
collected upon entering the classroom on the next session.
 Preparing for the new lesson

4.8 Concluding Activity (__2__ minutes). The teacher presents and leaves this maxim for major take away to the students:
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, parable or a letter EACH PERSON HAS HIS/HER INNATE GOODNESS AND IMMEASURABLE TALENT AS
that inspires the learners to do something to practice their new learning.
WELL AS MISTAKES AND FLAWS. Hence, the poem Desiderata expresses;
There is always somebody higher than us and somebody lower than us and each person
has his/her own story to tell, so who are we to judge?
We all have our own limitations, none is excused.

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: MA. RIECEL SOCORRO H. CAITOM School: NAHAWAN NATIONAL HIGH SCHOOL
RONALD T. SALADA GUINACOT NATIONAL HIGH SCHOOL
Position/Designation: SST - II Division: BOHOL
Contact Number:09261816710/ 09275835897 Email address:riec_yman@yahoo.com.ph
salada.ronald@yahoo.com

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others