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
DLP Learning Area: PRACTICAL RESEARCH 1 Grade Level: 11 Quarter: Duration:
No.:______ QUARTER 2 ______
MODULE 1
Learning Competency/ies: The learner: Code:
(Taken from the Curriculum Guide) 1. chooses appropriate qualitative research design. CS_RS11-IVa-c-1

Key Concepts / The learner is able to describe qualitative research designs, sample and data collection and analysis
Understandings to be procedures.
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained
through experience Understanding interpret, exemplify, classify, Compares and contrasts the different qualitative
The learner can construct meaning from oral, written and summarize, infer, compare, research designs.
or association explain, paraphrase, discuss
graphic messages

Skills Applying execute, implement, Chooses an appropriate qualitative research design

The ability and The learner can use information to undertake a procedure demonstrate, dramatize, to be used in a study.
capacity acquired in familiar situations or in a new way interpret, solve, use, illustrate,
through deliberate, convert, discover
systematic, and Analyzing differentiate, distinguish,
sustained effort to The learner can distinguish between parts and determine compare, contrast, organize,
smoothly and how they relate to one another, and to the overall structure outline, attribute, deconstruct
adaptively carryout and purpose
complex activities or Evaluating coordinate, measure, detect,
the ability, coming The learner can make judgments and justify decisions defend, judge, argue, debate,
from one's describe, critique, appraise,
knowledge, practice, evaluate
aptitude, etc., to do Creating generate, hypothesize, plan,
something The learner can put elements together to form a functional design, develop, produce,
whole, create a new product or point of view construct, formulate,
assemble, devise

Attitude Categories: List of Attitudes:

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

3. Learning Resources Materials: laptop, Power Point Presentation, SLMs (Practical Research 1), MELCs

4. Procedures
4.1 Introductory Activity (3-5 minutes). This part introduces the lesson 5 W’s: The students will be grouped according to their research teams. The
content. Although at times optional, it is usually included to serve as a warm-up teacher will flash a sample topic on screen, in which the students will
activity to give the learners zest for the incoming lesson and an idea about what it to analyze, discuss and answer using the 5 W’s. Two representatives from
follow. One principle in learning is that learning occurs when it is conducted in a different teams will be called randomly to present their answers.
pleasurable and comfortable atmosphere.

Teacher’s statements Possible Student Responses

Everyone, please read the given topic
first.
“ Researching high school dropouts in
Valencia, Bukidnon. This is done to
know the reasons why students choose
to drop out of their high school
education and to give possible solutions
to this problem.”

This time, kindly group yourselves

according to your research teams and
answer the following questions (5Ws)
What:
Why:
Who:
Where:
When:
4.2 Activity (5 minutes). This is an interactive strategy to elicit learner’s prior Looping or Lazy Writing:
learning experience. It serves as a springboard for new learning. It illustrates the The word “DESIGN” will be flashed on screen. The students will discuss
principle that learning starts where the learners are. Carefully structured activities among themselves as to what comes in their mind, and they will be asked to
such as individual or group reflective exercises, group discussion, self-or group Teacher’s statements Possible Student Responses
assessment, dyadic or triadic interactions, puzzles, simulations or role-play,
cybernetics exercise, gallery walk and the like may be created. Clear instructions
What comes into your mind when Structure/ Procedure/Guide/
should be considered in this part of the lesson. you hear the word “design”? Compass etc….
write their thoughts on the board.
The teacher will go over their answers and give the necessary feedback.
Afterwards the definition of the word “design” will be presented to the
class and how is it related to the 5 W’s which was answered and presented.
4.3 Analysis (____ minutes). Essential questions are included to serve as a Think-Pair-Share: A picture will be flashed on screen one at a time. The students,
guide for the teacher in clarifying key understandings about the topic at hand. together with their partner, will create a problem based on the picture and will
Critical points are organized to structure the discussions allowing the learners to identify as to how they will conduct their research.
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.

Processing Questions:

Teacher’s statements Possible Student Responses

1. Aside from what you have
shared, are there are other ways to
gain more information? What are
these?
Probably, to spend an amount of
time with these people, you can
observe./ You can also look for
other data and compare them with
the current data you already have.

Yes/ No…etc
2. Is it possible to work on old and
new theories?
A discussion of the topic (Understanding Data and Ways to Systematically Collect
Data) follows, and the teacher will be asking questions. Each of the five approaches
will be discussed, and students may be asked to give their opinions.

4.4 Abstraction (____ minutes). This outlines the key concepts, important skills Chart it on!
that should be enhanced, and the proper attitude that should be emphasized. This is Students will complete the chart with the needed information on the distinguishable
organized as a lecturette that summarizes the learning emphasized from the activity, characteristics of the five approaches of qualitative research design. The teacher will
analysis and new inputs in this part of the lesson. clarify and elaborate the key concepts.

Ethnography Phenomenology Case Study Narrative Grounded

Inquiry Theory
Goal
Features
Methods
of
Analysis
4.5 Application (____ minutes). This part is structured to ensure the Team Huddle
commitment of the learners to do something to apply their new learning in their own
environment.

The students will be grouped according to their research teams and will discuss
among themselves as to what appropriate qualitative research design will they
use in their study.
4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have been Students will answer the Assessment on pages
met for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) 8-9 (15 items only).
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,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based Activity (e.g. Choral Reading), Debate, Motor &
on assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,
Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify their
thinking)

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

Products
(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)
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, Pen and Paper test
Diagnostic Test, Oral Test, Quiz

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson Assignment:

1. What is Sampling in research?
2. What are the different types of sampling in a qualitative
research? Give at least three (3) only.
4.8 Concluding Activity (____ minutes).
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. Reflection 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
s 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: Jenenn Ann A. Cacayan School: Ramon Duterte Memorial National High School
Position/Designation: Teacher II Division: Cebu City
Contact Number: 0927732 5764 Email address: jenennann.cacayan@deped.gov.ph

Bibliography:

SLM, Practical Research 1 Quarter 2 Module 2

Baraceros, Esther L. Practical Research 1. Manila: Rex Bookstore, 2016.

Appendices: (attach all materials that will be used)

1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others (Rubrics)