Grade 12

School Hupi National High School Grade Level

DAILY LESSON Inquiries, Investigation

PLAN Teacher MARK GIL J. YPANTO Learning Area
and Immersion
Date and February 14, 2023
Quarter Third Quarter
Time 8:15 – 9:15/9:30-10:30

I. OBJECTIVES

The learners demonstrate an understanding of…

A. Content Standards
Brainstorming for Research Topics

B. Performance Standards The learners shall be able to:

The learner produces a Class Research Agenda

The learners shall be able to:

C. Learning
Competencies/Objectives Prepares a plan and focus on issues and ideas in their respective
Write the LC code for each field

II. CONTENT BRAINSTORMING FOR RESEARCH TOPIC

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages None

2. Learner’s Materials pages Inquiries, Investigations and Immersion p.1-24 Bataan ADM

3. Textbook pages None

4. Additional Materials from
Learning Resource (LR) Inquiries, Investigation and Immersion SLM
portal

B. Other Learning Resources Chalk, board marker, Blackboard, Visual Aids, laptop

IV. PROCEDURES

A. Reviewing previous lesson or Prior to their former subject Practical Research 2, the teacher will ask
presenting the new lesson “What is Research?”
There are 15 words that are possible sources for a research topic
B. Establishing a purpose for the hidden in the wordsquare below. Words appear vertically,
lesson horizontally, diagonally, backwards and forwards. Search for these
words and write your answers on
C. Presenting examples/instances Taking into consideration your experiences from your previous
for the new lesson research subjects, decide whether each sentence must be a criterion in
choosing good research problem.
On the board, put YES if the statement can be considered as a
criterion and No if otherwise.
A research topic should:
1. Be original.
 2. Be ambiguous.
3. Fill in a research gap.
4. Be costly and ambitious.
5. Be general and not specific.
6. Arouse intellectual curiosity.
7. Be within the researcher’s interest.
8. Make use of ineffective research instrument.
9. Be completed beyond given period of time.
10. Be significant to the field of study or discipline.
A common challenge when beginning to write a research paper is
determining how to narrow down your topic. To assist you in the
selection process, here are some guidelines given by Baraceros
(2016:38-39):
1. INTEREST IN THE SUBJECT MATTER
Being interested in a topic is usually due to the richness of
your stock knowledge about it or because of its familiarity to
you. Curiosity about an issue/topic is one of the factors that
motivate a person to unravel the unknown in a topic. Thus,
the researcher’s interest increases the possibility of the
success of the study.
2. RICHNESS OF AVAILABLE SOURCES OR
SUPPORTING EVIDENCES
One of the things that you should do is to collect a lot of
information on your topic of interest. This enables you to find
evidences that would support your topic. You must ensure
that your sources come from a wide variety of literature such
as books, journal, periodicals, online articles, etc. Hence,
D. Discussing new concepts and going to the library and surfing the internet are some of the
practicing new skills #1 activities that you should do as a researcher.
3. TIMELINESS AND RELEVANCE OF THE TOPIC
Your topic should be relevant and timely. A topic is relevant
if it serves as an instrument in improving the society or if it
answers or solves current issues which are some of the
reasons why research is conducted.
4. LIMITATIONS OF THE SUBJECT
Aside from your interest, you must also consider the
significance of the topic in your track and strand. Remember
that research is conducted to contribute something valuable to
a particular area or discipline.
5. PERSONAL RESOURCES
Prior to finalizing your chosen topic, you must assess your
research abilities as a student. You may do so by taking your
financial capability, health condition, personal qualifications
and trainings as a researcher, needed facilities and time
allotment into account. It is important that all of these aspects
are considered in order for you to guarantee the
accomplishment of your research.
Now that you have learned the considerations in formulating a
research problem, here are the steps that will guide you trim down
your area of interest.
1. Focus on your track, strand or area of specialization.
 For example:
HUMSS
E. Discussing new concepts and 2. Recall the specific area, lesson or issue in your respective
practicing new skills #2 field or strand that has piqued or aroused your interest the
most.
 Public Speaking
3. Generate an unanswered question or an unresolved problem
from your chosen area or lesson.
 Why do people feel anxious when speaking in public?
4. Assess the question or problem based on the five guidelines

F. Developing mastery (leads to
Formative Assessment #3)
G. Making generalizations and
abstractions about the lesson
H. Finding practical applications
of concepts and skills in daily
living
I. Evaluating learning
J. Assignment
stated above.
 I’m interested in the topic.
 There are available sources of data.
 It is timely and relevant.
 It will contribute to my strand.
 It is doable considering my personal resources.
5. Write your research problem.
 Factors Affecting the Speaking Anxiety of Students
When formulating an effective research title, take the following
guidelines into consideration:
1. Indicate accurately the subject and scope of the study.
2. The title must be limited to 10 to 15 substantive words.
Conjunctions (and, but, because), prepositions (in, on) and
articles (the, a, an) are not counted.
3. Do not include analysis of, study of, an investigation of and
the like.
4. The title must be in the phrase form.
5. Avoid title that gives too much information.
1. How to choose a topic?
2. What are the steps of trimming down your area of interest in
choosing your topic?
3. What are the guidelines in formulating an effective research
title?
One of the most important considerations for every research is
selecting a research topic. A research topic serves as the basis of each
research undertaking. It directs how the research will be carried out.
A good researcher must carefully choose a topic that is doable and
significant to a certain discipline or field. Many researchers find
selecting a research topic a difficult task. Some do it through
brainstorming or by observing their surroundings.
Write a research plan by answering the following questions on the
table below.
RESEARCH PLAN
1. Research Problem:
(What is your research problem?)
2. Rationale:
(Why do you want to conduct this study?)
3. Significance:
(Why is it important to be conducted?)
4. Objective:
(What is your goal to achieve in this study?)
5. Method and Design: Respondents:
(Is it a quantitative or a (Who or what will be the source
qualitative study?) of your data?)
Sample Size:
(How many respondents does
your study need?)
Sampling Technique:
(How will you choose your
respondents or source of data?)
What is Background of the Study?
What is Conceptual Framework?
What is Research Hypothesis?
What is Statement of the Problem?
Definition of Terms?
Scope and Limitations of the Study
V. REMARKS ___ Lesson carried. Move on to the next topic
___ Lesson not carried.

___ Students did not find difficulties in answering the lesson.

___ Students found difficulties in answering the lesson.
___ Students did not enjoy the lesson because of lack of knowledge,
skills and interest about the lesson.
___Students were interested in the lesson, despite of some difficulties

VI. REFLECTION encountered in answering the questions asked by teacher.

___Students mastered the lesson despite of limited resources used by
the teacher.
___Majority of the students finished their work on time.
___Some students did not finished their work on time due to
unnecessary behavior.

INDEX OF MASTERY
10 = 5= 10 = 5=
9= 4= 9= 4=
8= 3= 8= 3=
A. No. of learners who earned 7= 2= 7= 2=
80% in the evaluation 6= 1= 6= 1=
0= 0=

___ out of ___ Grade 11 GAS earned 80% above

___ out of ___ Grade 11 TVL earned 80% above

___ out of ___ Grade 11 GAS require additional activities for

B. No. of learners who require remediation
additional activities for
remediation ___ out of ___ Grade 11 TVL require additional activities for
remediation

___ YES
C. Did the remedial lessons
work? No. of learners who ___ NO
have caught up with the
lesson?
___ our of ___ Grade 11 GAS caught up with the lesson
our of ___ Grade 11 TVL caught up with the lesson

D. No. of learners who continue _ of _ Grade 11 GAS continue to require remediation

to require remediation
_ of _ Grade 11 TVL continue to require remediation

Strategies used that work well:

___ Think-alouds: using explicit explanations of the steps of problem
E. Which of my teaching solving through teacher modeling metacognitive thought. Ex.
strategies worked well? Why
did these work? Reading a story aloud and stopping points to think aloud about
reading, strategies/processes, or in math, demonstrating the
thought process used in problem solving.
 ___ Model-lead-test strategy instruction (MLT): 3 stage process
for teaching students to independently used learning strategies:
1) teacher models correct use of strategy; 2) teachers leads
students to practice correct use; 3) teacher tests’ students’
independent use of it.
___ Graphic organizers: visual displays to organize information
into things like trees, flowcharts, webs, etc.
Other techniques and strategies used:
___ Repetition
___ Math Games
___ Manipulative Thoughts
___ Pair Work
___ Explicit Teaching
___ Group collaboration
___ Carousel
___ Diads
___ Differentiated Instruction
___ Discovery Methods
___ Lecture Method
___Integrate the lesson, activities in other learning areas like English,
Science, Social Sciences, etc.
Others (Specify) ________________________

Why?
___ Complete IMs
___ Availability of materials
___ Student’s eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson

___ Bullying among students

___ Students’ behavior/attitude
F. What difficulties did I
encounter which my principal ___ Colorful IMs
or supervisor can help me
solve?
___ Unavailable Technology Equipment (AVR/LCD)
___ Science/Computer/Internet Lab
___ Additional Clerical works

Planned Innovations
G. What innovation or localized ___ Contextualized/Localized and Indigenized IM’s
materials did I use/discover
which I wish to share with ___ Localized Videos
other teachers? ___ Making module from views of the locality
___ Recycling of materials to be used as Instructional Materials
 ___ Local poetical composition

Others: _________________________________

Prepared by: MARK GIL J. YPANTO

SST II SHS

Inspected by: RONALD P. GIRON

Head Teacher III