School NU NAZARETH HIGH SCHOOL Grade Level 12

Sections Grade 12 – HUMSS Learning Area Practical Research 2

Date and DEC 8, 2023 Quarter / School First / SY 2023-2024

Time Year

I. OBJECTIVES

A. X

B. Performance Standard: The learner can formulate and construct a detailed RRL

Specific Objectives:

By the end of this lesson, students will be able to:

● Understand the purpose and structure of an RRL.

● Identify and analyze relevant sources for their RRL.

● Synthesize information from different sources into a cohesive and well-organized RRL.

● Use appropriate academic language and citation format.

·
CONTENT: Constructing a Proper RRL

PROCEDURE:
A. Reviewing the Preliminaries:
previous lesson or ● Prayer
presenting the new
lesson ● Checking of Attendance

● Checking the cleanliness and the orderliness of the learners

Students will be given questions regarding the past lesson and the new
lesson which is the RRL:
B. Establishing the
purpose of the lesson
RRL Construction Challenge: Time Travel through
(Motivation)
Literature!
Begin by playing the theme of the movie Back to the
Future to capture students' attention.

● Divide students into pairs or small groups.

● Assign each group a historical event or figure (e.g.,

the discovery of penicillin, the life of Marie Curie,
the construction of the Great Wall of China).

● Explain that they have been assigned a mission to

travel back in time to investigate their assigned
topic.

Their mission requires them to:

1. Identify relevant keywords and search terms related

to their assigned topic.

2. Locate reliable sources of information using online

research tools or classroom resources.

3. Analyze and synthesize information from various

sources, focusing on key findings, theories, and
controversies.

4. Start constructing their RRL using the provided

template, including sections for introduction,
literature review, analysis, and synthesis.

5. Prepare a brief report summarizing their findings

and insights from traveling through time.
● Invite each group to share their experiences and
findings from their time travel mission.

● Discuss the challenges they faced while

researching their assigned topic.

● Encourage students to reflect on the importance of

using reliable sources and critically evaluating
information.
C. Presenting Examples Teacher will present discuss the examples and instances in
/ Instances of the Lesson constructing an RRL

Imagine you are researching the impact of social media on

mental health. Your RRL would delve into existing research
on topics like:

● The link between social media use and depression,

anxiety, and other mental health conditions.
● The potential benefits of social media for mental
health, such as fostering social connections and
support.
● The role of different social media platforms in
shaping mental health experiences.
● Methodological challenges in studying the
relationship between social media and mental
health.

Instances:
● Identifying gaps in the literature: The RRL may
reveal that research on social media's impact on
specific mental health conditions, like eating
disorders, is limited. This identifies a potential area
for further investigation.
● Situating your research: You might be researching
the positive effects of social media use on
loneliness among older adults. Your RRL would
position your study within the existing body of
research on social media's role in social isolation
and loneliness.
● Building upon previous findings: Analyzing existing
research on social media addiction and its link to
 depression might inform your own study design and
data analysis methods.

D. Discussing new A review of related literature (RRL) is a detailed review of

topics and practicing existing literature related to the topic of a thesis or
new skills #1 dissertation. In an RRL, you talk about knowledge and
findings from existing literature relevant to your topic

Components of the literature review

The literature review should include the following:
● Objective of the literature review

● Overview of the subject under consideration.

● Clear categorization of sources selected into those

in support of your particular position, those
opposed, and those offering completely different
arguments.

● Discussion of both the distinctiveness of each

source and its similarities with the others.

The purpose of a statement of the problem is to provide

context and justification for the research by explaining why
the issue is important, what gaps or shortcomings exist,
and what the researcher aims to achieve.
E. Discussing new Students will watch a video regarding on how to write a
topics and practicing Detailed and Accurate Review of Related Literature
new skills #2
https://www.youtube.com/watch?v=zIYC6zG265E&t=3s
F. Developing Mastery
● Students will be grouped into three groups.

● Each group will be assigned a single study topic;

they can use Google Scholar to locate related
research topics to the one they were given.

● They will conduct research and produce their own

brief review of related literature.

● The first group will be doing research on

sports-related themes.

● The second group will be doing research on

health-related themes.

● The third group will do research on educational

subjects.
 The Teacher will present some questions that will be
G. Finding practical answered by the students
application of concepts
and skills in daily living Questions:

● How can I use the RRL I created to inform

decisions in my daily life?

● How can I share the information I learned through

the RRL with others to improve their knowledge or
understanding?

● How can the skills I developed during the RRL

creation process be applied to other areas of my
life, such as research, writing, or problem-solving

H. Generalizing and Students will share their key takeaways in the class
abstraction the lesson
● The Definition of Review of Literature Review

● Importance of writing a Review of Related

Literature

● The Key Components of a Review of Related

Literature
I. Evaluating learning Students will answer this short quiz in a ¼ sheet of paper

1. What is the primary purpose of an RRL?

(a) Summarize all available research on a topic.

(b) Provide a comprehensive history of a research field.
(c) Identify gaps in the existing literature and suggest
future research directions.
(d) Evaluate the credibility and validity of different research
studies.

2. Which of the following statements is TRUE about

the structure of an RRL?

(a) It should be organized chronologically, starting with the

earliest research on the topic.
(b) It should follow a logical flow, with each section building
upon the previous one.
(c) It should have a standardized format with specific
sections like Introduction, Body, and Conclusion.
(d) It should be creative and visually appealing, regardless
of content organization.

3. What is the most important factor to consider when

selecting sources for an RRL?

(a) Availability and ease of access.

(b) Publication date and author reputation.
(c) Relevance to the research topic and methodological
rigor.
(d) Popularity and number of citations

4. What is the best way to avoid plagiarism when

constructing an RRL?
(a) Paraphrase and rephrase information from other
sources without proper citation.
(b) Use quotation marks only for direct quotes, neglecting
paraphrased information.
(c) Cite all sources used, even those not directly quoted or
paraphrased.
(d) Acknowledge the contributions of other researchers but
omit specific citation details.

5. What is the most effective way to conclude an

RRL?

(a) Restate the research topic and summarize the main

points of the review.
(b) Briefly mention the limitations of the review and suggest
future research directions.
(c) Provide a personal opinion on the topic and advocate
for specific actions.
(d) Introduce a new research question unrelated to the
review's main theme.
J. Additional activities Students will complete the activity below to determine if
for application or they have a sufficient understanding of the topic.
remediation
Directions: Honestly rate yourself using the picture below

REMARKS This topic will depend on the student’s scores on the

formative test.
REFLECTION
No. of learners who ____# of learners who earned 80% above
earned 80% on the
formative assessment
No. of learners who ____# of learners who require additional activities for
require additional remediation
activities for remediation
Did the remedial lessons _____Yes _____ No
work? No. of learners _____# of learners who caught up the lesson
who have caught up with
the lesson.
No. of learners who ____# of learners who continue to require remediation
continue to require
remediation
Which of my teaching ___experiment ___role play ___ collaborative
strategies worked well? learning
Why did this work? __ differentiated instruction __ lecture ___discovery
___others (pls. specify) Modeling, Brainstorming,
Feedback, Self-Reflection
 What difficulties did I ___ bullying among pupils ___pupil’s behavior/ attitude
encounter that my ___ colorful instructional materials
principal or supervisor ___unavailable technology equipment (AVR/ LCD)
can help me solve? ___science/ computer/internet lab
___others (pls. specify)
____________________________________

What innovation or _x_ localized videos/images

localized materials did I ___making big books from views of the locality
use/ discover that I wish ___recycling of plastics for contemporary arts
to share with other ___local musical composition
teachers? _x_others (pls. specify) Rate yourself template

Prepared by:

Matthew Terrence T. Nuguid

SED - 211

Checked by:

Elena D Mulle
SHS Master Teacher II