PITOGO HIGH

School Grade/ Sections

SCHOOL GRADE 11 – ARNAULT, BUFFET, CHOMSKY, KIM, WATSON, YAMANAKA

MA LOURDES A
Teacher Subject PRACTICAL RESEARCH 1
LAZARO
Date/ Time MARCH 4-8, 2024 WEEK 5
Monday-Friday Quarter/ Semester THIRD QUARTER
6:00 AM-1:20 PM SECOND SEMESTER
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES

The learners demonstrate an understanding of:

A. Content
1. the range of research topics in the area of inquiry
Standard
2. the value of research in the area of interest
3. the specificity and feasibility of the problem posed
B. Performance
The learners shall be able to:
Standard
1. formulate clearly statement of research problem
The learners:
1.write a
conceptual
The learners:
framework for the
1.write a
The learners: selected research
conceptual
1.craft the scope 2. write a The learners:
framework for the
C. Learning and delimitation, theoretical 1.write a conceptual framework for the selected research
selected research
Competencies significance of the framework for the 2. write a theoretical framework for the selected research
2. write a
study, and the selected research 3. craft the scope and delimitation, significance of the study, and the definition of terms
theoretical
definition of terms 3. craft the scope
framework for the
and delimitation,
selected research
significance of the
study, and the
definition of terms
D. Lesson
● state ● state ● state research questions.
Objectives
● state research research
● develop and state a good research question for your chosen topic.
research questions. questions.
questions. ● indicate scope and delimitation of research
● develop and ● develop and
 state a good
● develop and state a good research
state a good research question for
research question for your chosen
question for your chosen topic.
your chosen topic.
topic. ● indicate
● indicate scope and
● indicate scope and delimitation
scope and delimitation of research ● cite the benefits and beneficiaries of research
delimitation of research
of research ● cite the ● present written statement of the problem
● cite the benefits and
● cite the benefits and beneficiaries
benefits and beneficiaries of research
beneficiaries of research
of research ● present
● present written
● present written statement of
written statement of the problem
statement of the problem
the problem
IDENTIFYING THE IDENTIFYING THE
IDENTIFYING THE
INQUIRY AND INQUIRY AND
INQUIRY AND
STATING THE STATING THE IDENTIFYING THE INQUIRY AND STATING THE PROBLEM (PART 3)
STATING THE
PROBLEM (PART PROBLEM (PART
II. CONTENT PROBLEM (PART
3) 3)
3)

III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s
CS_RS11-IIIc-e-4-7 CS_RS11-IIIc-e-4-7 CS_RS11-IIIc-e-4-7 CS_RS11-IIIc-e-4-7
Guide
2. Learner’s
PR1 Q1 Module 4 PR1 Q1 Module 4 PR1 Q1 Module 4 PR1 Q1 Module 4
Materials
Practical Research Practical Research Practical Research
3. Textbook Practical Research 1 by Cristobal et.al
1 by Cristobal et.al 1 by Cristobal et.al 1 by Cristobal et.al
4. Additional
Materials from
Learning Resources
(LR) portal
B. OTHER LEARNING
RESOURCES
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the new
lesson
B. Establishing a purpose
for the lesson
C. Presenting examples /
instances of the new lesson
D. Discussing new
concepts and practicing new
skills # 1
E. Discussing new
concepts and practicing new
skills # 2
Powerpoint Slides, video presentation,
handout activity
answer pre-assessment:
Review previous lesson-writing research
title through duck race
Create a concept map about the essential
needs of a plant. Show connection on
your concept map
What is a concept map? How it is
related to writing your research?
Conceptual framework
Guidelines in writing a conceptual
framework
types of conceptual framework
Powerpoint Slides, video presentation, Powerpoint Slides, video presentation, Powerpoint Slides, video presentation,
handout activity handout activity handout activity, test paper
What is a conceptual framework? Summarize lessons discussed for the
How to use the IPO model? week
10-minute review
What comes to your mind when you see
How does this happen? Write your
the different illustrations below? Do you Provide instructions on how to answer
answer on a half sheet of paper in NOT
have any idea about them? Can you the assessment
more than 5 sentences.
relate to them?
Significance of the study
scope and delimitation Summative Assessment #5
boundary, parameter, scope, Definition of terms
limitation, delimitation Conceptual and Operational
There are number of definitions
provided for this part but to make it
easier, let us simplify it with the
context of parameter and boundary.
Now,
imagine your home, what comprises
it? If you have a fence, anything inside

F. Developing mastery
(leads to Formative
Assessment)
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional Activities for
application or remediation
V. REMARKS
the fence is your parameter or scope.
However, delimitation does not simply
state the boundary of your research
but also the reason of not including
some factors.
write the significance of the study and
create a conceptual framework for your
definition of terms in your research
selected research
How does a conceptual framework
mirror some personality traits of the
researcher? What is the importance of respecting the Do you see the importance of
How does conceptual framework help in boundary in life? research? How can you say so?
the decision-making of the researcher?
why scope and delimitation are written in summarize the lesson discuss for
summarize the lessons discuss for today
your selected research? today
short quiz/exit ticket
Write the theoretical framework for your
study
What is the purpose of conceptual write the scope and delimitation in your
framework? study
assess learners’ understanding based
What are the important symbols of on the assessment
conceptual framework and how they are
related to the concept of conceptual
framework?
80% of the level of mastery must be
 obtained by the students
VI. REFLECTION

A. No. of learners who

earned 80% in the evaluation

B. No. of learners who

required 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 teaching
strategies worked well? Why
did these works?

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?
Values Formation
Values Formation Values Formation Values Formation
Values Formation
Dialogue and Participation Dialogue and Participation Dialogue and Participation
VI. GCED PEDAGOGICAL Dialogue and Participation
Multimodal Multimodal Multimodal
TOOLS AND PRINCIPLES Multimodal
Applicability and Relevance Applicability and Relevance Applicability and Relevance
Applicability and Relevance
Critical Empowerment Critical Empowerment Critical Empowerment
Critical Empowerment

Prepared by:

`
 MA LOURDES A LAZARO
Practical Research 1 Teacher

Checked by:

FERNAN V PLACINO
Coordinator, Senior High School Department

Noted by:

ROSALITO NARAG PALATAN

Principal IV