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 No.: Learning Area: Practical Research 2 Grade Level: 12 Quarter: 1st Duration: 1 hr
Learning Competency/ies: The learner writes a research title. Code:
(Taken from the Curriculum Guide) CS_RS12-Id-e-2
Key Concepts /
Understandings to be Research title
Sources of research problems
Developed Steps in writing research title
Domain 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, List the circumstances which are potential sources
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize, of problems in research.
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained
through experience Understanding interpret, exemplify, classify,
or association The learner can construct meaning from oral, written and summarize, infer, compare,
graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate,

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

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal
emotional point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Open- Discuss the process
A settled reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous, of formulating
way of responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude, research title
thinking or Resiliency, Positive vision, among group
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform,
feeling Acceptance, Determined, members.
practice, present, read, recite, report, select, tell, write
about Independent , Gratitude, Tolerant,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple
someone Cautious, Decisive, Self-Control,
acceptance to the more complex state of commitment. Valuing is based on the
or Calmness, Responsibility,
internalization of a set of specified values, while clues to these values are expressed in the
something Accountability, Industriousness,
learner's overt behavior and are often identifiable.
, typically Industry, Cooperation, Optimism,
one that is Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
reflected initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
in a 4. Organization - Organizes values into priorities by contrasting different values, resolving one’s culture, Globalism,
person’s conflicts between them, and creating a unique value system. The emphasis is on comparing, Compassion, Work Ethics, Creativity,
behavior relating, and synthesizing values. Entrepreneurial Spirit, Financial
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Literacy, Global, Solidarity, Making a
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize stand for the good, Voluntariness of
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The human act, Appreciation of one’s
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the rights, Inclusiveness, Thoughtful,
learner. Instructional objectives are concerned with the student's general patterns of Seriousness, Generous, Happiness,
adjustment (personal, social, emotional). Modest, Authority, Hardworking,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Realistic, Flexible, Considerate,
Sympathetic, Frankness
 propose, qualify, question, revise, serve, solve, verify

Values Categories: List of Values:

A learner's 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
principles Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting, Spirituality,
or name, point to, reply, select, sit, Study, use Inner Peace, Love of truth, Kindness, Humble
standards 2. Responding to Phenomena - Active participation on the part of the learners. Attends
of and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
behavior; in responding, willingness to respond, or satisfaction in responding (motivation).
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
judgment 2. Maka-tao Demonstrate
perform, practice, present, read, recite, report, select, tell, write
of what is Concern for Others, Respect for human oneness in the
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
important rights, Gender equality, Family Solidarity, process of
simple acceptance to the more complex state of commitment. Valuing is based on the
in life. Generosity, Helping, Oneness formulating a
internalization of a set of specified values, while clues to these values are expressed in
research title.
the learner's overt behavior and are often identifiable.
Go beyond
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, 3. Makakalikasan
learner’s
form, initiate, invite, join, justify, propose, read, report, select, share, study Care of the environment, Disaster Risk
life on
4. Organization - Organizes values into priorities by contrasting different values, Management, Protection of the Environment,
earth,
resolving conflicts between them, and creating a unique value system. The emphasis is Responsible Consumerism, Cleanliness,
include
on comparing, relating, and synthesizing values. Orderliness, Saving the ecosystem,
more than
wealth Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Environmental sustainability
and fame, explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
and would relate, synthesize
affect the 5. Internalizing values - (Characterization): Has a value system that controls their 4. Makabansa
eternal behavior. The behavior is pervasive, consistent, predictable, and most importantly, Peace and order, Heroism and Appreciation
destiny of characteristic of the learner. Instructional objectives are concerned with the student's of Heroes, National Unity, Civic
millions general patterns of adjustment (personal, social, emotional). Consciousness, Social responsibility,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Harmony, Patriotism,
practice, propose, qualify, question, revise, serve, solve, verify Productivity
2. Content Research Title

3.Learning Resources LCD Projector, Sound System, Laptop, Practical Research 2 Textbook and Activity Sheets

4. Procedures
4.1 Introductory Activity( 2 minutes). This part introduces the lesson content. Although at The students are grouped by four. They are tasked to make
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the their group a name according to their common
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs character/personality.
when it is conducted in a pleasurable and comfortable atmosphere.
4.2 Activity( 5 minutes). This is an interactive strategy to elicit learner’s prior learning experience. Collaborative/ cooperative learning:
It serves as a springboard for new learning. It illustrates the principle that learning starts where the Review on identifying variables given the research titles
learners are. Carefully structured activities such as individual or group reflective exercises, group Brainstorming:
discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-play, Analyze the given research titles and determine their
cybernetics exercise, gallery walk and the like may be created. Clear instructions should be common characteristics.
considered in this part of the lesson.
(Activity 1)
4.3 Analysis( 15 minutes). Essential questions are included to serve as a guide for the teacher in What does a research title consist of?
clarifying key understandings about the topic at hand. Critical points are organized to structure the What are the sources of the research problems?
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about Why do you need to take considerations in formulating
expected issues. Affective questions are included to elicit the feelings of the learners about the research problems?
activity or the topic. The last questions or points taken should lead the learners to understand the How is the research title being formulated?
new concepts or skills that are to be presented in the next part of the lesson.
(Activity 2)
4.4 Abstraction( 5 minutes).This outlines the key concepts, important skills that should be Research titles rooted from research problems that may
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that exists in various settings. It must be chosen according to
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the internal and external criteria.
lesson.
4.5 Application( 8 minutes).This part is structured to ensure the commitment of the learners to Given the area of concern which is “Classroom Bullying”,
do something to apply their new learning in their own environment. make a temporary title of your problem
(Activity 3)

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, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based on Activity (e.g. Choral Reading), Debate, Motor
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’ Products Worksheets for all subjects, Essay, Concept

(Teachers judge the quality of products produced Maps/Graphic Organizer, Project, Model, Artwork,
by learners according to agreed criteria) Multi-media Presentation, Product made in technical-
vocational subjects

d) Tests Skill Performance Test, Open-Ended Question,

(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test, Open- Ended Question
learners’ ability to demonstrate mastery of a skill Diagnostic Test, Oral Test, Quiz Pen and Paper Test
or knowledge of content)

4.7 Assignment (3 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 Research about the essential elements in the Chapter
1 of the research study.

4.8 Concluding Activity (2 minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, Quotation:
parable or a letter that inspires the learners to do something to practice their new learning.
“Little learning everyday is
surely a big thing one day .”

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: Jordan M. Torregosa School: Hinlayagan National High School
Position/Designation: Teacher II Division: Bohol Province
Contact Number: 09071087568 Email address: jordantorregosa@gmail.com

Bibliography
Practical Research 2 for senior high school by Amadeo Pangilinan Cristobal & Maura Consolacion De La Cruz-Cristobal, 2017, ISBN 978-971-
98-0769-8
Appendices: (attach all materials that will be used)
1. Activity Sheets …
2. Formative Assessment …
3. PowerPoint Presentation …
Activity 1(Preparatory)
Find the variables under study of the following research titles.
After, analyze each and determine their common characteristics.

1. Level of Difficulty and the Practical Research Outputs Among Senior High Schools in the Selected Private
Schools

2. Correlates of the Financial Literacy Profile and Work Performance Among Elementary Teachers (David, 2014)

3. Attributes of Test Papers and Level of Performance of Students: Basis for the Formulation of the Guidelines
on Test Paper Construction (Cristobal, 2014)

4. The Level of Performance of Instructors: Basis for the Formulation of Academic Intervention Program
(Cristobal, 2014)

5. Clinical Supervision and the Level of Performance of Elementary Teachers (Lisud, 2014)

Activity 1(Preparatory)
Find the variables under study of the following research titles.
After, analyze each and determine their common characteristics.

1. Level of Difficulty and the Practical Research Outputs Among Senior High Schools in the Selected Private
Schools

2. Correlates of the Financial Literacy Profile and Work Performance Among Elementary Teachers (David, 2014)

3. Attributes of Test Papers and Level of Performance of Students: Basis for the Formulation of the Guidelines
on Test Paper Construction (Cristobal, 2014)

4. The Level of Performance of Instructors: Basis for the Formulation of Academic Intervention Program
(Cristobal, 2014)

5. Clinical Supervision and the Level of Performance of Elementary Teachers (Lisud, 2014)
Activity 2(Analysis)
Title: Creating My Own

1. Think of an issue or concern you are confronted with.

2. After identifying the issue by concern, think of other concepts (e.g., cause or results) related to the issue or concern.

3. Select the concepts that influence or are influenced by the issue or concern (use the criteria).

4. You make this as your temporary title for your problem.

Title: Creating My Own

1. Think of an issue or concern you are confronted with.

2. After identifying the issue by concern, think of other concepts (e.g., cause or results) related to the issue or concern.

3. Select the concepts that influence or are influenced by the issue or concern (use the criteria).

4. You make this as your temporary title for your problem.

Activity 3(Application)

Given the area of concern about “Classroom Bullying”, make a research title.

Activity 3(Application)

Given the area of concern about “Classroom Bullying”, make a research title.

Activity 3(Application)

Given the area of concern about “Classroom Bullying”, make a research title.

Activity 3(Application)

Given the area of concern about “Classroom Bullying”, make a research title.

Activity 3(Application)

Given the area of concern about “Classroom Bullying”, make a research title.

Activity 3(Application)

Given the area of concern about “Classroom Bullying”, make a research title.

Activity 3(Application)

Given the area of concern about “Classroom Bullying”, make a research title.
ASSESSMENT

A. Enumerate possible problems (think of those that can be measured quantitatively) you may encounter in these various
settings.
1. Personal (family and social) Life
a.
____________________________________________________________________________________________________
b.
____________________________________________________________________________________________________

2. School
a.
____________________________________________________________________________________________________
b.
____________________________________________________________________________________________________

3. Community
a.
___________________________________________________________________________________________________
b.
___________________________________________________________________________________________________

4. Government
a.
____________________________________________________________________________________________________
b.
____________________________________________________________________________________________________

B. From the enumerated possible research problems, make a research title of at least three researchable problems using
the internal and external criteria.

a.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
b.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
c.
____________________________________________________________________________________________________
____________________________________________________________________________________________________