Detailed Lesson Plan (DLP)

DLP no.: Learning Area: Practical research 2 Grade Level: 12 Quarter: 1st Duration: 1 hour Date:
Learning Competency: The learner cites related literature using standard style (APA, MLA or Chicago Manual of Code:
(Taken from the Curriculum
Guide)
Style) CS_RS12-If-j-2
Key Concepts The learner will be able to select, cite, and synthesize judiciously related literature and use sources according to ethical
standards
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
Knowledge Categories: Behavioral Verbs: 1. Objectives
The fact or condition Remembering identify, retrieve,
of knowing something The learner can recall information and recognize, duplicate, list,
with familiarity gained retrieve relevant knowledge from long- memorize, repeat,
through experience or term memory describe, reproduce
association Understanding interpret, exemplify,
The learner can construct meaning from classify, summarize,
The learners can compare related literature of different
oral, written and graphic messages infer, compare, explain, standard style (APA, MLA or Chicago Manual of Style)
paraphrase, discuss
Skills Applying execute, implement,
The ability and The learner can use information to demonstrate, dramatize,
undertake a procedure in familiar interpret, solve, use,
capacity acquired
situations or in a new way illustrate, convert,
through deliberate,
discover
systematic, and
sustained effort to Analyzing differentiate, distinguish,
smoothly and The learner can distinguish between compare, contrast,
adaptively carryout parts and determine how they relate to organize, outline,
complex activities or one another, and to the overall structure attribute, deconstruct
the ability, coming and purpose
from one's knowledge, Evaluating coordinate, measure,
practice, aptitude, The learner can make judgments and detect, defend, judge,
etc., to do something justify decisions argue, debate, describe,
critique, appraise,
evaluate
Creating generate, hypothesize,
The learner can put elements together plan, design, develop,
The learners can construct a related literature of different
to form a functional whole, create a new produce, construct, standard style (APA, MLA or Chicago Manual of Style)
product or point of view formulate, assemble,
devise
Attitude Categories: List of Attitudes:
Growth in feelings or 1. Receiving Phenomena - Self-esteem, Self-
emotional areas. Awareness, willingness to hear, confidence, Wellness,
A settled way of selected attention Respect, Honesty,
thinking or feeling Behavioral Verbs: ask, choose, Personal discipline,
about someone or describe, erect, follow, give, hold, Perseverance, Sincerity,
something, typically identify, locate, name, point to, reply, Patience, Critical
select, sit, Study, use thinking, Open-
one that is reflected in
2. Responding to Phenomena - mindedness, Interest,
a person’s behavior
Active participation on the part of the Courteous, Obedience,
learners. Attends and reacts to a Hope, Charity, Fortitude,
particular phenomenon. Learning Resiliency, Positive
outcomes may emphasize vision, Acceptance,
compliance in responding, Determined, Independent
willingness to respond, or , Gratitude, Tolerant,
satisfaction in responding Cautious, Decisive, Self-
(motivation). Control, Calmness,
Behavioral Verbs: aid, answer, assist, Responsibility,
comply, conform, discuss, greet, Accountability,
help, label, perform, practice, Industriousness,
present, read, recite, report, select, Industry, Cooperation,
tell, write Optimism, Satisfaction,
3. Valuing - Attaches to a particular Persistent, Cheerful,
object, phenomenon, or behavior. Reliable, Gentle, That the learner shows interest in the subject matter.
This ranges from simple acceptance Appreciation of one’s
to the more complex state of culture, Globalism,
commitment. Valuing is based on Compassion, Work
the internalization of a set of Ethics, Creativity,
specified values, while clues to Entrepreneurial Spirit,
these values are expressed in the Financial Literacy,
learner's overt behavior and are Global, Solidarity, Making
often identifiable. a stand for the good,
Behavioral Verbs: work, complete, Voluntariness of human
demonstrate, differentiate, explain, act, Appreciation of one’s
follow, form, initiate, invite, join, rights, Inclusiveness,
justify, propose, read, report, select, Thoughtful, Seriousness,
share, study Generous, Happiness,
4. Organization - Organizes values Modest, Authority,
into priorities by contrasting different Hardworking, Realistic,
values, resolving conflicts between Flexible, Considerate,
them, and creating a unique value Sympathetic, Frankness
system. The emphasis is on
comparing, relating, and
synthesizing values.
Behavioral Verbs: adhere, alter,
arrange, combine, 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
Values Categories: List of Values:
1. Receiving Phenomena - 1. Maka-Diyos
A learner's principles
Awareness, willingness to hear, Love of God, Faith,
or standards of
behavior; one's selected attention Trusting, Spirituality,
Behavioral Verbs: ask, choose, Inner Peace, Love of
judgment of what is
important in life. describe, erect, follow, give, hold, truth, Kindness, Humble
identify, locate, name, point to, reply,
Go beyond learner’s select, sit, Study, use
2. Responding to Phenomena - Active 2. Maka-tao
life on earth, include
participation on the part of the learners. Concern for Others,
That the learner shows concern for others in sharing their
more than wealth and
fame, and would Attends and reacts to a particular Respect for human knowledge in citing related literature using standard style.
affect the eternal phenomenon. Learning outcomes may rights, Gender equality,
destiny of millions emphasize compliance in responding, Family Solidarity,
willingness to respond, or satisfaction in Generosity, Helping,
responding (motivation). Oneness
Behavioral Verbs: aid, answer, assist,
comply, conform, discuss, greet,
help, label, perform, practice,
present, read, recite, report, select, 3. Makakalikasan
tell, write Care of the environment,
3. Valuing - Attaches to a particular Disaster Risk
object, phenomenon, or behavior. This Management, Protection
ranges from simple acceptance to the of the Environment,
more complex state of commitment. Responsible
Valuing is based on the internalization Consumerism,
of a set of specified values, while clues Cleanliness, Orderliness,
to these values are expressed in the Saving the ecosystem,
learner's overt behavior and are often Environmental
identifiable. sustainability
Behavioral Verbs: work, complete, 4. Makabansa
demonstrate, differentiate, explain, Peace and order,
follow, form, initiate, invite, join, Heroism and
justify, propose, read, report, select, Appreciation of Heroes,
share, study National Unity, Civic
4. Organization - Organizes values into Consciousness, Social
priorities by contrasting different values, responsibility, Harmony,
resolving conflicts between them, and Patriotism,
creating a unique value system. The Productivity
emphasis is on comparing, relating, and
synthesizing values.
Behavioral Verbs: adhere, alter,
arrange, combine, 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 Related Literature

3. Learning Practical research 2 - Barrot
Resources
4. Procedures
4.1 Introductory Activity (5 minutes). This part Checking of attendance
introduces the lesson content. Although at times optional, it is
usually included to serve as a warm-up activity to give the learners
zest for the incoming lesson and an idea about what it to follow.
One principle in learning is that learning occurs when it is
conducted in a pleasurable and comfortable atmosphere.
4.2 Activity (15 minutes). This is an interactive strategy
to elicit learner’s prior learning experience. It serves as a
springboard for new learning. It illustrates the principle that
learning starts where the learners are. Carefully structured
activities such as individual or group reflective exercises, group
discussion, self-or group assessment, dyadic or triadic
interactions, puzzles, simulations or role-play, cybernetics
exercise, gallery walk and the like may be created. Clear
instructions should be considered in this part of the lesson.
4.3 Analysis (5 minutes). Essential questions are
included to serve as a guide for the teacher in clarifying key
understandings about the topic at hand. Critical points are
organized to structure the discussions allowing the learners to
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.
4.4 Abstraction (15 minutes). This outlines the key
concepts, important skills that should be enhanced, and the proper
attitude that should be emphasized. This is organized as a
lecturette that summarizes the learning emphasized from the
activity, analysis and new inputs in this part of the lesson.
4.5 Application (10 minutes). This part is structured to
ensure the commitment of the learners to do something to apply
their new learning in their own environment.
4.6 Assessment (10 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 review and ask the student what is a related article and its importance to
research.
Divide the group in to 5 groups with 6 members each. Each group will conduct
an on line search via Google for articles about the effects of drug addiction on
ones studies. Follow these steps:
1. Encode the following terms in the google search tab. “effects of drug
addiction on ones studies”
2. Copy related articles in a MS word format
Learners will obtain an overview of the reference selected. This will help the
relevance of the content.
Learners will find out whether the article is published by a reputable publisher.
If material appears to be relevant to the topic, current date and reliable,
continue reading and determine which information can be included in the
learners literature review.
Teacher justifies the responses in class. Discuss the importance of thorough
screening and evaluation of the learners selected preferences.
From the students copied article, apply the steps in citing related literature
1. Annotate the text, if desired
2. Take note of the author’s name, title of the text, and its year of
publication.
3. If summarizing text that contains multiple paragraphs, begin by
identifying main ideas of each paragraph and write in own words
4. Combine the sentence into one coherent paragraph
5. Avoid repeating ideas
6. Compare the summary to the original text to ensure accuracy
7. Take note of the bibliographical information you listed earlier as you cite
source material
Give a situational statement of the problem and Each group will be given
different stories and after reading exchange group stories with the other groups
and let them cite the different related articles. Write as many as they can as
long as related to the statement of the problem.

a) Observation Investigation, Role

(Formal and informal observations Play, Oral Presentation,
of learners’ performance or Dance, Musical
behaviors are recorded, based on Performance, Skill
assessment criteria) Demonstration, Group
Activity (e.g. Choral
Reading), Debate,
Motor & Psychomotor
Games, Simulation
Activities, Science
Experiment
b) Talking to Learners / Hands-on Math
Activities, Written Work
Conferencing and Essay, Picture
(Teachers talk to and question
Analysis, Comic Strip,
learners about their learning to gain
Panel Discussion,
insights on their understanding and to
Interview, Think-Pair-
progress and clarify their thinking)
Share, Reading

c) Analysis of Learners’ Worksheets for all

subjects, Essay,
Products Concept Maps/Graphic
(Teachers judge the quality of Organizer, Project,
products produced by learners
Model, Artwork, Multi-
according to agreed criteria)
media Presentation,
Product made in
technical-vocational
subjects
d) Tests Skill Performance Test,
Open-Ended Question,
An oral test will be administered by the teacher and learners will cite different
(Teachers set tests or quizzes to
determine learners’ ability to Practicum, Pen and related literature
demonstrate mastery of a skill or Paper Test, Pre and
knowledge of content) Post 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

4.8 Concluding Activity (____ minutes). A review of the

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.

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.
5. Remarks

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
6. Reflections 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: Lino Jay C. Pasaol School: Ramon M. Durano Sr. Memorial National High School
Position/Designation: Teacher 3 Division: Danao City
Contact Number: 09423451723 Email address: linojay.pasaol@deped.com.ph

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. www.google.com