DEPARTMENT OF EDUCATION

ESPIRIDION F. ENCABO I MEMORIAL HIGH SCHOOL

PUGA-AN, ILIGAN CITY

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: PRACTICAL Grade Level: Quarter:2 Duration:2
RESEARCH1 hours
Learning The learner designs a research project related to Code: CS_RS11-IIIc-e-1
Competency/ies: daily life
(Taken from the Curriculum Guide)
Key Concepts / Research is significant because it improves our life conditions and develops critical thinking.
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or identify, retrieve, recognize, List three possible research projects related
Remembering
condition of duplicate, list, memorize, repeat, to daily life
The learner can recall information and retrieve
knowing describe, reproduce
relevant knowledge from long-term memory
something with
Understanding interpret, exemplify, classify, Explain the reason for the research project
familiarity gained
The learner can construct meaning from oral, summarize, infer, compare, chosen
through experience
written and graphic messages explain, paraphrase, discuss
or association

Skills Applying execute, implement, demonstrate, Illustrate the possible outcome of the
The ability and The learner can use information to undertake a dramatize, interpret, solve, use, research
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare, Compare and contrast a life or society
systematic, and The learner can distinguish between parts and contrast, organize, outline, with and without research
sustained effort to determine how they relate to one another, and to attribute, deconstruct
smoothly and the overall structure and purpose
adaptively carryout coordinate, measure, detect, Debate with classmates why your chosen
complex activities
Evaluating
The learner can make judgments and justify defend, judge, argue, debate, project is the best or better than theirs
or the ability, describe, critique, appraise,
coming from one's decisions
evaluate
knowledge, generate, hypothesize, plan, Formulate the advantages and
practice, aptitude, Creating
The learner can put elements together to form a design, develop, produce, disadvantages of the project
etc., to do construct, formulate, assemble,
something functional whole, create a new product or point of
view devise

Attitud Categories: List of Attitudes: Show how to ask

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

Values Categories: List of Values:

A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, Love of God, Faith, Trusting,
principles locate, name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love
or 2. Responding to Phenomena - Active participation on the part of the learners. of truth, Kindness, Humble
standard Attends and reacts to a particular phenomenon. Learning outcomes may emphasize
s of compliance in responding, willingness to respond, or satisfaction in responding 2. Maka-tao
behavior; (motivation). Concern for Others, Respect for
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, human rights, Gender equality,
judgment Family Solidarity, Generosity,
label, perform, practice, present, read, recite, report, select, tell, write
of what Helping, Oneness
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges
is from simple acceptance to the more complex state of commitment. Valuing is based
importan on the internalization of a set of specified values, while clues to these values are
t in life. expressed in the learner's overt behavior and are often identifiable.
Go 3. Makakalikasan
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Care of the environment,
beyond
form, initiate, invite, join, justify, propose, read, report, select, share, study Disaster Risk Management,
learner’s
4. Organization - Organizes values into priorities by contrasting different values, Protection of the Environment,
life on
resolving conflicts between them, and creating a unique value system. The Responsible Consumerism,
earth,
emphasis is on comparing, relating, and synthesizing values. Cleanliness, Orderliness, Saving
include
more Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, the ecosystem, Environmental
than explain, formulate, generalize, identify, integrate, modify, order, organize, sustainability
wealth prepare, relate, synthesize 4. Makabansa
and 5. Internalizing values - (Characterization): Has a value system that controls their Peace and order, Heroism and Display civic
fame, behavior. The behavior is pervasive, consistent, predictable, and most importantly, Appreciation of Heroes, consciousness in
and characteristic of the learner. Instructional objectives are concerned with the National Unity, Civic designing a
would student's general patterns of adjustment (personal, social, emotional). Consciousness, Social research project
affect the Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, responsibility, Harmony,
eternal practice, propose, qualify, question, revise, serve, solve, verify Patriotism, Productivity
destiny
of
millions.
(Intentio
nally add
value to
people
everyday
.)
2. Content Identifying the Inquiry and Stating the Problem

3. Learning Resources Books, Sample Works

4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the Curriculum
lesson content. Although at times optional, it is usually included to serve Contextualizatio
as a warm-up activity to give the learners zest for the incoming lesson
n
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 Localization:
atmosphere. Consider/include
here the appropriate
Local Heritage
Themes:
A. Annual Rites,
Festivals, and
4.2 Activity/Strategy (5 minutes). This is an interactive strategy to Rituals
Activity 1.
elicit learner’s prior learning experience. It serves as a springboard for (Historical/Religio The teacher shows slides containing different
new learning. It illustrates the principle that learning starts where the us Festivals, Local social/ community problems
learners are. Carefully structured activities such as individual or group Cultural Festivals,
reflective exercises, group discussion, self-or group assessment, dyadic or Group Collaboration:
Local
triadic interactions, puzzles, simulations or role-play, cybernetics exercise, Delicacies/Produc
List down topics of your own qualitative
gallery walk and the like may be created. Clear instructions should be ts Festivals, research. The first column is for the topic,
considered in this part of the lesson. Rituals, Wedding second for the purpose and third for the type of
Ritual, Palihi qualitative research to be used.
Ritual, Burial
4.3 Analysis (__10__ minutes). Essential questions are included to Ritual, Why should students design a research project?
serve as a guide for the teacher in clarifying key understandings about B Literary What are the issues/ problems in the
the topic at hand. Critical points are organized to structure the Anthologies Written community or school that are subject to
discussions allowing the learners to maximize interactions and sharing of In Local Language
ideas and opinions about expected issues. Affective questions are research?
(BALITAW, BALAK,
included to elicit the feelings of the learners about the activity or the Folktales/ Short
topic. The last questions or points taken should lead the learners to Stories, Local Heroes
understand the new concepts or skills that are to be presented in the next C. Historical Events,
part of the lesson. Enduring Values,
4.4 Abstraction (20 minutes). This outlines the key concepts,
important skills that should be enhanced, and the proper attitude that Indigenous Research is significant because it improves our
should be emphasized. This is organized as a lecturette that summarizes Materials,
life conditions and develops critical thinking.
the learning emphasized from the activity, analysis and new inputs in this Indigenous Cultural
part of the lesson. Communities/Indige
4.5 Application (30 minutes). This part is structured to ensure the nous People, Students share their work in class and defend
commitment of the learners to do something to apply their new learning Indigenous Games
D. Topography,
their choices.
in their own environment.
Flora/ Fauna (Falls,
Mountains, River,
Cave, Trees, Flower,
Fauna
E. Food & Local
4.6 Assessment (25 minutes). For the Teacher to: a) Assess whether products Directions: Examine the following list of topics.
learning objectives have been met for a specified duration, b) G. Role Model If you decide write about any of these topics,
Remediate and/or enrich with appropriate strategies as needed, and c) Family which among them would you like to focus on?
Evaluate whether learning intentions and success criteria have been met.
(Reminder: Formative Assessment may be given before, during, or after Why do you like that and not others?
the lesson). Choose any from the Assessment Methods below:
1. Perceptions of the impact of climate
Change
2. Factors that influence people’s decision
3. The appearance and clothing practices of
non-heterosexuals
4. How people construct, manage and
undermine “healthy eating” talk in
dinnertime conversations.

Assessment Method Possible

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

c) Analysis of Learners’ Products Worksheets for all

(Teachers judge the quality of products produced by learners according subjects, Essay,
to agreed criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation,
Product made in
technical-vocational
subjects
d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners’ ability to Test, Open-Ended
demonstrate mastery of a skill or knowledge of content) Question,
Practicum, Pen and
Paper Test, Pre and
Post Test,
Diagnostic Test,
Oral Test, Quiz
4.7 Assignment (5minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

  Enriching / inspiring the day’s lesson
The students are instructed to do further
readings about research topics and their
sources.

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (5 minutes).

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.

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. Reflection 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
s 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: Checked by:

JOEMAR D. JAVIER ALEX C. BADO

Teacher I School Head

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