WEEKLY LEARNING PLAN

Name of Teacher: Jason S. Napa Grade Level: Grade 12

Date: November 28, 29, December 1, 2022 Learning Area: Practical Research 2
MELC/s: Collects data using appropriate instruments Quarter: 2nd Quarter
PS: Gather and analyse data with intellectual honesty, using suitable techniques Week: 4
1. form logical conclusions
2. make recommendations based on conclusions
1 1. Identify parts of the letter Letter of Request Begin with classroom routine:
2. Appreciate the use of a. Prayer
letters b. Reminder of the classroom health and safety protocols
3. Make their own letter of c. Checking of attendance
request. d. Quick “kumustahan”

REVIEW

Reviewing previous lesson or presenting the new lesson (Elicit)

Ask the students:
Have you experienced to give a letter to somebody? For whom?

Establishing a purpose for the lesson (Engage)

Break the code activity: The teacher will post the codes in the chalkboard. The learners will
break the code to identify the different parts of the letter.

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 WEEKLY LEARNING PLAN
ACTIVATE

Presenting examples/instances of the new lesson (Explore)

Present a sample letter to the learners

Processing questions:
1. What should be the focus of the first paragraph?
2. What are the things that should be specified in second paragraph?
3. Why is there a need to write a letter of request?

IMMERSE

Discussing new concepts and practicing new skills (Explain)

Group Activity
The group will make their letter of request.

Making Generalizations and abstraction about the lesson (Elaborate)

Each group will present their work using the rubric below:

Jason S. Napa

2 1. Differentiate primary and
WEEKLY LEARNING PLAN
SYNTHESIZE
Finding practical applications of concepts and skill in daily living (Extend)
Ask the learners:
Based on the lesson, how can you apply your knowledge in making letter of request to seek for
the approval to conduct your data collection?
EVALUATE
Evaluating Learning (Evaluate)
Let the students answer the following questions:
1-5. What are the different parts of letter?
6-10. Why is it important for a researcher be knowledgeable in making letters?
11-15. Make a letter of request asking permission to the school head of Delia Diezmo National
High School to allow you conduct your data collection about your research entitled “Level of
Knowledge on Disaster Readiness and Risk Reduction of Selected Students of Delia Diezmo
National High School
PLUS
Assignment:
Finalize and print your group’s letter of request.
Primary and Secondary Data Begin with classroom routine:
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secondary data, a. Prayer
2. Determine sources of b. Reminder of the classroom health and safety protocols
primary and secondary data c. Checking of attendance
and d. Quick “kumustahan”
3. Recognize when a
primary or secondary data REVIEW
source has been used.
Reviewing previous lesson or presenting the new lesson (Elicit)
Guess the words:
P _ _ _ _ _ _ _ _ _ _ - new information that is collected and organized directly by the
researcher.
_ _ C _ _ _ _ _ _ _ _ _ _ - a public or existing information that is collected and organized by
others.

Establishing a purpose for the lesson (Engage)

Determine Data Type
1. Teacher Jas asked his students to collect data on the effect of action video games on children
form different websites on the internet. What is the type of data collected?

Answer: Recall that primary data is new information that is collected and organized by the
researcher, while secondary data is a public or existing information that is collected and
organized by others.

In this example, the students are collecting data on the effect of action video games on children
from different websites.

Websites on the internet present data that is collected and organized by others.

Hence, secondary data is collected by the students in this example.

ACTIVATE

Jason S. Napa
 WEEKLY LEARNING PLAN

Presenting examples/instances of the new lesson (Explore)

Ask the learners:
1. Which of the following statements is not true?
a. Primary data is collected by the researcher themselves.
b. Web pages are a source of secondary data.
c. Secondary data is data collected by the researcher themselves.
d. Questionnaires are a source of primary data.
e. Focus groups are a source of primary data.

2. Which of the following is not a source of secondary data?

a. Research journals and newspapers
b. Internet
c. Teaching and research organizations
d. Questionnaires
e. Government organizations

IMMERSE

Discussing new concepts and practicing new skills (Explain)

Concept:
Primary Data Sources – These are tools used to collect new data from a sample. For example,
the following are frequently used:
 Interviews
 Questionnaires
 Focus groups
 Census
 Observations
 Original documents (logs, birth certificates, individual tax forms, diaries, etc.)
Secondary Data Sources – Often, secondary data is presented with analysis and interpretation of
data. For Example, the following are sources of secondary data:
 Newspapers
 Journals
 Websites
 Televisions
 Textbooks

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 Dictionaries
 Reports
 Government organizations
 Teaching or research organizations

Making Generalizations and abstraction about the lesson (Elaborate)

Ask:
1. Which of the following statements are true?
a. Primary data is collected by the researcher themselves.
b. Web pages are a source of secondary data.
c. Secondary data is data collected by the researcher themselves.
d. Questionnaires are a source of primary data.
e. Focus groups are a source of primary data.

2. Which of the following are sources of secondary data?

a. Research journals and newspapers
b. Internet
c. Teaching and research organizations
d. Questionnaires
e. Government organizations

SYNTHESIZE

Finding practical applications of concepts and skill in daily living (Extend)

Ask the learners:
As a researcher, why is there a need for you to properly recognize when a primary or
secondary data source has been used.

EVALUATE

Evaluating Learning (Evaluate)

Recognize whether the data is primary or secondary data.
1. Interviews
2. Questionnaires
3. Focus groups
4. Census

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5. Observations
6. Original documents (logs, birth certificates, individual tax forms, diaries, etc.)
7. Newspapers
8. Journals
9. Websites
10. Televisions
11. Textbooks
12. Dictionaries
13. Reports
14. Government organizations
15. Teaching or research organizations

PLUS

3 1. State the purpose of the
study to the respondents,
2. Apply the different
methods of collecting data
and
3. Collect or gather
statistical data.
Assignment:
Print your questionnaire and be ready for your data gathering.
Data collection procedures Begin with classroom routine:
and skills using varied a. Prayer
instruments b. Reminder of the classroom health and safety protocols
c. Quick “kumustahan”
REVIEW
Reviewing previous lesson or presenting the new lesson (Elicit)
Teacher will give instructions and reminders to student-researchers before conducting their data
gathering.

Establishing a purpose for the lesson (Engage)

Ask the learners:
What factors do you consider in gathering data?

ACTIVATE

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Presenting examples/instances of the new lesson (Explore)

The learners will now begin with their data gathering applying the guidelines on how to properly
collect data.

IMMERSE

Discussing new concepts and practicing new skills (Explain)

The students will introduce themselves, ask permission to the subject teacher and will explain
why their purpose in collecting data.

Making Generalizations and abstraction about the lesson (Elaborate)

Student-Researchers answer questions coming from the respondents.

SYNTHESIZE

Finding practical applications of concepts and skill in daily living (Extend)

Student – researchers ask the respondents the following:
1. How do you feel after answering the researcher – constructed questionnaire?

EVALUATE
Evaluating Learning (Evaluate)
Student-researchers will be evaluated using the rubric below:

PLUS

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Assignment:
Using Activity Sheet No. 3, organize, consolidate and interpret the gathered data.

References: Amadeo Pangilinan Cristobal Jr. Ed.D Practical Research 2 for Senior High School
Prof. Angelita Ong Camillar- Serrano DBA Practical Research 2 on Quantitative Research
Jessie S. Barrott Ph.D Practical Research 2 for Senior High School
Esther L. Baraceros Practical Research 2

Prepared by: Reviewed by: Noted by:

JASON S. NAPA LOVELY MAE B. YASIS MERCIE P. DE GUZMAN

Teacher II SHS Coordinator Principal I

Jason S. Napa