DETAILED LESSON PLAN

SCHOOL RAJA SOLIMAN SUBJECT PRACTICAL RESEARCH 1

SCIENCE AND
TECHNOLOGY HS

TEACHER HECTOR S. BRAGANZA GRADE LEVEL 11 ICT - A

JR.
11 HUMSS - D
11 ICT - B

TIME 03/20/23 SEMESTER 2nd Semester

12:10 – 1:00 PM
1:00 – 1:50 PM
3:40 – 4:30 PM
4:30 – 5:20 PM

Content WRITING A RESEARCH TITLE

Content Standard The learners demonstrate understanding of the range of research topics in the area
of inquiry

Performance Standard The learners should be able to formulate clearly statement of the problem

Most Essential Designs a research project related to daily life (CS_RS11-IIIc-e-1)

Learning
Writes a Research Title (CS_RS11-IIIc-e-2)
Competencies

I. Objective At the end of the lesson, 85% of the learners will be able to:

1. Cognitive Formulate criteria on writing a research title

2. Affective Tweak their working research title to be both informative and interesting

3. Psychomotor Establish and write their working research title

● Concept ● Writing a research title is the pique of the research process. It must
encapsulate the researchers’ goals as well as its limits.

Science Processes Classifying, Identifying, Differentiating and Describing

Routine Opening Prayer

Checking of Attendance
Recall

Laptop, Projector
● Materials
1. Reference Practical Research 1 – Senior High School Module 3 DepEd

Author: Author: Jay L. Caballero

Editors: Jane Charity E. Madronero, Anthony P. Marollano, Chelou

M. Tizon, Norma Delima, Hasima Salic, Kareen Agcopra,

 Jerry Jane Y. Alojado

A. Reviewing Recall: Types of Qualitative Research

previous lesson
or presenting
the new lesson Ask the students an example per type of Qualitative Research.

B. Establishing a
purpose for the
lesson

C. Presenting Group the class according to research interest and allow them to share ideas on
Examples/Instan which research topic to pursue. After the discussion, allow them to present their
ces of the new working research title
lesson
D. Discussing new a. Typically, the final title you submit to your professor is created after the
concepts and research is complete so that the title accurately captures what was done.
practicing new The working title should be developed early in the research process
skills because it can help anchor the focus of the study in much the same way
the research problem does. Referring to the working title can help you
reorient yourself back to the main purpose of the study if you feel yourself
drifting off on a tangent while writing.
b. Indicate accurately the subject and scope of the study.
c. Avoid using abbreviations.
d. Use words that create a positive impression and stimulate reader interest.
e. Use current nomenclature from the field of study.
f. Identify key variables, both dependent and independent.
g. May reveal how the paper will be organized.
h. Suggest a relationship between variables which supports the major
hypothesis.
i. Is limited to 10 to 15 substantive words.
j. Do not include "study of," "analysis of" or similar constructions.
k. Titles are usually in the form of a phrase but can also be in the form of a
question.
l. Use correct grammar and capitalization with all first words and last words
capitalized, including the first word of a subtitle. All nouns, pronouns, verbs,
adjectives, and adverbs that appear between the first and last words of the
title are also capitalized.

m. In academic papers, rarely is a title followed by an exclamation mark.

However, a title or subtitle can be in the form of a question.
E. Developing
Mastery (leads Presentation of Working Research Title per group
to formative (allow students to critique their fellow classmates according to the
assessment) discussed concepts)

F. Finding
Practical
Applications of
Concepts and
 Skills in daily
living
G. Making
Generalizations
and Abstraction
about the lesson
H. Evaluating
Learning I have learned that ____________________

I realized that ____________________

From now on ____________________

Remarks:

Reflection:

No. of learners who earned

80% on the formative
assessment

No. of learners who require

additional activities for
remediation

Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

No. of learners who

continue to require
remediation

Which of my teaching
strategies worked well?
Why did these work?

What difficulties did I

encounter which my
principal or supervisor can
help me solve

What innovation or
localized material did I
use/discover which I wish
to share with other
teachers?