Republic of the Philippines

Bicol University
COLLEGE OF INDUSTRIAL TECHNOLOGY
DEPARTMENT OF BACHELOR IN TECHNICAL VOCATIONAL
ISO 9001:2015 TEACHER EDUCATION
SOCOTEC SCP00722Q East Campus, Legazpi City
__________________________________________________________________________________________________________________

DETAILED LESSON PLAN IN

Teaching Competencies

Prepared by: LLAGONO, CARL JUSTINE REYES

DATE:

I. OBJECTIVES
At the end of the lesson the students must be able to:
1. Analyze different methods of data recording and choose the most appropriate one
for a given type of information.
2. Demonstrate a positive attitude towards the importance of accuracy and ethics in
recording and presenting information.
3. Create a detailed chart or graph using data visualization software to accurately
present recorded information.

II. SUBJECT MATTER

Topic: Record and Present Information

References: Learning materials or handout given for group 6
Competency Code: (Optional)
Instructional Materials: PowerPoint presentation, laptop, handouts

III. METHODOLOGY/PROCEDURE

TEACHER’S ACTIVITY
A. B. Motivation: (15 minutes)

Greetings
“Good morning, class!”

Opening Prayer (
“Kindly all stand for our opening prayer”
“Please lead the prayer.”

“I am Mr. Carl Justine Llagono but you can call me

Sir Carl. I’m Graduate of Bachelor of Technical
(Th
Vocational Teacher Education major in Drafting
Technology. I will be your teacher for today.

“Before we start our lesson for today, kindly pick (Stud

up the pieces of paper under your chair and
throw it into the trash can.”

(Stu
Checking of the Attendance
pres
“Class Monitor kindly check the attendance for
today and give to me later after class.”

“So how was your weekend?”

1
 “That’s good to know class. Have you enjoyed “O
your weekend bonding with your family and
friends?”

Engage students with a motivating question:

"What do you think when you hear Record and (The st
Present Information?"
I think
(The teacher will give 5 minutes for the students
to think for their answers)

“Okay great! For this morning, our discussions is

all about Record and Present Information. “Okay s
C. D. Establishing a purpose for the lesson:
Presenting example/instances of the new lesson: (30 min)
LESSON PROPER:
Engage students with a question: “Anyone who
have ideas for presenting information?" (The st
(The teacher will give 5 minutes for the students
to think for their answers)

(The teacher will now present his power-point

presentation)

Ideas for Presenting Information

Make sure that your audience can actually see

your data.

Have you ever watched a presentation where you

were unable to even read the numbers on a
chart? When data is too small, your audience will
be left scratching their heads—and distracted
from the heart of your bigger message.

Less can be more.

As the inventor Leonardo DaVinci once said,

“Simplicity is the ultimate Sophistication.” On
that note, refrain from crowded your pages or
slides with too much information. Doing so can
overwhelm your audience or reader. (One st
If need be, move some of the data to another slide
or page so your presentation is not cluttered. Stude
into w
how t
they de
tho
p
Enhance your information with visuals.

Offer your information in more than one way. For

example, if you are Instructing your audience in

2
how to do something, provide both text and
Images. Make that you have copyright permission
before you use any images. Website Such as
Unsplash (www.unsplash.com), Pixabay
(www.pixabay.com), and Wikimedia Commons
(https://commons.wikimedia.org) offer freely
usable Media files. Infographics—a collection of
imagery or charts that provides a visual
Representation of a subject—can help you
communicate an idea quickly and Powerfully. (
You can do so for free with platforms such as
Canva (www.canva.com) or Piktochart
(www.piktochart.com).

Enlist technology.

If you can, try to incorporate audiovisual

elements such as video clips and Sound
recordings to engage an audience. Turn on closed
captions on any video That is shown to make
learning more inclusive. Tablets, laptops, and e-
readers can offer individualized learning support
and Allow learners to go at their own pace.

Keep your audience in mind.

Try to put yourself in the shoes of your audience,

whether that is your Colleagues, your students,
your clients, or your friends and family. Ask
Yourself: what knowledge do they already have?
What topics might be Unfamiliar to them? Even if
your data or findings are complex, try to
communicate the information In a clear and
simple way. (Doing so is harder than it sounds!)
It’s a good idea to share your presentation with
someone else that you trust. Ask them what
questions, responses, or concerns they might
have. Then try to Address those accordingly.
Remember that people have different learning
styles: some learn better Visually, audibly, by
doing, etc., so keep that in mind.

Proofread.

It may sound obvious, but be sure to check for

spelling and grammar errors. (You would be
surprised by how many people forget to do this
at their ownPeril!)
If you feel like you have looked at your
presentation too many times, ask a Trusted
colleague or friend to check for typos. Details
matter!

3
 Presentation 101: Everything You Need to
Know to Make a Basic Presentation

PowerPoint is a software made by Microsoft that

allows you to create presentations, which are
Commonly used in professional or academic
settings. Within a PowerPoint presentation, you
can Add text, images, art, and even music. You
can either create a presentation from scratch or
start With one of the software’s templates. (One s

In terms of technical training, there are excellent DOs

online tutorials and resources that can orient you
to the basics of PowerPoint. • Be cle
session
You can explore the “get started” feature to learn
• Do no
the basics, and then explore topics such as
“design,” “present,” and “animations” for more • Encou
advanced instruction.
• Aim fo
Here are some tips when designing your
• Build
PowerPoint presentation:
• Be vis
Choose a legible font style.
● Style: Font styles such as Arial or Calibri are simple and • Set a t
can be easily read from a
distance. No one wants to squint during your • One co
presentation!
● Size: Try to avoid font sizes smaller than 18. DON’Ts
● Contrast: Use a high contrast between your
background color and your font color. • Let so
That means choosing a light text on a dark background or
a dark text on a light • Stray
background. (Stay away from the pairing of certain problem
colors: for example, red and blue
combinations cause eye strain, as do red and green • Collec
combinations.) someon
Keep it simple.
● Use bullet points and short sentences.
● Try to avoid text wrapping (that is, having a single
sentence run over one line).
● Remember, you want to supplement and enhance the
slides with your spoken
narration. Don’t make the slides do all of the work—that
is your job!
● Chose a simple background that will not distract from
your message.
Keep it consistent.
● Use the same design style (colors, font, etc.)
throughout. Doing so will create a
polished, uniform look.
Use graphics, but sparingly.
● Art or graphics can help to enhance and tell your story.
But, if you use images, find
high quality ones (that are free to use), and use them
wisely.
● Avoid visual clutter. Less is more.

4
● Credit your images. (You can do so by adding small text
at the bottom of the slide.)
Check spelling and grammar.
● Details matter. You can use the built in spellcheck
feature or explore free online tools
such as Grammarly (www.grammarly.com).

How to Cite Sources

In order to convincingly present information, you

will need to rely on sources. These sources Might (T
include books, articles, quotations, videos,
databases, websites, etc.—the list goes on!

Each time you reference one of these sources, you need

to cite it—that is, note where it came
from. There are several reasons for doing so:
● You give credit to the person or organization who
created or produced the content.
● If your reader would like to learn more about your
source, she or he can easily find it.
● A rich list of cited sources enforces your argument,
research, or opinion.
● By responsibly citing your sources, you avoid
plagiarism, or presenting someone else’s
work as your own, which is not only unethical but can
lead to disciplinary action.
There are several different styles of citation. Each has its
own rules and guidelines. Some of the
most common are APA (American Psychological
Association) and the MLA (Modern Language
Association). You may also come across Chicago Manual
of Style.
Each style consists of two main components:
1. In-text citation. These citations are
parenthetically embedded within the text and usually
include the author’s name and a page number. The
in-text citation is expanded more fully in the full
reference.
2. Full reference. This reference usually comes at
the end of a document in a bibliography, reference lists,
or list of works cited. It includes all the details about a
source (e.g., date of publication, URL, publisher, etc.).
Imagine that you are doing research on the life of
Manny Pacquiao. You want to cite a biography, PacMan:
Behind the Scenes with Manny Pacquiao—the
Greatest Pound- for-Pound Fighter in the World by
Gary Andrew Poole8
. Let’s look at how this same source
would be cited according to different styles.

Examples of In-Text Citations in Different

Contexts

APA Style:

5
Single Author: (Smith, 2020)
Two Authors: (Johnson & Williams, 2019)
Three or More Authors: (Martinez et al., 2018)
Organization as Author: (World Health
Organization [WHO], 2021)
No Author: (“Title of Article,” 2020)

MLA Style:
Single Author: (Smith 15)
Two Authors: (Johnson and Williams 45)
Three or More Authors: (Martinez et al. 120)
Organization as Author: (World Health
Organization 2021)
No Author: (“Title of Article” 15)

Chicago Style:
Single Author: (Smith 2020, 15)
Two Authors: (Johnson and Williams 2019, 45)
Three or More Authors: (Martinez et al. 2018,
120)
Organization as Author: (World Health
Organization 2021, 200)
No Author: (“Title of Article” 2020, 15)

Examples of Full References for Different

Types of Sources

APA Style:
Book:
Author, A. A. (Year). Title of work: Capital letter
also for subtitle. Publisher.
Journal Article:
Author, A. A., & Author, B. B. (Year). Title of
article. Title of Periodical, volume number(issue
number), pages. https://doi.org/xx.xxx/yyyy
Website:
Organization Name. (Year, Month Date). Title of
web page. Site Name. URL

MLA Style:
Book:
Author’s Last Name, First Name. Title of Book.
Publisher, Year of Publication.
Journal Article:
Author’s Last Name, First Name, and Second
Author’s First Name Last Name. “Title of Article.”
Title of Journal, vol. number, no. number, Year,
pages. Doi:xx.xxxx/xxxxxx.
Website:
Author’s Last Name, First Name. “Title of Web
Page.” Title of Website, Publisher, Date published,
URL.
(T

6
Chicago Style:
Book:
Author’s Last Name, First Name. Title of Book.
Publisher, Year.
Journal Article:
Author’s Last Name, First Name, and Second
Author’s First Name Last Name. “Title of Article.”
Title of Journal volume number, no. issue number
(Year): pages. https://doi.org/xx.xxx/yyyy.
Website:
Organization Name. “Title of Web Page.” Last
modified Date. URL.

*Keep in mind that the formatting resources

provided above are specifically for books. For
Sources such as websites, podcasts, magazines,
etc., you will need to consult the style protocol.
The important thing to remember is that each
style has its own set of rules to follow—all of
Which you can find online.

Here are some steps to follow when citing

sources.
Step 1: Verify which citation style to follow
(One stu
● Be sure to check which style is required for the
document you are writing. (If you are Unsure of “I’ll ju
which citation style is required, be sure to ask an you
instructor or someone who Would know!) diffe

● Familiarize yourself with the protocol (or

rules) for the style.

● This website provides extensive resources on “

citation styles:

https://owl.purdue.edu/owl/
research_and_citation/resources.html

Step 2: Cite your sources

Every time you include a source, you need to cite

it. This rule applies whether you directly quote
Or paraphrase (put something into your own
words).

Remember: Even if you are not referring an

academic source such as a book or scholarly
article, You still need to cite blogs, YouTube
videos, dictionaries, social media, etc. You can

7
find guidance On how to cite these sources on the
website listed above.

Step 3: Check for plagiarism

Universities and other institutions often use

plagiarism checkers to ensure that writers have
not Failed to properly cite their sources.
To ensure that you have not missed a citation or
paraphrased in a way that it too similar to the
Original text, you can run your own work through
a plagiarism checker. Many of these are Available
online.

“Thank

“O

8
9
 “We’re

10
 “Let’s n

E. F. Developmental Activity: (20 min.)

i. Activity: (10 min.)

“Our activity for this morning is called;
Innovation Carousel”

Materials Needed:

-Large sheets of paper or poster boards

-Markers
-Sticky notes

Instructions:

 Divide the class into small groups (4-5

students each).
 Each group starts at a different station
with a poster board and a specific topic or
problem statement related to innovation.
 Groups brainstorm initial ideas for the
given topic and write them down on the
poster board.
 After 5 minutes, groups rotate to the next
station, read the previous group’s ideas,
and add new ideas or expand on existing
ones.
 Continue rotating until all groups have

11
 contributed to each station.
 Conclude with a class discussion on the
most promising ideas at each station,
encouraging students to share what they
found interesting or innovative.

ii. Analysis: (5 min.)

- Ask students to reflect on the activity and let

them give their insights regarding the topic:
Discussing and developing ideas with others
to sharpen innovative ideas.

iii. Abstraction: (5 min,)

- Engage students with a question: "Why is it

important to gather feedback from different
stakeholders when developing innovative
ideas?
- Encourage them to share some of their
thoughts and examples.

iv. Application: (5 min.)

- Divide students into groups and assign each
group a stakeholder category (users, customers,
management, etc.).
- Have each group brainstorm innovative ideas
and discuss how they would approach their
assigned stakeholder category for feedback.
- Encourage groups to role-play scenarios
where they pitch their ideas to the designated
stakeholders.

G. H. Making Generalization: (5 min.)

- Lead a class discussion to generalize key points

learned from the application activity.
- Summarize the importance of considering
different perspectives and gathering feedback for
idea development.

IV. Evaluation (Performance Activity): (10 min.)

Assess students' understanding of the lesson content with a multiple-choice evaluation
covering concepts such as approaching stakeholders, pitching ideas, and importance of
feedback.

V. Agreement/Assignment:
Assign students to individually write a reflection on their experience during the
application activity. Ask them to discuss challenges faced and lessons learned.

12
REMARKS:

INSTRUCTOR’S REMARKS:

Prepared by:

Mark Vincent Ativo

Joshua Andrei Dela Cruz
BTVTED DT 3 - A

Checked & reviewed by:

ECEL M. MAGALLON
Instructor, BTVTEd Department

13