Department of Education

Region IX, Zamboanga Peninsula

Division of Zamboanga City
CABALUAY NATIONAL HIGH SCHOOL
Cabaluay, Zamboanga City
SENIOR HIGH SCHOOL

DATE: MARCH 11, 2019 (Monday)

GRADE & SECTION: Grade 11 –Faith & Grade 11- Peace
TIME: 12:40-1:40

Lesson plans used in teaching highlighted different teaching strategies that develop critical and creative
thinking and/or other HOTS. - Applied a range of teaching strategies to develop critical and creative thinking, as well
as other higher-order thinking skills.

Lesson plans/modified DLLs developed highlighted integration of content knowledge within and across
subject areas. - Applied knowledge of content within and across curriculum teaching areas.

I. OBJECTIVES

The learner should be able to gather relevant information with

A. CONTENT STANDARD
intellectual honesty.
The learner demonstrates understanding of interview and observation
B. PERFORMANCE STANDARD
procedure skills.
At the end of the lesson, the learner should be able to
C. LEARNING OBJECTIVES  provide sample interview guide questions, observation
protocols, interview transcripts, and interview journal.

II. SUBJECT MATTER

A. TOPIC: : Application of Creative Design Principles for Execution

B. REFERENCE:
Creswell J.W. (1994) Research Design Qualitative and Quantitative Approaches SAGE Publication Inc.
California USA
C. MATERIALS: HAND-OUTS, TEXTBOOK

III. PROCEDURE

A. Motivation (Review)

Check learner‘s prior knowledge of observation and how this method is used to gather
information. Having baseline information about student‘s learning will facilitate delivery of the
lesson by stressing on information that learners have no knowledge yet or rectifying
misconceptions about observation. Tell the students that this essential question will be their guide
in going through with this lesson: As a researcher, how can you use the observation method as
an effective tool in data gathering for a qualitative research?
 B. Development of the Lesson

IV. EVALUATION

Conduct a formative test to determine students‘mastery of this lesson

(see Assessment Map). To effectively reinforce new learning, learners
should be asked to perform a simulation of a sample observation
based on a given topic by the teacher. Remind them of the essential
question that has been posted earlier. This will guide them in properly.
 Department of Education
Region IX, Zamboanga Peninsula
Division of Zamboanga City
CABALUAY NATIONAL HIGH SCHOOL
Cabaluay, Zamboanga City
SENIOR HIGH SCHOOL

DATE: January 29, 2019 (Tuesday)

GRADE & SECTION: Grade 11 –Faith & Grade 11- Peace
TIME: 12:40-1:40

Lesson plans/modified DLLs highlighting developmentally sequenced instruction that meet curriculum
goals and varied teaching contexts - Planned, managed and implemented developmentally sequenced teaching and
learning processes to meet curriculum requirements and varied teaching contexts.

Lesson plans/modified DLLs with appropriate instructional materials appended - Selected, developed,
organized and used appropriate teaching and learning resources, including ICT, to address learning goals.

I. OBJECTIVES

The learner demonstrates understanding the range of research topics

A. CONTENT STANDARD in the area of inquiry; the value of research in the area of interest; the
specificity and feasibility of the problem posed.
B. PERFORMANCE STANDARD The learner is able to formulate clearly statement of Research Problem
At the end of the lesson, the learner should be able to
 know ways to get started with the writing process.
C. LEARNING OBJECTIVES
 understand barriers associated with writing a research paper.
 be able to start writing a research paper.

II. SUBJECT MATTER

A. TOPIC: : How to Begin Writing a Research Paper

B. REFERENCE:
Creswell J.W. (1994) Research Design Qualitative and Quantitative Approaches SAGE Publication Inc.
California USA
A. MATERIALS: HAND-OUTS, TEXTBOOK, Laptop, Projector, Speaker
C.

III. PROCEDURE

A. Motivation (Review)

Show the title of the lesson plan on PowerPoint slide number one. [2 minutes]

• Play the YouTube video at http://www.youtube.com/watch?v=JZxpGj5SIbs to show a

humorous cartoon version of how to begin to write an essay (or a research paper) according to
Spongebob.
• Laugh and relate to the obstacles that many people face (including Spongebob) when asked to
write an essay.
 B. Development of the Lesson

Step 1: Begin the lesson plan with an image. Show the third slide of the PowerPoint
presentation with a picture of stacked books and an apple on the top of the book that is titled
“Education.” Begin to discuss the significance of the apple as a very powerful fruit. (“An apple a day
keeps the doctor away.”) Explain that the apple signifies the power and control over the stack of
books. That can be visualized as a student writing a research paper in an organized, structured, and
concise package (just like an apple).

Step 2: Review the steps for beginning to write a research paper. Show the fourth slide and
discuss what an academic paper is and how it relates to students who are considered part of an
academic community. [3 minutes] b. Show the fifth slide and verbalize the “nuts and bolts” of getting
started with writing a research paper by knowing the requirements of the assignment. Explain the
importance of knowing all the requirements prior to writing the research paper. Use an example of
building a house. All of the requirements for building a house are needed before you can begin (e.g.,
wood, nails, screws, blue prints, etc.). Explain that it is just like starting a research paper: you need
to know the requirements before getting started.

Step 3: Complete paired activity

This is an activity to see if the students can narrow a broad category into a well-defined topic. Explain
the activity by using this example. If a professor wants a student to write a research paper about
heart disease (very broad), is there a way to narrow it down? Show students the image of the printed
image of the heart. Next, ask them what they know (perhaps that older people die from heart
attacks). Then, ask them to see if there is a connection from personal experience (maybe their
grandfather died from heart disease). Show the printed image of the older man. Show the images
together and explain that the broad category of heart disease has McCarthy 4 now been narrowed
into a specific topic (cardiovascular disease among older men). Show the ninth slide and explain that
doing a keyword search on heart disease can generate over 350,000 articles. Discuss how they might
decide to narrow a topic even further by looking at occupation or ethnicity. Explain that narrowing a
well-defined topic is a great way to begin gathering very specific data. Use the image of the funnel to
explain how to take a broad category and narrow it down just like a funnel.

Abstraction + Input

Lesson Analysis: While in college writing a research paper is essential for any student. Often
students do not know how to begin the process and become easily overwhelmed when a research
writing project is assigned. Within this lesson plan, I help students to understand and avoid
procrastination by identifying ways to help with time management. I give steps on how to break
down a broad category into a workable, well-defined topic by using visual images. I discuss ways
to gather data and to overcome writer’s block by completing a free writing exercise. This lesson
can provide the student ways to break down an assignment into easier steps that make it more
doable. It also helps students understand and overcome the common barriers with planning and
writing a research paper

IV. EVALUATION

Use the analogy of the house again and explain how the house went from plain wood to a framed house.
1. Managing your time is necessary when beginning a research project.
2. Understanding procrastination and ways to avoid it helps with getting started.
3. Narrowing a category is important to get a well-defined researchable topic.
4. Understanding how to overcome writer’s block helps the writing process begin.

V. ASSIGNMENT

Writing can be difficult for many people, not for just students. Always praise the “e” in effort.
1. Turn in paper on time with a smile.
2. Show your parents your work.
3. Have fun during the process.
4. Be proud of your accomplishments
 Department of Education
Region IX, Zamboanga Peninsula
Division of Zamboanga City
CABALUAY NATIONAL HIGH SCHOOL
Cabaluay, Zamboanga City
SENIOR HIGH SCHOOL

DATE: January 30, 2019 (Wednesday)

GRADE & SECTION: Grade 11 –Faith & Grade 11- Peace
TIME: 12:40-1:40

Lesson plans/modified DLLs with appropriate instructional materials appended - Selected, developed,
organized and used appropriate teaching and learning resources, including ICT, to address learning goals.

I. OBJECTIVES

The learner demonstrates understanding the range of research topics

A. CONTENT STANDARD in the area of inquiry; the value of research in the area of interest; the
specificity and feasibility of the problem posed.
B. PERFORMANCE STANDARD The learner is able to formulate clearly statement of Research Problem
At the end of the lesson, the learner should be able to
 Define background of a problem.
 Describe the elements, techniques and considerations in
C. LEARNING OBJECTIVES writing a good “background of the problem”
 Explore appropriate strategies and techniques in writing
“background of the problem”
 Write and present a good “background of the problem.

II. SUBJECT MATTER

A. TOPIC: : BACKGROUND OF THE PROBLEM

B. REFERENCE:
Creswell J.W. (1994) Research Design Qualitative and Quantitative Approaches SAGE Publication Inc.
California USA
C. MATERIALS: HAND-OUTS, TEXTBOOK, Laptop, Projector, Speaker

III. PROCEDURE

A. Motivation: Video Presentation

1. What do you think is the research ideas depicted from the

video presentation?
2. Is/are there any current information surrounding the
issue?
 3. Is/Are there any previous studies on the issues?
4. Are there any relevant histories on the issue?

B. Development of the Lesson

DEFINITION: Background of the Problem

 includes an explanation of the area of the research to set context for the problem at hand
 detailed literature in which you explain what previous studies state about the topic

D.O. No. 16, 2017 suggests that Background of the Problem should contain:
 Comprehensive discussion of the
 (a.) nature,
 (b.) extent and
 (c.) salient features of the identified problem or issue

Techniques in Presenting Background of the Problem

1. GUIDE YOUR READER!

The background of the problem should be interesting, significant, feasible, and meaningful
(LoBiondo-Wood et al, 2013; Merrill 2011)
.
2. HOOK THE READER!
Make the problem obvious, stated in one clear question or statement that clarify the research gap
at the end of the background of the study

IV. EVALUATION

Write a good background of the problem using the checklist which will be provided to your
group.

Rubrics Scoring Guide

 Department of Education
Region IX, Zamboanga Peninsula
Division of Zamboanga City
CABALUAY NATIONAL HIGH SCHOOL
Cabaluay, Zamboanga City
SENIOR HIGH SCHOOL

DATE: January 31, 2019 (Thursday)

GRADE & SECTION: Grade 11 –Faith & Grade 11- Peace
TIME: 12:40-1:40

Lesson plans/modified DLLs highlighting various classroom management strategies that engage learners
in activities/tasks in different physical learning environments - Managed classroom structure to engage learners,
individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning
environments

Lesson plans/modified DLLs with appropriate instructional materials appended - Selected, developed,
organized and used appropriate teaching and learning resources, including ICT, to address learning goals.

I. OBJECTIVES

The learner demonstrates understanding the range of research topics

A. CONTENT STANDARD in the area of inquiry; the value of research in the area of interest; the
specificity and feasibility of the problem posed.
B. PERFORMANCE STANDARD The learner is able to formulate clearly the Conceptual Framework
At the end of the lesson, the learner should be able to
 Describe the importance, functions and characteristics good a
C. LEARNING OBJECTIVES Conceptual Framework of a Research
 Cite ways or techniques on how to develop a conceptual
framework.

II. SUBJECT MATTER

A. TOPIC: : Conceptual Framework

B. REFERENCE:
Conceptual Framework: populationsurvey.com
https://www.youtube.com/watch?v=g8RWYkbi9b4&t=22s
Creswell J.W. (1994) Research Design Qualitative and Quantitative Approaches SAGE
Publication Inc. California USA
C. MATERIALS: HAND-OUTS, TEXTBOOK

III. PROCEDURE

A. Motivation (Review)
 Brain Teaser/Riddle
(WATCH VIDEO) Let participants watch the video
Explain that even though research requires critical thinking, common sense and reason also
count in research especially in the following topic.

B. Development of the Lesson

Activity 2: Word/Visual Analysis

 Let group members make a short narrative about their understanding or description of
the following conceptual frame (What are the figures and elements about as they see).

 Let students suggest research topics for the sample frames.

Activity 3: Lecture/Video Presentation (Plenary)

Let participants react to what they watched
Conceptual Framework:
populationsurvey.com https://www.youtube.com/watch

Abstraction + Input

Conceptual Frames are based on systematic literature review that may include Independent
variables(IV) or Dependent variables (DV)

 Sequential Frames demonstrate causal pathways

 Overlapping Domains test hypotheses
 Conceptual frames can just be words or visual that may also include the method or
data analysis
 The design of qualitative research is probably the most flexible of the various
 experimental techniques, encompassing a variety of accepted methods and
structures (e.g. Phenomology, ethnography, grounded theory and case study)

IV. EVALUATION

Framing Concepts: A Simulation Activity

Present sample scenarios/situations on TVL Strands and let each group members:
1. Choose the type of framework or model
 2. Let members of the group draw or illustrate their conceptual frames based on the
following TVL Situations/Scenarios:

 A farmer would like to increase harvest yield for one rice planting season but feels sad
because of snail infestation
 A five-star hotel faces closure due to a decreasing number of clientele in the past year.
 A welding student would like to know the best metal to use for a metal art project
 A company manager would like to know the best scheme for saving electricity.
3. Let group present their output and allow other participants to evaluate or comment on the
outputs

V. ASSIGNMENT

 Revision of final conceptual Frame

 Presentation of outputs.