Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: 01 Learning Area: Practical Research 1 Grade Level: XI Quarter: Duration: 2
4TH hours
Learning The learner plans data collection and analysis procedures Code: CS-RS11-IVa-c-3
Competency/ies:
(Taken from the Curriculum Guide)
Key Concepts / Plans data collection and analysis procedure
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, List down the data and procedures for
of knowing duplicate, list, memorize, analysis;
The learner can recall information and retrieve relevant
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained interpret, exemplify, classify,
through experience
Understanding
The learner can construct meaning from oral, written and summarize, infer, compare,
or association explain, paraphrase, discuss
graphic messages

Skills Applying execute, implement, demonstrate, Interpret the data gathered;

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare,
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities or
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's
Creating generate, hypothesize, plan, design,
knowledge, practice, develop, produce, construct,
aptitude, etc., to do The learner can put elements together to form a
functional whole, create a new product or point of formulate, assemble, devise
something
view

Attitud Categories: List of Attitudes:

1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
e
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty,
feelings point to, reply, select, sit, Study, use Personal discipline, Perseverance,
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Sincerity, Patience, Critical thinking,
emotional reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Open-mindedness, Interest,
areas. responding, willingness to respond, or satisfaction in responding (motivation). Courteous, Obedience, Hope,
A settled Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Charity, Fortitude, Resiliency,
way of perform, practice, present, read, recite, report, select, tell, write Positive vision, Acceptance,
thinking 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Determined, Independent ,
or feeling simple acceptance to the more complex state of commitment. Valuing is based on the Gratitude, Tolerant, Cautious,
about internalization of a set of specified values, while clues to these values are expressed in the Decisive, Self-Control, Calmness,
someone learner's overt behavior and are often identifiable. Responsibility, Accountability,
or Industriousness, Industry,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Cooperation, Optimism,
somethin initiate, invite, join, justify, propose, read, report, select, share, study
g, Satisfaction, Persistent, Cheerful,
4. Organization - Organizes values into priorities by contrasting different values, resolving Reliable, Gentle, Appreciation of
typically conflicts between them, and creating a unique value system. The emphasis is on
one that one’s culture, Globalism,
comparing, relating, and synthesizing values. Compassion, Work Ethics,
is
reflected Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Creativity, Entrepreneurial Spirit,
in a formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Financial Literacy, Global,
person’s synthesize Solidarity, Making a stand for the
behavior 5. Internalizing values - (Characterization): Has a value system that controls their behavior. good, Voluntariness of human act, Practice critical
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Appreciation of one’s rights, thinking in
learner. Instructional objectives are concerned with the student's general patterns of Inclusiveness, Thoughtful, planning data;
 adjustment (personal, social, emotional). Seriousness, Generous, Happiness,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Modest, Authority, Hardworking,
propose, qualify, question, revise, serve, solve, verify Realistic, Flexible, Considerate,
Sympathetic, Frankness
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, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. truth, Kindness, Humble
standards Attends and reacts to a particular phenomenon. Learning outcomes may emphasize
of compliance in responding, willingness to respond, or satisfaction in responding
behavior; (motivation).
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, 2. Maka-tao
judgment Concern for Others, Respect for Answers concern for
label, perform, practice, present, read, recite, report, select, tell, write
of what is human rights, Gender equality, others.
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges
important Family Solidarity, Generosity,
from simple acceptance to the more complex state of commitment. Valuing is based
in life. Helping, Oneness
on the internalization of a set of specified values, while clues to these values are
expressed in the learner's overt behavior and are often identifiable.
Go
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
beyond
form, initiate, invite, join, justify, propose, read, report, select, share, study
learner’s
4. Organization - Organizes values into priorities by contrasting different values, 3. Makakalikasan
life on
resolving conflicts between them, and creating a unique value system. The emphasis Care of the environment, Disaster
earth,
is on comparing, relating, and synthesizing values. Risk Management, Protection of the
include
more Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Environment, Responsible
than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Consumerism, Cleanliness,
wealth relate, synthesize Orderliness, Saving the ecosystem,
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their Environmental sustainability
and behavior. The behavior is pervasive, consistent, predictable, and most importantly,
would characteristic of the learner. Instructional objectives are concerned with the student's 4. Makabansa
affect the general patterns of adjustment (personal, social, emotional). Peace and order, Heroism and
eternal Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Appreciation of Heroes, National
destiny of practice, propose, qualify, question, revise, serve, solve, verify Unity, Civic Consciousness, Social
millions responsibility, Harmony, Patriotism,
Productivity
2. Content Understanding Data and Ways To Systematically Collect Data

3. Learning Resources References, electronic devices

4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson content. Although at Reviews previous lesson on sampling procedures.
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the
incoming lesson 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 atmosphere.

4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior learning Presents video clip about a politician on a press conference.
experience. It serves as a springboard for new learning. It illustrates the principle that learning Solicit ideas on what they have understood from the video.
starts where the learners are. Carefully structured activities such as individual or group reflective Process learners answers by asking the learners to write on the
exercises, group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, board about the ideas learned from the video and give input.
simulations or role-play, cybernetics exercise, gallery walk and the like may be created. Clear Presents a reading material on ways to systematically collect data.
instructions should be considered in this part of the lesson. Have learners read the material on ways to collect data.
Group the learners from 8 to10 members.
Have the learners work by group.
4.3 Analysis (____ minutes). Essential questions are included to serve as a guide for the teacher By group, have them list down the ways of collecting data from the
in clarifying key understandings about the topic at hand. Critical points are organized to structure reading material.
the discussions allowing the learners to maximize interactions and sharing of ideas and opinions
about expected issues. Affective questions are included to elicit the feelings of the learners about Have the learners share in class their understanding on ways of
the activity or the topic. The last questions or points taken should lead the learners to understand collecting data from the materials given.
the new concepts or skills that are to be presented in the next part of the lesson.
4.4 Abstraction (____ minutes). This outlines the key concepts, important skills that should be Call representative from the group to share in class their
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that understanding on ways of collecting data from the materials given.
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
lesson.
4.5 Application (____ minutes). This part is structured to ensure the commitment of the In groups, have the learners developed their critical thinking skills
learners to do something to apply their new learning in their own environment. by constructing their group plan of collecting data.
4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have been
met for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c)
Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative Assessment
may be given before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based Activity (e.g. Choral Reading), Debate, Motor &
on assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment

b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,

Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading Panel Discussion
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify their
thinking)

c) Analysis of Learners’ Worksheets for all subjects, Essay, Concept

Maps/Graphic Organizer, Project, Model, Artwork,
Products Multi-media Presentation, Product made in technical-
(Teachers judge the quality of products
vocational subjects
produced by learners according to agreed
criteria)

d) Tests Skill Performance Test, Open-Ended Question,

(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a Diagnostic Test, Oral Test, Quiz
skill or knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

Give 2 to 3 alternative ways on gathering data.
Write answers in ½ c.w. of paper.

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (____ minutes). Have the class read orally the quote:
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.
If you fail to plan, you plan to fail
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. Reflections 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 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:
Name: School:
Position/Designation: Division:
Contact Number: Email address:

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
 UNPACKING
CONTENT STANDARD PERFORMANCE STANDARD
describe qualitative research
designs, sample, and data
Data collection and analysis collection and analysis procedures
procedures

KEY CONCEPT/S SKILL/S

Plans data collection and analysis Interpret the data gathered;

procedure

CRITERIA

Appropriateness of research design--------

40%

Relevance of Research Objectives----------

35%

Organization ---------------------------- 25%___

100%