República ng Pilipinas

KAGAWARAN NG EDUKASYON
Division of Davao City Schools
CARLOS P GARCIA SHS (FORMERLY SHS WITHIN CP GARCIA ES)
Sales St., Corner Juan Luna Extension, Davao City

SHS 11 Detailed Lesson School Carlos P. Garcia Senior High School Grade Level 12-Jacinto
Plan Teacher Joel L. Arendain Learning Area Practical Research 2
Date &Time Week 4 (September 18, 2024)
1ST Quarter-
7:00-8:00 (Wed) – Grade 12 – Jacinto Quarter
1st Semester
8:00-9:00 (Wed) – Grade 12 – Jacinto
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the range of research topics in the area of inquiry.
B. Performance standards The learner is able to formulate clearly statement of research problem.
Most Essential Learning Competency:
The learner designs a research used in daily life. (CS_RS12-Id-e-1)
C. Learning Learning Objectives:
Competencies/Objectives At the end of the lesson the learners are able to:
1. identify the area of interest on designing a research used in their daily life.
2. use decision-making research used in daily life; and
3. develop innovative solutions based on the design of your research.
II. CONTENT Research topics in the area of inquiry: Designs a research used in daily life.
LEARNING RESOURCES
A. References Book References: Practical Research 2, Quarter 1
Title: Research Methods for the Social Sciences
Author: Creswell, John W.
Publisher: Sage Publication
Online References:
Google Scholar: A powerful search engine specifically for academic literature.
JSTOR: A digital library of academic journals, books, and primary sources.
1. Teacher’s Guide MELCS, Self-Learning Module
2. Learner’s Material Senior High School Curriculum Guide
3. Additional Materials Self- Learning Modules (SLM) Modules 1 for Quarter 1
from LR Portal
Online references:
B. Other Learning
ResearchGate: A social networking platform for scientists and researchers.
Resources
PubMed: A biomedical literature database.
III. PROCEDURES
•Prayer Indicator 5
•Greetings Manages learner
•Self-Check/ Orderliness behavior
Preliminaries •Checking of Attendance constructively by
•Class home rules applying positive
and non-violent
discipline to ensure
learning-focused
environments
A. Review the previous Activity: Pre-Test
lesson
Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. A field of practice or occupation concerned with cultivating land,

raising crops, and feeding, breeding, and raising livestock; farming.
a. Sports
b. Medicine
c. Agriculture
d. Social Inquiry
2. A discipline that involves a competitive physical activity which,
through casual or organized participation, aims to use, maintain, or
improve physical ability and skills while providing entertainment to
participants, and in some cases, spectators.
 a. Sports
b. Medicine
c. Agriculture
d. Social Inquiry
3. A discipline that focuses on probing question that are of social
nature; for example, pertaining to social arrangements, human
behavior, and forms of social, political, and economic organization.
a. Sports
b. Medicine
c. Agriculture
d. Social Inquiry
4. A field that involves individuals' organized efforts and activities to
produce and sell goods and services for profit.
a. ICT
b. Business
c. Arts
d. Education
5. A field that involves on application of human creative skill and
imagination, typically in a visual form such as painting or sculpture,
producing works to be appreciated primarily for their beauty or
emotional power.
a. ICT
b. Business
c. Arts
d. Education
B. Establishing a purpose Teacher Joel will present the Most Essential Learning Competency (MELC),
for the Lesson content, performance standards, and objectives of the lesson.

C. Presenting ACTIVITY C.1: VIDEO PRESENTATION Indicator 6 Uses

Examples/Instances of the The teacher Joel will present an introductory video about the lesson. Then, differentiated,
Lesson teacher will employ last man standing strategy and will ask the following developmentally
guide questions. appropriate
learning
Guide Questions: experiences to
1. What is the title of the video all about? address learners’
2. What is the essential information you heard in the video? gender, needs,
strengths, interests
and experiences

D. Discussing new Task 1: Tally Sheet, Analysis, Importance of Research Design, Things to Indicator 1 Applies
Concepts and practicing consider in designing a research, and Areas of Interest. knowledge of
new skills #1 Activity: Small Group Brainstorming content within and
Materials: Manila Paper and Marker across curriculum
teaching areas &
Instructions: Indicator 2 Uses a
-Divide the class into (5 groups) and direct them to think about the Tally range of teaching
Sheet, Analysis and Importance of Research Design, Things to consider in strategies that
designing a research, and Areas of Interest. enhance learner
achievement in
-For group 1 Tally Sheet Areas of Research Design. literacy and
-For group 2 Analysis of Areas of Research Design. numeracy skills
-For group 3 Importance of Research Design.
-For group 4 Things to consider in designing a research.
-For group 5 Areas of Interest.
-Consolidate your answers and present it to the class through graphic
organizer to analyze the given topic to discuss.
-Learners will provide feedback after each group presentation, especially
pointing out essential data about the given topic, and teacher will add or
explain some concepts if there is confusions data to be delivered.
-Keep strict time observation for 5 minutes.
-Teacher Joel will then facilitate the lecture-discussion on clear and specific
goals, contribution, availability of information, scenario 1 and 2.
E. Developing Mastery Task 2: Scenarios of Research Project Design Indicator 4
Activity: Think, Pair and Share Manages
Materials: Manila Paper and Marker classroom structure
to engage learners,
Instructions: individually or in
-Divide the class into (2 groups) and direct them to think, pair and share groups, in
about the given scenarios of Research Project Design meaningful
exploration,
-For group 1 Scenario 1 of Research Project Design. discovery and
-For group 2 Scenario 2 of Research Project Design. hands-on activities
within a range of
-Think of the area of interest, purpose of the study, target respndents and physical and
contribution. learning
-Pair up with a classmates or members and share your ideas to manage environments &
the data of the given scenario of Research Project Design. Indicator 3 Applies
-Several volunteers may be called to demonstrate their simplest way to a range of teaching
manage the data of the given scenario of Research Project Design. strategies to
develop critical and
creative thinking, as
well as other higher
order thinking skills.
F. Finding practical Task 3: Scenarios of Research Project Design Indicator 3 Applies
applications of concepts & Activity: Debate a range of teaching
skills in daily living Materials: Manila Paper and Marker strategies to
develop critical and
Instructions: creative thinking, as
-Divide the class into (2 groups) and direct them to think, explain and well as other higher
discuss about the given Research Topics of Related to Daily Life, and have order thinking skills
them draw out a scenario they are going to speak out.

-Explain the guidelines (below) for the activity:

-There should be one representative who will introduce to the class the
Research Topics of Related to Daily Life. The rest of the members of the
group will take on roles of a debate.
-Each group will be given 3-5 minutes preparation and 1-minute actual
presentation.

-For group 1 Research Topics of Related to Daily Life.

-For group 2 Research Topics of Related to Daily Life.

-Instruct students how to use the rubric. The score per team will be based
on the accuracy of the following the score rubric.

Category Excellent Good (3) Needs Unsatisfac

(4) Improvem tory (1)
ent (2)
Content - Well- - Good - Some - Little to no
researched research, research, research,
, accurate, generally but inaccurate
and accurate information or irrelevant
relevant and may be information
information relevant inaccurate
information or
irrelevant
Argument - Strong, - Good - Weak - No clear
ation well- arguments, arguments, arguments
supported with some lacking or rebuttals
arguments support support or
with and rebuttals
effective rebuttals
rebuttals
Organizat - Clear and - Generally - - No clear
ion logical organized, Disorganiz organizatio
organizatio with some ed, with n, ideas are
 n of ideas, clarity in difficulty scattered
with a structure following
strong the
introductio argument
n, body,
and
conclusion
Delivery - Confident - Good - Hesitant - Poor
and delivery, or delivery,
engaging with some monotone with little to
delivery, use of eye delivery, no eye
with contact, with limited contact,
effective gestures, use of gestures, or
use of eye and voice nonverbal voice
contact, modulation cues modulation
gestures,
and voice
modulation
Knowled - - - Shows - Lacks a
ge Demonstra Demonstra some basic
tes a deep tes a good understand understandi
understand understand ing of the ng of the
ing of the ing of the topic, but topic
topic and topic and may
can can struggle to
answer answer answer
questions most questions
with ease questions

Total Score:
-20 points (Excellent)
-15 points (Good)
-10 points (Needs Improvement)
-5 points (Unsatisfactory)

-“Let us look back and check if you able to accomplish the MELC Indicator 6 Uses
(CS_RS12-Id-e-1) along with its content standards and performance differentiated,
standards, and objectives of the lesson. developmentally
appropriate
-Teacher Joel will then lead the students to summarize the concepts of learning
Design a Research useful in Daily Life. experiences to
- Design a Research is a systematic process used to gather and analyze address learners’
G. Making generalizations data to answer questions or solve problems. In daily life, this can be applied gender, needs,
and abstractions about to various situations, from personal decisions to community issues. strengths, interests
the lesson. -Identify the problem or question: Clearly define what you want to and experiences
investigate.
-Review existing literature: Research what others have found on your topic.
-Develop a research design: Choose the appropriate methods (surveys,
interviews, experiments, observations) to collect data.
-Collect data: Gather information using your chosen methods.
-Analyze data: Use statistical or qualitative techniques to interpret the data.
-Draw conclusions: Based on your analysis, answer your research question.
H. Evaluating Learning Post Test: Choose the best answer.

Scenario
Traditional face-to-face classroom instruction has been
discouraged in this new normal. Issues arise on what preferred learning
modality is efficient during this pandemic. DepEd researchers conducted an
online survey of the parents to determine their preferred mode of learning
for their students. The findings served as a basis for deciding what modality
is best for the students.

1. What is the area of interest?

a. face-to-face classroom instruction
 b. traditional learning
c. learning modality
d. new normal
2. Who are the target respondents of the given scenario?
a. DepEd researchers
b. students
c. parents
d. teachers
3. Which of the following is the purpose of the study?
a. To study face-to-face classroom instruction
b. To conduct a research about the interests of the parents
c. To determine preferred mode of learning for the students
d. To conduct a research about the DepEd researchers
4. Which of the following is the contribution of the study?
a. It served as a basis for identifying the modality best for the parents
b. It served as a basis for deciding what modality was best for the
students.
c. It served as an indicator for the DepEd researchers.
d. It is widely used in a lot of areas of research.
5. What is the problem in the given scenario?
a. face-to-face classroom instruction
b. traditional learning
c. learning modality
d. new normal
Blended Learning -Create or Design a Research based on your area of interest.
Activities for Enrichment -Identify the problem or question: Clearly define what you want to
investigate.
-Review existing literature: Research what others have found on your topic.
-Develop a research design: Choose the appropriate methods (surveys,
interviews, experiments, observations) to collect data.
-Collect data: Gather information using your chosen methods.
-Analyze data: Use statistical or qualitative techniques to interpret the data.
-Draw conclusions: Based on your analysis, answer your research question.

-Follow the scoring rubric.

Total Score:
-20 points (Excellent)
-15 points (Good)
-10 points (Needs Improvement)
-5 points (Unsatisfactory)

Rubric.
IV. REMARKS

V. REFLECTION

No. of learners who _____out of ____or______% of Grade 12 Jacinto class attained 80% in the
learned 80% in the evaluation.
evaluation.
 No. of learners who _____out of ____or______% of Grade 12 Jacinto class scored below 80%
required additional and required additional activities for remediation.
activities for remediation
who scored below 80%
Did the remedial lesson
work? No. of learners who
caught up with the lesson.
No. of learners who
continue to require
remediation.
Which of my teaching
strategies worked well?
Why did this work?
What difficulties did I
encounter that my
principal or supervisor can
help me solve?
What innovation or My self-made learning module on Designing Research for Daily Life.
localized materials did I
use/discover that I wish to
share with other
teachers?

Prepared by:

JOEL L. ARENDAIN
Teacher I

Checked and observed by:

CZARAH JADE D. LABAJO

Master Teacher II/ GAS Coordinator