DETAILED LESSON PLAN

Learning Area: PRACTICAL RESEARCH 2 Grade level: 12

DLP NO. 6 Quarter: I Duration Date:
60 mins. August 24,
2017
Learning The learner… Code :
Competencies CS_RS12-If-
(taken from Cite benefits and significance of the study. j-6
Curriculum
Guide)
Lesson # Benefits and Significance of the Study
Title
Key
Concepts/Und Cite the potential benefits of the study.
erstandings
to be
developed:
Learning At the end of this lesson, the learners should be able to cite the
objectives: benefits and Significance of the study in their chosen research.

Domain Adopted Cognitive Process Dimensions OBJECTIVES:

(D.O. No. 8, s. 2015)

Knowledge: Remembering
The fact or
condition The learner can recall information and
Identify the
knowing retrieve relevant knowledge from long-
something term memory: identify, retrieve, beneficiaries of the
with recognize, duplicate, list, study.
familiarity memorize, repeat, describe, reproduce
gained
through
experience Understanding
or
association. The learner can construct meaning from
oral, written and graphic messages:
Interpret, exemplify, classify,
summarize, infer, compare, explain,
paraphrase, discuss
Skills Applying
The ability
and capacity The learner can use information to
acquired undertake a procedure in familiar
through situations or in a new way: execute,
deliberate implement, demonstrate, dramatize,
systematic, interpret, solve, use, illustrate,
and convert, discover
sustained Analyzing
effort to
smoothly and The learner can distinguish
adaptively between parts and determine how they
carryout relate one to one another, and to the
complex overall structure and purpose:
activities differentiate, distinguish, compare,
or the contrast, organize, outline, attribute,
ability, deconstruct
coming from Evaluating
one’s
knowledge, The learner can make judgments and
practice, justify decisions: coordinate, measure,
aptitude, detect, defend, judge, argue, debate,
etc., to do describe, critique, appraise,
something evaluate
Creating Cite/Construct/produce a
well- written benefits
The learner can put elements together to and significance of the
 form a functional whole, study.
create a new product or point of view:
generate, hypothesize, plan design,
develop, produce, construct,
formulate, assemble, devise
Attitude Categories: List of Attitudes:
1. Receiving Phenomena - Awareness, willingness Self-esteem, Self-
Growth in feelings or to hear, selected attention confidence, Wellness,
emotional areas. Behavioral Verbs: ask, choose, describe, erect, Respect, Honesty,
A settled way of follow, give, hold, identify, locate, name, point to, Personal discipline,
thinking or feeling reply, select, sit, Study, use Perseverance, Sincerity,
about someone or 2. Responding to Phenomena - Active participation Patience, Critical thinking,
something, typically one on the part of the learners. Attends and reacts to Open-mindedness,
that is reflected in a a particular phenomenon. Learning outcomes Interest, Courteous,
person’s behavior may emphasize compliance in responding, Obedience, Hope, Charity,
willingness to respond, or satisfaction in Fortitude, Resiliency,
responding (motivation). Positive vision,
Acceptance, Determined,
Behavioral Verbs: aid, answer, assist, comply, Independent , Gratitude,
conform, discuss, greet, help, label, perform,
Tolerant, Cautious,
practice, present, read, recite, report, select, tell,
Decisive, Self-Control,
write
Calmness, Responsibility,
3. Valuing - Attaches to a particular object, Accountability, Work with optimism and
phenomenon, or behavior. This ranges from Industriousness, Industry, interest in citing the
simple acceptance to the more complex state of Cooperation, Optimism,
commitment. Valuing is based on the benefits and
Satisfaction, Persistent,
internalization of a set of specified values, while Cheerful, Reliable, Gentle,
significance of the
clues to these values are expressed in the Appreciation of one’s study.
learner's overt behavior and are often culture, Globalism,
identifiable. Compassion, Work Ethics,
Behavioral Verbs: work, complete, Creativity,
demonstrate, differentiate, explain, follow, form, Entrepreneurial Spirit,
initiate, invite, join, justify, propose, read, report, Financial Literacy, Global,
select, share, study Solidarity, Making a stand
4. Organization - Organizes values into priorities by for the good,
contrasting different values, resolving conflicts Voluntariness of human
between them, and creating a unique value act, Appreciation of one’s
system. The emphasis is on comparing, relating, rights, Inclusiveness,
and synthesizing values. Thoughtful, Seriousness,
Behavioral Verbs: adhere, alter, arrange, Generous, Happiness,
combine, compare, complete, defend, explain, Modest, Authority,
formulate, generalize, identify, integrate, modify, Hardworking, Realistic,
order, organize, prepare, relate, synthesize Flexible, Considerate,
5. Internalizing values - (Characterization): Has a Sympathetic, Frankness
value system that controls their behavior. The
behavior is pervasive, consistent, predictable, and
most importantly, characteristic of the learner.
Instructional objectives are concerned with the
student's general patterns of adjustment (personal,
social, emotional).
Behavioral Verbs: act, discriminate, display,
influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve,
verify
Values (RA 8491)
A learners’ Categories: Maka-Diyos
1. Receiving Phenomena - Awareness, willingness
principles Love of God, Faith, Trusting,
to hear, selected attention Spirituality, Inner Peace, Love
or standards Behavioral Verbs: ask, choose, describe, erect, of truth, Kindness, Humble
of behavior; follow, give, hold, identify, locate, name, point to,
one’s reply, select, sit, Study, use
Maka-Tao Display concern for
judgment of 2. Responding to Phenomena - Active participation
on the part of the learners. Attends and reacts to a Concern for Others, Respect others in citing the
what is particular phenomenon. Learning outcomes may for human rights, Gender
benefits and
important in emphasize compliance in responding, willingness to equality, Family Solidarity,
Generosity, Helping, Oneness significance of the
life respond, or satisfaction in responding (motivation).
study.
Go beyond Behavioral Verbs: aid, answer, assist, comply,
conform, discuss, greet, help, label, perform, Makakalikasan
learner’s Care of the environment,
practice, present, read, recite, report, select, tell,
life on write Disaster Risk Management,
earth, 3. Valuing - Attaches to a particular object, Protection of the
phenomenon, or behavior. This ranges from simple Environment, Responsible
include more
acceptance to the more complex state of Consumerism, Cleanliness,
than wealth commitment. Valuing is based on the Orderliness, Saving the
and fame, internalization of a set of specified values, while ecosystem, Environmental
and would clues to these values are expressed in the learner's sustainability
affect the overt behavior and are often identifiable. Makabansa
eternal Behavioral Verbs: work, complete, Peace and order, Heroism and
demonstrate, differentiate, explain, follow, form, Appreciation of Heroes,
destiny of initiate, invite, join, justify, propose, read, report, National Unity, Civic
millions select, share, study Consciousness, Social
4. Organization - Organizes values into priorities by responsibility, Harmony,
contrasting different values, resolving conflicts Patriotism,
between them, and creating a unique value system. Productivity
The emphasis is on comparing, relating, and
 synthesizing values.
Behavioral Verbs: adhere, alter, arrange,
combine, compare, complete, defend, explain,
formulate, generalize, identify, integrate, modify,
order, organize, prepare, relate, synthesize
5. Internalizing values - (Characterization): Has a
value system that controls their behavior. The
behavior is pervasive, consistent, predictable, and
most importantly, characteristic of the learner.
Instructional objectives are concerned with the
student's general patterns of adjustment (personal,
social, emotional).
Behavioral Verbs: act, discriminate, display,
influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve,
verify

CONTENT Benefits and Beneficiaries of the Study

LEARNING RESOURCES Resources: Practical Research 2 by
Amadeo Pangilinan Cristobal, Jr.,Ed.D.
and Maura Consolacion De La Cruz-
Cristobal, Ed.D.,pp.50-53.
Handouts and information sheets,
PowerPoint slides, books, web sources,
etc.
METHODOLOGY
Introductory Activity:
(5 mins) Tell the class to be with their
This part introduces the lesson respective group in research.
content, although at times optional, it Present the jumbled letters to each
is usually included to serve as a warm- group. This will serve as a game. Each
up activity to give the learners zest group must form the correct words as
for the incoming lesson and an idea soon as possible. The jumbled letters
about what is to follow. One principle are used to create two correct words.
in learning is that learning occurs 1. S T I F E B N
when it is conducted in a pleasurable I=__________________
and comfortable atmosphere. 2. E C F I G I S I N A N
C=____________
Answers:
1. BENEFITS
2. SIGNIFICANCE
Activity DISCUSSION: (Interactive group
(_10minutes) discussion)
This is an interactive strategy to
elicit learner’s prior learning Give the information sheets and
experience. It serves as springboard handouts to every group. Let each
for new learning. It illustrates the
principle that learning starts where
group discuss the benefits and
the learners are carefully structured significance of their chosen
activities such as individual or group research.
discussion, self or group assessment,
dyadic or triadic, interactions, Let each group identify the
puzzles, simulations or role play, beneficiaries as well as the
cybernetics exercise, gallery walk and significance in their chosen study.
the like may be created. Clear
instructions should be considered in
this part of the lesson.
Analysis The teacher asks the students the
(5 minutes) following questions:
Essential questions are included to
serve as a guide for the teacher in 1. How does it feel working with
clarifying key understandings about the the group? How were you able
topic at hand. Critical points are to identify the beneficiaries
organized to structure the discussions in your study?
allowing the learners to maximize
interactions and sharing of ideas and 2. Why do we need to cite the
opinion about expected issues. benefits and significance in a
Affective questions are included to study?
elicit the feelings of the learners
about the activity of the topic. The
last question or points taken should
lead the learners to understand the new
concepts or skills that are to be
presented in the next part of the
lesson.
Abstraction A lecturette is made about the ways on
(15_minutes) how to define the terms used in
This outlines the key concepts, research.
important skills that should be
enhanced, and the proper attitude that SIGNIFICANCE- the beneficiaries and
should be emphasized. This is organized the benefits it will give when the
as a lecturette that summarizes the problem is solved.
learning emphasized from the activity, BENEFICIARIES- include individuals
analysis and new inputs in this part of like students/ pupils, teachers,
the lesson. doctors, principals, parents, and
others.
The sequence of the beneficiaries of
the research starts from the most
benefited to the least benefited.
The BENEFITS must be specific and
arranged according to the degree of
significance.

Application GROUP REPORTING: (Choose 1 reporter in

(_15 mins___) every group to cite the benefits and
This part is structured to ensure that significance of their chosen research.
commitment of the learners to do
something to apply their learning in Assessment Rubric
their own environment.
ASPECTS/ SCALE

CRITERIA 4 3 2 1

CONTENT/ The The The The

ORGANIZATION conten conte conte cont
t was nt nt ent
substa was lacks does
ntial not the not
enough so infor have
subst matio the
antia n. info
lly rmat
cited ion.
.

DELIVERY The The The The

presen prese prese pres
ter nter nter ente
exhibi exhib exhib r
ts its its need
master very good s
y in good perfo impr
delive perfo rmanc ovem
ring rmanc e in ent
the e in deliv in
conten deliv ery. deli
t. ery. veri
ng
the
cont
ent.

AUDIENCE The The The The

AWARENESS/ presen prese prese pres
ENTHUSIASM ter nter nter ente
displa displ displ r
ys ays ays does
greate great enthu not
st enthu siasm disp
enthus siasm in lay
iasm in discu enth
 in discu ssing usia
discus ssing the sm
sing the conte at
the conte nt all
conten nt in
t. deli
veri
ng
the
cont
ent

Assessment Let the students do the following:

(_10 mins) (Paper- pencil test)to enhance their
For the teachers to: ability in citing the benefits and
1.Assess whether learning objectives significance of the study.
have been met for a specified duration
2. Remediate and/or enrich learning 1. State the title of your proposed
intentions and success criteria have study.
been met. 2. List down the benefits and
(Reminder: Formative assessment may be significance of your chosen
given before, during, or after the study.
lesson) Rubrics:

Crite- Scales
ria 4 3 2 1
Content The The The The
significsignif signif signifi
ance wasicance icance cance
excellen was was was not
tly satisf less evident
evident.actori eviden at all.
ly t.
eviden
t.
Grammar The The The The
correct correct correct correct
use of use of use of use of
grammar grammar grammar grammar
was was was less was not
excellen satisfact observed observed
tly orily . at all.
observed observed.
.

Note: Rubric may be improved to measure

other skills.

Assignment
Reinforcing/strengthening
the days lesson
Enriching/inspiring the day’s lesson
Enhancing/improving the day’s lesson
Preparing for new lesson Study in advance the Review of Related
Literature.
Concluding Activity
(5 mins.) It is necessary to identify the
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
learner’s to do something to practice
their new learning.
Name: EVELYN H. ANUNCIADO, M.A.
Position/Designation:
SST-II
Contact Number: 0916-620-7612
benefits and significance of the study
to help solve the existing problems in
the community.
School: SOUTHERN INABANGA HIGH SCHOOL
Division: Bohol
Email Address: loveleinrose@gmail.com

Bibliography:

Books
 Pangilinan, A.,& Pangilinan, M.(2017). Practical research 2 for senior high
school. Quezon City: C & E Publishing
Issuance:
DepEd Curriculum Guide for Grade 12, Practical Research 2