Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XI
Division of Tagum City
TAGUM CITY NATIONAL COMPREHENSIVE HIGH SCHOOL
Senior High School Department

DAILY LESSON PLAN

Grade Level : 11- Industrious Date : MARCH 12, 2019 (TUESDAY)

Subject : RESEARCH 1 Time : 2:00-3:00 PM
Week 15 Session 1
I. OBJECTIVES Within 60 minute session, the learners shall be able to:

1. identify the guidelines in making conclusions;

2. draw conclusions from research findings; and
3. show importance in making conclusions through a
reflective journal

The learner demonstrates understanding of :

A. Content Standards
1. drawing out patterns and themes from data
analyze and draw out patterns and themes with intellectual
B. Performance Standards honesty
1. infers and explain patterns and themes from data
C. Learning Competencies/ CS_RS11-IVd-f-2
Objectives
Analyzing the Meaning of the Data and Drawing Conclusions
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Powerpoint Presentations personally made with the help of
2. Learner’s Materials pages internet connections
3. Textbook pages https://prezi.com/suun-tjg-2ih/guidelines-in-making-conclusions/

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES Preliminary Activities:
Opening Prayer
Checking of Attendance
A. Reviewing previous lesson or Teacher will show a short video presentation to the students.
presenting the new lesson Then, he will ask the following questions to his students:
1.What do you have in mind when you see the short film?
2. How are you going to describe the short film?
3. Do know what was the short film trying to bring us lesson in
our life?
After this activity, the teacher will connect the students’ ideas to
his next prepared activity.

B. Establishing a purpose for the Activity:

 lesson “We like to move it, move it (identifying which object moves
faster)
Procedure:
1. The teacher will divide the class into four groups provided with
two different light materials in a cone shape.
2. The group must choose 2 representatives to move the two-
different paper cone by blowing it from one point to an
endpoint/another.
3. Move the two-paper cone one at a time. the time keeper will get
the total time consumed in moving the two-paper cone.
Analysis:
Afterwards the teacher will ask the students the following
comprehensible questions related to the activity.
1. How were you able to move the paper cone?
2. How fast did you move the paper cone?
3. Was it difficult to move them?
4. What have you observed?
5. In line with the activity, what can you say when we apply this
to a bigger picture?
6. What is your analysis?
C. Presenting examples/ Teacher will show a short video to the students highlighting the
instances of the new conclusion made in the situations presented.
lesson
What is Conclusion?
D. Discussing new concepts and A conclusion is the last paragraph in your research paper, or the
practicing new skills # 1 last part of any other of presentation.
Importance of Good Conclusion
A well written conclusion provides you with important
opportunities to demonstrate to the reader your understanding of
the research problem.
These includes:
1. Presenting the last word on the issues you raised on your paper.
2. Summarizing your thoughts and conveying the larger
significance of your study.
3. Identifying how gap in the literature has been addressed.
4. Demonstrating the importance of your ideas.
5. Introducing possible new or expanded ways of thinking about
the research problem.

When writing the conclusions into your paper, follow these

generals rules:
State your conclusions in clear, simple language.
Do not simply reiterate your results or the discussions of your
result.
Indicate opportunities for future research if you haven’t already
done so in the discussion section of your paper.
The function of your paper’s conclusion is to restate the main
argument.

Consider the following points to help ensure your conclusion

is appropriate:

Move from a detailed to general level of consideration that returns

the topic to the context provided by the introduction or within a
new context that emerges from the data.
 If, prior to your conclusion you have not yet explained the
significance of your findings or if you are proceeding inductively,
use the end of you points and explain their significance.
if the argument or purpose of your paper is complex, you may
need to summarize the arguments for your reader.

The conclusion also provides a place for you to persuasively &

succinctly restate your research problem, given that the reader has
now been presented with information about the topic.
Note:
If asked to think introspectively about the topic, do not delve into
idle speculation being introspective means looking within yourself
as an author to try & understand an issue more deeply, not to
guess at possible outcomes or make up scenarios not supported by
evidence.

E. Discussing new concepts and

practicing new skills # 2

F. Developing mastery The students will draw a conclusion based on the given result and
discussion provided by teacher, rubrics will be used to rate
students output.

Assessment Rubric for a Collaborative Group Report

Outstanding Good Developing Be

Point Value
30 20 15

Participates Participates in Sometimes Particip

actively. group. Shows participates in minima
Helps direct the concern for goals. group. Shows a
group in setting Participates in goal Shows concern for concern
goals. setting. Participates some goals. Watche
Helps direct group in meeting goals. Participates particip
in meeting goals. Completes assigned marginally in goal setting.
Participation Thoroughly tasks. setting. Comple
completes assigned Demonstrates effort Participates in tasks lat
tasks. to help the group meeting goals. work in
Actively work together. Completes some
participates in assigned tasks.
helping the group
work together
better.

Shares many ideas Freely shares ideas. Shares ideas when Does no
related to the Listens to others. encouraged. Watche
Communication goals. Considers other Allows sharing by contribu
Encourages all people's feelings all group members. discussi
group members to and ideas. Listens to others. Does no
share their ideas. Considers other conside
 Listens attentively people's feelings and others.
to others. ideas.
Empathetic to
other people's
feelings and ideas.

G. Finding practical applications of Teacher: in what real life situations can we use making
concepts and skills in daily living conclusions?
H. Making generalizations and Making conclusions should be done critically. You do not make
abstractions about the lesson conclusions based one hearsays. You make conclusions based on
facts. Facts should be validated first.
I. Evaluating Learning 1. What is a conclusion?
A. Explains the summary of the results
B. First part of the results and discussion
C. Last part of the research paper
D. An overview of the study
E. None of the choices.
2. All of the following shows the importance of good conclusion
except?

A. Presenting the last word on the issues you raised on your

paper.
B. Summarizing your thoughts and conveying the larger
significance of your study.
C. Identifying how gap in the literature has been addressed.
D. Demonstrating the importance of your ideas.
E. None of the choices.
3. All of the following are general rules in writing conclusion
except:
A. State your conclusions in clear, simple language.
B. Do not simply reiterate your results or the discussions of your
result.
C. Indicate opportunities for future research if you haven’t already
done so in the discussion section of your paper.
D. The function of your paper’s conclusion is to restate the main
argument.
E. None of the choices.

Select the conclusion for every situation presented.

4. Social media helps people to connect with each other through
time and space. That caused a massive globalization process and
affected people from all over the world. And now it is time to
limit the negative influence of Facebook and takes responsibility
for future generations.
A. Social media helps people to connect with each other through
time and space.
B. That caused a massive globalization process and affected
people from all over the world.
C. And now it is time to limit the negative influence of Facebook
and takes responsibility for future generations.
D. All of the choices.
E. None of the choices.
5. The only abortions that should be legal are ones that are
performed to protect the life of the mother. The value of one
human being’s life is more important than any consideration
except the life of another person. And a fetus is a human being.
A. The only abortions that should be legal are ones that are
performed to protect the life of the mother.
B. The value of one human being’s life is more important than
any consideration except the life of another person.
C. And a fetus is a human being.
D. All of the choices.
E. None of the choices.

6. I need to get a flu shot. If you want to decrease your chances of

getting the flu, then you need to get the shot. I can’t afford to get
sick this year.
A. I need to get a flu shot.
B. If you want to decrease your chances of getting the flu, then
you need to get the shot.
C. I can’t afford to get sick this year.
D. All of the choices.
E. None of the choices.

Find the best conclusion for the following:

7. The primary cause of Anorexia Nervosa is role modeling.
Young girls get attracted by how celebrities look. To prevent the
expansion of such problem:
A. it is necessary to not idolize celebrities
B. it is necessary to limit access to social media
C. it is necessary to eat healthily
D. All of the choices
E. None of the choices.

8. Making a patient suffer is the worst crime. My paper proves

that euthanasia is moral and ethical as the healthcare professionals
help patients to get rid of the endless suffering by letting them die.
A. Euthanasia should not be legalized everywhere.
B. Euthanasia should be selectively allowed.
C. Euthanasia should be legalized everywhere.
D. All of the choices
E. None of the choices.

9. As you can see, there are many new things we can try that
will make our lives better and more interesting. You can do
routine things a different way, you can try different types of
the things you already enjoy, you can learn something new,
and you can change your environment. So, what are you
waiting for?
A. Just go ahead and try some things you’ve never done
before!
B. Just go ahead and travel everywhere!
C. Just go ahead and live life to the fullest!
D. All of the choices.
E. None of the choices.
 In the question below is given a statement followed by two
conclusions numbered I and II. You have to assume everything in
the statement to be true, then consider the two conclusions
together and decide which of them logically follows beyond a
reasonable doubt from the information given in the statement.
Give answer:
 (A) If only conclusion I follows
 (B) If only conclusion II follows
 (C) If either I or II follows
 (D) If neither I nor II follows and
 (E) If both I and II follow.
10. Statements: Population increase coupled with depleting
resources is going to be the scenario of many developing
countries in days to come.
Conclusions:
1. The population of developing countries will not continue to
increase in future.
2. It will be very difficult for the governments of developing
countries to provide its people decent quality of life.
A. Only conclusion I follows
B. Only conclusion II follows
C. Either I or II follows
D. Neither I nor II follows
E. Both I and II follow

J. Additional activities for application Do a reflective journal on “what will I become if I will stop going
or remediation to school?”
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
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 teaching strategies
worked well? Why did these work?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared by: Checked by:

MARGIE G. APOSTOL JUANITO GARCIA

SUBJECT TEACHER MASTER TEACHER 1