Republic of the Philippines

Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF QUEZON CITY
FLORA A. YLAGAN HIGH SCHOOL

LESSON PLAN IN PRACTICAL RESEARCH 1

Classroom Observation Teaching
QUARTER 3: MODULE 4

Name: Grace D. Buebo

Date: Pre-Conference________________CO__________________Post Con_______________________
Program Standard This course develops critical thiking and problem-solving skills through
qualitative research.
Grade Level Standard The learner demonstrates understanding of the importance of research in daily
life through deeper appreciation of its significance in humanity.
Content Standard The learner demonstrates understanding of:
1. the importance of research in daily life
2. the characteristics, processes, and ethics of research
3. quantitative and qualitative research
4. the kinds of research across fields
Performance Standard The learner can decide on suitable qualitative research in different areas of
interest.
MELC The learner describes characteristics, strengths, weaknesses, and kinds of qualitative
research (CS_RS11-IIIb-1)
1. Objectives A. Demonstrate understanding on the importance of qualitative research across fields
through small group differentiated tasks. (Cognitive domain)
B. Relate the material viewed in real life situation showcasing research in humanity.
(Affective domain)
C. Classify the words associated with the characteristics, strengths, weaknesses, and
kinds of qualitative research using the graphic organizer. (Psychomotor domain)
I. SUBJECT Describes characteristics, strengths, and weaknesses of qualitative research.
MATTER (CS_RS11-IIIb-1)
A. Topic Lesson 4: Describes characteristics, strengths and weaknesses of qualitative research.
B. Resources A. DepEd SHS Applied Research CG, Laptop, TV, LAS, Gamified quiz, ,
Illustration board, Cartolina,
B. https://www.youtube.com/watch?v=4hzzamfIqDs
C. Teacher-made video clips

II. LEARNING A. Preparatory Activities

TASKS Daily Routine
a. Prayer
b. Checking of attendance
c. Greetings and setting the mood of learners. (Tea Talk)
d. Reminders on classroom rules and task scoring
III-PROCEDURE
Strategy 1: B. Recall of the previous lesson
Task 1. Pick and stick!
The Spacing Effect Directions: Choose one representative from your group and complete the graphic
organizer on the board by picking a word or a statement, from the word pool. Then, stick
(The teacher it to its appropriate category on the right.
incorporates a brief Quantitative Research
review of the lesson Common Sample Size
to re-expose
Contact Time
students to previous
concepts.) Variables
(Carpenter et al.,
Questions Domain
2012; Kang, 2016).
Validity
Strategy 2:
Examples
Small-Group
 Strategy 3: Before the lesson Learner-
Formative C. Pre-Assessment centered
Assessment Approach
(The teacher assesses Task 2. Thumbs up, Thumbs down
students’ previous
Directions: Raise the thumbs up emoticon if the statement pertains to a qualitative
knowledge prior to
research and thumbs down if it is not.
the new lesson)
Strategy 4:
Think-Pair-Share 1. Carlos conducts a study which focuses on real-life situations of working students.
2. To solicit the opinion of the participants in relation to the challenges and difficulties
Activity
faced by struggling readers, Justine has utilized an objective type of questionnaire.
(The teacher asks
3. To understand the life of indigenous people, Claire immerses herself in their
the students to look
community for certain months.
for their pair and
4. To study the cases of the COVID-19 survivors in the province of Bataan, Leandro
work collaboratively
utilized 200 samples.
by rearranging the
5. Daniel uses statistical formula to analyze the data gathered from the participants.
jumbled word. The
pair who goes first For numbers 6-10 Pair Activity.
will present their Directions: Rearrange the jumbled letters given on each item to get the correct words
work to the class. associated with research.
Student A will show
their answer to their Note: Definition of each word is provided to serve as your clue.
Indicator 4 (PPST
classmates while
2.6.3) 1. (hcacartesircit) It refers to a distinguishing trait, quality, or property.
2. (gnhterts) It means a strong attribute or inherent asset.
4. Exhibited effective
and constructive 3. (knsseeaw) It is the quality or state of being weak.
behavior 4. (ndki): It pertains to a group united by common traits.
management skills 5. (cetanmiorp) It implies the significant worth of something.
by applying a
positive and non- During the lesson
violent discipline to Research is defined as: “A systematic investigation (i.e., the gathering and
ensure learning- analysis of information) designed to develop or contribute to generalizable
focused knowledge.” The National Academy of Sciences states that the object of
environments research is to “extend human knowledge of the physical, biological, or social
Indicator 1 (PPST world beyond what is already known.” Research is different than other forms of
Recognition and discovering knowledge (like reading a book) because it uses a systematic
1.1.3)
EN10RC-Ia-2.15.2 process called the Scientific Method.
1. Modelling No matter what topic is being studied, the value of the research depends on how
effective application well it is designed and done. After researchers have collected and organized data
from a field study or an experiment, the data must be analyzed. Analyzing data
of content knowledge
is the process of interpreting the meaning of the data we have collected,
within and Across organized, and displayed in the form of a table, bar chart, line graph, or other
curriculum teaching representation.
area.
Comparing and contrasting Qualitative and Quantitative Research using
Venn diagram.
G10-English MELC
Determine the effect
of textual aids like 1. Qualitative research is
advance organizers, 1. Quantitative research is expressed in words
titles, non-linear expressed in numbers and 2. It is used to understand
illustrations, etc. on graphs. concepts, thoughts or
the understanding of 2. It is used to test or confirm experiences
a text. theories and assumptions. 3. Common qualitative
3. Common quantitative methods include interviews
G7-Science Module methods include experiments, with open-ended questions,
1E MELC observations recorded as observations described in
Scientific numbers, and surveys with words, and literature reviews
closed-ended questions. that explore concepts and
theories.

Task 3. Spot the Difference

Indicator 1 (PPST
1.1.3)
EN10RC-Ia-2.15.2 Stress, Anxiety, Depression on The Rise Among Gen Z, Millennial
1. Modelling Stress, Anxiety, Depression on The Rise Among Gen Z, Millennial
 Employees and Those Working from Home – Survey

IV-EVALUATION Task 7-Small Group Differentiated Works (SGDW)

(Pagkatuto bago ang paggawa: yugto ng paggawa ng plano.

Strategy 5: 1. Tunguhin(goals)-pagbuo ng konsepto, estratehiya, paghahanda, mga kasama sa
paggawa, pagtatakda ng panahon.
Small-Group Pagkatuto habang ginagawa-Ito ang yugto na magtuturo ng ibat-ibang estratehiya
Differentiated Works upang magawa ang planong nabuo.
Pagkatuto pagkatapos gawin ang isang Gawain-yugto ng pagtataya kung anu ang
(The teacher allows nagging resulta o kinalabasan ng Gawain.)
students to share
ideas, collaborate, Steps in doing differentiated tasks.
and rely on their
group strengths to 1. Set your goal- come-up with a plan by collaborating and sharing ideas with your
group mates.
come up with a final
2. Learn while doing the task-sharing ideas while on the process of doing the task
product.
will help the group members gain insights and learn different ideas from each
other.
Indicator 1 (PPST 3. Learning new set of skill after task completion-final outcome helps you evaluate
1.1.3) and examine your own learning so as your group mates.

EN10RC-Ia-2.15.2 Group 1-Show and Tell

Describe the characteristics of Qualitative research using a graphic organizer.
1. Modelling Group 2-Just In!
effective application Report the strengths and weaknesses of a qualitative research.
of content Group 3-My Culture, My Pride
knowledge within Choose one of the ethnic groups in the Philippines (ex. Igorot, Manobo, Aeta,
and Across Mangyan) and things you know about them. (ex. their culture, spiritual life, social
curriculum teaching interaction, beliefs, and how they live in general.)
area. Group 4-Share that Facts
Create a poster indicating the importance of research in different fields (ex. on
G9-ESP Modyul 10 people lives, medical field, nature, animals, plants) in the social media.
MELC Group 5-Rap it like Shanti
Create a song about qualitative research (ex. its importance to humanity)
Kagalingan sa Group 6-Count Me In
Paggawa Create a snake and ladder using the 3 strengths of qualitative research.

Note: Per task is provided with rubric.

IV-AGREEMENT Reflect on your learning by answering the emoji exit pass provided.
V-REFLECTION A. No. of learners who earned 80% on the formative assessment. _______
B. No. of learners who require additional activities for remediation. _______
C. What innovation or localized materials did I use/discover which I
wish to share with other teachers? _________________________________

Prepared and submitted by: Checked by:

Grace D. Buebo Mrs. Rina V. Balaba

MT-II Head Teacher III-English

Submitted to:

Mr. Noel M. De Los Reyes

Principal I