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 in Practical Research 1 ( Listing References)

DLP No.: 1 Learning Area: Practical Research 1 Grade Level: 12 Quarter: 3 Duration: 1h
Learning Code:
Competency/ies: 1. understand the different techniques in listing references CS_RS11-IVg-j-3
(Taken from the Curriculum Guide)
Key Concepts / Guidelines in the Different Techniques in Listing References (MLA, APA, Chicago) noting
Understandings to be the similarities and differences.
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 1. Objectives
2015)
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, recognize, Recall the different styles of citations
condition of The learner can recall information and retrieve relevant duplicate, list, memorize,
knowing something
and footnoting.
knowledge from long-term memory repeat, describe, reproduce
with familiarity interpret, exemplify,
gained through
Understanding Compare the different techniques in
The learner can construct meaning from oral, written classify, summarize, infer,
experience or listing references.
and graphic messages compare, explain,
association paraphrase, discuss

Skills Applying execute, implement, demonstrate, Demonstrate proper way of listing

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

Attitud Categories: List of Attitudes:

e 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
Growth Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Wellness, Respect, Honesty,
in name, point to, reply, select, sit, Study, use Personal discipline, Perseverance,
feelings 2. Responding to Phenomena - Active participation on the part of the learners. Attends Sincerity, Patience, Critical
or and reacts to a particular phenomenon. Learning outcomes may emphasize thinking, Open-mindedness,
emotiona compliance in responding, willingness to respond, or satisfaction in responding Interest, Courteous, Obedience,
l areas. (motivation). Hope, Charity, Fortitude,
A settled Resiliency, Positive vision,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Acceptance, Determined,
way of perform, practice, present, read, recite, report, select, tell, write
thinking Independent , Gratitude, Tolerant,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Cautious, Decisive, Self-Control, Demonstrate
or feeling simple acceptance to the more complex state of commitment. Valuing is based on the
about Calmness, Responsibility, cooperation
internalization of a set of specified values, while clues to these values are expressed in Accountability, Industriousness,
someone the learner's overt behavior and are often identifiable. and hardwork
or Industry, Cooperation, Optimism,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
in creating a
somethin
g, initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of list of
typically one’s culture, Globalism, references
one that 4. Organization - Organizes values into priorities by contrasting different values, resolving Compassion, Work Ethics,
is conflicts between them, and creating a unique value system. The emphasis is on Creativity, Entrepreneurial Spirit,
reflected comparing, relating, and synthesizing values. Financial Literacy, Global,
in a Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Solidarity, Making a stand for the
person’s good, Voluntariness of human act,
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
behavior Appreciation of one’s rights,
relate, synthesize
Inclusiveness, Thoughtful,
5. Internalizing values - (Characterization): Has a value system that controls their
Seriousness, Generous, Happiness,
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
Modest, Authority, Hardworking,
characteristic of the learner. Instructional objectives are concerned with the student's
Realistic, Flexible, Considerate,
general patterns of adjustment (personal, social, emotional).
Sympathetic, Frankness
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify

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, Love of God, Faith, Trusting,
principles locate, 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
standard Attends and reacts to a particular phenomenon. Learning outcomes may
s of emphasize compliance in responding, willingness to respond, or satisfaction in
behavior; responding (motivation).
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, 2. Maka-tao
judgment Concern for Others, Respect for
label, perform, practice, present, read, recite, report, select, tell, write
of what is human rights, Gender equality,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This
importan Family Solidarity, Generosity,
ranges from simple acceptance to the more complex state of commitment.
Helping, Oneness
t in life. Valuing is based 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
Go identifiable.
beyond Behavioral Verbs: work, complete, demonstrate, differentiate, explain, 3. Makakalikasan
learner’s follow, form, initiate, invite, join, justify, propose, read, report, select, share, Care of the environment, Disaster
life on study Risk Management, Protection of
earth, 4. Organization - Organizes values into priorities by contrasting different values, the Environment, Responsible
include resolving conflicts between them, and creating a unique value system. The Consumerism, Cleanliness,
more emphasis is on comparing, relating, and synthesizing values. Orderliness, Saving the ecosystem,
than
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Environmental sustainability
wealth
defend, explain, formulate, generalize, identify, integrate, modify, order,
and
organize, prepare, relate, synthesize 4. Makabansa Display harmony,
fame,
5. Internalizing values - (Characterization): Has a value system that controls their Peace and order, Heroism and
and
behavior. The behavior is pervasive, consistent, predictable, and most
and productivity in
would Appreciation of Heroes, National
importantly, characteristic of the learner. Instructional objectives are concerned Unity, Civic Consciousness, Social creating a list of
affect the
eternal
with the student's general patterns of adjustment (personal, social, emotional). responsibility, Harmony, references.
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify, Patriotism,
millions perform, practice, propose, qualify, question, revise, serve, solve, verify Productivity
Intention
ally add
values to
yourself
and to
your
students
everyday.
2. Content
Proper Listing of References
3. Learning Resources Hancock, B. et al. (2007) An Intro to Qualitative Research Chicago Publishing Company,
USA
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson content. Why is there a need to list properly our references
Although at times optional, it is usually included to serve as a warm-up activity to give the in research? Describe the ethical issues on proper
learners zest for the incoming lesson and an idea about what it to follow. One principle in
citation, plagiarism etc.
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 1. Introduce the APA, MLA and Chicago format in
experience. It serves as a springboard for new learning. It illustrates the principle that learning citation.
starts where the learners are. Carefully structured activities such as individual or group
2. Explain how to cite sources in APA, MLA and
reflective exercises, group discussion, self-or group assessment, dyadic or triadic interactions,
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like may be created. Chicago format (using power point).
Clear instructions should be considered in this part of the lesson. 3. Present samples of APA, MLA and Chicago listing
for books, journals and web pages (using power
point).
4. Discuss the whole process of constructing a
bibliography.
5. Students write a bibliography in APA format.
6. Let the students review their bibliography using
APA guidelines.
7. Discuss the significance of listing sources in APA
standard style.
8. Summarize the guidelines in APA listing of
references.
4.3 Analysis (____ minutes). Essential questions are included to serve as a guide for the 1. How does APA listing help other researchers?
teacher in clarifying key understandings about the topic at hand. Critical points are organized
to structure the discussions allowing the learners to maximize interactions and sharing of ideas 2. Why do we need to properly list our references
and opinions about expected issues. Affective questions are included to elicit the feelings of the
learners about the activity or the topic. The last questions or points taken should lead the in research works?
learners to understand 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 There are three standard styles of listing references
should be enhanced, and the proper attitude that should be emphasized. This is organized as a namely: APA, MLA and Chicago style. (Plz. refer to
lecturette that summarizes the learning emphasized from the activity, analysis and new inputs
the guidelines in proper citation and listing of
in this part of the lesson.
references in each style.)
4.5 Application (____ minutes). This part is structured to ensure the commitment of the
learners to do something to apply their new learning in their own environment. Students present samples of their listed references
in class and explain to their classmates how they
came up with such a list of references.

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 Musical Performance, Skill Demonstration, Group
learners’ performance or behaviors are Activity (e.g. Choral Reading), Debate, Motor &
recorded, based 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 Oral presentation and discussions with
Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on their feedbacking of learners’ output (lists of
understanding and to progress and clarify references).
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
(Teachers judge the quality of products
technical-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

 Enriching / inspiring the day’s lesson

Practice for other standard styles of
listing sources e.g. MLA or Chicago

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (____ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an Quotation of the Day:
anecdote, parable or a letter that inspires the learners to do something to practice their new learning.

“Give credit to whom credit is due.”

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. Reflection 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
s 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?

Bibliography
Appendices: (attach all materials that will be used)
1. Handouts ( Guidelines in Proper Listing of References- APA, MLA and Chicago standard styles
2. Power Point Presentation