Department of Education

Region IX, Zamboanga Peninsula

Division of Zamboanga City
CABALUAY NATIONAL HIGH SCHOOL
Cabaluay, Zamboanga City
SENIOR HIGH SCHOOL

DATE: March 4, 2019 (MONDAY)

GRADE & SECTION: Grade 11 –Faith & Grade 11- Peace
TIME: 12:40-1:40

Lesson plans used in teaching highlighted different teaching strategies that develop critical and creative
thinking and/or other HOTS. - Applied a range of teaching strategies to develop critical and creative thinking, as well
as other higher-order thinking skills.

Lesson plans/modified DLLs developed highlighted integration of content knowledge within and across
subject areas. - Applied knowledge of content within and across curriculum teaching areas.

I. OBJECTIVES

The learner demonstrates understanding the range of research topics

A. CONTENT STANDARD
B. PERFORMANCE STANDARD
C. LEARNING OBJECTIVES
in the area of inquiry; the value of research in the area of interest; the
specificity and feasibility of the problem posed.
The learner is able to formulate clearly statement of Research Problem
At the end of the lesson, the learner should be able to
 Formulate a well written statement of the problem
 Present a clear statement of the problem on chosen topic
 Appreciate the importance of a clearly stated statement of the
problem

II. SUBJECT MATTER

A. TOPIC: : STATEMENT OF THE PROBLEM

B. REFERENCE:
Creswell J.W. (1994) Research Design Qualitative and Quantitative Approaches SAGE Publication Inc.
California USA
C. MATERIALS: HAND-OUTS, TEXTBOOK

III. PROCEDURE

A. Motivation (Review)

Activity 1: BUZZ GROUP (7 groups)

Let each group answer the following questions:
 What are the sources of research questions?
 What are the criteria for good research questions?
 When should we include statements for hypotheses?

B. Development of the Lesson

Activity 2: Buzz group/Brainstorming

1. Let group members categorize sample research question as quantitative or qualitative

 How do the SHS ICT students rate their typing/encoding skills?
 What are the student’s achievement levels (or grades) in Agri-fishery classes?
 What are the student’s progress grades in H.E. classes?
 What is the educational attainment of the parents of the Industrial Arts classes?
 Does typing/encoding ability relate to student achievement?
 What is the structure of industrial Arts instruction as measured by student/faculty ratios in
Zamboanga City Science High School?

2. Let members discuss the reasons for each answer

 Analysis/Processing- Creating a Graphic Organizer (4 groups)

1. Let each group create a graphic organizer for categorizing Quantitative and
Qualitative Research Methods
2. Let each group present their output
3. Let other groups comment on the work of the other groups

Abstraction + Input

 A well stated research problem or questions is essential to good research

 The research questions for each type of research design vary.
 Quantitative research takes on descriptive or inferential question.
 Inferentially stated research questions take on hypotheses statement in null or alternative
forms
 Qualitative research questions may vary depending on the scope or delimitation.
 Mixed method researches must distinguish its quantitative and qualitative questions
 In writing the research questions, relationship of the variables must be taken into account for
alignment with methodology and results discussion.

Statement of the Problem (Example)

This study aimed to assess the level of awareness and practice of TVL-HE students on solid waste
management.

Specifically, it sought answers to the following questions:

1. What is the level of awareness of TVL-HE students in solid waste management along the 3R’s?
2. What is the level of practice of TVL-HE students in solid waste management along the 3R’s?
3. Is there a significant correlation between the awareness and practice of TVL-HE students along the
3R’s?

IV. EVALUATION

By group, write a statement of the problem based on the given Research Title

V. ASSIGNMENT

Writing of the statement of the problem will be done as an assignment if time permits already.
 Department of Education
Region IX, Zamboanga Peninsula
Division of Zamboanga City
CABALUAY NATIONAL HIGH SCHOOL
Cabaluay, Zamboanga City
SENIOR HIGH SCHOOL

DATE: March 5, 2019 (TUESDAY)

GRADE & SECTION: Grade 11 –Faith & Grade 11- Peace
TIME: 12:40-1:40

Lesson plans/modified DLLs highlighting developmentally sequenced instruction that meet curriculum
goals and varied teaching contexts - Planned, managed and implemented developmentally sequenced teaching and
learning processes to meet curriculum requirements and varied teaching contexts.

Lesson plans/modified DLLs with appropriate instructional materials appended - Selected, developed,
organized and used appropriate teaching and learning resources, including ICT, to address learning goals.

I. OBJECTIVES

The learner demonstrates understanding the range of research topics

A. CONTENT STANDARD
B. PERFORMANCE STANDARD
C. LEARNING OBJECTIVES
in the area of inquiry; the value of research in the area of interest; the
specificity and feasibility of the problem posed.
The learner is able to formulate clearly statement of Research Problem
At the end of the lesson, the learner should be able to
 know ways to get started with the writing process.
 understand barriers associated with writing a research paper.
 be able to start writing a research paper.

II. SUBJECT MATTER

A. TOPIC: : How to Begin Writing a Research Paper

B. REFERENCE:
Creswell J.W. (1994) Research Design Qualitative and Quantitative Approaches SAGE Publication Inc.
California USA
A. MATERIALS: HAND-OUTS, TEXTBOOK, Laptop, Projector, Speaker
C.

III. PROCEDURE

A. Motivation (Review)

Show the title of the lesson plan on PowerPoint slide number one. [2 minutes]

• Play the YouTube video at http://www.youtube.com/watch?v=JZxpGj5SIbs to show a

humorous cartoon version of how to begin to write an essay (or a research paper) according to
Spongebob.
• Laugh and relate to the obstacles that many people face (including Spongebob) when asked to
write an essay.

B. Development of the Lesson

Step 1: Begin the lesson plan with an image. Show the third slide of the PowerPoint
presentation with a picture of stacked books and an apple on the top of the book that is titled
“Education.” Begin to discuss the significance of the apple as a very powerful fruit. (“An apple a day
keeps the doctor away.”) Explain that the apple signifies the power and control over the stack of
books. That can be visualized as a student writing a research paper in an organized, structured, and
concise package (just like an apple).

Step 2: Review the steps for beginning to write a research paper. Show the fourth slide and
discuss what an academic paper is and how it relates to students who are considered part of an
academic community. [3 minutes] b. Show the fifth slide and verbalize the “nuts and bolts” of getting
started with writing a research paper by knowing the requirements of the assignment. Explain the
importance of knowing all the requirements prior to writing the research paper. Use an example of
building a house. All of the requirements for building a house are needed before you can begin (e.g.,
 wood, nails, screws, blue prints, etc.). Explain that it is just like starting a research paper: you need
to know the requirements before getting started.

Step 3: Complete paired activity

This is an activity to see if the students can narrow a broad category into a well-defined topic. Explain
the activity by using this example. If a professor wants a student to write a research paper about
heart disease (very broad), is there a way to narrow it down? Show students the image of the printed
image of the heart. Next, ask them what they know (perhaps that older people die from heart
attacks). Then, ask them to see if there is a connection from personal experience (maybe their
grandfather died from heart disease). Show the printed image of the older man. Show the images
together and explain that the broad category of heart disease has McCarthy 4 now been narrowed
into a specific topic (cardiovascular disease among older men). Show the ninth slide and explain that
doing a keyword search on heart disease can generate over 350,000 articles. Discuss how they might
decide to narrow a topic even further by looking at occupation or ethnicity. Explain that narrowing a
well-defined topic is a great way to begin gathering very specific data. Use the image of the funnel to
explain how to take a broad category and narrow it down just like a funnel.

Abstraction + Input

Lesson Analysis: While in college writing a research paper is essential for any student. Often
students do not know how to begin the process and become easily overwhelmed when a research
writing project is assigned. Within this lesson plan, I help students to understand and avoid
procrastination by identifying ways to help with time management. I give steps on how to break
down a broad category into a workable, well-defined topic by using visual images. I discuss ways
to gather data and to overcome writer’s block by completing a free writing exercise. This lesson
can provide the student ways to break down an assignment into easier steps that make it more
doable. It also helps students understand and overcome the common barriers with planning and
writing a research paper

IV. EVALUATION

Use the analogy of the house again and explain how the house went from plain wood to a framed house.
1. Managing your time is necessary when beginning a research project.
2. Understanding procrastination and ways to avoid it helps with getting started.
3. Narrowing a category is important to get a well-defined researchable topic.
4. Understanding how to overcome writer’s block helps the writing process begin.

V. ASSIGNMENT

Writing can be difficult for many people, not for just students. Always praise the “e” in effort.
1. Turn in paper on time with a smile.
2. Show your parents your work.
3. Have fun during the process.
4. Be proud of your accomplishments