Detailed Lesson Plan (DLP) Format
School Grade Level 12
Teacher Learning Area Inquiries, Investigation, and Immersion
Teaching Date Quarter 2
and Time
November 5-8,
2019 ( 2 sessions)
I. OBJECTIVES
A. Content Standards The learner understands the importance of having a clear written statement of the
problem.
B. Performance Standards The learner
C. Learning Competencies / The learner formulates a clear research problem
Objectives.
II. CONTENT Identifying the problem and Asking the Question
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Maraceros, Esther L. Practical Research 1 pp.45-50 2016, Practical Research 1 pp.
60-69, Prieto, Nelia G, et al.2017
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from None
Learning Resource (LR) portal
B. Other Learning Resources Smith, Scott Ph. D https://www.qualtrics.com
IV. PROCEDURES
A. Presenting the new lesson (Motivation) Session 1- Nov. 5
The students are asked to be with their group(previous group).They have to review their research problem.
B. Establishing a purpose for the lesson
Why do we need to know life’s problem?/ What is the importance of knowing the problem in a situation?
C. Presenting examples/ instances of the new lesson
What is a research problem? A research problem is a definite or clear expression statement] bout an area of concern ,
a condition to be improved upon , a difficulty to be eliminated, or a troubling question that exists in scholarly
literature, in theory, or within existing practice that points to a need for meaningful understanding and deliberate
investigation. A research problem does not state how to do something, offer a vague or broad proposition, or present
a value question. 5 ways to formulate the research title
1. Specify the research objectives
2. Specify the research objectives
3. Review the environment or context of the research problem
4. Explore the nature of the problem (may be simple or complex depending on the number of variables and the
nature of their relationship
5. Define the variable relationship
6. The consequences of alternative course of action
D. Discussing new concepts and practicing new skills/Formative Assessment 1
With your group, share the research problem formulated previously. Let us check if the ways suggested are being
followed. (Each group must listen to the different groups because your opinion and ideas will be asked.)
E. Developing mastery/Formative Assessment 2 (Grouping) Session 2 - Nov 6
.The group will present in the class their corrected and final statement of the problem
F. Finding practical applications of concepts and skills in daily living
Research topics pose inquiries about events in daily life and so is closely related to reality.
G. Making generalizations and abstractions about the lesson
1
Knowing the problem and stating it clearly will help researchers to take the next step in order to find a possible
solution to the problem or situation.
H. Evaluating learning/Summative Assessment
I. Additional activities for application or remediation
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?
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?
