DETAILED LESSON PLAN

Learning Area: Practical Research 2 (Quantitative) Grade level: 12

DLP NO. Quarter:I Duration Date:
60 mins. Aug. 24, 2017
Learning Cites related literature using standard style Code :
Competencies (APA, MLA, and Chicago Manual of Style) CS_RS12-If-j-
(taken from 2
Curriculum
Guide)
Lesson # Citing related literature using standard APA Style
Title
Key Citing related literature using standard APA style
Concepts/Und
erstandings
to be
developed:
Learning At the end of this lesson, the learners should be able to cite
objectives: related literature using standard APA style.
Domain Adopted Cognitive Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)
Remembering Identify the way in
Knowledge: citing related
The fact or literature in doing a
condition
research
knowing
something
with Understanding Explain how the entries
familiarity are arranged in the in
gained text and work citation
through using standard APA style
experience
or
association.

Skills Applying Use the standard APA

The ability style in citing related
and capacity literature in doing a
acquired research
through Analyzing
deliberate
systematic,
and
sustained
effort to
smoothly and
adaptively
carryout Evaluating
complex
activities
or the
ability,
coming from Creating
one’s
knowledge,
practice,
aptitude,
etc., to do
something

Attitude Categories: List of Attitudes:

1. Receiving Phenomena - Awareness, willingness Self-esteem, Self-
Growth in feelings or to hear, selected attention confidence, Wellness,
emotional areas. Behavioral Verbs: ask, choose, describe, erect, Respect, Honesty,
A settled way of follow, give, hold, identify, locate, name, point to, Personal discipline,
thinking or feeling about reply, select, sit, Study, use Perseverance, Sincerity,
someone or something, 2. Responding to Phenomena - Active participation Patience, Critical
typically one that is on the part of the learners. Attends and reacts to thinking, Open-
reflected in a person’s a particular phenomenon. Learning outcomes mindedness, Interest,
behavior may emphasize compliance in responding, Courteous, Obedience,
willingness to respond, or satisfaction in Hope, Charity,
responding (motivation). Fortitude, Resiliency,
Behavioral Verbs: aid, answer, assist, comply, Positive vision,
conform, discuss, greet, help, label, perform, Acceptance,
practice, present, read, recite, report, select, tell, Determined,
write Independent ,
Gratitude, Tolerant,
3. Valuing - Attaches to a particular object,
Cautious, Decisive, Self-
Demonstrate
phenomenon, or behavior. This ranges from
simple acceptance to the more complex state of Control, Calmness, understanding on the
commitment. Valuing is based on the Responsibility, importance of citing
internalization of a set of specified values, while Accountability, sources in conducting
Industriousness,
clues to these values are expressed in the
Industry, Cooperation,
research
learner's overt behavior and are often
identifiable. Optimism, Satisfaction,
Persistent, Cheerful,
Behavioral Verbs: work, complete, Reliable, Gentle,
demonstrate, differentiate, explain, follow, form,
Appreciation of one’s
initiate, invite, join, justify, propose, read, report,
culture, Globalism,
select, share, study
Compassion, Work
4. Organization - Organizes values into priorities by Ethics, Creativity,
contrasting different values, resolving conflicts Entrepreneurial Spirit,
between them, and creating a unique value Financial Literacy,
system. The emphasis is on comparing, relating, Global, Solidarity,
and synthesizing values. Making a stand for the
Behavioral Verbs: adhere, alter, arrange, good, Voluntariness of
combine, compare, complete, defend, explain, human act,
formulate, generalize, identify, integrate, modify, Appreciation of one’s
order, organize, prepare, relate, synthesize rights, Inclusiveness,
5. Internalizing values - (Characterization): Has a Thoughtful,
value system that controls their behavior. The Seriousness, Generous,
behavior is pervasive, consistent, predictable, and Happiness, Modest,
most importantly, characteristic of the learner. Authority,
Instructional objectives are concerned with the Hardworking, Realistic,
student's general patterns of adjustment (personal, Flexible, Considerate,
social, emotional). Sympathetic, Frankness
Behavioral Verbs: act, discriminate, display,
influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve,
verify
Values (RA 8491)
A learners’ Categories: Maka-Diyos
1. Receiving Phenomena - Awareness, willingness
principles to hear, selected attention
Love of God, Faith,
Trusting, Spirituality,
or standards Behavioral Verbs: ask, choose, describe, erect, Inner Peace, Love of
of behavior; follow, give, hold, identify, locate, name, point to, truth, Kindness,
one’s reply, select, sit, Study, use Humble
judgment of 2. Responding to Phenomena - Active participation
on the part of the learners. Attends and reacts to a
what is particular phenomenon. Learning outcomes may
Maka-Tao Give respect to one’s
important in emphasize compliance in responding, willingness to Concern for Others, intellectual properties
Respect for human
life respond, or satisfaction in responding (motivation).
rights, Gender equality,
by citing the sources
Go beyond Behavioral Verbs: aid, answer, assist, comply, Family Solidarity, properly using the
conform, discuss, greet, help, label, perform, standard APA Style
learner’s practice, present, read, recite, report, select, tell,
Generosity, Helping,
life on Oneness
write
earth, 3. Valuing - Attaches to a particular object, Makakalikasa
include more phenomenon, or behavior. This ranges from simple n
acceptance to the more complex state of Care of the
than wealth commitment. Valuing is based on the environment, Disaster
and fame, internalization of a set of specified values, while Risk Management,
and would clues to these values are expressed in the learner's Protection of the
affect the overt behavior and are often identifiable. Environment,
Behavioral Verbs: work, complete, Responsible
eternal Consumerism,
demonstrate, differentiate, explain, follow, form,
destiny of initiate, invite, join, justify, propose, read, report, Cleanliness,
millions select, share, study Orderliness, Saving the
4. Organization - Organizes values into priorities by ecosystem,
contrasting different values, resolving conflicts Environmental
between them, and creating a unique value sustainability
system. The emphasis is on comparing, relating, Makabansa
and synthesizing values. Peace and order,
Behavioral Verbs: adhere, alter, arrange, Heroism and
combine, compare, complete, defend, explain, Appreciation of Heroes,
formulate, generalize, identify, integrate, modify, National Unity, Civic
order, organize, prepare, relate, synthesize Consciousness, Social
5. Internalizing values - (Characterization): Has a responsibility,
value system that controls their behavior. The Harmony, Patriotism,
behavior is pervasive, consistent, predictable, and Productivity
most importantly, characteristic of the learner.
Instructional objectives are concerned with the
student's general patterns of adjustment (personal,
social, emotional).
Behavioral Verbs: act, discriminate, display,
 influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve,
verify

CONTENT Literary Text

LEARNING RESOURCES Resources: Practical Research 2
Textbook, handouts, powerpoint
presentations, answer sheets, videos,
visual aids, etc.

METHODOLOGY(NOTE: THIS I-PLAN ASSUMED THAT STUDENTS WERE ASSIGNED IN ADVANCE

READING OF PIECE).
Introductory Activity: As we start our lesson this
(5 mins) morning, I want you to see the video
This part introduces the lesson entitled Saturday Night Live.
content, although at times optional, https://www.youtube.com/watch?v=yDxN4c
it is usually included to serve as a _CmpI
warm-up activity to give the learners Based on the video you just
zest for the incoming lesson and an watched, I want you to answer orally
idea about what is to follow. One the following questions:
principle in learning is that learning 1. What did the students do in their
occurs when it is conducted in a research work that caught the
pleasurable and comfortable attention of their instructor?
atmosphere. 2. Do you think copying one’s work
without proper citation a good or a
bad practice? Why?
Activity Plagiarism is the act of
(_10minutes) using another person's words or
This is an interactive strategy to ideas without giving credit to
elicit learner’s prior learning that person. http://www.merriam
experience. It serves as springboard webster.com/dictionary/plagiarism
for new learning. It illustrates the
principle that learning starts where
the learners are carefully structured Group yourselves into five.
activities such as individual or group Watch the 2 minute- video on GMA
discussion, self or group assessment, news about plagiarism.
dyadic or triadic, interactions, https://www.youtube.com/watch?v=VZ
puzzles, simulations or role play, nkflY0L-c
cybernetics exercise, gallery walk and
the like may be created. Clear Based on the video, answer
instructions should be considered in the following questions within
this part of the lesson. two- minute time allotment and
afterwards present your answers in
the class:

2. Is plagiarism a serious
offense?

3. What should be done in order to

avoid committing plagiarism?
Analysis Present to the students sample of
(5 minutes) citations using standard APA
Essential questions are included to style:
serve as a guide for the teacher in
clarifying key understandings about
1.Ball (2005) believed that
the topic at hand. Critical points are
organized to structure the discussions
children need to play everyday.
allowing the learners to maximize
interactions and sharing of ideas and 2.Ball, J. (2005). Early childhood
opinion about expected issues. care and development programs
Affective questions are included to as a hook and hub for inter-
elicit the feelings of the learners sectoral service delivery in
about the activity of the topic. The First Nations communities.
last question or points taken should Journal of Aboriginal Health,
lead the learners to understand the 2(1), 36–50.
new concepts or skills that are to be
presented in the next part of the
lesson. How the ways of citing sources
differ from each other?

Abstraction There are two ways of citing

(15_minutes) information, one is in text and the
This outlines the key concepts, other is work citation. Moreover,
important skills that should be there are three styles that can be
enhanced, and the proper attitude that used in research, such as APA, MLA and
should be emphasized. This is Chicago Manual. However this time, let
organized as a lecturette that us focus on the APA style in the
summarizes the learning emphasized citation.
from the activity, analysis and new 1. In text Citation
inputs in this part of the lesson. a. One Author & Summarize (Journal)
Ball (2005) believed that children
need to play everyday.
b. One Author & Quote (Journal)
Ball (2005) believed, “Engaging
children in play every day is vital to
healthy development” (p. 36).
c. Two Authors: Quote & Paraphrase
(Journal)
Ball and Simpkins (2004) indicated,
“Aboriginal children and families
still do not have equal access to
child care services that the rest of
Canadian society enjoys” (p. 481).
d. One Author & Quote: More Than 40
Words (Book)

Kovach (2009) explained that she

needed to change how she viewed the
world in order to do Indigenous
research:

I opened myself to sacred offerings

of knowledge coming from
unexpected places. I paid attention
to my dream life. This was not the
first time I embraced holistic
knowledges, but it was the first
time in my academic world. I do no
know how or why we are shown paths,
how the Great Manitow, the universe,
a sacred force, guides us alone at
the most confusing times. (p. 180)

e. Three Authors: First Citation &

Subsequent Citations

Greenwood, de Leeuw, and Fraser (2007)

indicated, “As compared to non-
Aboriginal people, Aboriginal children
and families do not have equal access
to childcare services” (p. 16).

Subsequent: Greenwood et al. (2007)

stated, “. . . ” (p. 17).

Greenwood, de Leeuw, and Fraser (2007)

expressed that Aboriginal peoples need
improved access to childcare services.

Subsequent : Greenwood et al. (2007)

explained . . .

F. Edited Book/Chapter In Edited Book

Preston, Ogenchuk, and Nsiah (2011)

described how peer mentorship
influenced their academic performance
during their PhD graduate experience.

G. References From Internet

Clay, R. (2008, June) stated that

Psychologists fight back about the
misuse of research.

H. Personal Communication (p. 179)

J. H. Pelletier stated that children

are the reason for life (personal
communication, September 10, 2010).

II. WORKS CITATION

1. Book With One Author

Corbett, M. J. (2008). Learning to

leave. Halifax, NS: Fernwood.

2. Book With Multiple Authors or

Editors (up to 7)

Young, J., & Bell, B. (2002).

Understanding Canadian school:
An introduction to educational
administration. (3rd ed.).
Scarborough, ON: Thomson
Nelson.

Corter, C., Harris, P., & Pelletier,

J. (1998). Parent participation
in elementary schools: The role
of school councils in
development and diversity.
Toronto, ON: Ontario Ministry of
Education and Training on
Research.

3. Book With More Than Seven Authors

Wenzel, S. A., Smylie, M. A., Sebring,

P., Allensworth, E., Gutierrez,
T., Hallman, S., … Miller, S. R.
(2001). Development of Chicago
Annenberg Schools: 1996–1999.
Chicago, IL: Consortium on
Chicago School Research.
Retrieved from
http://ccsr.uchicago.edu/publica
tions/development-
chicagoannenberg-schools-1996-
1999

4. Book With Group/Corporate Author

Organisation for Economic Co-

operation and Development.
(1997). Parents as partners in
schooling. Paris, France: Author.

5. Edited Book

Ralph, E., & Walker, K. (Eds.).

 (2011). Adapting mentorship
across the professions: Fresh
insights & perspectives.
Calgary, AB: Detselig.

Page 3 of 4

6. Chapter From Edited Book

Fontana, A., & Frey, J. H. (2005). The

interview: From neutral stance
to political involvement. In N.
Denzin & Y. Lincoln (Eds.), The
Sage handbook of qualitative
research (3rd ed., pp. 695–727).
Thousand Oaks, CA: Sage.

Portes, A., & Sensenbrenner, J.

(2001). Embeddedness and
immigration: Note on the social
determinants of economic
action. In M. Granovetter, J.
Smith, & R. Swedberg (Eds.),
The sociology of economic life
(pp. 112–135). Cambridge, MA:
Westview Press.

7. Journal Article

Garcia, D. C. (2004). Exploring

connections between the
construct of teacher efficacy
and family involvement
practices: Implications for
urban teacher preparation. Urban
Education, 39(3), 290–315.

Isernhagen, J. C. (2010). TeamMates:

Providing emotional and
academic support in rural
schools. The Rural Educator,
32(1), 29–36.

Prater, D. L., Bermudez, A. B., &

Owens, S. E. (1997). Examining
parental involvement in rural,
urban, and suburban schools.
Journal of Research in Rural
Education, 13(1), 72–75.

8. Newspaper Article

Bowden, J. (2009, April 8). Toronto

outpaced by suburbs: Report:
City's economic growth poor:
Board of trade. National Post,
p. A9.

Hope, M. (2002, July 27). Okotoks—a

place for families: Calgary
bedroom communities attract
developers and builders
looking for new markets. Calgary
Herald, pp. H1, H8.
 9. Online Documents Examples

Manitoba Education. (n.d.). Aboriginal

education: Incorporating
Aboriginal perspectives: A
theme-based curricular
approach. Retrieved from
http://www.edu.gov.mb.ca/k12/ab
edu/perspectives/concepts.html

Environment Canada. (2009).

Sustainability. Retrieved from
http://www.ec.gc.ca/default.asp
?lang=En&n=354F26A4-1

Billig, S. H., Root, S. C., & Jess, D.

(2007). The impact of
participation in service-
learning on high school
students’ academic and civic
participation. Denver, CO: RMC
Research Corporation. Retrieved
from
http://www.servicelearning.org/i
nstant_info/fact_sheets/k-
12_facts/improving_outcomes/

Lee, M. (2006). Cree (Nehiyawak)

teaching. Retrieved from
http://www.fourdirectionsteachin
gs.com/transcripts/cree.pdf

Miller, R. (2000). What is holistic

education? Retrieved from
http://www.creatinglearningcommun
ities.org/book/roots/miller5.htm
Application Directions: Read this passage from
(_5 mins___) Bruce Catton’s The Civil War, pg. 285,
This part is structured to ensure that New York: Fairfax Press, 1980 and
commitment of the learners to do answer the exercise below:
something to apply their learning in
their own environment. The human face in repose and in
movement, at the moment of death as in
life, in silence and in speech, when
alone and with others, when seen or
sensed from within, in actuality or a
represented in art or recorded by the
camera is a commanding, complicated
and at times confusing source of
information. The face is commanding
because of its very visibility and
omnipresence. While sounds and speech
are intermittent, the face even in
repose can be informative. And, except
by veils or masks, the face cannot be
hidden from view. There is not facial
manoeuvre equivalent to putting one’s
hands in one’s pockets. Further, the
face is the location for sensory
inputs, life-necessary intake, and
communicative output. The face is the
site for the sense receptors of taste,
smell, sight and hearing, the intake
organs for food, water, and air, and
the output location for speech. The
face is also commanding because of its
role in early development; it is prior
to language in the communication
 between parent and child.

Activity
“On Good Friday evening, April
14-driven by an insane compulsion of
hatred and perverted loyalty to a
cause which he had never felt obliged
to fight for as a soldier-Booth strode
into the President’s box at Ford’s
Theatre in Washington, fired a bullet
into Lincoln’s brain, vaulted from the
box to the stage, and rode off
desperately through the night,
fancying that if he could just reach
Confederate territory he would be
hailed as a hero and a savior.”

1. Is this correctly done or has some

plagiarism taken place? Why?
Assessment Directions: Using the jumbled entries
(_25 mins) below, arrange them using the APA
For the teachers to: style:
1.Assess whether learning objectives 1.Canadian Journal of Native
have been met for a specified duration Education, 30(1), 5–18.
2. Remediate and/or enrich learning Aboriginal children and early
intentions and success criteria have childhood development and education in
been met. Canada
(Reminder: Formative assessment may be 2007
given before, during, or after the Greenwood, M., de Leeuw, S., & Fraser,
lesson) T.
2. University of Toronto Press
Toronto, ON
Indigenous methodologies:
Characteristics, conversations, and
contexts
Kovach, M. (2009)
3. Poland, D.
(1998, October 26)
The hot button. Roughcut.
Retrieved October 28, 1998
from http://www.roughcut.com
4. Tommasini, A.
(1998, October 27).
Master teachers whose
artistry glows in private. New York
Times,
p. B2.
Assignment Using any topic of your interest,
Reinforcing/strengthening research further information about it
the days lesson and include the two citation types: in
text and work citation using APA style
Enriching/inspiring the day’s lesson
Enhancing/improving the day’s lesson
Preparing for new lesson
Concluding Activity
(5 mins.)
This is usually a brief but affective Honesty is the best policy! So be
closing activity such as a strong honest even if others are not, even if
quotation, a short song, an anecdote, others cannot and even if others will
parable or a letter that inspires the not.
learner’s to do something to practice
their new learning. It’s better to get zero than a stolen
hundred!
Name:Peter Paul C. Cubay, MEEM School: Loon South National High
School
Position/Designation: Division: Bohol
SST-III/SPA/OIC/Class
Adviser/Chairperson, Communication/SHS
Coordinator/
Contact Number:09089918278 Email Address:
Apostle_cubes2000@yahoo.com

Verified correct:

DR.JERALD C. MONEVA ANTONIETTE E. JOSOL

Facilitator Process Observer/Facilitator

Bibliography:

Online sources:
 https://www.youtube.com/watch?v=yDxN4c_CmpI
 http://www.merriam
 https://www.youtube.com/watch?v=VZnkflY0L-c

Personal Communication
 Jane P. Preston, PhD Faculty of Education University of Prince Edward Island
Charlottetown, Prince Edward Island, Canada
Issuance:
DepEd Curriculum Guide for Grade 12, Practical Research 2

Appendices

Assessment

Directions: Using the jumbled entries below, arrange them using the APA
style:
1. Canadian Journal of Native Education, 30(1), 5–18.
Aboriginal children and early childhood development and education in
Canada 2007 Greenwood, M., de Leeuw, S., & Fraser, T.
2. University of Toronto Press
Toronto, ON
Indigenous methodologies: Characteristics, conversations, and contexts
Kovach, M. (2009)
3. Poland, D.
(1998, October 26)
The hot button. Roughcut.
Retrieved October 28, 1998
from http://www.roughcut.com
4. Tommasini, A.
(1998, October 27).
Master teachers whose artistry glows in private.
New York Times,
p. B2.

Key Answers:

1.Greenwood, M., de Leeuw, S., & Fraser, T. (2007). Aboriginal

children and early childhood development and education in Canada.
Canadian Journal of Native Education, 30(1), 5–18.
2.Kovach, M. (2009). Indigenous methodologies: Characteristics,
conversations, and contexts. Toronto, ON: University of Toronto
Press.
3.Poland, D. (1998, October 26.The hot button. Roughcut. Retrieved
October 28, 1998 from http://www.roughcut.com
4.Tommasini, A. (1998, October 27). Master teachers whose
artistry glows in private. New York Times, p. B2.