Department of Education Region VI- Western Visayas Division of Capiz

SAN NICOLAS NATIONAL HIGH SCHOOL

San Nicolas, Tapaz, Capiz

MY DAILY Grade Level 11 Learnin Practical Research 1

g Area
LESSON PLAN
Year and GAS Semest
(Semi- Detailed 2nd Semester
Section er
Lesson Plan) Teacher ELLEN P. FUNDAL Date February 10, 2020

I. OBJECTIVE
CONTENT • The learner demonstrates understanding of:
STANDARD: 1. qualitative research designs
2. the description of sample
3. data collection and analysis procedures such as survey, interview, and
observation
4. the application of creative design principles for execution

PERFORMANCE • The learner is able to:

STANDARD: 1. describe qualitative research designs, sample, and data collection and
analysis procedures
2. apply imaginatively art/design principles to create artwork

LEARNING At the end of the lesson, the learner is able to:

COMPETENCY: • describes sampling procedure and sample
CODE: CS_RS11-IVa-c-2

II. CONTENT: Understanding Data and Ways To Systematically Collect Data

II. INSTRUCTIONAL • PowerPoint Presentation
MATERIALS/ • Vocabulary Improvement Activity
REFERENCES: • Piece of Paper

IV. PROCEDURE

PRE-ACTIVITY

A. PRAYER KRA 1. Content Knowledge

B. ATTENDANCE CHECKING and Pedagogy Process
C. INTRODUCTION AND Objective1. Applied knowledge of
content within and across curriculum
teaching areas
Activity: Vocabulary Improvement
Direction: From the box, pick out the word that means the same thing as - In this lesson, I incorporated
the underlined word in the sentence. Be guided by some clues in the knowledge and awareness of the
sentence. students in the Mathematics, Home
Economics and English.
Exact no factual basis unrighteous
one with no fixed residence
Layers surrendered limitations
Objective 2. Used a range of teaching
strategies that enhance learner
achievement in literacy and numeracy
1. Please, give me a precise answer to erase the doubt in my mind. skills
2. You have not experienced meeting him yet, so stop In this lesson, I was able to enhance their
burdening yourself with those unfounded fears. literacy skills through developing their
3. The atmosphere of the earth is made up of several strata and the
vocabulary. They were able to answer
ozone is the stratum that serves as the electric fan of the earth.
4. I feel like Im choked or tied to a rope with those many the activity vocabulary improvement.
restrictions imposed on me. Their numeracy skills were also
5. Being in the last stage of Cancer, the man readily succumbed enhanced when we tackle the topic on
This study sotuorcethweas various approaches to determine the
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 6. The wayward man has a technique in avoiding any policeman’s
arrest.

Objective 6. Used differentiated,

MOTIVATION developmentally appropriate learning
Situation:
B Q W E R M P K L P U I T R Y U O I P L experiences to address learners' gender,
Pretend thatRyouAareMcooking a EmealR for your family. YouOareP L H Q
X P A E T S Y U I needs, strengths, interests and experiences.
preparing your specialty dishes- native chicken adobo and sinigang
A
nabPangHus-GanTd ofY coUurseI , sOteamP edA whTite RriceT to YcomU pleI te - In this lesson, I used differentiated
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the KmeUal. LYouOareL almG osHt finUisheI d, Obut SyouT waYnt tAo cEhecSk instruction in the motivation part. When
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A T L S M N V X Q T M S L N P M G U Y K cooking. The overall
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G Y E L I T C X T I T T T B
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4S . toRresAearEch?S E R KRA 2. Learning Environment and

LESSON PROPER Diversity

Objective 4. Managed classroom
PRESENTATION structure to engage learners, individually
or in groups, in meaningful exploration,
A. ACTIVITY- WORD HUNT
Direction: Search a word. discovery and hands-on activities within a
The first person to give a correct word will have a point range of physical learning environments.
- In this lesson, my learning
competency at the end of the class
encounter is that the learner will
describes sampling procedure and
sample (CS_RS11-IVa-c-2)
In this lesson, I was able to manage the
behaviors of the students through well
managed classroom management.

DISCUSSION
Teacher discusses the various approaches in determining the sample size.
1. Sample size as small as 30 are generally adequate to
ensure the sampling distribution of the
mean will approximate the normal curve. (Shott, 1990)
2. When the total population is equal to or less than 100, this same
number may serve as the
sample size. This is called universal sampling.
3. Slovin’s Formula
4. According to Gay (1976), the following are the acceptable
sizes for different types of research:
Descriptive research- 10%-20% may be required
LisCt oofmWpaorradtsive research- 15 subjects or group
5. Calmorin’s Formula
-Population -Elements
-Subject -Parameter
-Respondents -Quota
-Sample Target Po-pSutlaattiisotnics
ANALY-SIaSmpling -Research
Sample
Objective5. Managed learner behavior
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P o p u l a ti o
positive and
Target Population
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 non-violent discipline to ensure
Sample learning-focused environments.
- In this lesson, I was able to manage the
attitude of the learners and I used
• Why it is important to determine your sample size? constructive criticism whenever I correct
• From the titles that you have formulated in the previous their mistakes. As a teacher I don’t
lesson, how will you draw your sample? impose physical punishment to the
• students to have a harmonious
relationship with them.

Objective 3. Applied a range of teaching

strategies to develop critical and creative
thinking, as well as other higher-order
thinking skills
- In this analysis part when I pose a
picture they were able to answer the
questions correctly which only means the
students were able to develop their critical
thinking, creativity and higher- order
thinking skills.

ABSTRACTION KRA 3. Curriculum and Planning

Show a video Objective 8. Selected, developed,
organized and used appropriate
• What terms can you remember?
teaching and learning resources,
• Define the term that you can remember from the video.
including ICT, to address learning
APPLICATION goals.
- In this lesson , I was able to use a
Speaking Anxiety, Grammar Skills and Speaking Ability of Senior High powerpoint presentation and a video to
School Students. deliver my lesson . The material was
appropriate in the topic and it was an
The participants of this research were the 109 randomly selected
attention-grabbing to the students.. My
students from the 150 population of grade 11 and grade 12 students. In line
with this, the Slovin’s formula was be employed in determining the required students were engaged. I was able to
number of respondents using 5% margin of error.. deliver my lesson on describing sampling
procedure and sample (CS_RS11-IVa-c-2)
Question:
1. How did the researcher select the respondents of her study?
2. What formula did the researcher employed in determining the
respondents in her study?

GENERALIZATION Objective 7. Planned, managed and

Ask: Why do researchers draw samples instead of examining entire implemented developmentally
population? sequenced teaching and learning
Sample Answer: While it is more accurate to include huge portions or even processes to meet curriculum
the entire population as subjects of the study, this may prove impractical requirements and varied teaching
because of the costs entailed in doing so. Using representative sample contexts
provides realistic costs, improves accuracy of results and simplifies the
- In this lesson, the teacher carefully
process of monitoring and controlling the subjects.
planned, managed and implemented
developmentally sequenced teaching and
learning processes to meet curriculum
Requirements in the subject practical
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McTo-0m5:p00etency on on describing
sampling

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 procedure and sample (CS_RS11-IVa- c-
2). In the generalization part it was really
evident that the students were able to
achieve the competency prescribed by the
department of education. I was able to
deliver my lesson appropriately and
learning process really meet the curriculum
requirements reflected in the lesson plan.

EVALUATION
Instruction: Answer in a ½ sheet of paper. Identify what term is being Objective 9. Designed, selected,
describe in each sentence. The choices is found in the box below. organized and used diagnostic formative
universal sampling population sample elements and summative assessment strategies
accessible population parameter respondents consistent with curriculum requirements.
target population statistic respondents 30 quota - The introduction and evaluation part of
the lesson is an evidence that the students
conducted a summative assessment. In the
evaluation part, I also have my formative
1. A group of entrepreneurs is aked to filled out a survey - assessment on the lesson in which they
respondents
have to answer the activity which is in line
2. The mean age of the population is 35- parameter
3. The respondents had an average spent of Php 2,000 on clothes of the competency prescribed in the
in the last month.- statistics curriculum guides to describe the sampling
4. Individuals who are focus of the study but do not serve as data procedure and sample (CS_RS11-IVa-c-
sources.- subjects 2).
5. Composed of the entire group of people or objects to which the
researcher wishes to generalize the findings of the study- target
population
6. When the total population is equal to or less than 100, this same
number may serve as the sample size.
7. Group of persons or objects that possess some common
characteristics that are of interest to the researcher-
population
8. This number of elements generally forms an adequate
sample.- 30
9. A portion of the population to which the researcher has
reasonable access. – accessible population.
10. Objects, entities, or non-human subjects. Subjects and
respondents may also be referred to this.- elements

Test II.
1-5. Compute the ideal sample size for the population of 250 using Slovin’s
formula or Calmorin’s formula.

ASSIGMENT/AGREEMENT

Answer research activity 8 (Participants of the Study)

Prepared by: Checked by:

ELLEN P. FUNDAL ROSIENE C. CEBAL, PhD.

Teacher III Principal III

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