DEPARTMENT OF EDUCATION

REGION III
Division of City of San Fernando
PAMPANGA HIGH SCHOOL
PHS Blvd., Brgy., Lourdes, City of San Fernando, Pampanga
Tel. No. (045) 961-4261 website:www.pampangahigh.school

School : PAMPANGA HIGH SCHOOL Grade Level : 12

Teacher : KIMBERLY B. MATIAS-REYES Learning Area: ENGLISH (EAPP)
Observation Date : MAY 18, 2022 Quarter: 4TH Observation: 1 2 3 4

A DETAILED LESSON PLAN IN ENGLISH 12

ENGLISH FOR ACADEMIC & PROFESSIONAL PURPOSES (EAPP)
(Scheduled Classroom Observation)

Content Standard The learner understands the principles and uses of surveys, experiments, and
scientific observations
Performance The learner produces a well-written report for various disciplines
Standard
Learning Designs, tests, and revises test questionnaires MELC No. 5
Competencies
At the end of the instruction, learners are INDICATOR PRESENT
expected to: Objective 2: Used research-
1. Classify the various types of questions based knowledge and principles
of teaching and learning to
(Cognitive) enhance professional practice
I. OBJECTIVES
2. Explain the importance of learning about
the various types of questions (Affective) Note: Bloom’s Taxonomy
(Domains of Learning)
3. Revise the sample questionnaire given
(Psychomotor)
II.CONTENT Analyzing a given text by identifying the thesis statement and through the
use of critical approaches.
III.LEARNING RESOURCES
References K to 12 Senior High School Applied Track Subject – English for Academic
and Professional Purposes Curriculum Guide published on December 2013
Teacher’s Guide
pages
Learner’s Materials pages 19-32 of the Self-Instructional Packets
pages
Textbook pages
IV. PROCEDURE
A. Reviewing previous lesson or presenting the new lesson INDICATOR/S PRESENT
Objective 5: Established safe
Greet everyone. and secure learning
Check the Monitoring Form and the Attendance. environments to enhance
Explain Classroom Rules: learning through the consistent
implementation of policies,
• Arrive on time. guidelines and procedures
• Be prepared for the class.
• Maintain a healthy distance from each other during class and Objective 4:
class activities. Used effective verbal and
• Wear face mask all the time. nonverbal classroom
communication strategies to
support learner understanding,
To start the class, the teacher presents a simple True or False activity. participation, engagement and
Statements will be shown and the learners will raise a thumbs up if it is achievement
True, and thumbs down if it is False.
Objective 1: Applied knowledge
1. Everything that you add in a research paper is preplanned and of content within and across
cannot happen just by chance. curriculum teaching areas
2. The data the researcher adds in the research paper should have (EAPP & Reading and Writing
to be verifiable and provable. MELC: Identifies the unique
features of a Research
3. Include as much data as possible, including information that Report)
doesn’t answer any question.
 Based on the statements, the teacher asks the students what could be the Objective 2: Used research-
focus of the lesson. based knowledge and principles
of teaching and learning to
enhance professional practice

Note: Inductive Learning

(Discovery Learning)
B. Establishing a purpose for the lesson

As a form of review, the learners are asked to complete the

following sentences by finding the answer in the Word Hunt
Puzzle.
Objective 7: Maintained learning
The teacher encourages the learners to raise their hands to environments that nurture and
inspire learners to participate,
participate and reminded them to not answer unless they were cooperate and collaborate in
called. continued learning

M R E V I E R B L A S T Objective 6: Maintained learning

environments that promote
D E C O R E S U L T S C fairness, respect and care to
G A T A S B E G N A R O encourage learning
R S C H E D U M O R O N
A L E M O N C A P R I C
P E A A N D A M V I U L
E K A B L O O P E T R U
S P A S M C O L O R E S
M E N T H O L U O R S I
D E P R E C I F A G N O
T H R A P L E F T I Y N
G E M C H O P Y U S O P
N O I T C U D O R T N I
1. The _________ is written at the very end and it concisely
reports the aims and outcomes of your research so that
readers know exactly what the paper is about. Objective 1: Applied knowledge
2. The _________ presents the background to your study, of content within and across
curriculum teaching areas
introduces your topic and aims, and gives an overview of (EAPP : The learner
the paper. determines the structure of a
3. Research _________ encompasses the way in which you specific academic text)
intend to carry out your research.
4. The _________ are the findings the researchers have
collected.
5. The __________ is where you restate your statement of the
problem and summarize the findings.

After the activity, the teacher emphasizes that the lesson for today
is mainly focused on the Methodology, specifically, the Data
Collection Method.
C. Presenting examples/instances of the new lesson

According to Jansen & Warren (2020) there are many different

options in terms of how you go about collecting data for your
study. However, these options can be grouped into the following
types:

• Interviews (which can be unstructured, semi-structured or

structured)
• Focus groups and group interviews
• Surveys (online or physical surveys)
• Observations
• Documents and records
• Case studies
 The choice of which data collection method to use depends on
your overall research aims and objectives, as well as practicalities
and resource constraints.

Source: https://gradcoach.com/what-is-research-methodology/
Objective 1: Applied knowledge
To test the knowledge of the students, the teacher presents of content
different situations and students identify the most appropriate data within and across curriculum
teaching areas (Research 1
collection method to be used. Quarter 1 Week 5:
Demonstrate understanding of
1. You want to find out the population in your barangay or bayan- data collection and analysis
procedures such as survey,
bayanan. interview, and observation,
2. You want to know how long will the leftover rice last in the Research 2 Quarter 2 Week 2:
tapayan. Select research method to be
used)
3. You want to know which vendor in the market sells the
cheapest carrots.
4. You and your friends brainstorm on how to convince your Objective 10: Adapted and used
culturally appropriate teaching
mother to let you join a trip. strategies to address the needs
5. You want to find out the plans of the candidates for the captain of learners from indigenous
or chieftain in your city. groups

After the students answer the activity orally, the teacher

emphasizes that there is nothing to be afraid of research since it
is a part of our day-to-day activities. Data Collection Methods are
actions that we practice every day.

However, the teacher explains that since a Research Report or an Objective 7: Maintained learning
Academic Research are examples of Academic Texts, there are environments that nurture and
certain guidelines that should be followed when putting it into inspire learners to participate,
cooperate and collaborate in
writing and the same is true in creating your Data Collection Tool. continued learning

D. Discussing new concepts and practicing new skills #1

The teacher discusses that the most commonly used Data Objective 2: Used research-
based knowledge and principles
Collection Tool is a questionnaire. of teaching and learning to
enhance professional practice
A lot of people are confused between the difference of a Survey
Note: Use of graphic
and a Questionnaire and they often think they are the same but organizers in aid of learning
their difference is quite simple, as shown in the graphics below.

Image Source: https://chattermill.com/blog/survey-vs-questionnaire/

E. Discussing new concepts and practicing new skills #2

The teacher explains the features of each type of question by asking Objective 2: Used research-
based knowledge and principles
the learners to describe what they notice about the examples. of teaching and learning to
enhance professional practice
A. Questions in Open Ended Format
Note: Inductive Learning
Questions that allow the target audience to voice their feelings (Discovery Learning)
and notions freely are called open-format questions or open-
ended questions. Open-ended questions placed at the end of a
questionnaire tend to draw accurate feedback and suggestions
from respondents as well.

Example: What do you plan on buying for dinner?

B. Questions in Closed Ended Format

Questions which have multiple options as answers and allow
respondents to select a single option from amongst them are
called closed-format or closed-ended questions.

Types of Closed Format Questions

1. Multiple Choice Questions

Give respondents options and may ask for single or multiple
answers.

Example:
How did you hear about our website?
___ Newspaper
___ Magazine
___ Radio
___ Internet
___ Other: Please specify_________

2. Rank Order Questions

Respondents place things in order

Example:

Which activities do you like to do in your spare time?

Place a “1” next to the activity that you like to do most, “2” by
the next favorite, and so on to the least favorite.
___ Watch TV
___ Read
___ Visit friends
___ Surf the Internet
___ Shop

3. Likert Questions
The degree to which respondents agree to a specific
statement can be ascertained using Likert questions.

Example:
Everyday Every 2 days Once a Week Never
How often do you study?

4. Dichotomous Questions
Questions that make respondents answer with a simple "yes"
or "no" “agree” or “disagree” are called dichotomous
questions.
 Example:
Do you want to go to college? O YES O NO

5. Bipolar Questions
Questions that have two answers with different levels of
extremities, written at opposite ends of a scale, are called
bipolar questions.

Example:

6. Rating Scale Questions

Questions that ask respondents to provide a rating on a
specific matter on a scale of 1 to 10 or on a scale of "poor" to
"good" are called rating scale questions. Normally, these
questions have an even number of choices, so as to prevent
respondents to choose a middle way out.

Example:

C. Other Types of Questionnaires

Apart from the above-mentioned two broad classifications there
are two more types which are rarely used in practice, namely;
Mixed Questionnaire and Pictorial Questionnaire.

1. Demographic Questionnaire include age, gender,

education level, employment status, annual household
income, marital and family status, housing, business, and
farm ownership.

2. Mixed questionnaires consist of closed as well as open-

ended questions. These are normally used in the field of
social research

3. Pictorial questionnaire on the other hand is used in

promotion of interest to answer questions. These are mostly
used as study material for children

Example:
Source: https://www.flatworldsolutions.com/research-analysis/articles/different-
types-questionnaires.php
F. Developing mastery (Leads to Formative assessment)

To check the learners’ understanding of the lesson, they are tasked

to classify the given sample question according to its type.

Once again, students were encouraged to participate and recite. Objective 7: Maintained learning
environments that nurture and
inspire learners to participate,
1. What is your favorite product? cooperate and collaborate in
2. Who did you purchase these products for? continued learning
o Self
o Family member
o Friend
o Colleague
o On behalf of a business
o Other, __________
3. Would you purchase from our company again?
o Yes
o No
4. Rank the following items in terms of their priority to your
purchasing process wherein 1 is the least important.
_______A. Helpful staff
_______B. Quality of product
_______C. Price of product
_______D. Ease of purchase
_______E. Proximity of store
_______F. Online accessibility
_______G. Current need
_______H. Appearance of product
5. How likely are you to recommend us to family, friends, or
colleagues?
o Extremely unlikely
o Somewhat unlikely
o Neutral
o Somewhat likely
o Extremely likely
Source: https://blog.hubspot.com/service/questionnaire
G. Finding practical applications of concepts and skills in daily
living

Mistakes to be Avoided in Constructing Questions

1. Vagueness
Vague questions will often lead to vague answers that are of no
use to the survey. This is observed mostly in open-ended
questions. Respondents are unaware of the purpose of the
survey and they might not know exactly what answer you are
looking from them.

Example:
How was our food?
In the above case, are we talking about the taste, proportions,
the presentation of the dish? The survey might end up giving
vague answers like ‘good’, ‘average’, etc leaving the surveyor
confused about the actual rating of the food. The right question
would be:
2. Too many options
This mistake is often observed in close-ended questions that use
check-boxes. This means respondents can choose more than
one answer. In such scenarios, it is advisable to choose the best
few that might be common and add an option of ‘Others’.

Example:
What are your hobbies?
Swimming, Dancing, Running, Sleeping, Eating, Skipping,
Cycling, Painting, Singing, Poetry, Reading, Hiking, Trekking….
The list can go on. It’s better to pick a few and add an option of
‘Others’ to simplify it for respondents as well as the surveyor.

3. Too many open-ended questions

Questionnaire should not contain too many open-ended
questions. Respondents do not prefer taking surveys that are too
long. And expressing their opinion in a free format for many
questions might be exhausting. They might lose interest and give
vague answers or skip the whole survey. Always make
questionnaire with the right amount of open-ended and close-
ended questions that keep the respondents interested in
completing the survey.

4. Positioning of Demographics
Demographic questions like age, sex, e-mail, education, etc.
should be strategically placed in a survey. Often, respondents
might not be entirely sure if they want to take the whole survey or
not. Hence, asking them all these questions in the beginning is
not necessary unless the survey depends on it.

5. Leading Questions
Questions should never be worded in a way that’ll sway the
reader to one side of the argument. Usually, you can tell a
question is leading if it includes non-neutral wording.

Bad Question: How short was Napoleon?

The word “short” immediately brings images to the mind of the

respondent. If the question is rewritten to be neutral-sounding, it
can eliminate the leading bias.

Good Question: How would you describe Napoleon’s height?

6. Double Barreled Questions

It’s when you force respondents to answer two questions at once.
It’s also a great way to ruin your survey results. Survey questions
should always be written in a way that only one thing is being
measured. If a single question has two subjects, it’s impossible to
tell how the respondent is weighing the different elements
involved.

Bad Question: How satisfied or dissatisfied are you with the pay
and work benefits of your current job?
In the case of the example above, it makes sense to break the
question into two; satisfaction with pay and satisfaction with work
 benefits. Otherwise, some of your respondents will be answering
the question while giving more weight to pay, and others will
answer giving more weight to work benefits.

7. Language
Regardless of who’s taking your survey, use clear, concise, and
uncomplicated language while trying to avoid acronyms, technical
terms or jargon that may confuse your respondents. And make
sure to provide definitions or examples if you need to include tricky
terms or concepts. That way, you can be certain that almost
anybody can answer your questions easily, and that they’ll be
more inclined to complete your survey.

Bad Question: Do you own a tablet PC?

Good Question: Do you own a tablet PC? (e.g. iPad, Android

tablet)

Bad Question: What was the state of the cleanliness of the room?

Good Question: How clean was the room?

Source: https://www.gosurvey.in/blog/the-dos-and-donts-of-creating-survey-
questionnaire, https://www.surveymonkey.com/mp/5-common-survey-mistakes-ruin-
your-data/
H. Making generalizations and abstractions about the lesson

Learners are asked to explain the importance of following the given

tips in writing a questionnaire.

I. Evaluating learning Objective 9: Designed, adapted

and implemented teaching
strategies that are responsive to
In groups, students will be tasked to check the validity of the given learners with disabilities,
sample questionnaire, and to revise erroneous questions to make it giftedness and talents (Fast
Learners)
valid with the use of the rubric developed by White and Simon
(2016).

** Please see attached sample surveys and rubric at the end of this
lesson plan.
J. Additional activities for application or remediation

Each group will be presenting their revised questionnaire in front of

the class.

V. REMARKS
VI. REFELECTION
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
teaching strategies
worked well? Why
did this 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?
Prepared by: Checked/Reviewed/Observed by:

KIMBERLY B. MATIAS-REYES MARIA VICTORIA B. BACANI

______________________________________ _____________________________________
Name and Signature of Teacher Name and Signature of Observer
Reference: DepEd Order No. 42, s. 2016 (Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Educ. Program)
 SAMPLE SURVEY QUESTIONNAIRE 1

“Impact of Online Cooperative Learning on the relationship between Outcome and Process Skills towards Students’ Academic Achievement”
NAME: _______________________________ CCA EMAIL: ______________
GENDER: ____MALE ____FEMALE YEAR & SECTION: _________
Evaluate each statement by clicking the right option. Please use the scale below.
4-Point Likert Scale: 4-Strongly Agree, 3-Agree, 2-Disagree, 1-Strongly Disagree
ONLINE COOPERATIVE LEARNING- Cooperative learning is a type of instruction that allows students to work in groups (Buchs et al.,2017).
As a learner…….. 4 3 2 1 SOURCES
OCL1 Online cooperative learning increases my motivation to learn. (Keritha,
OCL2 Online cooperative learning is easy to be applied in online learning. 2009)
OCL3 Online cooperative learning makes the learning fun.
OCL4 Online cooperative learning is one of the effective and efficient learning strategies.
OCL5 I assume that online cooperative learning enhances online platform (e.g., Google Classroom) management towards
learning.
COGNITIVE OUTCOME- This cognitive outcome is something that students need to work on to enhance their grades and academic performance. It discusses the
students in the study's IQ and total knowledge (Ehsan, Vida, & Mehdi, 2019).
As a learner…….. 4 3 2 1 SOURCES
CO1 Online cooperative learning enhances the developing students. (Ezdehar,
CO2 Online cooperative learning enhances my intelligence skills. 2015)
CO3 Online cooperative learning helps me attain deeper understanding of the task and the lesson.
CO4 Online cooperative learning makes my learning process easier.
CO5 Online cooperative learning helps me achieve higher order thinking skills (e.g., analyzing, evaluating)
AFFECTIVE OUTCOME- Affective at school is termed as hidden curriculum, which means it only intended for students to learn to develop their entire personality
(Casey & Goodyear, 2015).
As a learner…….. 4 3 2 1 SOURCES
AO1 Online cooperative learning helps develop friendships among students. (Molla
&Muche,
2018)
AO2 Online cooperative learning gives me positive attitude towards my learning.
AO3 Working in an online collaborative group helps me change my attitude towards learning.
AO4 Cooperating online with other students helps me to be patient and understanding.
AO5 Online cooperative learning helps me become responsible and confident in my learning.
PROCESS SKILLS- Process skills in this study are more on the higher order thinking skills of the students such as observing, inferring, measuring, and
classifying (Darmaji & Kurniawan, 2019).
As a learner…….. 4 3 2 1 SOURCES
PS1 Using online cooperative learning improves my innovation skills. (Ezdehar,
2015)
PS2 Effective online cooperative learning enhances my scientific skills (e.g., observing, experimenting)
PS3 Collaborating with a small group in online enhances my social skills.
PS4 Online cooperative learning improves my interpersonal skill.
PS5 Online cooperative learning helps me to think logically and strategically to solve a problem.
ACADEMIC ACHIEVEMENT - An achievement is the representation of students’ accomplishments in a particular area (Leasa & Corebima, 2017).
As a learner…….. 4 3 2 1 SOURCES
AA1 I feel that online cooperative learning helps me to achieve my school tasks. (Ezdehar,
AA2 It is easy for me to achieve the common academic goal when working in a small group online. 2015)
AA3 I guess online cooperative learning enhances my academic performance.
AA4 Working in an online collaborative group gives me opportunity to achieve a particular goal.
AA5 Online cooperative learning helps me apply various strategies that will help me achieve the lesson’s objectives.
 SAMPLE SURVEY QUESTIONNAIRE 2
POST-TRAINING EVALUATION QUESTIONNAIRE
1. Overall evaluation of day 1
1.1 Today, what impressed me or interested me most was ... (please explain why)

1.2 Today, what facilitated my learning was …

1.3 The topics or issues that were not clear to me today were …

1.4 I would like the following topics to be discussed in this or future workshops: …

1.5 My recommendations for tomorrow are ...

2. To what extent did you gain confidence in the following topics you learnt today?
Module 1: Background Not at all Not well Neutral Well Very
well
2.1.1 The rationale of stopping MDA in relation to prevalence 1 2 3 4 5
2.1.2 The key differences between the 2005 and 2011
editions of the WHO monitoring and evaluation manuals 1 2 3 4 5
for stopping MDA

2.1.3 The overall programme steps from mapping to 1 2 3 4 5

verification
2.1.4 How can we improve this module or support you?

Module 2: Eligibility for a TAS Very

Not at all Not well Neutral Well
well
2.2.1 How to calculate the programme coverage used in
1 2 3 4 5
monitoring MDA
2.2.2 The different purposes of sentinel site and spot-check
site surveys in monitoring and evaluation of a national 1 2 3 4 5
programme to eliminate LF
2.2.3 The pre-requirements for planning a TAS 1 2 3 4 5
2.2.4 How can we improve this module or support you?

Module 3: Evaluation unit Very

Not at all Not well Neutral Well
well
2.3.1 The criteria for defining and selecting an EU 1 2 3 4 5
2.3.3 How can we improve this module or support you?

Module 4. Survey design Not at all Not well Neutral Well Very
well
2.5.1 The rationale for selecting children aged 6–7 years
1 2 3 4 5
for a TAS
2.5.2 How to choose a survey design and calculate sample
1 2 3 4 5
size
2.5.3 How to use the critical cut-off threshold for making
1 2 3 4 5
programme decisions
2.5.4 How can we improve this module or support you?

Module 8: Survey sample builder Very

Not at all Not well Neutral Well
well
2.6.1 How the survey sample builder is used to select the
1 2 3 4 5
sampling strategy and sample size
2.6.2 The method of randomized site selection from a
numbered list of all primary schools or enumeration 1 2 3 4 5
areas before the survey
2.6.3 How to prepare a protocol for a TAS in your country 1 2 3 4 5
2.6.4 How can we improve this module or support you?

3. How good was the facilitation? Very

Not at all Not well Neutral Well
well
3.1 The facilitators knew the subject matter well. 1 2 3 4 5
3.2 The facilitators gave clear explanations of the topics. 1 2 3 4 5
3.3 The speed of the lectures was appropriate. Too slow Slow Yes Fast Too
1 2 3 4 fast
5
3.4 The facilitators welcomed questions and responded to
1 2 3 4 5
them appropriately.
3.5 How can we improve our facilitation?

RUBRIC FOR SURVEY QUESTIONNAIRE VALIDATION