DLL-Practical Research 1

School San Juan NHS Grade Level 11
Grade 11 Teacher Rachelle E. Maglanque Learning Area Practical Research 1

Daily Lesson Log Teaching Dates and Time Quarter
Day1 Day2 Day3 Day4 Day5

I. OBJECTIVES
The learner demostrates understanding of : 1.the importance of research in daily life 2. the characteristics,processes, and ethics of research 3. quantitative and
A. Content Standards
qualitative research 4. the kinds of research across fields
B. Performance Standards The learner is able to use appropriate kinds of research in making decisions
Differentiates quantitative and

C. Learning Competencies/Objectives Shares research experiences and Explains the importance or research n Describes charcateristics, processes, qualitative research CS_RS11 - IIIa - 4
Write the LC code for each knowledge CS_RS11 - IIIa - 1 daily life CS_RS11 - IIIa - 2 and ethics of research CS_RS11 - IIIa - 3 Provide examples of research in areas of
interests CS_RS11 - IIIa - 5
II. CONTENT Nature of Inquiry and Research
III. LEARNING RESOURCES
A. References TG in PR1 TG in PR1 TG in PR1 TG in PR1
1. Teacher's Guide pages

2. Learner's Materials pages
3. Textbook pages Pages 1 - 16 Pages 1 - 16 Pages 1 - 16 Pages 1 - 16
4. Additional Materials from Learning Resources (LR)
portal
B. Other Learning Resources/Instructional Materials PR 1 from SIBS Publishing House PR 1 from SIBS Publishing House PR 1 from SIBS Publishing House PR 1 from SIBS Publishing House
IV. PROCEDURES
As a motivation, the teacher will ask the As a recap, the teacher will ask the class
The teacher will give the class an idea
A. Reviewing previous lesson or presenting the new As a review, the teacher will recap the class their idea about the about the previous lessons and ask
lesson of the topic as well as discussed the lessons about the inquiry and research characteristics of a research and its them to repeat what they understood
importance of Inquiry and Research
process during the discussion
The teacher will inform the class about To show connection, the teacher will The teacher will collate all the ideas of
Using the student's idea, the teacher
the significance of Research and ask ask the students regarding the purpose the students and from there, the
B. Establishing a purpose for the lesson them regarding their experiences of research in their lives and how they teacher will open the new topic to the will open the topic and connect it to the
lessons previously discussed
regarding research and inquiry were able to apply it. students
As a springboard of the new topic, the

The teacher will cite examples of The teacher will discuss the topic to the
The teacher will give example of simple teacher will cite examples and open the
C. Presenting examples/instances of the new lesson research that are relevant on the daily class as well as ask them to share their
research topic about Quantitative and Qualitative
life of the students opinions as well
Research
Since the topic is new, the teacher will

The teacher will discuss the The teacher will discuss in detailed what
D. Discussing new concepts and practicing new skills #1 list words or concepts that are new to characteristics and processes of is different between Qualitative from
the learners and will be explained in
Research Quantitative Research
detailed
The teacher will provide examples of

The teacher will discuss the ethics of
E. Discussing new concepts and practicing new skills #2 research on various interest like arts,
research
humanities sports, etc..
To develop mastery on the students,

For students to master the topic, the the teacher will explain the importance For the students to master the topic, To develop mastery, the teacher will list
F. Developing mastery the teacher will ask the class some examples of topics on the board and the
(Leads to Formative Assessment 3) teacher will ask the students some of reasearch after which the students questions about the characteristics, students will identify the correct
questions about the topic will give their own insights about the
importance of research processes and ethics of research research to be used.
The teacher will group the class and The teacher will ask some of the The teacher will ask the students some
G. Finding practical applications of concepts and skills in situations in their lives and ask them as
instruct them to list down all their students regarding the relationship of
daily living to what type of research is applicalbe to
experiences about research research on their daily lives
use.
As a summery of the lesson, the teacher

As a summary of the lesson, the The teacher will generalize the topic by
The teacher will reiterate the will inform the class that regardless of
H. Making generalizations and abstractions about the teacher will remind the class that stressing to the class the
lesson differences and similarites between research plays an important role in characterisitcs, processes and ethics of the type of research to use, what is
inquiry and research important is that they know how to use
their lives research
them properly
The teacher will group the class for an
As an assessment, the teacher will give A group activity will be given by the A group activity will be given by the
I. Evaluating Learning activity using Bubble Graph or Concept
a short quiz about the topic teacher to the class teacher to the class
Map
An assignment will be given by the The teacher will give the class some
An assignment will be given to the class A simple reaearch will be given to the
J. Additional activities for application or remediation teacher to the students about the notes to read and will be discussed the
for further understanding of the topic students as a mini-project
topic next meeting.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation.
B. No. of learners who require additional activities for

remediation who scored below 80%.
C. Did the remedial lesson 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?
Submitted by: Submitted to:
Rachelle E. Maglanque Quezonita M. Yabut

SST-I Master Teacher I
School San Juan NHS Grade Level 11
Grade 11 Teacher Rachelle E. Maglanque Learning Area Practical Research 1
Daily Lesson Log Teaching Dates and Time Quarter 3RD
Monday Tuesday Wednesday Thursday Friday

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary proedures must be followed and if needed., additional lessons, exercises and
I. OBJECTIVES remedial activities may be done for developing content knowledge
The learner demonstrates understanding of: 1. the value of qualitative

A. Content Standards research; its kinds, characteristics, uses, strengths, and weaknesses 2. the
importance of qualitative research across fields of inquiry
The learner is able to: decide on suitable qualitative research in different

B. Performance Standards
areas of interest
C. Learning Competencies/Objectives
CS_RS11 - IIIa - 1 CS_RS11 - IIIa - 2
Write the LC code for each
II. CONTENT Nature of Inquiry and Research Nature of Inquiry and Research
List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
III. LEARNING RESOURCES as well as paper based materials. Hands-on learning p
A. References Practical Research 1 TG Practical Research 1 TG

3. Textbook pages Pages 1 - 16 Pages 1 - 16
portal
Practical Research 1 from SIBS Practical Research 1 from SIBS

B. Other Learning Resources/Instructional Materials
publication publication
These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of learning by the students which you
IV. PROCEDURES can infer from formative assessment activities. Sustain learn
The teacher will give the class an idea

A. Reviewing previous lesson or presenting the new As a review, the teacher will recap the
of the topic as well as discussed the lessons about the inquiry and research
lesson
importance of Inquiry and Research
The teacher will inform the class To show connection, the teacher will
about the significance of Research and ask the students regarding the
B. Establishing a purpose for the lesson
ask them regarding their experiences purpose of research in their lives and
regarding research and inquiry how they were able to apply it.
The teacher will cite examples of

The teacher will give example of
C. Presenting examples/instances of the new lesson research that are relevant on the daily
simple research
life of the students
Since the topic is new, the teacher will

D. Discussing new concepts and practicing new skills #1 list words or concepts that are new to
the learners and will be explained in
detailed
E. Discussing new concepts and practicing new skills #2

the teacher will explain the
F. Developing mastery For students to master the topic, the importance of reasearch after which
teacher will ask the students some
(Leads to Formative Assessment 3) the students will give their own
questions about the topic
insights about the importance of
research
The teacher will group the class and The teacher will ask some of the
G. Finding practical applications of concepts and skills in instruct them to list down all their
students regarding the relationship of
daily living
experiences about research research on their daily lives
As a summary of the lesson, the

The teacher will reiterate the
H. Making generalizations and abstractions about the teacher will remind the class that
differences and similarites between
lesson research plays an important role in
inquiry and research
their lives
The teacher will group the class for an
As an assessment, the teacher will
I. Evaluating Learning activity using Bubble Graph or
give a short quiz about the topic
Concept Map
An assignment will be given by the The teacher will give the class some
J. Additional activities for application or remediation teacher to the students about the notes to read and will be discussed
topic the next meeting.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else needs tobe done to help the students learn? Identify what help
VI. REFLECTION your instructional supervisors can provide for you so when you m



Why did these work?


Submitted by: Submitted to:
Rachelle E. Maglanque Quezonita M. Yabut

SST-I Master Teacher I
Annex 1B to Deped Order No. 42, s. 2016
Teacher Rachelle E. Maglanque Grade Level 11
Grade 11 Teaching Dates and Time
Learning Area Practical Research 1
Daily Lesson Log Quarter
Monday (Nov. 28) Tuesday (Nov.29) Wednesday (Nov. 30) Thursday (Dec. 1) Friday (Dec. 2)
The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
A. Content Standards understanding of the importance understanding of the characteristics, BONIFACIO DAY understanding between Quatitative understanding between Quatitative
ofresearch in daily life processes, and ethics of research Research and Qualitative Research Research and Qualitative Research
The learner is able to use appropriate The learner is able to use appropriate The learner is able to use appropriate The learner is able to use appropriate
kinds of research in making decisions kinds of research in making decisions kinds of research in making decisions kinds of research in making decisions

II. CONTENT Nature of Inquiry and Research Nature of Inquiry and Research Nature of Inquiry and Research Nature of Inquiry and Research
A. References Practical Research 1 TG Practical Research 1 TG Practical Research 1 TG Practical Research 1 TG

portal
Practical Research 1 from DIWA Practical Research 1 from DIWA Practical Research 1 from DIWA Practical Research 1 from DIWA
publication publication publication publication

a. Lecture Notes a. Lecture Notes a. Lecture Notes
a. Lecture Notes
C. Methodologies/strategies/techniques
b. Class Discussion b. Class Discussion b. Class Discussion
b. Class Discussion
As a motivation, the teacher will ask As a recap, the teacher will ask the
A. Reviewing previous lesson or presenting the new As a review, the teacher will recap the the class their idea about the class about the previous lessons and
lesson lessons about the inquiry and research characteristics of a research and its ask them to repeat what they
process understood during the discussion
To show connection, the teacher will The teacher will collate all the ideas of
Using the student's idea, the teacher
ask the students regarding the the students and from there, the
B. Establishing a purpose for the lesson will open the topic and connect it to
purpose of research in their lives and teacher will open the new topic to the
the lessons previously discussed
how they were able to apply it. students
As a springboard of the new topic,

The teacher will cite examples of The teacher will discuss the topic to
the teacher will cite examples and
C. Presenting examples/instances of the new lesson research that are relevant on the daily the class as well as ask them to share
life of the students their opinions as well open the topic about Quantitative
and Qualitative Research
The teacher will discuss the The teacher will discuss in detailed
D. Discussing new concepts and practicing new skills #1 characteristics and processes of what is different between Qualitative
Research from Quantitative Research

The teacher will discuss the ethics of
research

the teacher will explain the For the students to master the topic, To develop mastery, the teacher will
F. Developing mastery importance of reasearch after which the teacher will ask the class some list examples of topics on the board
(Leads to Formative Assessment 3) the students will give their own questions about the characteristics, and the students will identify the
insights about the importance of processes and ethics of research correct research to be used.
research
The teacher will ask the students some

G. Finding practical applications of concepts and skills in The teacher will ask some of the situations in their lives and ask them as
students regarding the relationship of
daily living to what type of research is applicalbe
research on their daily lives
to use.
As a summery of the lesson, the

As a summary of the lesson, the The teacher will generalize the topic
teacher will inform the class that
H. Making generalizations and abstractions about the teacher will remind the class that by stressing to the class the
regardless of the type of research to
lesson research plays an important role in characterisitcs, processes and ethics
use, what is important is that they
their lives of research know how to use them properly
As an assessment, the teacher will A group activity will be given by the A group activity will be given by the
I. Evaluating Learning
give a short quiz about the topic teacher to the class teacher to the class
The teacher will give the class some An assignment will be given to the
A simple reaearch will be given to the
J. Additional activities for application or remediation notes to read and will be discussed class for further understanding of the
students as a mini-project
the next meeting. topic
V. REMARKS BONIFACIO DAY

Last Monday (Nov. 21), 90% (161 out

A. No. of learners who earned 80% in the evaluation. of 179) of my learners earned 80% on
their class activity
18 learners or 10% of my learners

need remediation or futher discussion
remediation who scored below 80%. of the topic
C. Did the remedial lesson work? No. of learners who Yes, 15 out of 18 did pass since the
have caught up with the lesson. other three were absent that day
D. No. of learners who continue to require remediation 3 learners since they were absent

Why did these work? Class Discussion and Lecture Notes


Prepared by: Reviewed and Noted by:
Rachelle E. MAGLANQUE QUEZONITA M. YABUT

SST-I MASTER TEACHER I-ENGLISH
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

The learner demonstrates

The learner demonstrates The learner demonstrates understanding of the value of
A. Content Standards understanding between Quatitative understanding between Quatitative qualitative research, its kinds,
Research and Qualitative Research Research and Qualitative Research characteristics, uses, strengths and
weaknesses
The learner is able to decide on

The learner is able to use appropriate The learner is able to use appropriate
B. Performance Standards kinds of research in making decisions kinds of research in making decisions suitable qualitative research in
deifferent areas of interest
differentiates quantitative from qualitative research

the learner describes the
CS_RS11-IIIa-4 provide
C. Learning Competencies/Objectives chaacteristics, strengths, weaknesses
Write the LC code for each examples of research in areas of interest (arts, humanities, sports, science, and kinds of qualitative research
business, agriculture and fisheries, information and technology, and social CS_RS11-IIIb - 1
inquiry CS_RS11-IIIa-5
Qualitative Research and Its

II. CONTENT Nature of Inquiry and Research Nature of Inquiry and Research Importance in Daily Life
Practical Research 1 from REX Practical Research 1 from REX Practical Research 1 from REX
A. References
Publication Publication Publication
3. Textbook pages Pages 1 - 16 Pages 1 - 16 Pages 17 - 32
portal
Practical Research 1 from DIWA Practical Research 1 from DIWA Practical Research 1 from DIWA
publication publication publication
As a recap, the teacher will ask the As a review, the teacher will recap the
A. Reviewing previous lesson or presenting the new class about the previous lessons and discussion about the difference
lesson ask them to repeat what they between Qualitative and Quantitative
understood during the discussion Research
Using the student's idea, the teacher As a preparation of the topic, the
B. Establishing a purpose for the lesson will open the topic and connect it to teacher will inform the class that the
the lessons previously discussed topic is all about Qualitative Research
As a springboard of the new topic, the The teacher will give examples of a
teacher will cite examples and open
C. Presenting examples/instances of the new lesson the topic about Quantitative and data result that are qualitative in
nature
Qualitative Research
The teacher will discuss in detailed The teacher will discuss characteristics,
D. Discussing new concepts and practicing new skills #1 what is different between Qualitative strengths, weaknesses and kinds of
from Quantitative Research Qualitative Research

To develop mastery, the teacher will The teacher will ask the class of their
F. Developing mastery list examples of topics on the board
(Leads to Formative Assessment 3) and the students will identify the understanding about Qualitative
Research
correct research to be used.
The teacher will ask the students

G. Finding practical applications of concepts and skills in some situations in their lives and ask
daily living them as to what type of research is
applicalbe to use.
As a summery of the lesson, the

H. Making generalizations and abstractions about the
regardless of the type of research to
lesson
use, what is important is that they
know how to use them properly
A group activity will be given by the
teacher to the class
A simple reaearch will be given to the

J. Additional activities for application or remediation
students as a mini-project
V. REMARKS



Why did these work?




The learner demonstrates The learner demonstrates The learner demonstrates

understanding of the value of understanding of the value of understanding of the value of The learner will realize the The learner will realize the
A. Content Standards qualitative research, its kinds, qualitative research, its kinds, qualitative research, its kinds, importance of Qualitative research importance of Qualitative research
characteristics, uses, strengths and characteristics, uses, strengths and characteristics, uses, strengths and across fields of inquiry across fields of inquiry
weaknesses weaknesses weaknesses
The learner is able to decide on The learner is able to decide on The learner is able to decide on The learner is able to decide on The learner is able to decide on
B. Performance Standards suitable qualitative research in suitable qualitative research in suitable qualitative research in suitable qualitative research in suitable qualitative research in
deifferent areas of interest deifferent areas of interest deifferent areas of interest deifferent areas of interest deifferent areas of interest
C. Learning Competencies/Objectives illustrates the importance of qualitative research across fields CS_RS11-IIIb
the learners describes characteristics, strenghts, weaknesses, and kinds of qualaitative research CS_RS11-IIIb - 1
Write the LC code for each -2
Qualitative Research and Its Qualitative Research and Its Qualitative Research and Its Qualitative Research and Its Qualitative Research and Its
II. CONTENT Importance in Daily Life Importance in Daily Life Importance in Daily Life Importance in Daily Life Importance in Daily Life
A. References Practical Research 1 Practical Research 1 Practical Research 1 Practical Research 1 Practical Research 1

3. Textbook pages Pages 17 - 32 Pages 17 - 32 Pages 17 - 32 Pages 17 - 32 Pages 17 - 32
portal

As a review, the teacher will recap the

As a springboard, the teacher will
A. Reviewing previous lesson or presenting the new discussion about the difference
review the class about the
lesson between Qualitative and Quantitative
importance of research.
Research
As a preparation of the topic, the The teacher will discuss the relevance
B. Establishing a purpose for the lesson teacher will inform the class that the of qualitative reseach on different
topic is all about Qualitative Research areas of knowledge
The teacher will give examples of a For better understanding, the teacher
C. Presenting examples/instances of the new lesson data result that are qualitative in will cite example of the qualitative
nature research on various fields
The teacher will discuss Since this is a new topic, the teacher
D. Discussing new concepts and practicing new skills #1 characteristics, strengths, weaknesses wil explain concepts and theories
and kinds of Qualitative Research regarding qualitative research
F. Developing mastery The teacher will ask the class of their The teacher will ask the class to
understanding about Qualitative summarize or recall what they
(Leads to Formative Assessment 3)
Research understand about the topic.
The teacher will give a short recap The teacher will give the class some
G. Finding practical applications of concepts and skills in ample time to think of situations
before the teacher will ask the class
daily living where qualitative research is
about Qualitative Research
applicable
The teacher will inform the class As a generalizations, the teacher will
H. Making generalizations and abstractions about the regarding the importance of explain to the class the role of
lesson Qualitative Research in their lives as a qualitative research on various areas
student. of knowledge
A group output will be given to the
I. Evaluating Learning students to be submitted at the end of A case study will be given to the class
the week
The teacher will ask the teacher to A project will be given to the class
J. Additional activities for application or remediation read their lecture for the continuation where they will be grouped with 6
of discussion the next day members.
V. REMARKS



Why did these work?



Daily Lesson Log Quarter 3RD

II. CONTENT
A. References

3. Textbook pages
portal
A. Reviewing previous lesson or presenting the new

lesson
C. Presenting examples/instances of the new lesson
D. Discussing new concepts and practicing new skills #1
F. Developing mastery
G. Finding practical applications of concepts and skills in

daily living

lesson
V. REMARKS REMEDIAL CLASS CHRISTMAS PARTY (STUDENTS) CHRISTMAS PARTY (SCHOOL) CHRISTMAS VACATION CHRISTMAS VACATION



Why did these work?



The learner demonstrates The learner demonstrates

understanding of the value of understanding of the value of The learner will realize the The learner will realize the
A. Content Standards qualitative research, its kinds, qualitative research, its kinds, importance of Qualitative research importance of Qualitative research
characteristics, uses, strengths and characteristics, uses, strengths and across fields of inquiry across fields of inquiry
weaknesses weaknesses
The learner is able to decide on The learner is able to decide on The learner is able to decide on The learner is able to decide on
B. Performance Standards suitable qualitative research in suitable qualitative research in suitable qualitative research in suitable qualitative research in
deifferent areas of interest deifferent areas of interest deifferent areas of interest deifferent areas of interest
C. Learning Competencies/Objectives the learner describes characteristics, strengths, weaknesses, and kinds of the learner illustrates the importance of qualitative research across fields
Write the LC code for each qualitative research CS-RS-IIIb - 1 CS_RS11-IIIb - 2
Qualitative Research and Its Qualitative Research and Its Qualitative Research and Its Qualitative Research and Its
II. CONTENT Importance in Daily Life Importance in Daily Life Importance in Daily Life Importance in Daily Life
A. References Practical Research 1 Practical Research 1 Practical Research 1 Practical Research 1

portal

As a review, the teacher will recap the

As a springboard, the teacher will
A. Reviewing previous lesson or presenting the new discussion about the difference
review the class about the
lesson between Qualitative and Quantitative
importance of research.
Research
As a preparation of the topic, the The teacher will discuss the relevance
B. Establishing a purpose for the lesson teacher will inform the class that the of qualitative reseach on different
topic is all about Qualitative Research areas of knowledge
The teacher will give examples of a For better understanding, the teacher
C. Presenting examples/instances of the new lesson data result that are qualitative in will cite example of the qualitative
nature research on various fields
The teacher will discuss Since this is a new topic, the teacher
D. Discussing new concepts and practicing new skills #1 characteristics, strengths, weaknesses wil explain concepts and theories
and kinds of Qualitative Research regarding qualitative research
F. Developing mastery The teacher will ask the class of their The teacher will ask the class to
understanding about Qualitative summarize or recall what they
Research understand about the topic.
The teacher will give a short recap The teacher will give the class some
G. Finding practical applications of concepts and skills in ample time to think of situations
before the teacher will ask the class
daily living where qualitative research is
about Qualitative Research
applicable
As a generalizations, the teacher will

The teacher will inform the class
H. Making generalizations and abstractions about the explain to the class the role of
regarding the importance of Qualitative
lesson qualitative research on various areas
Research in their lives as a student.
of knowledge
A group output will be given to the
I. Evaluating Learning students to be submitted at the end of A case study will be given to the class
the week
The teacher will ask the teacher to read A project will be given to the class
J. Additional activities for application or remediation their lecture for the continuation of where they will be grouped with 6
discussion the next day members.
V. REMARKS



Why did these work?




The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of the range of understanding of the range of understanding of the range of understanding of the range of understanding of the range of
research topics in the area of inquiry research topics in the area of inquiry research topics in the area of inquiry research topics in the area of inquiry research topics in the area of inquiry
A. Content Standards as well as the value of research in the as well as the value of research in the as well as the value of research in the as well as the value of research in the as well as the value of research in the
area of interest and lastly, the area of interest and lastly, the area of interest and lastly, the area of interest and lastly, the area of interest and lastly, the
specifity and feasibility of the specifity and feasibility of the specifity and feasibility of the specifity and feasibility of the specifity and feasibility of the problem
problem posed. problem posed. problem posed. problem posed. posed.
The learner is able to formulate The learner is able to formulate

The learner is able to formulate clearly The learner is able to formulate clearly The learner is able to formulate clearly
B. Performance Standards clearly statement of Research clearly statement of Research
statement of Research Problem statement of Research Problem statement of Research Problem
Problem Problem
the learner describes the the learner indicates scope and

C. Learning Competencies/Objectives The learner designs a research project the learner writes a research title the learner states research
justifications/reasons for conducting delimitation of research CS_RS11-IIIc -
Write the LC code for each related to daily life CS_RS11-IIIc - e - 1 CS_RS11-IIIc - e - 2 questions-IIIc - e - 4
the research CS_RS11-IIIc - e - 3 e-5
Identifying the Inquiry and Stating the Identifying the Inquiry and Stating the Identifying the Inquiry and Stating the Identifying the Inquiry and Stating the Identifying the Inquiry and Stating the
II. CONTENT Problem Problem Problem Problem Problem
A. References Practical Research 1 Practical Research 1 Practical Research 1 Practical Research 1 Practical Research 1

3. Textbook pages Pages 33- 51 Pages 33- 51 Pages 33- 51 Pages 33- 51 Pages 33- 51
portal
Since the class has an idea on how to

As a review, the teacher will ask the Since the class has an idea about the The new topic will be discussed by the
The teacher recapped the lesson write a research title, the teacher will
A. Reviewing previous lesson or presenting the new regarding the difference between students about what they recall introduce the new topic about reasons in conducting a research, a teacher and this all about Scope and
lesson regarding the discussion about new lesson will be presented to the Delimitation as well as Significance of
Qualitative and Quantitative Research research project describing the reasons in conducting class about research problem the Study
a research
The teacher will mention the

The teacher, as an introduction to the To show connection, the teacher will The teacher will discuss the The teacher will mention that the
significance of knowing the range of
B. Establishing a purpose for the lesson new topic, asks the class about the inform the class regarding the importance of knowing the reasons topic is important since this will
the study as well as the beneficiaries
importance of research on their lives correlation between research and title why research has to be conducted involve writing research questions
of the paper
As an example, the teacher For deeper understanding, the For clearer understanding, the The teacher will give examples of Scpe
C. Presenting examples/instances of the new lesson mentioned that research can improve teacher will present samples research teacher will show example of and Delimation and Significance of the
the quality of life of an individual titles research questions Study
Since the topic is new, the teacher will The teacher will discuss the
The teacher will discuss how research The teacher will ask the class to get For clearer understanding, the teacher
be discussing new concepts, terms importance of having a research
D. Discussing new concepts and practicing new skills #1 and topic can be beneficial to the lives their photocopies and the teacher will will discuss new concepts about Scope
and theories to students for questions and their relationship to
of the people discuss new concepts and skills and Delimitation
clarifications the research title
The teacher will also discuss new For clearer understanding, the teacher
E. Discussing new concepts and practicing new skills #2 terms and concepts for deeper will discuss new concepts about
understanding Significance of the Study
The teacher will ask the students on As for mastery, the teacher will get The teacher will ask the class to write
F. Developing mastery their idea regarding researches that The students will be asked to write ideas from the class regarding the sample research questions based on The teacher will ask the class what
(Leads to Formative Assessment 3) are important and their importance to sample research titles reasons and justifications in the research title they have they understand about the topics
the daily lives conducting a research formulated last Tuesday
The teacher will again discuss the

As a practice, the teacher will inform importance of research which was
G. Finding practical applications of concepts and skills in The teacher will ask the students to the class that the title should be
The teacher will discuss the
discuss during the first two weeks of
think of a good research that can be importance of knowing the range and
daily living important and could improve the lives the second semester and ask the class
significance to the lives of the people significance of the study
of the people to think of a skills that are applicable
to daily living
The teacher will sum up the topics by
To sum up, the teacher will remind The teacher will mention that
As a generalization, the teacher will As a generalization, the teacher will informing the class that Scope and
H. Making generalizations and abstractions about the the class that the research title will research questions should be
give the summary of the lesson to the sumamrizethe topic regarding Delimitation and Significance of the
lesson give the entire research paper its soul answered throughout the course of
class and its life as well reasons in conducting a research writing the paper Study are two most important parts of
the paper
The teacher will check the sample

The teacher will check the sample The teacher will check the sample
I. Evaluating Learning research questions written by the
research titles written by the class work of the class
class
The teacher will ask the class to look The teacher will ask the class to
An assignment will be given to the The teacher will group the class and
The teacher will give the class a group for possible materials for their paper formulate their Scope and Delimitation
J. Additional activities for application or remediation class regarding reasearch project and ask them to think of a good research
project about research based on the research questions they as well as their Significance of the
its related to daily life title for their Research Paper
have formulated Study
The teacher will discuss all the The teacher will discuss all the The teacher will discuss all the The teacher will discuss all the The teacher will discuss all the
concepts and theories for this week concepts and theories for this week concepts and theories for this week concepts and theories for this week concepts and theories for this week
V. REMARKS and the class (group of 6 members) and the class (group of 6 members) and the class (group of 6 members) and the class (group of 6 members) and the class (group of 6 members)
will be given two weeks to write the will be given two weeks to write the will be given two weeks to write the will be given two weeks to write the will be given two weeks to write the
Chapter 1 of their Research Paper. Chapter 1 of their Research Paper. Chapter 1 of their Research Paper. Chapter 1 of their Research Paper. Chapter 1 of their Research Paper.


Why did these work?



Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary proedures must be followed and if needed.,
I. OBJECTIVES additional lessons, exercises and remedial activities may be done for developing content knowledge
The learner demonstrates

understanding of the range of
research topics in the area of inquiry
A. Content Standards as well as the value of research in the TITLE DEFENSE TITLE DEFENSE
area of interest and lastly, the
specifity and feasibility of the
problem posed.
MIDTERM EXAMINATION MIDTERM EXAMINATION
B. Performance Standards The learner is able to formulate clearly

statement of Research Problem
(CONTINUATION OF DISCUSSION
The learner indicates scope and

delimitation of research CS_RS11-IIIc
Write the LC code for each -e-5
Identifying the Inquiry and Stating the

II. CONTENT Problem
List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of
III. LEARNING RESOURCES concrete and manipulative materials as well as paper based materials. Hands-on learning p
A. References Practical Research 1 TG

3. Textbook pages Pages 33- 51
4. Additional Materials from Learning
Resources (LR) portal
B. Other Learning Resources/Instructional
Materials
These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of
IV. PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learn
The new topic will be discussed by the

A. Reviewing previous lesson or presenting teacher and this all about Scope and
the new lesson Delimitation as well as Significance of
the Study
The teacher will mention the

B. Establishing a purpose for the lesson significance of knowing the range of
the study as well as the beneficiaries
of the paper
C. Presenting examples/instances of the new The teacher will give examples of Scpe
and Delimation and Significance of the
lesson
Study
For clearer understanding, the teacher

D. Discussing new concepts and practicing
will discuss new concepts about Scope
new skills #1
and Delimitation
For clearer understanding, the teacher

E. Discussing new concepts and practicing
will discuss new concepts about
new skills #2
Significance of the Study
F. Developing mastery The teacher will ask the class what

(Leads to Formative Assessment 3) they understand about the topics
The teacher will discuss the

G. Finding practical applications of concepts
importance of knowing the range and
and skills in daily living
significance of the study
The teacher will sum up the topics by
informing the class that Scope and
H. Making generalizations and abstractions
Delimitation and Significance of the
about the lesson
Study are two most important parts of
the paper
The teacher will check the sample
work of the class
The teacher will ask the class to

J. Additional activities for application or formulate their Scope and
remediation Delimitation as well as their
Significance of the Study
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else needs tobe done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you m
A. No. of learners who earned 80% in the

evaluation.
B. No. of learners who require additional

activities for remediation who scored below
80%.
C. Did the remedial lesson 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?
Rachelle E. MAGLANQUE JANETTE S. CRUZ

SST-I HEAD TEACHER I
Daily Lesson Log Quarter 3RD

The learners demonstrates The learners demonstrates The learners demonstrates

understanding in the criteria in understanding in the criteria in understanding in the criteria in
A. Content Standards selecting, citing, synthesizing and selecting, citing, synthesizing and selecting, citing, synthesizing and
ethical standards in writing Review ethical standards in writing Review ethical standards in writing Review of
of Related Literature (RRL) of Related Literature (RRL) Related Literature (RRL)
The learners are able to select, cite, The learners are able to select, cite, The learners are able to select, cite,
B. Performance Standards synthesize, use sources for ethical synthesize, use sources for ethical synthesize, use sources for ethical
standard and present RRL standard and present RRL standard and present RRL
C. Learning Competencies/Objectives The learner selects relevant literature CS_RS11-IIIf - j - 1

Learning from Others and Reviewing Learning from Others and Reviewing Learning from Others and Reviewing
II. CONTENT the Literature the Literature the Literature
A. References Practical Research 1 TG Practical Research 1 TG Practical Research 1 TG

3. Textbook pages Pages 53- 79 Pages 53- 79 Pages 53- 79
portal

The teacher will recap the discussion

A. Reviewing previous lesson or presenting the new about Significance of the Study and
lesson Scope and Delimitation and will
connect it to the new topic
For a clearer understanding, the

teacher will discuss the importance of
related literature to writing a
research paper
The teacher will present examples of

C. Presenting examples/instances of the new lesson
RRL to the learners
Since it is a new topic for students,

the teacher will discuss concepts and
D. Discussing new concepts and practicing new skills #1
terms to learners for better
comprehending the lesson
Also, new ways to write RRL will also

be presented by the teacher
As a practice, the teacher will be

asking the students to write examples
of their RRL for their research paper
G. Finding practical applications of concepts and skills in

daily living
The teacher will inform the class that
RRL is a vital part of the paper that can
help the readers understand the
lesson
content and importance of the
research paper
As an evaluation, the teacher will be
I. Evaluating Learning asking the learners to bring to school
their materials in writing their RRL
The teacher will inform the class to

write their RRL for their Research
Paper to be submitted based on the
class and teachers' agreement
V. REMARKS



Why did these work?



The learners demonstrates The learners demonstrates The learners demonstrates The learners demonstrates The learners demonstrates
understanding in the criteria in understanding in the criteria in understanding in the criteria in understanding in the criteria in understanding in the criteria in
A. Content Standards selecting, citing, synthesizing and selecting, citing, synthesizing and selecting, citing, synthesizing and selecting, citing, synthesizing and selecting, citing, synthesizing and
ethical standards in writing Review of ethical standards in writing Review of ethical standards in writing Review ethical standards in writing Review ethical standards in writing Review of
Related Literature (RRL) Related Literature (RRL) of Related Literature (RRL) of Related Literature (RRL) Related Literature (RRL)
The learners are able to select, cite, The learners are able to select, cite, The learners are able to select, cite, The learners are able to select, cite, The learners are able to select, cite,
B. Performance Standards synthesize, use sources for ethical synthesize, use sources for ethical synthesize, use sources for ethical synthesize, use sources for ethical synthesize, use sources for ethical
standard and present RRL standard and present RRL standard and present RRL standard and present RRL standard and present RRL
C. Learning Competencies/Objectives the learner cites related literature using standard style (APA, MLA or the learner synthesizes information from relevant literatureCS_RS11-IIIf - j The learner writes coherent review of
Write the LC code for each Chicago Manual of Style) CS_RS11-IIIf - j - 2 -3 literature CS_RS11-IIIf - j - 4
Learning from Others and Reviewing Learning from Others and Reviewing Learning from Others and Reviewing Learning from Others and Reviewing Learning from Others and Reviewing
II. CONTENT the Literature the Literature the Literature the Literature the Literature
A. References Practical Research 1 TG Practical Research 1 TG Practical Research 1 TG Practical Research 1 TG Practical Research 1 TG

3. Textbook pages Pages 53- 79 Pages 53- 79 Pages 53- 79 Pages 53- 79 Pages 53- 79
4. Additional Materials from Learning Resources
(LR) portal

Materials
Since the teacher discusses the

As a recap, the teacher will review the As a review, the teacher will recap
A. Reviewing previous lesson or presenting the importance of synthesizing
class about RRL and its importance in about citing the various sources for
new lesson information, the teacher will inform
a research paper related literature
the class regarding writing the RRL
The teacher will inform the class of The teacher will inform the class of The teacher will explain to the class
the significance of the different
B. Establishing a purpose for the lesson the next topic which is all about citing the significance of writing an RRL
information they have gathered for
related literatures and other sources properly and substantially
their research paper.
As an example, the teacher will ask As an example, the teacher will ask the
The teacher will inform the class to
C. Presenting examples/instances of the new look at their handouts for examples of the students to get their handouts students to get their handouts and will
lesson and will ask them to check the ask them to check the examples
the topic
examples regarding RRL regarding RRL
Since it is a new topic, the teacher will The teacher will explain concepts to The teacher will explain concepts to
D. Discussing new concepts and practicing new
discuss new terms and concepts to the class related to synthesizing the class related to writing coherent
skills #1
the class information for literature RRL.
The teacher will also discuss all about

E. Discussing new concepts and practicing new
Transitional Devices and Active Verbs
skills #2
to be used in writing coherent RRL.
As mastery of the topic, the teacher

The teacher will ask the class if they The teacher will ask the class to write
F. Developing mastery will the class to synthesize the
can cite the various literatures they one coherent literature based on their
(Leads to Formative Assessment 3) information they have gathered for
have used in their Research Paper chosen topic
their literature
The teacher will discuss to the class As an application, the teacher will be
G. Finding practical applications of concepts and the importance of citing sources as discussing the importance of
skills in daily living well as the teacher will discuss about coherence in writing a composition as
plagiarism well as unity and emphasis
As a generalization, the teacher will As a summary of the lesson, the The teacher will wrap up the
H. Making generalizations and abstractions inform the class about the importance discussion by informing the class that
information for RRL should be
about the lesson of citing sources and its connection to literature should be connected in
RRL understood in order to come up with terms of ideas and contents.
an excellent RRL
The teacher will ask the class to The teacher will ask the class to double
As an evaluation, the teacher will give double check their RRL and the check their RRL and the analyze its
an activity to the class procedures they have done in content and ideas in terms of
synthesizing it. coherence
The teacher will ask the class to The teacher will ask the class to
J. Additional activities for application or The teacher will ask the class to finalize the various information as finalize the various information to be
finalize the citations on their research
remediation paper. part of their RRL on their research used for their RRL on their research
paper. paper.
V. REMARKS

evaluation.

80%.
C. Did the remedial lesson work? No. of learners

who have caught up with the lesson.

remediation

Why did these work?


use/discover which I wish to share with other
teachers?
Grade 11 Learning Area Practical Research 1
Teaching Dates and Time

The learners demonstrate The learners demonstrate The learners demonstrate

The learners demonstrate The learners demonstrate
understanding of Qualitative understanding of Qualitative understanding of Qualitative
understanding in the criteria in understanding of Qualitative Research
Research Designs, description of Research Designs, description of Research Designs, description of
A. Content Standards selecting, citing, synthesizing and Designs, description of samplesm data
samplesm data collection and samplesm data collection and samplesm data collection and
ethical standards in writing Review of collection and creative design
creative design principles for creative design principles for creative design principles for
Related Literature (RRL) principles for execution
execution execution execution
The learners are able to select, cite, The learners are able to describe The learners are able to describe The learners are able to describe The learners are able to describe
B. Performance Standards synthesize, use sources for ethical qualitative design, sample, and data qualitative design, sample, and data qualitative design, sample, and data qualitative design, sample, and data
standard and present RRL collection and analysis procedures collection and analysis procedures collection and analysis procedures collection and analysis procedures
the learner follows ethical standards

in writing related literature CS_RS11- chooses appropriate qualitative research design
IIIf - j5 presents written review of
literature CS_RS11-IV a - c - 1 describes sampling procedure and sample the learner plans data collection and analysis procedures CS_RS11-IV a - c - 3
CS_RS11-IV a - c - 2
CS_RS11-IIIf - j6
Learning from Others and Reviewing Understanding Data and Ways to Understanding Data and Ways to Understanding Data and Ways to Understanding Data and Ways to
II. CONTENT the Literature Systematically Collect Data Systematically Collect Data Systematically Collect Data Systematically Collect Data

3. Textbook pages Pages 53- 79 Pages 79 - 97 Pages 79 - 97 Pages 79 - 97 Pages 79 - 97

Materials
The teacher will open a new topic The teacher will review the class by As a review, the teacher will recap
A. Reviewing previous lesson or presenting the informing the class about the
new lesson abour Related Literature and this is importance of RRL and its role in the about research designs and sampling
the standards in writing RRL procedures
Research Paper
As a purpose, the teacher will explain The teacher will inform the class that The teacher, as a connection, will
the purpose of the standards in the new topic has something to do open the topic by telling the class
writing effective RRL for their with the various designs of Qualitative that after collecting data, these data
Research Paper Research will be analyzed and studied
As an example, the teacher will ask

The teacher will ask the students to The teacher will give examples of
C. Presenting examples/instances of the new the class to get their handouts and
get their handouts and check the data collection and will ask the class
lesson read silently about the various
example of RRL their idea about it
Qualitative Research Designs
D. Discussing new concepts and practicing new The teacher will ask the students to The teacher will discuss in detailed the
Since it is a new topic, the teacher
read the RRL sample and the students various type of Qualitative Research will discuss terms and concepts
skills #1
need to have a reaction about it Designs regarding the topic
The teacher will discuss also topica The teacher also will ask the class to
about sampling procedures and share their ideas about collecting
skills #2
sample qualiative data
As a Formative Assessment, the

The teacher will conduct a short As a formative assessment, a seatwork
F. Developing mastery teacher will ask the class to
recitation about Qualitative Research will be given by the teacher to assess
(Leads to Formative Assessment 3) summarize the discussion about the
Design understanding to the topic
standards in writing an RRL
The teacher will ask the class to seat

The teacher will ask the class to think The teacher will ask the class on how
G. Finding practical applications of concepts with their group and write their own
and skills in daily living RRL based on their chosen topic for a possible research topic for each of they can apply the topic on their skills
the deisgn based on their locality in daily living
their Research Paper
As a generalization, the teacher will
The teacher will recap the lesson by reiterate to the class that the The teacher will explain to the class
explaining to the class that RRL is a research designs are used depending that collecting data and analyzing
about the lesson vital part of a research since this will on the research topic as well as the them will help the readers
give the readers an idea of the entire importance of knowing the correct comprehend the contents of the
paper. sampling procedure to use in research paper
collecting data

An an evaluation, the teacher will ask The teacher will inform the class that
I. Evaluating Learning the class to apply the standards in a short essay quiz will be given after with their group and conduct a
meeting regarding their research
writing RRL on their Research Paper discussion
paper output in the class

J. Additional activities for application or The teacher will ask each group to search on the internet example topic As assignment will be given by the
browse the internet for an example of teacher to the class which will be
remediation RRL. for each of the research design and discussed next meeting.
will be reported the next meeting
V. REMARKS

evaluation.

80%.


remediation
well?
Why did these work?


teachers?


The learners demonstrate The learners demonstrate The learners demonstrate The learners demonstrate
understanding of Qualitative understanding of Qualitative understanding of Qualitative understanding of Qualitative The learners demonstrate
understanding of Qualitative Research
Research Designs, description of Research Designs, description of Research Designs, description of Research Designs, description of
A. Content Standards Designs, description of samplesm data
samplesm data collection and samplesm data collection and samplesm data collection and samplesm data collection and
creative design principles for creative design principles for creative design principles for creative design principles for collection and creative design
principles for execution
execution execution execution execution
The learners are able to describe The learners are able to describe The learners are able to describe The learners are able to describe The learners are able to describe
B. Performance Standards qualitative design, sample, and data qualitative design, sample, and data qualitative design, sample, and data qualitative design, sample, and data qualitative design, sample, and data
collection and analysis procedures collection and analysis procedures collection and analysis procedures collection and analysis procedures collection and analysis procedures
chooses appropriate qualitative

research design CS_RS11-IV a - c - 1
describes sampling procedure and
sample plans data collection and analysis procedures CS_RS11-IV a - c - 3 the learner presents written research methodology CS_RS11-IV a - c - 4
CS_RS11-IV a - c - 2
Understanding Data and Ways to Understanding Data and Ways to Understanding Data and Ways to Understanding Data and Ways to Understanding Data and Ways to
II. CONTENT Systematically Collect Data Systematically Collect Data Systematically Collect Data Systematically Collect Data Systematically Collect Data

(LR) portal
B. Other Learning Resources/Instructional Practical Research 1 from DIWA Practical Research 1 from DIWA Practical Research 1 from DIWA Practical Research 1 from DIWA Practical Research 1 from DIWA
Materials publication publication publication publication publication
As a review, the teacher will recap

A. Reviewing previous lesson or presenting the The teacher will recap the discussion
new lesson about research designs and sampling about data collection and analysis
procedures
The teacher, as a connection, will

As a purpose, the teacher will discuss
open the topic by telling the class that
B. Establishing a purpose for the lesson the importance of the lesson and its
after collecting data, these data will
connection to their output
be analyzed and studied
The teacher will give examples of data The teacher will cite examples abuout
C. Presenting examples/instances of the new
collection and will ask the class their the new topic so that students may
lesson
idea about it understand it better
Since it is a new topic, the teacher will

D. Discussing new concepts and practicing new The teacher will discuss nee terms,
discuss terms and concepts regarding
skills #1 concepts and theories about the topic
the topic
The teacher also will ask the class to As part of class participation, the
share their ideas about collecting teacher will ask the class their ideas
skills #2
qualiative data about the new topic.
The teacher will ask the class to form

F. Developing mastery The teacher will conduct a short As a formative assessment, a a group and will be given an activity
recitation about Qualitative Research seatwork will be given by the teacher
(Leads to Formative Assessment 3) to check if they understand the new
Design to assess understanding to the topic lesson
The teacher will ask the class to think The teacher will ask the class on how The teacher will ask the class on how
G. Finding practical applications of concepts and a possible research topic for each of
they can apply the topic on their skills they can apply the topic on their skills
skills in daily living
the deisgn based on their locality in daily living in daily living
As a generalization, the teacher will
reiterate to the class that the research The teacher will explain to the class The teacher will wrap up the
designs are used depending on the that collecting data and analyzing discussion by citing the significance of
H. Making generalizations and abstractions about
research topic as well as the them will help the readers the topic as well as how this can help
the lesson
importance of knowing the correct comprehend the contents of the them in improving their research
sampling procedure to use in research paper paper
collecting data

The teacher will inform the class that The teacher will ask to sit with their
I. Evaluating Learning with their group and conduct a
a short essay quiz will be given after group members and ask them to write
meeting regarding their research
discussion their own research methodology
paper output in the class
The teacher will ask the class to The teacher will ask the class to read
As assignment will be given by the
J. Additional activities for application or search on the internet example topic teacher to the class which will be the next lesson on their hand-outs to
remediation for each of the research design and be prepared for the discussion next
discussed next meeting.
will be reported the next meeting meeting.
V. REMARKS

evaluation.

activities for remediation who scored below 80%.


remediation

teachers?


The Learners demonstrates The Learners demonstrates The Learners demonstrates The Learners demonstrates The Learners demonstrates
A. Content Standards understanding of observation and understanding of observation and understanding of observation and understanding of observation and understanding of observation and
interview skills interview skills interview skills interview skills interview skills
The learners are able to gather The learners are able to gather The learners are able to gather The learners are able to gather The learners are able to gather
B. Performance Standards relevant information with intellectual relevant information with intellectual relevant information with intellectual relevant information with intellectual relevant information with intellectual
honesty honesty honesty honesty honesty
The learner presents written research methodology CS_RS11-IV d - f- 1
Finding Answers through Data Finding Answers through Data Finding Answers through Data Finding Answers through Data Finding Answers through Data
II. CONTENT Collection Collection Collection Collection Collection

(LR) portal

Materials

A. Reviewing previous lesson or presenting the about Data Collection and types of
new lesson Sampling Method for Continuity of the
lesson
As for the purpose, the teacher will

inform the class that the new topic
has something to do with the data
interpretation and analysis
The teacher will present some

examples and instances as a
lesson
springboard for the new lesson

D. Discussing new concepts and practicing new discuss some terms and concepts
skills #1 which are found on the handouts of
the learners
As for understanding, the teacher will

skills #2 be dicussing topics that are connected
to the subject matter
As for mastery, the teacher will give

the class an activity regarding
methods of collecting data
The teacher will ask the class on how

G. Finding practical applications of concepts and they can apply the topic on their daily
living
As for generaralization, the teacher
will explain to the class that these
methods of data collecting data are
about the lesson
very much relevant and need to be
given priority in writing a paper
The teacher will ask the class to think

I. Evaluating Learning of a method that will suit their
research study
The teacher will ask the class to start

J. Additional activities for application or working on their Chapter III of the
remediation
Research Paper using the new topic
V. REMARKS

evaluation.

80%.


remediation

Why did these work?

teachers?


The Learners demonstrate The Learners demonstrate The Learners demonstrate The Learners demonstrate The Learners demonstrate
A. Content Standards understanding of observation and understanding of observation and understanding of observation and understanding of drawing out understanding of drawing out
interview skills interview skills interview skills patterns and themes from data patterns and themes from data
The learners are able to gather The learners are able to gather The learners are able to gather The learners are able to analyze and The learners are able to analyze and
B. Performance Standards relevant information with intellectual relevant information with intellectual relevant information with intellectual draw out patterns and themes with draw out patterns and themes with
honesty honesty honesty intelletual honesty intelletual honesty
C. Learning Competencies/Objectives the learner infers and explain patterns and themes from data CS_RS11-IV d -
The learner collects data through observation and interviews CS_RS11-IV d - f- 1
Write the LC code for each f- 2
Finding Answers through Data Finding Answers through Data Finding Answers through Data Analyzing the Meaning of the Data Analyzing the Meaning of the Data
II. CONTENT Collection Collection Collection and Drawing Conclusions and Drawing Conclusions

(LR) portal

Materials

The teacher will recap the previous
A. Reviewing previous lesson or presenting the about Data Collection and types of
lesson by giving a summary of the
new lesson Sampling Method for Continuity of the
important details about the last topic
lesson
Since the last topic was about data

As for the purpose, the teacher will
inform the class that the new topic collection method, the teacher will
B. Establishing a purpose for the lesson connect the topic by informing the
has something to do with the data class on the role of Data in a research
interpretation and analysis
paper
The teacher will present some The teacher will present example
examples and instances as a about data analysis and drawing our
lesson
springboard for the new lesson patterns
Since it is a new topic, the teacher will For a vivid understanding, the teacher
D. Discussing new concepts and practicing new discuss some terms and concepts will ask the class to get their
skills #1 which are found on the handouts of handouts for some terminologies to
the learners be explained
As for understanding, the teacher will As a continuation, the teacher will

E. Discussing new concepts and practicing new explain more terminologies about the
skills #2 be dicussing topics that are connected topic for learners to have a better
to the subject matter
understanding
As for mastery, the teacher will give

F. Developing mastery The teacher will give a short activity
the class an activity regarding
(Leads to Formative Assessment 3) about the new lesson
methods of collecting data
The teacher will ask the class on how The teacher will ask the class on how
G. Finding practical applications of concepts and
they can apply the topic on their daily they can apply the topic on their daily
living living
As for generaralization, the teacher
will explain to the class that these To sum up the discussion, the teacher
H. Making generalizations and abstractions about
methods of data collecting data are will give stress on some of the
the lesson
very much relevant and need to be important details abiout the topic
given priority in writing a paper
The teacher will ask the class to think

The teacher will ask thr class to write a
I. Evaluating Learning of a method that will suit their
draft of their conclusion
research study
The teacher will ask the class to start

J. Additional activities for application or working on their Chapter III of the The teacher will give an assignment
remediation and this will be reported next meeting
Research Paper using the new topic
V. REMARKS

evaluation.

activities for remediation who scored below 80%.


remediation

Why did these work?


teachers?

The Learners demonstrates

The Learners demonstrate The Learners demonstrate The Learners demonstrate The Learners demonstrate understadning of guidelines in making
A. Content Standards understanding of drawing out understanding of drawing out understanding of drawing out understanding of drawing out conclusions and recommendations,
patterns and themes from data patterns and themes from data patterns and themes from data patterns and themes from data techniques in listing references and
the process of report writing
The learner is able to from logical

The learners are able to analyze and The learners are able to analyze and The learners are able to analyze and The learners are able to analyze and
conclusions, make recommendations
B. Performance Standards draw out patterns and themes with draw out patterns and themes with draw out patterns and themes with draw out patterns and themes with based on conclusions and write and
intelletual honesty intelletual honesty intelletual honesty intelletual honesty
present a clear report
CS_RS11-IV d - f- 2 CS_RS11-IV d - f- 2 CS_RS11-IV d - f- 3 CS_RS11-IV d - f- 3 CS_RS11-IV g - j- 1
Analyzing the Meaning of the Data Analyzing the Meaning of the Data Analyzing the Meaning of the Data Analyzing the Meaning of the Data
II. CONTENT and Drawing Conclusions and Drawing Conclusions and Drawing Conclusions and Drawing Conclusions
Reporting and Sharing of the Findings


Materials
The teacher will recap the previous The teacher will recap discussions The teacher will recap the discussion
A. Reviewing previous lesson or presenting the
lesson by giving a summary of the about explaining patterns and themes about the relationship of results and
new lesson
important details about the last topic from the collected data related literature
Since the last topic was about data

As a purpose, the teacher will explain The teacher will discuss the purpose of
collection method, the teacher will the significance of results in research the new lesson so that the learners will
B. Establishing a purpose for the lesson connect the topic by informing the
class on the role of Data in a research as well as its relationships tp know the importance of conclusion in
literature a paper
paper
The teacher will ask the class about

The teacher will present example their expeinces when writing their As an example, the teacher will ask the
C. Presenting examples/instances of the new about data analysis and drawing our review of related literature and their class regarding their idea of the word
lesson
patterns connection to the topic of the "conclusion"
research
For a vivid understanding, the teacher For a clearer understanding of the

D. Discussing new concepts and practicing new will ask the class to get their handouts learners, the teacher will discuss
discuss some terms and concepts
skills #1 for some terminologies to be terminoloiges and concepts about the
about drawing conclusions
explained topic
As a continuation, the teacher will

E. Discussing new concepts and practicing new explain more terminologies about the The teacher will ask the class to
express their idea about the terms
skills #2 topic for learners to have a better
and concepts on their hand-outs
understanding
As for mastery, the teacher will give a

F. Developing mastery The teacher will give a short activity
pair work to check the mastery of the The teacher will ask the class regarding
(Leads to Formative Assessment 3) about the new lesson the conclusion of their reseach paper.
lesson
The teacher will ask the class on how The teacher will ask the class As for practicality, the teacher will
G. Finding practical applications of concepts
they can apply the topic on their daily regarding the importance of literature explain that conclusions can be related
and skills in daily living
living to the findings of their research to the outcome of one's mission in life
The learners will be informed by the
As a summary of the lesson, the
To sum up the discussion, the teacher teacher that the topoc drawing
H. Making generalizations and abstractions will give stress on some of the teacher will explain the relevance of conclusions should be given priority
about the lesson literature as well as the results of the
important details about the topic study since this is one of the cores of the
paper
The teacher will ask the class to form a

The teacher will ask the class to write As an evaluation, the teacher will give
I. Evaluating Learning group and answer the activity on their
a draft of their conclusion a seatword to the class
hand-outs
The teacher will ask the class to As for additional activity, the teacher
J. Additional activities for application or The teacher will give an assignment
answer the group activity on their will give the learners an assignment
remediation and this will be reported next meeting
hand-outs about drawing conlcusions
V. REMARKS

evaluation.

80%.


remediation
well?
Why did these work?


teachers?

The Learners demonstrates The Learners demonstrates The Learners demonstrates

understadning of guidelines in understadning of guidelines in understadning of guidelines in
The Learners demonstrates The Learners demonstrates
A. Content Standards making conclusions and making conclusions and making conclusions and
understanding of selection criteria understanding of selection criteria
recommendations, techniques in recommendations, techniques in recommendations, techniques in
and process best design and process best design
listing references and the process of listing references and the process of listing references and the process of
report writing report writing report writing
The learner is able to from logical The learner is able to from logical The learner is able to from logical
B. Performance Standards conclusions, make recommendations conclusions, make recommendations conclusions, make recommendations The learner is able to execute best The learner is able to execute best
based on conclusions and write and based on conclusions and write and based on conclusions and write and design design
present a clear report present a clear report present a clear report
the learner finalizes and present best design CS_RS11-IV g - j - 5 writes

The learner formulates
C. Learning Competencies/Objectives the learner lists references CS_RS11- the learner presents a written short description and present best design
Write the LC code for each recommendations based on IV g - j- 3 research report CS_RS11-IV g - j- 4
conclusions CS_RS11-IV g - j- 2
CS_RS11-IV g - j - 6
II. CONTENT Reporting and Sharing of the Findings Reporting and Sharing of the Findings Reporting and Sharing of the Findings Reporting and Sharing of the Findings Reporting and Sharing of the Findings
List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper based materials. Hands-on learning p

Materials
As a review, the teacher will ask the

The teacher will present the new As a review, the teacher will ask the The teacher will present the new
A. Reviewing previous lesson or presenting class regarding the criteria in
lesson which is all about writing class regarding their discussion on lesson which is all about the elements
the new lesson choosing the best type of qualitative
conclusions and recommendations writing references of research study
research paper.
As a purpose, the teacher will explain The teacher will explain that The teacher will explain that the topic
As a purpose, the teacher will explain
B. Establishing a purpose for the lesson to the learners the relevance of references are important and they the role of each element of the is all about presenting the best
conclusions and recommendations in need to be given importance in research design as far as qualitative
a research paper. writing a research paper. research study to the class paper is concern
The teacher will mention the arious

For the learners to understand the The teacher will ask the learners to The teacher will present examples for
C. Presenting examples/instances of the research design (case study,
topic, the teacher will show examples look at their handouts and study the each of the element of the research
new lesson ethnography, hitorical study and
of conclusions and recommendations format (APA) in writing references study.
phenomenology)
Since there are many elements, the

D. Discussing new concepts and practicing The teacher will discuss the guidelines The teacher will discuss about proper teacher will discuss them one by one Again, the teacher will explain each of
referencing and listing of reference
new skills #1 on how to write conclusions for learners to understand them the qualitative research design
(bibliography)
better.
For more undrstanding, the teacher

This is the continuation of the
E. Discussing new concepts and practicing The teacher will discuss the guidelines will explain how to list various discussion of the various elements of Continuation of the recapping of the
new skills #2 on how to write recommendations references from books to online qualitative research design
the research study
materials
As a formative assessment, the To check the mastery of the learners, As a mastery, the teacher will ask the
F. Developing mastery teacher will ask the class to explain the teacher will give examples of class to give their own idea about the The teacher will ask the class about
(Leads to Formative Assessment 3) each of the guideline in formulating information and will ask the class to various elements of the research their understanding of the topic.
conclusion and recommendations list them as reference study.
The teacher will inform the leaners The teacher will the learners that the
An a real life situation, the teacher will The teacher will cite examples that
G. Finding practical applications of concepts that acknowledging someone's paper they are writing will develop
ask the student about looking on their may relate on the daily living of the
and skills in daily living presence in your life is very much their sense of responsibility and self-
future. learners
important discipline
As a generalization, the teacher will As a generalization, the teacher will The teacher will explain to the class
discuss that conclusions and The teacher will explain that proper remind the learners that the that regardless of the research
recommenations are part of any type citation and listing of reference can elements of the research study are so design, the paper should always
about the lesson
of formal paper and it needs to be make the paper look professional important in terms of sharing the present findings that are helpful to
done with proper understanding. results of the paper. the readers

The teacher will ask the class to write As an evaluation, the teacher will give review the parts of their research The teacher will ask the class to think
I. Evaluating Learning examples of conclusion and a short activity on how to list of a good topic on each of the
paper and evaluate if the parts are
recommendation. references qualitative research design
properly executed.
The teacher will ask the learners to The teacher will inform tha class to The teacher will inform tha class to The teacher will ask the class to
J. Additional activities for application or start writing the conclusions and
remediation recommendations of their reseacrh start listing the various references review the parts of their research research on the internet examples of
they have used in writing their paper. paper. each of the research design
paper.
V. REMARKS

evaluation.

80%.

learners who have caught up with the
lesson.

remediation
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?
0

II. CONTENT
List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
III. LEARNING RESOURCES materials as well as paper based materials. Hands-on learning p
A. References

3. Textbook pages
(LR) portal

Materials
C. Methodologies/strategies/techniques
A. Reviewing previous lesson or presenting the

new lesson

lesson
D. Discussing new concepts and practicing new

skills #1

skills #2
G. Finding practical applications of concepts and


about the lesson
J. Additional activities for application or
remediation
V. REMARKS

evaluation.

80%.


remediation

Why did these work?


teachers?


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School San Juan NHS Grade Level 11

Grade 11 Teacher Rachelle E. Maglanque Learning Area Practical Research 1

Day1 Day2 Day3 Day4 Day5

Differentiates quantitative and

II. CONTENT Nature of Inquiry and Research

III. LEARNING RESOURCES

A. References TG in PR1 TG in PR1 TG in PR1 TG in PR1

1. Teacher's Guide pages

As a springboard of the new topic, the

Since the topic is new, the teacher will

The teacher will provide examples of

To develop mastery on the students,

As a summery of the lesson, the teacher

A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for

C. Did the remedial lesson work? No. of learners who

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well?

F. What difficulties did I encounter which my principal

G. What innovation or localized materials did I

Submitted by: Submitted to:

Rachelle E. Maglanque Quezonita M. Yabut

Monday Tuesday Wednesday Thursday Friday

The learner demonstrates understanding of: 1. the value of qualitative

The learner is able to: decide on suitable qualitative research in different

A. References Practical Research 1 TG Practical Research 1 TG

1. Teacher's Guide pages

Practical Research 1 from SIBS Practical Research 1 from SIBS

The teacher will give the class an idea

The teacher will cite examples of

Since the topic is new, the teacher will

E. Discussing new concepts and practicing new skills #2

To develop mastery on the students,

As a summary of the lesson, the

A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for

C. Did the remedial lesson work? No. of learners who

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well?

F. What difficulties did I encounter which my principal

G. What innovation or localized materials did I

Submitted by: Submitted to:

Rachelle E. Maglanque Quezonita M. Yabut

CS_RS11 - IIIa - 4 CS_RS11 - IIIa - 4

A. References Practical Research 1 TG Practical Research 1 TG Practical Research 1 TG Practical Research 1 TG

1. Teacher's Guide pages

Monday Tuesday Wednesday Thursday Friday

As a springboard of the new topic,

The teacher will provide examples of

To develop mastery on the students,

The teacher will ask the students some

As a summery of the lesson, the

Monday Tuesday Wednesday Thursday Friday

Last Monday (Nov. 21), 90% (161 out

18 learners or 10% of my learners

E. Which of my teaching strategies worked well?

F. What difficulties did I encounter which my principal

G. What innovation or localized materials did I

Prepared by: Reviewed and Noted by:

Rachelle E. MAGLANQUE QUEZONITA M. YABUT