DAILY LESSON LOG DATE:
I.
School Teacher Time
PASCUAL M. OSUYOS MEMORIAL HIGH SCHOOL JOFRED M. MARTINEZ, MAN, RN MONDAY TO FRIDAY (4:00-5:00)
Grade
11
Subject Grading Period
PRACTICAL RESEARCH 1 3RD QUARTER - Week 2
November 7, 2016
November 8, 2016
November 9, 2016
November 10, 2016
November 11, 2016
(4:00 – 5:00)
(4:00 – 5:00)
(4:00 – 5:00)
(4:00 – 5:00)
(4:00 – 5:00)
Monday
Tuesday
Wednesday
Thursday
Friday
OBJECTIVES
A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives
II. CONTENT
The learner demonstrates understanding of the importance of research in daily life The learner is able to use appropriate kinds of research in making decisions. CS_RS11-IIIa-2 The importance of research in daily life.
III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Material pages 3. Textbook pages
Baraceros, E. L. (2016). Practical Research 1. 1st Edition. Sampaloc, Manila: Rex Bookstore, Inc. pp 817
4. Additional Materials for Learning Resource Portal
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No class scheduled
B. Other Learning Resources
1. https://www.referenc 1. https://en.wikipedia.or e.com/world-view/ g/wiki/Types_of_resear importance-researchch_methods_and_disci e040f288244d860f plines 2. http://lex2. http://www.erm.ecs.so warrier.in/2012/10/re ton.ac.uk/theme4/typ search-meaning-rolees_of_research.html and-its-importance/
IV. PROCEDURES A.
Reviewing the previous lesson or presenting the new lesson
1. Students raise questions about learned about research, its purposes inquiry-based and characteristics, learning. How is and its importance to research related to their everyday lives. inquiry-based 2. They will direct their learning? inquiry to any of their 2. Relying on their stock classmates, who in knowledge, students turn, will also ask a provide the meaning question after of the given words. succeeding in they will be guided answering the by some clues in the question given to given sentences. him/her. (5 minutes) (10 minutes)
Say/Ask: Yesterday, we learned about the different types of research. Enumerate the different types of research based on the method, purpose, type of data needed? (10 minutes)
1. Say: Last week, we
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1. Students raise questions about the different types of research and its importance to their everyday lives. 2. They will direct their inquiry to any of their classmates, who in turn, will also ask a question after succeeding in answering the question given to him/her. (10 minutes)
B. Establishing a purpose 1. Students will be Say: Today, we will learn for the lesson clustered in to four more about research by groups. The group identifying the different will assign a leader types of research based and a reporter. on the method, purpose, 2. Students examine type of data needed. We the different scenic will also discuss the places in the different approaches to Philippines. research. 3. Ask: Which of these (5 minutes) places interest you the most? Would you like to know more about them? How do you think you will be more knowledgeable about these places? 4. Group reporters share their responses. (20 minutes) 1. Presenting examples/ 1. Discuss the meaning 1. Discuss the different instances of the new of research. types of research lesson (20 minutes) based on the method, purpose, type of data needed. 2. Discuss the different approaches to research. (40 minutes)
Say: Today, we will learn more about the different types of research. We will surf the internet and examine different types of research studies. (5 minutes)
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2. Discussing new concepts and practicing new skills #1
3. Discussing new concepts and practicing new skills #2
1. Students express their judgment or decision on each of the given statement and write their reasons to justify their agreement or disagreement. (15 minutes)
1. Students will be clustered in to pairs. 2. The students will identify the specific type of research for each given topic. They should also identify the importance of such research in their dayto-day life. (20 minutes) 1. Students will be clustered in to groups of three. 2. The students will think of their own topics for each research type and justify the reasons of choosing the specific research type for each topic. (20 minutes)
3. Developing mastery (Leads to Formative Assessment 3)
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4. Finding practical application of concepts and skills in daily living
5. Making generalizations and abstractions about the lesson
Close the session by summarizing the concept on research. Emphasize the purposes and characteristics of research. (5 minutes)
Close the session by summarizing the concept using a concept map on the different types of research. (5 minutes)
Close the session by summarizing the concept on the different types of research. (5 minutes)
6. Evaluating learning
7. Additional activities for application or remediation
V. REMARKS
Study and prepare for the next lesson next meeting. The topics scheduled for the day’s session was covered. Lesson plan will be reviewed
Study and prepare for the next lesson next meeting. The topics scheduled for the day’s session was covered. Lesson plan will be reviewed and
The topics scheduled for the day’s session was covered. Lesson plan will be reviewed 5
Each student will surf the internet and choose a research study. Based on what they have learned about research, they will make a report on the topic, approach, importance, and type based on the different methods of classifying research. (30 minutes) Close the session by reviewing the concept on the different types of research. (5 minutes)
Using numbers 1 to 5, the students rank their understanding on the following topics: classification of research types, approaches to research, and determining the quality of research (5 minutes) Study and prepare for the next lesson next week. The lesson on the importance of research and its types was covered.
VI. REFLECTION
and continued on the continued on the and continued on the following day. following day. following day. 1. Students enjoyed the 1. Students were 1. Students worked well 1. Students had activity on research hesitant on raising when they were difficulty utilizing vocabulary and questions to their grouped in to pairs. search engines to agreement or classmates’ despite of 80% of the students facilitate their disagreement on the condition that submitted internet search. 80% research concepts. they were allowed to satisfactory outputs. of the students 2. 20% of the students use the vernacular 2. Students had needed guidance in have difficulty in language. difficulty of thinking the group activity. constructing possible research 2. 80% of the students sentences and use topics. Further ranked their learning the correct spelling. mentoring was on research and its required to facilitate importance 4 and their learning. above.
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