GRADE 1 to 12 School OPOL NATIONAL SECONDARY TECHNICAL SCHOLL - SHS Grade Level 11
DAILY LESSON LOG Teacher Mr. Melvin H. Madroñal Learning Area Practical Research 1
Teaching Dates and Time June 6-7 2019 Quarter First
Note: June 3-4 2019 Orientation and June 5, 2019 Eidul Fitr Holiday
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES At the end of the week, 80- 100% of the learners must be able to:
1. Explain your understanding of the term inquiry and research 2. Describe research experiences and knowledge
3. Explains the importance of research in daily life 4. Cooperates with each other during group activities
A. Content Standard The learners demonstrate an understanding of
1. Importance of research in daily life, the characteristics, processes and the ethics of research, the difference between quantitative and qualitative research and the kinds of
research across fields.
B. Performance Standard The learners shall be able to
1. Use appropriate kinds of research in making decisions.
C. Learning Competency/Objectives The learner shall be able to
Write the LC code for each. 1. Shares research experiences and knowledge. (CS_RS11-IIIa-1) 2. Explains the importance of research in daily life. (CS_RS11-IIIa-2)
I. CONTENT Nature of Inquiry and Research
II. LEARNING RESOURCES Web resources, book and articles.
A. References 1. Nelia G. Prieto, Ph.D; Victoria C. Naval, DEM and Teresita G. Carey, D.A.L.L.( 2017) Practical Research For Senior High School 1 Qualitative pages 3-10 LORIMAR
Publishing Inc.
2. Diana J. Mendoza, Ph.D; Ma. Lourdes F. Melegrito,PhD Candidate and Ronaldo B. Mactal, PhD (2017) Applied Research: An Introduction to Qualitative Research Methods
and Report Writing pages 6-21 Phoenix Publishing House Inc.
3. Richard F. Clemente, Aaron Bren E. Julaton and Antriman V. Orleans (2016) Research in Daily Life 1 pages 2-17 SIBS Publishing House Inc.., Quezon City
4. Teacher’s Guide pages
5. Learner’s Materials pages
6. Textbook pages
7. Additional Materials from None None None None None
Learning Resource (LR)portal
B. Other Learning Resource Background Information for Teachers
III. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Activity 1. May I Inquire
presenting the new lesson Direction: Since this is the opening of the class of the first semester, the students will have to get to know each other. Tell the learners to need to find their pairs for this
activity. They will ask each other’s name and ambition. Then, each couple will introduce themselves in front of the class.
Tell the students that this activity is an example of an inquiry.
Teacher Activity: Checks for Understanding in the whole class / Provide Feedback
B. Establishing a purpose for the Discuss the content standard, the performance standard and the essential questions about the topic.
lesson Conduct a pre-assessment test to check their knowledge about the lesson.
C. Presenting examples/Instances of Activity 2: Making Words Meaningful
the new lesson Ask the learners to complete the bubble map or concept map by writing words associated with the middle word.
Inquiry Research
After the students fill in the bubble map, the teacher will continue discussing what is an inquiry and research is all about.
Teacher Activity: Checks for Understanding in the whole class / Provide Feedback
D. Discussing new concepts and Activity 3. Think -Pair -Share
practicing new skills # 1 Ask the learners; what is the difference between experience and knowledge? Why use senior high school research experience? After fifteen minutes ask four volunteers
students to presents their ideas in front of the class.
Teacher Activity: Checks for Understanding in the whole class / Provide Feedback
E. Discussing new concepts and Gives an instruction on how to perform the activity/task.
practicing new skills # 2 Activity 4. Interview
Have the students to roam around the senior high school campus within 20 minutes to ask their school mates about what is the importance of research in daily life?
Teacher Activity: Checks for Understanding in the whole class / Provide Feedback
F. Developing mastery Gives an instruction on how to perform the activity/task.
(leads to Formative Assessment 3) Activity 5 Sample Research
Have the students read the peered reviewed journal articles and let them answer the questions below
Process Questions
1. What is the title of the research article? 2. What is the text about? ( subject/focus ) 3. What is the significance of the study? If you are part of this research what knowledge
can you add in the significance of the study?
G. Finding practical application of Gives an instruction on how to perform the activity/task.
concepts and skills in daily living Activity 6. Commercial Video
Direction: Create a three-minute commercial that will explain to the viewers of how is research essential to our daily lives?. The commercial should depict how research is
done in the different areas of a discipline and its benefit to your target audience.
Their commercial video will be evaluated using the given rubric’s based on accuracy, organization /flow of idea and creativity.
Criteria Excellent (20) Proficient (15) Approaching to Below (5) Score
Proficiency (10)
Accuracy The facts information are The facts The facts, information and The facts,
clearly, concisely and information and explanation are clearly information and
logically presented with explanation are and logically presented explanations are
supporting information. clearly and logically with supporting clearly presented
presented with information. with no supporting
supporting details.
information.
Organization/ All statements are Statements are Few statements are Statements are not
flow of Idea logically presented and logically presented logically presented and logically presented.
coherent. and coherent. coherent.
Creativity The work is very The work is The work is somewhat The work is not
creatively done and very creatively done and creatively done and not so creatively done and
appealing. It is appealing. It is appealing. not appealing.
appropriate to the topic. appropriate to the
topic.
Total Score
/60
Teacher Activity: Checks for Understanding in the whole class / Provide Feedback
H. Making generalizations and Ask the students to answer the following questions:
abstractions about the lesson Activity 7 Exit Cards
List 3 things that you have learned in today’s lesson.
List 2 questions you have in mind
List 1 concept you would want to explore.
A. Evaluating learning
Short Quiz
Oral recitation
B. Additional activities for application Differentiated Instruction
or remediation Let them go to their Modality Grouping to answer the activity
Draw the answer (Visual ) Have students create a Venn diagram about experience and knowledge
Linguistics – Make an essay the importance of research in daily life
IV. REMARKS
V. 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 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 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?
Prepared by: Checked by: Approved:
Mr. Melvin H. Madroñal Ms. Cynthia M. Garrido Mr. Anthony Y. Pacamalan
Science Teacher Head Teacher V Secondary School Principal II
