School PASCUAL M.

OSUYOS MEMORIAL HIGH SCHOOL Grade 11

DAILY LESSON LOG Teacher JOFRED M. MARTINEZ, MAN, RN Subject PRACTICAL RESEARCH 1
Time MONDAY TO FRIDAY (4:00-5:00) Grading Period 3RD QUARTER - Week 2

November 7, 2016 November 8, 2016 November 9, 2016 November 10, 2016 November 11, 2016
DATE:
(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

I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of the importance of research in daily life No class scheduled
B. Performance Standards
The learner is able to use appropriate kinds of research in making decisions.
C. Learning Competencies/
CS_RS11-IIIa-2
Objectives
II. CONTENT 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 8-17
4. Additional Materials for
Learning Resource Portal
B. Other Learning 1. https://www.reference.c 1. https://en.wikipedia.org/
Resources om/world-view/ wiki/Types_of_research_
importance-research- methods_and_disciplines
e040f288244d860f 2. http://www.erm.ecs.soto
2. http://lex- n.ac.uk/theme4/types_of_
warrier.in/2012/10/res research.html
earch-meaning-role-and-
its-importance/

1
IV. PROCEDURES
A. Reviewing the previous
lesson or presenting the
new lesson
1. Say: Last week, we 1. Students raise questions
learned about inquiry- about research, its
based learning. How is purposes and
research related to characteristics, and its
inquiry-based learning? importance to their
2. Relying on their stock everyday lives.
knowledge, students 2. They will direct their
provide the meaning of inquiry to any of their
the given words. they classmates, who in turn,
will be guided by some will also ask a question
clues in the given after succeeding in
sentences. answering the question
(5 minutes) given to him/her.
(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. 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 for
the lesson
1. Students will be Say: Today, we will learn Say: Today, we will learn
clustered in to four more about research by more about the different
groups. The group will identifying the different types of research. We will
assign a leader and a types of research based on surf the internet and
reporter. the method, purpose, type of examine different types of
2. Students examine the data needed. We will also research studies.
different scenic places in discuss the different (5 minutes)
the Philippines. approaches to 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)

2
1. Presenting examples/
instances of the new lesson
2. Discussing new concepts
and practicing new skills
#1
3. Discussing new concepts
and practicing new skills
#2
3. Developing mastery
(Leads to Formative
Assessment 3)
1. Discuss the meaning of 1. Discuss the different types
research.
(20 minutes)
2. Discuss the different
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)
of research based on the
method, purpose, type of
data needed.
approaches to research.
(40 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
day-to-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
4. Finding practical
application of concepts and
skills in daily living
5. Making generalizations and Close the session by
abstractions about the summarizing the concept
lesson on research. Emphasize the
purposes and
characteristics of research.
(5 minutes)
6. Evaluating learning
7. Additional activities for Study and prepare for the
application or remediation next lesson next meeting.
V. REMARKS The topics scheduled for
the day’s session was
covered. Lesson plan will be
reviewed and continued on
the following day.
Close the session by
summarizing the concept
using a concept map on the
different types of research.
(5 minutes)
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 continued on the
following day.
4
Close the session by
summarizing the concept on
the different types of
research.
(5 minutes)
The topics scheduled for the
day’s session was covered.
Lesson plan will be
reviewed and continued on
the following day.
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 1. Students enjoyed the
activity on research
vocabulary and
agreement or
disagreement on
research concepts.
2. 20% of the students have
difficulty in constructing
sentences and use the
correct spelling.
1. Students were hesitant on
raising questions to their
classmates’ despite of the
condition that they were
allowed to use the
vernacular language. 2. Students had difficulty of
1. Students worked well
when they were grouped
in to pairs. 80% of the
students submitted
satisfactory outputs.
thinking possible
research topics. Further 2. 80% of the students
mentoring was required
to facilitate their
learning.
1. Students had difficulty
utilizing search engines
to facilitate their internet
search. 80% of the
students needed
guidance in the group
activity.
ranked their learning on
research and its
importance 4 and above.