Daily Lesson Log School Grade

Teacher Jofel Unday Learning Practical Research 1

Christopher Maramag Area
Date/time Quarter
Week 1 Week 2 Week 3
SESSION 1 (2hrs) Session 2 (2hrs) SESSION 3 (2hrs) SESSION 4 (2hrs) SESSION 5 (2hrs) SESSION 6 (2hrs)
I. OBJECTIVES
A. Content Standard The learner The learner The learner The learner The learner The learner
demonstrates demonstrates demonstrates demonstrates demonstrates demonstrates
understanding of: understanding of: understanding of: understanding of: understanding of: understanding of:
1.the importance of 1.quantitative and 1.the value of qualitative 1. the importance of 1.the range of research 3.the specificity and
research qualitative research; its kinds, qualitative research topics in the area of feasibility of the problem
in daily life research characteristics, uses, across inquiry posed
2.the characteristics, 2.the kinds of research strengths, and fields of inquiry 2.the value of research in
processes, and ethics of across Fields weaknesses the
research area of interest
3.quantitative and
qualitative
research
4.the kinds of research
across
Fields
B. Performance Standard The learner is able to: The learner is able to: The learner is able to: formulate clearly statement of
use appropriate kinds of research in making decide on suitable qualitative research in different research problem
decisions. areas of interest.
C. Learning The learner: The learner: The learner: The learner: The learner:
Competencies/ 1.shares research 1. differentiates 1.describes 1.illustrates the 1.designs a research project related to daily life
Objectives experiences and quantitative from characteristics, importance of qualitative CS_RS11-IIIc-e-1
Write the LC Code for knowledge qualitative research strengths, weaknesses, research across fields 2.writes a research titleCS_RS11-IIIc-e-2
each CS_RS11-IIIa-1 CS_RS11-IIIa-4 and kinds of qualitative CS_RS11-IIIb-2 3.describes the justifications/reasons for
2.explains the 2.provide examples of research CS_RS11-IIIb-1 conducting the research CS_RS11-IIIc-e-3
importance of research research in areas of 4.states research questions CS_RS11-IIIc-e-4
in daily life interest (arts, 5.indicates scope and delimitation of
CS_RS11-IIIa-2 humanities, sports, researchCS_RS11-IIIc-e-5
3.describes science, 6.cites benefits and beneficiaries of research
characteristics, business, agriculture and CS_RS11-IIIc-e-6
processes, and ethics fisheries, information 7.presents written statement of the problem
of research CS_RS11-IIIa- and communication CS_RS11-IIIc-e-7
3 technology, and social
 inquiry)CS_RS11-IIIa-5
II. CONTENT Nature of Inquiry and Research QualitativeResearch and Its Importance in Daily Life Identifying the Inquiry and Stating the Problem
III. LEARNING
RESOURCES
A. References Qualitative Research Qualitative Research Qualitative Research Qualitative Research Qualitative Research Qualitative Research
and Its Importance in and Its Importance in and Its Importance in and Its Importance in and Its Importance in and Its Importance in
Daily Life by Richard Daily Life by Richard Daily Life by Richard Daily Life by Richard Daily Life by Richard Daily Life by Richard
Clemente and Aaron Clemente and Aaron Clemente and Aaron Clemente and Aaron Clemente and Aaron Clemente and Aaron
Julaton Julaton Julaton Julaton Julaton Julaton
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Text Book Pages
4. Additional Materials Powerpoint presentation Powerpoint presentation Powerpoint Powerpoint presentation Powerpoint presentation
from Learning Resources presentation, video
B. Other Learning Online resources Online resources Online resources Online resources Online resources
Resources
IV. PROCEDURES
A. Activating prior Recitation (5 mins) Graphic organizer (10 Recitation (10 mins) Video presentation (10 Game (10 mins) Discussion (10 mis)
knowledge The teacher ask 3-5 mins) The teacher asks the mins) The teacher ask random The teacher review the
students the following Ask the students to following questions: The teacher shows a question from the previous lesson by
question: create graphic display 1. What are the video of jean Piaget in his previous lessons using a discussing briefly the
What comes in to your using the terms provided characteristics of study of the cognitive PPT game questions summary of the previous
mind when you hear the by the teacher research development of (who wants to be a topic.
word “research” 2. What are the different individual using different millionaire).
steps in making a experiments
research Lecture (10 mins)
Write up: The teacher presents
Ask the students to pictures of existing
procedures conducted by problems in the society
Piaget in his study that we need to solve.
B. Acquiring new Lecture (10 mins) Discussion (1 hr) Discussion (50 mins) Discussion (50 mins) Discussion (10mins) Discussion(10 mins)
knowledge The teacher presents The teacher discusses The teacher discusses The teacher discusses The teacher presents a The teacher explains the
current researches and the following: the characteristics, the importance of sample of a qualitative activity for the day which
how these researches 1. Quantitative and strengths, weaknesses, research across fields research paper. will the writing the first
changed our way of living qualitative research and kind of qualitative part of their research
2. the kinds of research research Lecture (50 mins) paper which includes the
Discussion (1 hr) across fields The teacher discusses research title, the
The teacher discusses the how to identify purpose, research
 the characteristics, research problem; and
processes, and ethics of how to write a research
research titl, purpose, research
questions, scopes, and
delimitations, and cite
benefits and benificiaries
of the research.
problem, scope and
delimitation, and
benefits and
beneficiaries of the
research

C. Application Group activity (30 mins) Group work (20 mins) Group Activity (30 mins) Concept mapping Group work (10 mins) Group Activity (1hr and
Divide the class into 3 Write a caption for Divide the class in a way (20mins) The class will follow their 40 mins)
groups. Ask each group picture. that there are 7-8 Ask the students to write group during the second Ask the students to
to identify prominent Ask the student to write members in each group. a concept map by session. Each group to arrange themselves
problems that can be a caption for pictures Let the group to assign a choosing using the words write a sample research according to their group.
solved by research. related to research leader. Ask them to given words title with, purpose,
shown using slides. brainstorm on their research questions, Brainstorming:
Ask each group to assign specific field of interest Oral reporting (20 mins) scope and delimitation, Ask the students to
a representative that will of which they would wish Ask 3 student to present and its benefits and brainstorm and come-up
present their output. to conduct a research. their outputs beneficiaries. with 3 major problems
(e.g. culture, beliefs) and that they wish to
their reasons behind. study.Their output shall
include the purpose and
the feasibility of the
problem.

D. Assessment Post quiz (10 mins) Oral report (30 mins) Discussion by students
Multiple choice(20 items) Ask the groups to (30 mins)
present their output Ask each group to
present their output and
let the audience to critic
their output.
The teacher provides
feedback to the output
of the students
Quick Quiz (20 mins) Reporting (30 mins) Reporting:
Ask the students to Ask the group to present The students shall
answer the following their output and let the present their output and
questions: class critic their the class will critic their
1. What is qualitative presentation. report. The teacher will
research. provide feedback to
2. Cite at least 3 guide the students in
situations where choosing their final
qualitative research can research study.
be used.
Write-up:
After choosing their final
research problem, they
shall write their research
 title, the purpose of the
research, the statement
of the problem, scope
and delimitation, and the
benefits and
beneficiaries of the
research.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers