PASCUAL M.

OSUYOS MEMORIAL HIGH

School Grade 11
SCHOOL
DAILY Teacher JOFRED M. MARTINEZ, MAN, RN Subject PRACTICAL RESEARCH 1
LESSON LOG Grading
Time MONDAY TO FRIDAY (4:00-5:00) 3RD QUARTER - Week 2
Period

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

1
B. Other Learning 1. https://www.referenc 1. https://en.wikipedia.or
Resources e.com/world-view/ g/wiki/Types_of_resear
importance-research- ch_methods_and_disci
e040f288244d860f plines
2. http://lex- 2. http://www.erm.ecs.so
warrier.in/2012/10/re ton.ac.uk/theme4/typ
search-meaning-role- es_of_research.html
and-its-importance/

IV. PROCEDURES
A. Reviewing the previous 1. Say: Last week, we 1. Students raise Say/Ask: Yesterday, we 1. Students raise
lesson or presenting learned about questions about learned about the questions about the
the new lesson inquiry-based research, its purposes different types of different types of
learning. How is and characteristics, research. Enumerate research and its
research related to and its importance to the different types of importance to their
inquiry-based their everyday lives. research based on the everyday lives.
learning? 2. They will direct their method, purpose, type 2. They will direct their
2. Relying on their stock inquiry to any of their of data needed? inquiry to any of their
knowledge, students classmates, who in (10 minutes) classmates, who in
provide the meaning turn, will also ask a turn, will also ask a
of the given words. question after question after
they will be guided succeeding in succeeding in
by some clues in the answering the answering the
given sentences. question given to question given to
(5 minutes) him/her. him/her.
(10 minutes) (10 minutes)

2
B. Establishing a purpose 1. Students will be Say: Today, we will learn Say: Today, we will
for the lesson clustered in to four more about research by learn more about the
groups. The group identifying the different different types of
will assign a leader types of research based research. We will surf
and a reporter. on the method, purpose, the internet and
2. Students examine type of data needed. We examine different types
the different scenic will also discuss the of research studies.
places in the different approaches to (5 minutes)
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)

3
2. Discussing new 1. Students express 1. Students will be
concepts and their judgment or clustered in to pairs.
practicing new skills decision on each of 2. The students will
#1 the given statement identify the specific
and write their type of research for
reasons to justify each given topic.
their agreement or They should also
disagreement. identify the
(15 minutes) importance of such
research in their day-
to-day life.
(20 minutes)
3. Discussing new 1. Students will be
concepts and clustered in to
practicing new skills groups of three.
#2 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)

4
4. Finding practical Each student will surf
application of concepts the internet and choose
and skills in daily living 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)
5. Making generalizations Close the session by Close the session by Close the session by Close the session by
and abstractions about summarizing the summarizing the summarizing the reviewing the concept
the lesson concept on research. concept using a concept concept on the on the different types
Emphasize the map on the different different types of of research.
purposes and types of research. research. (5 minutes)
characteristics of (5 minutes) (5 minutes)
research.
(5 minutes)
6. Evaluating learning 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)
7. Additional activities for Study and prepare for Study and prepare for Study and prepare for
application or the next lesson next the next lesson next the next lesson next
remediation meeting. meeting. week.
V. REMARKS The topics scheduled The topics scheduled for The topics scheduled The lesson on the
for the day’s session the day’s session was for the day’s session importance of research
was covered. Lesson covered. Lesson plan was covered. Lesson and its types was
plan will be reviewed will be reviewed and plan will be reviewed covered.
5
 and continued on the continued on the and continued on the
following day. following day. following day.
VI. REFLECTION 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.