GRADE 11 School Salapungan National High School Grade Level 11

DAILY LESSON LOG Teacher Ma. Aiza SP. Santos Learning Area Practical Research 1
Teaching Dates and Time Quarter Second

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards Content Standard: The learner demonstrates understanding of:
1. 1. the criteria in selecting, citing, and synthesizing related literature
2. ethical standards in writing literature review
B. Performance Standards Performance Standard: The learner is able to
1. select, cite, and synthesize properly related literature
2. use sources according to ethical standards
3. present written review of related literature
The learner:
C. Learning Competencies / Objectives 1. selects relevant literature CS_RS11-IIIf-j-1
Write the LC code for each 2. cites related literature using standard style (APA, MLA or Chicago Manual of Style) CS_RS11-IIIf-j-2

II. CONTENT
Review of Literature Training for SHS Test Constructors Conducting a Review of Literature
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources  Practical Research 1 for Senior High  Practical Research 1 for Senior High
School by Cristobal and Cristobal, School by Cristobal and Cristobal, pp.
pp. 92-94 95
IV. PROCEDURES
1. Opening Activity: The Importance of 1. Review on the different types of
Reading Comprehension. Reading
A. Reviewing previous lesson or
presenting the new lesson a.
 What is the importance of getting to
know your research topic in
A. Establishing a purpose for the
conducting research?
lesson
1. Present an example of a
Review of Related Literature
and Study.
1. Presenting Examples / instances of
the new Lesson
2. What are the things found in
this section?
1. Discuss what Review of Literature is
and the purposes it serve in a research
work.
2. Discuss the different types of
Reading, its procedures and
1. Discussing new concepts and
practicing new skills #1
guidelines and examples.
a. Elementary reading
b. Systematic Reading
c. Analytic Reading
d. Comparative Reading
1. Discussing new concepts and
practicing new skills #2
2. Developing Mastery 1. From the example of RRL and
(Leads to formative assessment # 3)
RRS, what important concepts do
you think must be included in
writing your RRL and RRS for
your research? List down all these
concepts.
1. Open the activity by the showing the
students samples of research works
with literature review.
1. Ask the students to skim the
literature review part of the
research.
2. What do you think are the contents
of the Literature Review of the
research assigned to you to read?
1. What are the relevant purposes
served by the literature review to
the research that you have?
2. Discuss the steps in conducting a
literature review.
1. There are three strategies in
reviewing literature: previewing,
highlighting and annotating.
2. Discuss how previewing and
highlighting is done.
3. Discuss what annotating is.
4. Discuss the steps on how to
annotate.
 3. Finding practical applications of 1. Based on the given examples, 1. Using the materials researched by
concepts and skills in daily living
make an outline of the the students, make annotations and
thematic content for your highlighting to help you identify
group’s RRL and RRS. relevant data for your literature
review.
Once you have annotated your
resources, you can now start writing
your own literature review for your
research.
4. Making generalizations and 1. What is the importance of 1. Sum up the lesson by
abstractions about the lesson
RRL and RRs in writing your highlighting the salient points.
research?

5. Evaluating learning Types of Reading Writing the groups’ Review of Related

Identify the type of reading described in Literature
the examples and statements given on
page 94 of the reference book.
6. Additional activities for application
or remediation
V. REMARKS As the lesson goes, students are already starting to write the part of the research being discussed.
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions.

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 learners who continue to require

remediation
E. Which of my teaching strategies work 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 teacher?

Prepared by: Noted by:

MA. AIZA SP. SANTOS TERESITA L. GATBONTON

SHS Teacher III School Head