GRADES1 to 12 School ARINGAY NATIONAL

QUEZON HIGH SCHOOL - HIGH SCHOOL

PNHS ANNEX G ra d e Le ve l Grade 12

DAILYLESSON LOG Teacher DAREEN LOUISE M. GUISEHAN LearningArea PRACTICAL RESEARCH 2

TeachingDatesand Time Quarter 1st QUARTER
dsd

Session 1 Session 2
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
I. OBJECTIVES The learner demonstrates understanding of: a) the characteristics, strengths, weaknesses, and kinds of quantitative research; b) the importance of quantitative research across
A. Content Standard
fields; and the c) the nature of variables
A. Content Standards
B. Performance Standard The learners is able to: Decide on suitable quantitative research in different areas of interest.
B. Performance Standards

The learner: The learner:

a) describes characteristics, strenghts,
weaknesses, and kinds of quantitative differentiate
C. C.
Learning
LearningCompetencies/
Competencies / Objectives research b) illustrates the importance of
Objectives kinds of variables and their uses
Write the LC code for each quantitative research across fields

NATURE OF INQUIRY AND RESEARCH

II. CONTENT
II. CONTENT Kinds of Quantitative Research Independent and Dependent Variables/Conceptual Framework
III. LEARNING RESOURCES
III.A. LEARNING
References RESOURCES
1. Teacher’s Guide pages
A. REFERENCES
2. Learner’s Materials pages http://libguides.usc.edu/writingguide/quantit http://libguides.usc.edu/writingguide/quantitative
3. Textbook pages
1. Textbook pages/online resources
ative
4. Additional Materials from Learning
Resource (LR) portal
PowerPoint presentation, Laptop, projector PowerPoint presentation, Laptop, projector PowerPoint presentation, Laptop, projector PowerPoint presentation, Laptop, projector
and computer units with peripherals and computer units with peripherals and computer units with peripherals and computer units with peripherals
B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson or

presenting the new lesson

III. LEARNING RESOURCES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Session 1 Session 2
Ask the students the different reasons why Ask the students about the kinds of quantitative research designs.
we conduct research.
ACTIVITY: Divide the class into 4 groups. Students will be shown a clip from the reality TV show “Dancing with the
Give each group an example of a research Stars.” They will watch a dancer perform and see the scores and
paper. Let each group describe the commentary of the judges after the performance.
research methods describe in the paper. After the clip, students will be asked, “Based on the judges’ comments and
Let students present the results of their your prior knowledge, what factors do you think influenced the dancer’s
discussion orally. score?” [e.g., what variables does the score depend on? What factors will
cause the score to increase? Decrease?]
1. Introduce the types of quantiative 1. Introduce the different types of variables and their uses.
research designs.
Activity: Flash different research situations. Activity: Give students results of experiments. Let students describe the general relationship of variables found in the experiment.
Let students suggest approprite research Elicit answers from the students.
design for the situation.
2. Discuss when to use such designs Activity: In the same group, give students with the same research paper from previous activity (session 1). Let students identify the
appropriately. variables found in the conceptual framework and describe the relationship.
Let the students justify their choices in Let students justify their answers.
activity 1.
Cite examples of researches using each Cite examples of variable relationships from news articles.
type of quantitative research design.
Have students make generalizations
concerning the types of quantitative
research designs and when to Have students make generalizations concerning the types of variables and their uses in researches.
appropriately use it.
 Pen and Paper Test: Identifying Worksheet activity per group: http://digitalcommons.pace.edu/cgi/viewcontent.cgi?article=1003&context=middle_math
appropriate quantitative research design in
I. Evaluating learning
different situations.

J. Additional activities for application

or remediation
V. REMARKS
Session 1 Session 2 Session 3 Session 4
VI. REFLECTION
A. No. of learners who earned 80%
on the formative assessment

B. No. of learners 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
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:

DAREEN LOUISE M. GUISEHAN MYRNA E. PURIFICACION

Teacher II Prinicipal II
 GRADES1 to 12 ARINGAY
School SAN NATIONAL
FABIAN NHSHIGH SCHOOL Grade Level Grade 11

DAILYLESSONLOG Teacher RIESSA H. REYES LearningArea Empowerment Technologies

TeachingDatesandTime JULY 16, 2016 Quarter 1st Quarter

dsd

Session 1
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
I. OBJECTIVES The learners demonstrate an understanding of the use of advanced tools and techniques
found in common productivity and software applications in developing ICT content for
A.A. Content
ContentStandardsStandard specific professional tracks.
B. Performance Standards
The learners shall be able to independently apply advanced productivity tools to create or
B. Performance Standard develop ICT content.

Ther learners uses common productivity tools effectively by maximizing advanced

application techniques.
C. Learning Competencies / Objectives
Write the LC code for each At the end of the session, learners are expected to:
C. Learning
Competencies/Objectives 1. discuss the function of a mail merge;

2. identify the components of a mail merge; and

II. CONTENT CS_ICT11/12-ICTPT-Ic-d-4 3.perform the mail merge process.

APPLIED PRODUCTIVITY TOOLS WITH ADVANCED APPLICATION TECHNIQUES
II. III. CONTENT
LEARNINGRESOURCES Mail Merge - Advanced Word Processing Skill
A. References
III. LEARNING RESOURCES
1. Teacher’s Guide pages
A. REFERENCES
2. Learner’s Materials pages Empowerment Technologies by: Innovative Training Works, Inc. pp. 41-48
1. Textbook pages
3. Textbook pages
B. Other Learning Resources PowerPoint presentation, Laptop, projector and computer units with peripherals
4. Additional Materials from Learning
IV. PROCEDURES
Resource (LR) portal
A. Reviewing previous lesson or Ask the students the different ways in conducting online research.
B. Other Learning Resources
presenting the new lesson
B. Establishing a purpose for the Let the students make an invitation letter and challenge them if they can generate 50 letters
IV. PROCEDURES
lesson by themselves in just 5 minutes.
1. Introduce mail merge.
C. Presenting examples/
A. Reviewing ofprevious
instances lessonlesson
the new or 2. Discuss the functions of a mail merge.
presenting the new lesson
D. Discussing new concepts and Demonstrate 3.theIdentify the components
mail merge process of a mail merge.
practicing new skills #1

E. Discussing new concepts and Instruct the students to ask the address of their classmates and let them encode their own
practicing invitation letter and their database of friends.
B. Establishing new
a purposeskills #2
for the lesson
F. Developing Mastery Let the students perform the mail merge process.
Cite daily life situations that mail merge could be applied.
G. Finding practical application of
concepts and skills in daily living

H. Making generalizations and Have students make generalizations concerning the function and components of mail
abstractions about the lesson merge.

I. Evaluating learning Let the students perform mail merge in creating a collection letter to various cutomers.

J. Additional activities for

application or remediation
V. REMARKS
 Session 1

VI. REFLECTION

A. No. of learners who earned

80% on the formative
assessment

B. No. of learners 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 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?

Checked by:
Prepared by:

MARCELINA A. LAROCO, Ed. D.

RIESSA H. REYES PSDS/OIC, Office of the Principal
Teacher III
MARCELINA A. LAROCO, Ed. D.