GRADE 1 to 12 School OPOL NATIONAL SECONDARY TECHNICAL SCHOLL - SHS Grade Level 11

DAILY LESSON LOG Teacher Mr. Melvin H. Madroñal Learning Area Practical Research 1
Teaching Dates and Time June 6-7 2019 Quarter First
Note: June 3-4 2019 Orientation and June 5, 2019 Eidul Fitr Holiday

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
At the end of the week, 80- 100% of the learners must be able to:
1. Explain your understanding of the term inquiry and research 2. Describe research experiences and knowledge
3. Explains the importance of research in daily life 4. Cooperates with each other during group activities
The learners demonstrate an understanding of
1. Importance of research in daily life, the characteristics, processes and the ethics of research, the difference between quantitative and qualitative research and the kinds of
research across fields.
The learners shall be able to
1. Use appropriate kinds of research in making decisions.
The learner shall be able to
1. Shares research experiences and knowledge. (CS_RS11-IIIa-1) 2. Explains the importance of research in daily life. (CS_RS11-IIIa-2)

I. CONTENT Nature of Inquiry and Research

II. LEARNING RESOURCES Web resources, book and articles.
A. References 1. Nelia G. Prieto, Ph.D; Victoria C. Naval, DEM and Teresita G. Carey, D.A.L.L.( 2017) Practical Research For Senior High School 1 Qualitative pages 3-10 LORIMAR
Publishing Inc.
2. Diana J. Mendoza, Ph.D; Ma. Lourdes F. Melegrito,PhD Candidate and Ronaldo B. Mactal, PhD (2017) Applied Research: An Introduction to Qualitative Research Methods
and Report Writing pages 6-21 Phoenix Publishing House Inc.
3. Richard F. Clemente, Aaron Bren E. Julaton and Antriman V. Orleans (2016) Research in Daily Life 1 pages 2-17 SIBS Publishing House Inc.., Quezon City
4. Teacher’s Guide pages
5. Learner’s Materials pages
6. Textbook pages
7. Additional Materials from None None None None None
Learning Resource (LR)portal
B. Other Learning Resource Background Information for Teachers

III. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of  Activity 2: Making Words Meaningful
the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment 3)
 Activity 1. May I Inquire
 Direction: Since this is the opening of the class of the first semester, the students will have to get to know each other. Tell the learners to need to find their pairs for this
activity. They will ask each other’s name and ambition. Then, each couple will introduce themselves in front of the class.
 Tell the students that this activity is an example of an inquiry.
 Teacher Activity: Checks for Understanding in the whole class / Provide Feedback
 Discuss the content standard, the performance standard and the essential questions about the topic.
 Conduct a pre-assessment test to check their knowledge about the lesson.
 Ask the learners to complete the bubble map or concept map by writing words associated with the middle word.
Inquiry Research
 After the students fill in the bubble map, the teacher will continue discussing what is an inquiry and research is all about.
 Teacher Activity: Checks for Understanding in the whole class / Provide Feedback
 Activity 3. Think -Pair -Share
 Ask the learners; what is the difference between experience and knowledge? Why use senior high school research experience? After fifteen minutes ask four volunteers
students to presents their ideas in front of the class.
 Teacher Activity: Checks for Understanding in the whole class / Provide Feedback
 Gives an instruction on how to perform the activity/task.
 Activity 4. Interview
 Have the students to roam around the senior high school campus within 20 minutes to ask their school mates about what is the importance of research in daily life?
 Teacher Activity: Checks for Understanding in the whole class / Provide Feedback
 Gives an instruction on how to perform the activity/task.
 Activity 5 Sample Research
 Have the students read the peered reviewed journal articles and let them answer the questions below
Process Questions

G. Finding practical application of
concepts and skills in daily living
1. What is the title of the research article? 2. What is the text about? ( subject/focus ) 3. What is the significance of the study? If you are part of this research what knowledge
can you add in the significance of the study?
 Gives an instruction on how to perform the activity/task.
 Activity 6. Commercial Video
 Direction: Create a three-minute commercial that will explain to the viewers of how is research essential to our daily lives?. The commercial should depict how research is
done in the different areas of a discipline and its benefit to your target audience.
 Their commercial video will be evaluated using the given rubric’s based on accuracy, organization /flow of idea and creativity.

Criteria Excellent (20) Proficient (15) Approaching to Below (5) Score

Proficiency (10)
Accuracy The facts information are The facts The facts, information and The facts,
clearly, concisely and information and explanation are clearly information and
logically presented with explanation are and logically presented explanations are
supporting information. clearly and logically with supporting clearly presented
presented with information. with no supporting
supporting details.
information.
Organization/ All statements are Statements are Few statements are Statements are not
flow of Idea logically presented and logically presented logically presented and logically presented.
coherent. and coherent. coherent.
Creativity The work is very The work is The work is somewhat The work is not
creatively done and very creatively done and creatively done and not so creatively done and
appealing. It is appealing. It is appealing. not appealing.
appropriate to the topic. appropriate to the
topic.

Total Score
/60

 Teacher Activity: Checks for Understanding in the whole class / Provide Feedback
H. Making generalizations and  Ask the students to answer the following questions:
abstractions about the lesson Activity 7 Exit Cards
 List 3 things that you have learned in today’s lesson.
 List 2 questions you have in mind
 List 1 concept you would want to explore.

A. Evaluating learning
 Short Quiz
 Oral recitation

B. Additional activities for application  Differentiated Instruction

or remediation  Let them go to their Modality Grouping to answer the activity
 Draw the answer (Visual ) Have students create a Venn diagram about experience and knowledge
 Linguistics – Make an essay the importance of research in daily life

IV. REMARKS 



V. REFLECTION

A. No. of learners who earned 80% 

in the evaluation 


B. No. of learners who require 

additional activities for 
remediation who scored below 
80% 
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: Approved:

Mr. Melvin H. Madroñal Ms. Cynthia M. Garrido Mr. Anthony Y. Pacamalan

Science Teacher Head Teacher V Secondary School Principal II