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

DATE: November 7, 2016 (4:00 – November 8, 2016 (4:00 – November 9, 2016 (4:00 – November 10, 2016 (4:00 – November 11, 2016 (4:00 –
5:00) 5:00) 5:00) 5:00) 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-and- es_of_research.html
its-importance/

IV. PROCEDURES
A. Reviewing the previous 1. Say: Last week, we 1. Students raise questions Say/Ask: Yesterday, we 1. Students raise questions
lesson or presenting the learned about inquiry- about research, its purposes learned about the different about the different types
new lesson based learning. How is and characteristics, and its types of research. Enumerate of research and its
research related to importance to their the different types of importance to their
inquiry-based learning? everyday lives. research based on the everyday lives.
2. Relying on their stock 2. They will direct their method, purpose, type of 2. They will direct their
knowledge, students inquiry to any of their data needed? inquiry to any of their
provide the meaning of the classmates, who in turn, (10 minutes) classmates, who in turn,
given words. they will be will also ask a question will also ask a question
guided by some clues in after succeeding in after succeeding in
the given sentences. answering the question answering the question
(5 minutes) given to him/her. given to him/her.
(10 minutes) (10 minutes)
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B. Establishing a purpose for 1. Students will be Say: Today, we will learn more Say: Today, we will learn
the lesson clustered in to four about research by identifying more about the different types
groups. The group will the different types of research of research. We will surf the
assign a leader and a based on the method, purpose, internet and examine different
reporter. type of data needed. We will types of research studies.
2. Students examine the also discuss the different (5 minutes)
different scenic places in approaches to research.
the Philippines. (5 minutes)
3. Ask: Which of these 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. Discuss the meaning of
research.
1. Presenting examples/ (20 minutes) 1. Discuss the different types
instances of the new lesson of research based on the
method, purpose, type of
data needed.
2. Discuss the different
approaches to research.
(40 minutes)
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2. Discussing new concepts 1. Students express their
and practicing new skills
#1
3. Discussing new concepts
and practicing new skills
#2
3. Developing mastery
(Leads to Formative
Assessment 3)
1. Students will be clustered
judgment or decision on in to pairs.
each of the given 2. The students will identify
statement and write their the specific type of
reasons to justify their research for each given
agreement or topic. They should also
disagreement. identify the importance of
(15 minutes) such research in their day-
to-day life.
(20 minutes) 1.
Students will be
clustered in to
groups of three.
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)
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4. Finding practical application
of concepts and skills in
daily living
5. Making generalizations and
abstractions about the lesson
6. Evaluating learning
7. Additional activities for
application or remediation
V. REMARKS
Close the session by
summarizing the concept
on research. Emphasize
the purposes and
characteristics of research.
(5 minutes)
Study and prepare for the
next lesson next meeting.
The topics scheduled for
the day’s session was
covered. Lesson plan will
be reviewed
Close the session by
summarizing the concept
using a concept map on the
different types of research.
(5 minutes)
Study and prepare for the
next lesson next meeting.
The topics scheduled for the
day’s session was covered.
Lesson plan will be reviewed
and
Each student will surf the
internet and choose 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) Close
the session by reviewing the
concept on the different
Close the session by types of research.
summarizing the concept (5 minutes)
on the different types of
research.
(5 minutes)
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) Study
and prepare for the next
lesson next week.
The topics scheduled for
the day’s session was The lesson on the importance
covered. Lesson plan will of research and its types was
be reviewed covered.
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 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 hesitant on 1. Students worked well when 1. Students had dificulty
activity on research raising questions to their they were grouped in to utilizing search engines to
vocabulary and agreement classmates’ despite of the pairs. 80% of the students facilitate their internet
or disagreement on condition that they were submitted satisfactory search. 80% of the
research concepts. allowed to use the outputs. students needed guidance
2. 20% of the students have vernacular language. 2. Students had dificulty of in the group activity.
dificulty in constructing thinking possible research 2. 80% of the students ranked
sentences and use the topics. Further mentoring their learning on research
correct spelling. was required to facilitate and its importance 4 and
their learning. above.
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