PASCUAL M.

OSUYOS MEMORIAL HIGH

School Grade 11
SCHOOL
DAILY Teacher JOFRED M. MARTINEZ, MAN, RN Subject PRACTICAL RESEARCH 1
LESSON LOG Time MONDAY TO FRIDAY (4:00-5:00)
Grading
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, 1. Students raise Say/Ask: Yesterday, 1. Students raise
lesson or presenting we learned about questions about we learned about the questions about
the new lesson inquiry-based research, its different types of the different types
learning. How is purposes and research. Enumerate of research and its
research related to characteristics, and the different types of importance to their
inquiry-based its importance to research based on the everyday lives.
learning? their everyday lives. method, purpose, type 2. They will direct their
2. Relying on their 2. They will direct their of data needed? inquiry to any of
stock knowledge, inquiry to any of (10 minutes) their classmates,
students provide the their classmates, who in turn, will also
meaning of the given who in turn, will also ask a question after
words. they will be ask a question after succeeding in
guided by some succeeding in answering the
clues in the given answering the question given to
sentences. question given to him/her.
(5 minutes) him/her. (10 minutes)
(10 minutes)
B. Establishing a purpose 1. Students will be Say: Today, we will learn Say: Today, we will
for the lesson clustered in to more about research by learn more about the
four groups. The identifying the different different types of
group will assign a types of research based research. We will surf
leader and a on the method, purpose, the internet and
reporter. type of data needed. We examine different types
2. Students examine will also discuss the of research studies.
the different different approaches to (5 minutes)
scenic places in 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. 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)
2. Discussing new 1. Students express 1. Students will be
concepts and their judgment or clustered in to
practicing new skills decision on each of pairs.
#1 the given statement 2. The students will
and write their identify the specific
reasons to justify type of research for
their agreement or each given topic.
disagreement. They should also
(15 minutes) identify the
importance of such
research in their
day- to-day life.
(20 minutes)
3. Discussing new 1. Students will
concepts and be clustered in
practicing new skills to groups of
#2 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)
3. Developing mastery
(Leads to Formative
Assessment 3)
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 on the on the different types
Emphasize the concept map on the different types of of research.
purposes and different types of research. (5 minutes)
characteristics of research. (5 minutes)
research. (5 minutes)
(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 The topics scheduled for The topics The lesson on the
scheduled for the the day’s session was scheduled for the importance of research
day’s session was covered. Lesson plan day’s session was and its types was
covered. Lesson will be reviewed and covered. Lesson covered.
plan will be reviewed plan will be reviewed
 and continued on the continued on the and continued on the
following day. following day. following day.
VI. REFLECTION 1. Students enjoyed 1. Students were 1. Students worked 1. Students had
the activity on hesitant on raising well when they were difficulty utilizing
research vocabulary questions to their grouped in to pairs. search engines to
and agreement or classmates’ despite of 80% of the students facilitate their
disagreement on the condition that submitted internet search.
research concepts. they were allowed to satisfactory outputs. 80% of the students
2. 20% of the use the vernacular 2. Students had needed guidance in
students have language. difficulty of thinking the group activity.
difficulty in possible research 2. 80% of the students
constructing topics. Further ranked their
sentences and use mentoring was learning on research
the correct spelling. required to and its importance 4
facilitate their and above.
learning.