GRADE 1 to 12 School SALUNAYAN HIGH SCHOOL Grade Level 11

Teacher Jessa Gay M. Cayona Learning Area Prac. Research 1

DAILY LESSON
LOG Teaching Dates and November 12, 2018 Quarter
Time 10:45-11:45 am Third Quarter
I. OBJECTIVES At the end of the lesson, the learners should be able to illustrate the importance of
qualitative research across field
A. Content Standard The learner demonstrates understanding of the importance of qualitative
research across fields of inquiry
B. Performance Standard The learner is able to decide on suitable qualitative research in different areas of
interest.
C. Learning Competency/Objectives CS_RS11-IIIb-2: illustrate the importance of qualitative research across fields
(Write the LC code for each.)
II. CONTENT Qualitative Research and Its Importance in Daily Life
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG not available
2. Learner’s Materials pages LM not available
3. Textbook pages pp. 28-34
4. Additional Materials from Learning n/a
Resource (LR)portal
B. Other Learning Resource -Video Clips, Reading Materials, Photo Montage, LCD Projector, Portable Speaker
*https://www.linkedin.com/pulse/importance-qualitative-research-problem-
mass-data-gathering-talbot
*https://www.quora.com/What-is-the-importance-of-quantitative-research-
across-fields
*https://www.youtube.com/watch?v=dC1JLc42Yxw
IV. PROCEDURES
A. Reviewing previous lesson or The teacher will conduct an activity to widen the vocabulary of the students and
presenting the new lesson to unlock difficult terms to be discussed in the whole period.
Activity: Making Words Meaningful
Directions: Using the other set of words in the cluster as cues, give the meaning
of the underlined words in each set.
1. granted, yielded, given, imparted
2. real, true, certain, actual
3. ethical, decent, moral, righteous
4. essential, basic, necessary, indispensable
5. dichotomy, opposition, separation, division
6. mutual, symbiotic, reciprocal, complementary
7. believed, derived, concluded, deduced
Note: As a practice, students will not be allowed to answer in chorus. Student
who want to answer should raise their hands silently and wait until they are
called. Students who gave the correct responses will be given extra points.
B. Establishing a purpose for the lesson Students will be asked to use the newly unlocked words in their own sentences.
Sample answers are: *Dichotomy is expected during national & local elections.
*Data is very indispensable in the field of research. (note: answers will vary)
C. Presenting examples/ Instances of the *Activity: Stirring up the Imagination
new lesson -Students will be divided into 3 groups. Each group will be given materials that
they need to analyze about the importance of qualitative research across
different fields.
*Group 1: Short Article; Group 2: Video Presentation; Group 3: Photo Montage
-The student will have to discuss in groups the key concepts of the springboard
materials given to them.
Note: Leaders will be assigned to each group. Their task is to monitor their peers’
behavior. As expected, each of the groups should work in silence.
Also, during the activity, the classroom will be divided into sections so each group
will have adequate working areas.
D. Discussing new concepts and Discussion of the activity. The teacher will be asking HOTS questions:
practicing new skills # 1 -What was the material all about? , -What main points does it present?
-In what way does it highlight research?
-Is research exclusive to a certain field?
-Based on the materials given, in what fields is research applicable?
(note: Students’ responses will be processed)
E. Discussing new concepts and practicing The teacher will conduct a lecturette of the following topics in sequence:
new skills # 2 -Subject Area Research Approaches
-Philosophical and Historical Researches
-Research in Hard and Soft Sciences
F. Developing mastery (leads to *Activity: Paired Work
Formative Assessment 3) Directions: With your partner, think of the correct expression to complete each
sentence.
1. Numerical data are true for the ____________ approach.
2. For the naturalistic approach, ____________ is the unit of analysis.
3. The focus of social research is ____________ for the common good.
4. A researcher in Humanities studies his subject with the use of his __________.
5. Laboratory experiments give way to a ____________ way of collecting data.
G. Finding practical application of Suppose oral health is a neglected issue in your community, how will research
concepts and skills in daily living help you convince them of its importance?
H. Making generalizations and The teacher will ask the students to do a quick recap of the things discussed from
abstractions about the lesson the newly unlocked words, the activity conducted, the discussion and the drill.
After which, a student will be asked to generalize the lesson.
I. Evaluating learning Pen and Paper test (5 items) -Directions: In at least 3 sentences per item,
illustrate the importance of research in the given topic.
1. Iron contents of oregano plants
2. Electrical wirings of a Japanese car
3. Microorganisms in a canal
4. The probability of a senatorial candidate to win in the election
5. Rites of a Muslim Wedding
*Rubrics for scoring the written works
5 points 3 points 1 point
Features
(EXPERT) (ACCOMPLISHED) (BEGINNING)
Quality of Writing Explanation/ Explanation/ Explanation/
Illustration is Illustration is quite Illustration is not
very informative informative but informative and is
and well- has minimal errors poorly-organized
organized in organization
Grammar, Usage Virtually no The piece contains The piece
& Mechanics spelling, one or two errors contains three or
punctuation or in spelling, more errors in
grammatical punctuation or spelling,
error grammar punctuation or
grammar
J. Additional activities for application or Students will be asked to research in advance the Subject Matter of the Inquiry or
remediation Research
REMARKS
V. REFLECTION
A. No. of learners who earned 80% in the 30 out of 38
evaluation
B. No. of learners who require additional 8
activities for remediation who scored below
80%
C. Did the remedial lessons work? No. of YES
learners who have caught up with the lesson
D. No. of learners who continue to require 3
remediation
E. Which of my teaching strategies worked Use of real-life situations that students can easily relate to.
well? Why did these work?
F. What difficulties did I encounter which my Availability of LMs for the students.
principal or supervisor can help me solve?
G. What innovation or localized materials did Use of technology to source out possible references in absence of the TG.
I use/discover which I wish to share with
other teachers?

Prepared by: Checked/Observed by:

JESSA GAY M. CAYONA JENALYN P. REYES ANNIE M. SAMILLANO

Teacher I Head Teacher I Principal II