SCHOOL
TEACHER
DATE
CALOOCAN HIGH SCHOOL
GRADE LEVEL
JACQUILYN M. BASA
LEARNING AREA
3/08/ 2023
QUARTER
CLASS SCHEDULE
8:50-10:40AM
7:00AM-8:50AM
8:50-10:40AM
7:00-8:50AM
10:30-11:15AM
11:10-1:00pm
12 1 HUMSS
12-3HUMSS
12 2 HUMSS
12 GAS
6 HUMSS
5 HUMSS
Rm 202
Rm 205
Rm 203
Rm 305
Rm 304
Rm 302
I.OBJECTIVES
A. Learning
Competence/
Content
Standards
B. Learning
Outcome/
Performance
Standards
C. Learning
Competencies
Objectives
(write the LC
code)
II.CONTENT
III.LEARNING
RESOURCES
A. References
B.
Other Learning
Resources
IV.PROCEDURES
A. Reviewing
previous lesson
or presenting the
new lesson
B. Establishing a
purpose for the
lesson
12
APPLIED
3 (week 4 part 1)
The learner synthesizes properly related literature and uses sources according to ethical standards.
The learner is able to list related literature for their research paper
CS_RS11-IIIf-j-4
Reading on Related studies ( Writing a Coherent Literature)
Alpore, Dablo C., etal (2021). Inquiries, Investigation and Immersion. Alternative Delivery Mode.
Printed in the Philippines by the Department of Education.
Prieto, N.G., Naval, V.C. & Carey, T.G. (2017). Practical research 2 for senior high school:
Quantitative. Quezon City, Metro Manila: LORIMAR Publishing, Inc
Digital Module and Learning Activity Sheet #5
Elicit :
(The activities in
this section will
evoke or draw out
prior concepts or
prior experiences
of the students)
Engage :
(The activities in
this section will
stimulate their
thinking and help
them access and
connect prior
knowledge as a
jumpstart to the
present lesson)
LOOKING BACK:
The previous lessons of this module guided you on the preparation for crafting
your RRL. Those lessons thoroughly discussed what Review of Related Literature
is, how to select relevant sources of information, how to make citations, and how
to synthesize information coming from a relevant source. At this moment, we are
going to move forward to another lesson which will focus on writing a coherent
review of related literature. In pursuing this lesson, you need to apply your
learnings from the 1st activity of this module as we are now going to craft your
Review of Related Literature.
LESSON 4.1 Review of Related Literature Structure The review of related
literature is commonly composed of three major sections: a) Introduction,
b) Main Body, and c) Conclusion. The introduction of your RRL is
commonly composed of a single paragraph wherein information about the
general topic of your research is presented. It also provides the overall
statement of knowledge about your research topic. This section gives an
overview of the contents of your RRL highlighting the points (main idea)
that can be seen in this chapter. The second section of your RRL is the body.
This section focuses on presenting all the relevant information that you have
gathered. Presenting your relevant information must follow a logical manner,
addressing the order of your objectives of the study. The contents of this
section come from your synthesis matrix. The last section of your RRL is the
conclusion. As its name implies, the conclusion is a single paragraph that
functions in providing a summary of the overall state of knowledge about
your topic.
C. Presenting
examples/instan
ces of the new
lesson
D. Discussing new
concepts and
practicing new
skill #1
Explore :
(In this section,
students will be
Make a separate card for each source.
• Give each source a racking number.
• For a book, include the author, title, date & place of publication, and
publisher.
E. Discussing new
concepts and
practicing new
skill #2
F.
Developing
mastery (leads
to Formative
Assessment)
G. Finding
practical
applications of
concepts
H. Making
generalization
and abstractions
about the lesson
I.
Evaluating
Learning
J.
Additional
Activities for
application of
remediation
given time to
think, plan,
investigate and
organized
collected
information or the
performance of the
planned/prepared
activities from the
students’ manual
with the data
gathering with
Guide Questions)
Explain :
(In this section,
students will be
involved in an
analysis of their
exploration. Their
understanding is
clarified and
modified because
of reflective
activities)/Analysis
of the gathered
data and results
and be able to
answer the Guide
Questions leading
to the focus for the
day.)
Elaboration :
(This section will
give the students
the opportunity to
expand and
solidify/concretize
their
understanding of
the concept and/or
apply it to the real
world situation.)
• For a periodical, also include the page numbers of the article.
• For a website, write the title, the sponsors and authors if known; the site and
date when it was created or uploaded, and the date when you access the site. In
using an index card, you must see to it that you have the following information:
• Where you found the information
• Topic
• Paraphrased information found
• The Page you found the fact on
REMEMBER
Guidelines in Writing Literature Review Prieto et al. (2017) crafted the following
rules that you can use to produce a quality RRL.
Rule 1. Define the topic and the audience. When defining a topic, consider factors
such as interest, significance, and recency.
Rule 2. Search and research reference list.
Rule 3. Prepare a conceptual diagram of the need for the different types of
literature review.
Rule 4. Take notes while reading.
Rule 5. Choose the type of review you wish to write.
Rule 6. Keep the review focused and make it of broad interest.
Rule 7. Be critical and consistent.
Rule 8. Find a logical structure.
Rule 9. Make use of feedback.
In presenting your review of related literature, the following states are
recommended to showcase coherency.
1. There appears to be strong evidence that …
2. The literature has shown …
3. The foregoing literature has shown …
4. The data supporting the hypothesis are …
Evaluation :
(This section will
provide
opportunities for
concept check, test
items and answer
key which are
aligned to the
learning objectives
– content and
performance
standards and
address
misconceptions if
any)
Extend :
(This section gives
situation that
explains the topic
in a new context,
or integrate it to
discipline/societal
concern)
V. REMARKS
1 HUMSS
2 HUMSS
3 HUMSS
GAS
6 HUMSS
5 HUMSS
VI. REFLECTION
1 HUMSS
A.
B.
C.
D.
E.
F.
G.
2 HUMSS
3 HUMSS
GAS
Number of learners
who earned 80% in
the evaluation
Number of learners
who require
additional activities
for remediation
Did the remedial
lesson works? No.
of learners
No. of learners who
continue to require
remediation
Which of my
teaching strategies
worked well? Why
did these work?
What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
Checked by:
Jacqulyn M. Basa
Teacher II SHS
Arlenita C. Tuzon
Assistant Principal of SHS
Ferazim R. Dannug
Principal IV
6 HUMSS
5 HUMSS