School
Teacher
Teaching Dates and Time
Cresencia Drusila Lopez Senior High School
Romel S. Ladislao
June 17-18, June 20-21
Grade Level
Learning Area
Quarter
12
Practical Research 2
1
Monday - CSS 12 (7:30 - 9:45)
FRONT OFFICE/ILLUSTRATION (9:45 - 10:45)
BPP/FBS 12 (10:45 - 11:45, 12:45 - 1:45)
Tuesday - EPAS/SMAW 12 (7:30 - 9:45)
CSS 12 (10:45 - 11:45, 12:45 - 1:45)
GRADES 1 TO 12
DAILY LESSON LOG
Wednesday
FRONT OFFICE/ILLUSTRATION (7:30 - 9:45)
BPP/FBS 12 (1:45 - 3:45)
Thursday - EPAS/SMAW 12 (12:45 - 2:45)
Friday - GAS 12 (7:30 - 9:45)
FRONT OFFICE/ILLUSTRATION (12:45 - 1:45)
Monday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives (Write the
LC code for each)
II. CONTENT
III. LEARNING RESOURCES
Tuesday
Wednesday
Thursday
Friday
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates
The learner demonstrates
The learner demonstrates
The learner demonstrates
understanding of:
understanding of:
understanding of:
understanding of:
1. The range of research
1. The value of research
1. The value of research
1. The specificity and
topics in the area of
in the area of interest
in the area of interest
the feasibility of the
inquiry
problem posed
The Leaner is able to: Formulate clearly statement of the research problem
The Learner:
The Learner:
The Learner:
The Learner:
1. Designs a research
1. Describes the
1. Describes the
1. States research
project related to daily
justifications/ reasons
justifications/ reasons
questions. (CS_RS11life(CS_RS12-Id-e-1)
for conducting the
for conducting the
IIIc-e-4)
research. (CS_RS11research. (CS_RS11IIIc-e-3)
IIIc-e-3)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Identifying the Inquiry and Stating the Problem
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paperbased materials. Hands-on learning promotes concept development.
A. References
Page 1 of 4
Monday
Tuesday
Wednesday
Thursday
Friday
1.Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
4.Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of 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)
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.
Recall the previous
discussion by asking the
learners the importance of
quantitative research across
their fields. (5 mins.)
Recalling the previous
discussion, by asking the
the learners what are the
considerations in writing a
good research title. (5 mins.)
Ask learners about
important considerations
when writing a research
title. (5 mins.)
Revise and approve
propose titles will be given
to each groups.
Review the
reasons/justifications of first
1-3 groups, why they want
to conduct research. (5
mins.)
Review the
reasons/justifications of 4-7
groups, why they want to
conduct research. (5 mins.)
Ask learners if they have
any idea what questions
they will ask to their
respondents to meet their
goals in research. (5 mins.)
Discussion on how to write
a good research title (20
mins.)
Learners will be ask how
they come up with their
research title. (10 mins.)
Discussion on reasons for
conducting a research. (15
mins.)
Activity (grouping): Learners
will be group, 5-7 members
in each group. Learners will
propose 3 quantitative
research title in their field of
interest (15 mins.)
Activity (grouping): Learners
will present their approve
research title to the class
and they will reason out why
they want that topic. (15
mins.(Group 1-2)
Activity (grouping): Learners
will present their approve
research title to the class
and they will reason out or
justify why they want that
topic. (35 mins.)(3-7)
Learners (group leader) will
present their propose
Activity (grouping): After
presenting the reasons why
Activity (grouping): After
presenting the reasons why
Discussion on research
question, its importance,
rules and considerations in
writing research problem.
(25 mins.)
Learners who have passed
the ‘TITLE DEFENSE’ that
showed positive behaviour
will be awarded with
certificate. (CLASSROOM
MANAGEMENT
STRATEGY)
Activity (grouping): Learners
will create draft research
Page 2 of 4
Monday
research title to the class,
and have the other group
critique the research title.(10
mins.)
Tuesday
each group come up with
each title, the other groups
will ask some questions
concerning their intentions
on doing research. (10
mins.)
Wednesday
each group come up with
each title, the other groups
will ask some questions
concerning their intentions
on doing research. (15
mins.)
Thursday
questions aligned with their
approved research titles. (20
mins.)
Recognize the most active
student of the day and let
him/her make the
generalization of the day’s
lesson. (PRAISING THE
LEARNERS)
Recognize the most active
student of the day and let
him/her make the
generalization of the day’s
lesson. (PRAISING THE
LEARNERS). (5 mins.)
Recognize the most active
student of the day and let
him/her make the
generalization of the day’s
lesson. (PRAISING THE
LEARNERS)
Recognize the most active
student of the day and let
him/her make the
generalization of the day’s
lesson. (PRAISING THE
LEARNERS)
Friday
G. Finding practical applications of concepts and
skills in daily living
H. Making generalizations and abstractions about
the lesson
I. Evaluating learning
Recognize the most active
student of the day and let
him/her make the
generalization of the day’s
lesson. (PRAISING THE
LEARNERS)
Learners will submit 3
propose research title for
checking and approval.
J. Additional activities for application or
remediation
V. REMARKS
*** Thursday and Friday DLL are same.
VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 lesson work? No. of learners
who have caught up with the lesson.
CSS –50/64
FOS – 16/32
TD – 6/11
EPAS – 10/19
SMAW – 25/25
GAS – 18/29
CSS –14
FOS – 16
TD – 5
EPAS – 9
GAS – 11
YES,
CSS –13
FOS – 10
CSS –44/64
FOS – 22/32
TD – 7/11
EPAS – 10/19
SMAW – 15/25
GAS – 19/29
CSS –20
FOS – 10
TD – 4
EPAS – 9
SMAW - 10
GAS – 10
YES,
CSS –18
FOS – 4
CSS –62/64
FOS – 31/32
TD – 8/11
EPAS – 10/19
SMAW – 23/25
GAS – 17/29
CSS –2
FOS – 1
TD – 3
EPAS – 9
SMAW - 2
GAS – 12
YES,
CSS – 2
FOS – 1
CSS –62/64
FOS – 24/32
TD – 6/11
EPAS – 11/19
SMAW – 20/25
GAS – 27/29
CSS – 2
FOS – 8
TD – 5
EPAS – 8
SMAW - 5
GAS – 2
YES,
CSS – 1
FOS – 6
CSS –47/64
FOS – 17/32
TD – 6/11
EPAS – 11/19
SMAW – 20/25
GAS – 23/29
CSS –17
FOS – 15
TD – 5
EPAS – 8
SMAW - 5
GAS – 6
YES,
CSS –10
FOS – 8
Page 3 of 4
Monday
TD – 4
EPAS – 8
GAS – 6
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?
CSS –1
FOS – 6
TD – 1
EPAS – 1
GAS – 5
MOTIVATION SPEECH
ABOUT THE
IMPORTANCE OF
RESEARCH
STUDENTS WHO ARE
NOT THAT INTERESTED
IN RESEARCH
INSPIRATIONAL STORY
Tuesday
Wednesday
TD – 3
EPAS – 5
SMAW - 7
GAS – 6
CSS – 7
EPAS – 1
SMAW - 3
GAS – 4
TD – 2
EPAS – 8
SMAW - 2
GAS – 7
TD – 1
EPAS – 1
GAS – 6
TECHNICAL AND HANDSON REVISION OF
RESEARCH TITLES
GROUP ACTIVITY OPEN
FORUM FREEDOM TO
ASK QUESTIONS
GRAMMAR
INTROVERT STUDENTS
BANK OF RESEARCH
TITLES
BANK OF RESEARCH
QUESTIONS
Thursday
Friday
TD – 3
EPAS – 5
SMAW - 4
GAS – 1
CSS –1
FOS – 2
TD – 2
EPAS – 3
SMAW - 1
GAS – 1
TITLE DEFENSE
TD – 3
EPAS – 4
SMAW - 4
GAS – 5
CSS – 7
FOS – 7
TD – 2
EPAS – 4
SMAW - 1
GAS – 1
PRAISING STUDENTS
UNPREPAREDNESS/WEA
K CONCEPTUALIZED
TITLES/NOISE
BANK OF RESEARCH
TITLES
HYPER STUDENTS
LIST OF OUTSTANDING
STUDENTS
Page 4 of 4