Grades 1 to 12 School Urdaneta City National High School Grade Level 12-GAS

DAILY LESSON Teacher MELCHORA D. BOLAMBAO Learning Area Research on Daily Life 2
LOG
Teaching Dates and Time July 22-26, 2019 Quarter First
BLOOM- 9:30-10:30 (T,W,TH,F)
DEWEY- 10:30- 11:30 (M,W,TH,F)
LOCKE-1:00-2:00 (M,T,W,TH)
FREUD-3:00-4:00 (M,T,W,TH)

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of the criteria in understanding of the criteria in understanding of the criteria in understanding of the criteria in
A. Content Standards
selecting, citing, and synthesizing selecting, citing, and synthesizing selecting, citing, and synthesizing selecting, citing, and synthesizing
related literature related literature related literature related literature
B. Performance The learner is able to select, cite, and The learner is able to select, cite, and The learner is able to select, cite, and The learner is able to select, cite, and
Standards synthesize properly related literature synthesize properly related literature synthesize properly related literature synthesize properly related literature
C. Learning The learner writes coherent The learner writes coherent The learner writes coherent
Competencies/ Objectives The learner selects relevant review of literature (CS_RS11- review of literature (CS_RS11-IIIf- review of literature (CS_RS11-IIIf- SCHOOL RELATED WORKS
Write the LC code for literature (CS_RS11-IIIf-j-1) IIIf-j-2) j-4) j-4)
each
II. CONTENT 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.
Learning from Others and Learning from Others and Learning from Others and Learning from Others and
SCHOOL RELATED WORKS
Reviewing the Literature Reviewing the Literature Reviewing the Literature Reviewing the Literature
III. LEARNING 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
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References

1. Teacher’s Guide
N/A N/A N/A N/A N/A
pages
2. Learner’s Material
N/A N/A N/A N/A N/A
pages
Prieto, N.G., Naval, V.C., Prieto, N.G., Naval, V.C., Prieto, N.G., Naval, V.C.,
Prieto, N.G., Naval, V.C., Carey,
Carey, T.G. (2017) Practical Carey, T.G. (2017) Practical Carey, T.G. (2017) Practical N/A
T.G. (2017) Practical Research 1
Research 1 for Senior High Research 1 for Senior High Research 1 for Senior High
3. Textbook pages for Senior High School. Quezon
School. Quezon City, Metro School. Quezon City, Metro School. Quezon City, Metro
City, Metro Manila. Lorimar
Manila. Lorimar Publishing Manila. Lorimar Publishing Manila. Lorimar Publishing
Publishing Inc. pp.97-99
Inc. pp.97-99 Inc. pp.97-99 Inc. pp.97-99
 Monday
4. Additional Materials
from Learning N/A
Resource (LR) portal
B. Other Learning
Resources Ppt Presentation Slides, TV
Monitor, video clip, sample
research copies
IV. PROCEDURES
A. Reviewing previous The stages of the research
lesson or presenting process will be reviewed
the new lesson briefly. 5 minutes
B. Establishing a After identifying a research
purpose for the problem, it is important to
lesson have background knowledge
about their chosen research
topic. 2 minutes
C. Presenting The students will be shown an
examples/ instances example of a literature review
of the new lesson from a Filipino researcher. An
example will be projected on
the TV monitor, aside from a
copy which will be handed to
students by group. The
students will be required to
Tuesday
N/A
Prieto, N.G., Naval, V.C.,
Carey, T.G. (2017) Practical
Research 1 for Senior High
School. Quezon City, Metro
Manila. Lorimar Publishing
Inc. pp.97-99
The students will be
presented a video about a
baby’s development from the
time he learns to control head
movement up to the time he
learns to stand and walk. The
students will be asked to
describe the sequence of
control and development on
the baby. Students will
provide answers
After having mentioned the
principle of cephalo-caudal
development, the teacher will
mention the sequence of
writing review of literature;
where introduction is
followed by the body, and
then the conclusion. 10
minutes
A sample of the written
review of literature adapted
from a local study will again
be posted on the TV Monitor.
Student copies will also be
brought for students’
reference.
Wednesday Thursday Friday
N/A N/A
N/A
Sample Research Copies,
Sample Research Copies Student Outputs (Written
Review of Literature)
Students by group will be
requested to post on the N/A
board the concept maps they
have made in the previous
session. A review on the way Present their initial output about
of writing a review of literatures.
literature will be conducted.
The students will then be The students will brainstorm
reminded that they need to about their initial output. N/A
fill-up the concept map with
contents by organizing the
literatures they gathered.
The students will work in N/A
groups to finalize writing the N/A
body of their literature
review. The teacher will
supervise the students and
will provide assistance when
needed.
 Monday
read the sample. 5 minutes
D. Discussing new There are three components of a
concepts and literature review namely;
practicing new skills introduction, body of the
#1 literature, and conclusion. This will
be stated by the teacher. After
which, the teacher will ask the
students to identify the
introduction part, the body part,
and the conclusion part.
E. Discussing new
concepts and The students will be asked what
practicing new skills they think are the purposes of
#2 each part of the literature review
based from the example provided.
The students will provide their
answers about the question. 10
minutes
Another example of a written
review of literature adopted from
a local study will be provided by
groups. They will identify the
introduction part, body of the
F. Developing mastery
(Leads to Formative literature, and the conclusion.
Assessment 3) Selected group will present their
answer. This will be accompanied
by group discussion to ensure
mastery of the concept. 8
minutes
G. Finding practical The students will be asked to
applications of develop the introduction part of
concepts and skills in their study in 10 minutes. After
Tuesday
Students will be asked to
represent the content of the
sample written review of
literature using a concept
map or a flow chart. This will
help students identify how
the literatures are organized.
Students will present their
answers on the board, and
selected groups will be asked
to explain their work. This will
be accompanied with
discussion. 20 minutes
Students will create a concept
map for their review of
literature. Students will be
required to bring out all the
literatures they gathered in
order for them to be able to
organize their literatures into
themes and sub-themes. 15
minutes
Students will show their
concept map for their review
of literature.
This will be followed by
critiquing of the students’
output by the teacher and
Wednesday Thursday Friday
The students will work in
groups to finalize writing the
body of their literature N/A N/A
review. The teacher will
supervise the students and
will provide assistance when
needed.
The students will work in N/A
groups to finalize writing the The students will work again
body of their literature in groups to finalize writing
review. The teacher will their whole literature review.
supervise the students and The teacher will supervise the
will provide assistance when students and will provide
needed. assistance when needed.
The students will work in
groups to finalize writing the
body of their literature
review. The teacher will
supervise the students and
will provide assistance when N/A
needed.
The students will work in N/A N/A
groups to finalize writing the

daily living
H.Making generalizations
and abstractions about
the lesson
I.Evaluating learning
Monday
which, they will present their
drafts in front for checking and
necessary feedback. 10 minutes.
Based from the examples, allow
students to deduce how to
develop an introduction part for
the literature review. 5 minutes
or less
Students’ learning will be
evaluated through recitation
and group presentation of
outputs.
Tuesday
sharing of comments and
opinions by other class
members. Comments from
the teacher and students can
be considered for the
finalization of the students’
concept map for their
literature review. 10 minutes
Students will be asked how
literature review is organized. 5
minutes
Students’ learning will be
evaluated through class
discussion and group outputs.
Wednesday Thursday Friday
body of their literature
review. The teacher will
supervise the students and
will provide assistance when
needed.
The students will work in
groups to finalize writing the N/A
body of their literature N/A
review. The teacher will
supervise the students and
will provide assistance when
needed.
The students will submit their Students will submit their
N/A
finished works to the teacher outputs to the teacher for
for checking. checking.

Each group will finalize the N/A

Students will be reminded to N/A
introduction part of their N/A
G.Additional activities for bring their outputs and
review of literature
application or remediation materials for tomorrow’s
incorporating the comments
continuation of activity
and suggestions from the
teacher and the class members.

N/A
V. REMARKS

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?
VI. REFLECTION
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% on the N/A
formative assessment
B. No. of Learners who
require additional N/A
activities for remediation
C. Did the remedial
 Monday Tuesday Wednesday Thursday Friday
lessons work? No. of N/A
learners who have caught
up with the lesson.
D. No. of learners who
continue to require N/A
remediation
E. Which of my teaching
strategies worked well? N/A
Why did these work?
F. What difficulties did I
encounter which my N/A
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish N/A
to share with other
teachers?