School Cresencia Drusila Lopez Senior High School Grade Level 12

Teacher Romel S. Ladislao Learning Area Research in Daily Life 1

Teaching Dates and Time July 1-5, 2019 Quarter
GRADES 1 TO 12
DAILY LESSON LOG Wednesday: HUMSS 12 (9:45, 9:45 - 11:45)
Thursday: GAS 12 (7:30 - 9:45)
                     HUMSS 12 (9:45 - 11:45)
Friday: GAS 12 (9:45 - 11:45)

Monday 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
I. OBJECTIVES 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:
A. Content Standards 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
B. Performance Standards The Leaner is able to: Formulate clearly statement of the problem
The Learner: The Learner: The Learner: The Learner:
1. Indicates scope and 1. Presents written 1. Presents written 1. Selects relevant
delimitation of statement of the statement of the literature (CS_RS11-
research (CS_RS11- problem (CS_RS11- problem (CS_RS11- IIIf-j-1)
C. Learning Competencies/ Objectives (Write the
IIIc-e-5) IIIc-e-7) IIIc-e-7)
LC code for each)
2. Cites benefits and
beneficiaries of
research (CS_RS11-
IIIc-e-6)
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.
II. CONTENT
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 paper-
III. LEARNING RESOURCES based materials. Hands-on learning promotes concept development.
A. References
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

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 Monday
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
IV. PROCEDURES 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.
What first comes to your
A. Reviewing previous lesson or presenting the mind when you hear the
new lesson word scope?
In research we indicate the
B. Establishing a purpose for the lesson scope to state what we can
only accomplished.
Discussion on how to write
C. Presenting examples/instances of the new a scope and delimitation of
lesson the study (20 mins.)
Activity (grouping): Learners
D. Discussing new concepts and practicing new will be group, 5-7 members
skills #1 in each group. Learners will
draft their scope and
delimitation of the study (15
mins.)
E. Discussing new concepts and practicing new
skills #2
Learners (group leader) will
present their proposed
F. Developing mastery
scope and delimitation of
(Leads to Formative Assessment 3)
the study to the class, and
have the other group
critique their work.(10 mins.)
G. Finding practical applications of concepts and
skills in daily living
Tuesday
What first comes to your
mind when you hear the
word problem?
Learners will be ask to come
up problem/s that made
them decide to research
their topic (10 mins.)
The teacher presents some
examples of statement of
the problem previously
presented by previous
students (15 mins.)
Activity (grouping): Learners
will draft the statement of
the problem of their study.
(15 mins.
Activity (grouping): After
presenting the reasons why
each group come up with
each SOP, the other groups
will ask some questions (10
mins.)
Wednesday
After hearing out what the
other groups presented
yesterday, what do you think
must be considered in
writing the SOP.? (5 mins.)
Activity (grouping): Those
who are not yet finished with
their SOP will be given time
to finish. (35 mins.)
Activity (grouping): After
presenting the reasons why
each group come up with
each SOP, the other groups
will ask some questions (10
mins.)
Thursday Friday
How do you differentiate
literature from study?
Ask learners if they have
any idea where to find
related literature and studies
(5 mins.)
Discussion on doing the
related literature and studies
(25 mins.)
Activity (grouping): learners
will be given a prescribe
format and will try to draft
their RRLS following the
format at least 10
paragraphs. (35 mins.)
Activity (grouping): Learners
will report their drafted
RRLS (20 mins.)
To look for related literature
and studies is really hard
but as your research adviser
I am willing to help you all
out.
1. I can let you borrow some
of my books.
2. I can also help you to
search the internet. Or
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 Monday Tuesday Wednesday Thursday Friday
3. We can go to other
schools. (PROVIDING
MOTIVATION TO
STUDENTS)

Recognize the most active Recognize the most active Recognize the most active Recognize the most active Recognize the most active
student of the day and let student of the day and let student of the day and let student of the day and let student of the day and let
H. Making generalizations and abstractions about
him/her make the him/her make the him/her make the him/her make the him/her make the
the lesson
generalization of the day’s generalization of the day’s generalization of the day’s generalization of the day’s generalization of the day’s
lesson. (PRAISING THE lesson. (PRAISING THE lesson. (PRAISING THE lesson. (PRAISING THE lesson. (PRAISING THE
LEARNERS) LEARNERS) LEARNERS) LEARNERS) LEARNERS)
Learners will submit their
drafted scope and
I. Evaluating learning
delimitation of the study per
group with their parent’s
signature.
J. Additional activities for application or
remediation
V. REMARKS *** Thursday and Friday DLL are same.
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
VI. REFLECTION 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.
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?

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