School Cresencia Drusila Lopez Senior High School Grade Level 12

Teacher Romel S. Ladislao Learning Area Practical Research 2

Teaching Dates and Time June 10-11, 13-14, 2019 Quarter 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)

GRADES 1 TO 12 CSS 12 (10:45 - 11:45, 12:45 - 1:45)
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 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
I. OBJECTIVES 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
understanding of : understanding of : understanding of :
A. Content Standards 1. the importance of 2. the importance of the importance of quantitative
quantitative research across quantitative research across research across fields
fields fields
The learner is able to: The learner is able to: The learner is able to:
⮚ decide on suitable ⮚ decide on suitable decide on suitable quantitative
B. Performance Standards quantitative research in different quantitative research in different research in different areas of
areas of interest areas of interest interest
The learner: The learner: The learner:
C. Learning Competencies/ Objectives (Write 1. differentiates kinds of 2. differentiates kinds of differentiates kinds of variables
the LC code for each) variables and their variables and their and their uses(CS_RS12-Ia-c-3)
uses(CS_RS12-Ia-c-3) uses(CS_RS12-Ia-c-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.
II. CONTENT Different Kinds of Variables Different Kinds of Variables

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 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
III. LEARNING RESOURCES well as paper-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
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
IV. PROCEDURES 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.
Elicit review of previous Elicit review of previous NO CLASSES – Elicit review of previous
discussion, by asking learners discussion, by asking learners discussion, by asking the
A. Reviewing previous lesson or presenting the importance of quantitative some characteristics of NATIONAL learners examples of nominal,
the new lesson research across different fields. Quantitative Research (5 mins.) HOLIDAY – ordinal, interval and ratio types
(5 mins.) INEPENDENCE of variables (5 mins.)
DAY
In researching there are Just like in Qualitative Variables have types,
conditions that may vary or Research, Quantitative attributes, agreement and
B. Establishing a purpose for the lesson
change in quality or quantity Research also has kinds.
and we call it VARIABLES or characteristics, strengths and
FACTORS.(5 mins.) weaknesses.
The independent variable, or Quantitative Research uses Nominal – Gender
C. Presenting examples/instances of the treatment, is under the control methods and tools that calls for Ordinal – Grades
new lesson of and administered by the measurable characteristics such Interval – Temperature
experimenter. as age, gender, educational Ratio - Height
status etc.
D. Discussing new concepts and practicing The behavior that is potentially One of its strengths is that its For interval variables the
affected by the treatment and results are unbiased. concept of zero does exist
new skills #1 that we measure is called the while for ratio variables
dependent variable zero doesn’t exists.
A qualitative variable is one One of its weaknesses is that it Male and Female are
E. Discussing new concepts and practicing
that differs in kind rather than in is costly. examples of variable
new skills #2 amount. attributes of Gender.
F. Developing mastery 3 FACTS AND A FIB Just like quantitative research SURVEY GROUP
(Leads to Formative Assessment 3) This helps with distinguishing has strengths and weaknesses ACTIVITY through a
between multiple choice we as individuals also do have. survey please find out the
answers. favourite food of your
1. Have students write 3 facts SUPERHERO VERSION OF section choices are;
and a fib on a sticky about ME.
characteristics, strengths and 1. Chocolates
weaknesses of qualitative students will be drawing a 2. French Fries
research superhero version of 3. Fried Chicken
2. They will trade with a partner themselves identify and 4. Ice Cream
to find the fib assigning strengths and 5. Pizza
3. Discussions weaknesses.
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 4. Instructor clarifies/verifies Tally the results. Get the
(TO DISTINGUISH THE FIB (THIS ACTIVITY IS frequency. Interpret the
WITHIN A SET OF FACTS INTEGRATED INTO ARTS) results using graphs. One
REQUIRES CRITICAL or two from each group
THINKING) will report. (THIS
ACTIVITY IS
INTEGRATED WITH
STATISTICS)
There are variables which are Variables also has attributes. Variables will also teach
G. Finding practical applications of concepts capable of ruining our research us that there are different
and skills in daily living if not taken in account to just level of agreement of our
like intervening variables. respondents.
Recognize the most active Recognize the most active Recognize the most active
H. Making generalizations and abstractions student of the day and let student of the day and let student of the day and let
him/her make the generalization him/her make the generalization him/her make the generalization
about the lesson of the day’s lesson. (PRAISING of the day’s lesson. (PRAISING of the day’s lesson. (PRAISING
THE LEARNERS) THE LEARNERS) THE LEARNERS)

I. Evaluating learning

J. Additional activities for application or WRITESHOP incorporating Presentation of their Presenting the results of
remediation variables. DRAWINGS the Survey per group

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? Identify what help
VI. REFLECTION 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.
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?

COMMENTS
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