Based on Annex 2B.6 to DepEd Order No. 42, s.
2016
School Gov. Felicisimo T. San Luis National Agro-Industrial Integrated High School Grade Level & GAS 11 - St. Augustine
DAILY Quarter AFA 11 - St. Therese
LESSON AFA 11 - St. John
LOG
SENIOR HIGH SCHOOL Teacher Alvin A. Pabores SHS Track ACADEMIC
Inclusive Dates February 13-17, 2023 Learning Area PR1
Scheduled Topic 1. What is research?
Time 2. Importance of
Research
3. Characteristics,
Processes, and Ethics
of Research.
4. Quantitative and
Qualitative Research
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure 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.
A. Content Standard The learner demonstrates understanding of the importance of The learner demonstrates The learner demonstrates
research in daily life understanding of the understanding of
characteristics, processes, quantitative from qualitative
and ethics of research. research.
B. Performance Standards The learner is able to: use appropriate kinds of research in making decisions.
C. Most Essential Learning The learner shares research The learner explains the The learner describes The learner differentiates
Competencies / Objectives experiences and knowledge. importance of research in daily characteristics, processes, quantitative from qualitative
(Write the LC Code)
life and ethics of research research
What is research? Importance of Research Characteristics, Processes, Quantitative and Qualitative
III. CONTENT and Ethics of Research Research
IV. LEARNING List of 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
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learners’ Materials
pages
3. Textbook pages Jerusalem, V., Del Rosario- Jerusalem, V., Del Rosario- Jerusalem, V., Del Rosario- Jerusalem, V., Del Rosario-
Garcia, M., Delos Reyes, A., Garcia, M., Delos Reyes, A., Garcia, M., Delos Reyes, A., Garcia, M., Delos Reyes,
Palencia, M., & Calilung, R. Palencia, M., & Calilung, R. Palencia, M., & Calilung, R. A., Palencia, M., &
(2017). Practical Research 2: (2017). Practical Research 2: (2017). Practical Research Calilung, R.
Exploring Quantitative Exploring Quantitative 2: Exploring Quantitative (2017). Practical Research
Research (1st ed.). Research (1st ed.). Research (1st ed.). 2: Exploring Quantitative
FASTBOOKS Educational FASTBOOKS Educational FASTBOOKS Educational Research (1st ed.).
Supply, Inc.pp. 2-4 Supply, Inc. pp. 4-6. Supply, Inc. pp. 6-14. FASTBOOKS Educational
Supply, Inc. pp. 14-16.
4. Additional Materials
from Learning Resources
Portals
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so the students will learn well. Always be guided by demonstration of learning by the students which you
V. PROCEDURES 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.
A. Revising previous lesson Ask the learners Learners will answer question Learners will answer question Learners will answer
or presenting the new How do you solve problem? related from previous related from previous question related from
lesson
discussion. discussion. previous discussion.
B. Establishing a purpose for Show pictures of common Ask the learners to name the The learners will arrange the Word Placement
the lesson problems within the locality following Filipino inventions Basic Processes of Research.
and ask the learners how to using the pr. The learners will be ask to
place the following words
resolve the problem.
HOTS for learners: on Quantitative or
Why do you think they invent Qualitative column.
those things? -measurement
-observation
-statistic
-description
-subjective
C. Presenting examples/ Group the learners with 4 Learners will write on the In 1/2 crosswise paper, the The learners will formulate
instances of the new lesson members. Ask them to write board the significance of learners will write points to a question about the shown
their problem as a student and research in our daily life using remember in doing research pictures.
the proposal solution. one word. paper.
D. Discussing new concepts The learners will fill the bubble Collaborative critiquing. The learners will give their The learners will identify
and practicing new skills
#1 map about ‘What is Research?’ Learners will examine the ideas about the which among their
words on the board. Ask them formulated questions are
which word is the BEST belong to quantitative or
description of the significance qualitative research.
of research.
E. Discussing concepts and Discuss various definition of Discuss the Importance of Discuss the Characteristics, Discuss the difference and
practicing new skills #2 Research. Research in Daily Life. Processes, and Ethics of similarities of quantitative
Research. and qualitative research
F. Developing mastery Ask the learners to give The class will be divide into
(Leads to Formative additional importance of three groups. They explain
Assessment 3)
research. the value of Characteristics of
Research, General Process of
Writing Research, and Ethics
of Research.
G. Finding practical The learners will share their The learners will share the The learners will make a short Using the given research
applications of concepts experiences in solving a significance of research in skits about the the Ethics of title, the learners will
and skills in daily living -medicine identify whether is
problem which apply the Research.
-education quantitative or qualitative
research .
-food industry research.
-agriculture
-technology
H. Making generalizations Ask the learners to reiterate Affective question for learners. The learners will make a The learners will make a
and abstractions about the the important ideas about the graphic organizers about venn diagram of
lesson What is importance of
lesson. characteristics, Processes, and quantitative and qualitative
research in your daily life? Ethics of Research. research.
I. Evaluating learning Subjective type question in 1/4 Objective type question in 1/4 Objective type question in
sheet of paper. sheet of paper. 1/4 sheet of paper.
Based on your experience and True or false question about Identification question
learning, what is research. the importance of research. about quantitative and
qualitative research.
J. Additional activities for
application or remediation
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
C. Did the remedial lessons
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 it work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with
other learners?
PREPARED BY: NOTED BY:
ALVIN A. PABORES ARMINA C. LUMIBAO
PR1 Teacher Principal II
