DAILY School Grade Level 11

LESSON Teacher Learning Area PRACTICAL RESEARCH 1

LOG Teaching Week FEBRUARY 12 - 16, 2024 Quarter THIRD QUARTER –SECOND SEMESTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Date & Time:
I. OBJECTIVES

The learner demonstrates understanding of the importance of research in daily life.

A. Content Standards

B. Performance Standards The learner is able to use appropriate kinds of research in making decisions.

shares research experiences shares research experiences shares research experiences shares research experiences
and knowledge and knowledge and knowledge and knowledge
C. Learning
(CS_RS11-IIIa-1) (CS_RS11-IIIa-1) (CS_RS11-IIIa-1) (CS_RS11-IIIa-1)
Competencies/
Objectives explains the importance of explains the importance of explains the importance of explains the importance of
research in daily life research in daily life research in daily life research in daily life
(CS_RS11-IIIa-2) (CS_RS11-IIIa-2) (CS_RS11-IIIa-2) (CS_RS11-IIIa-2)
II. CONTENT Nature of Inquiry and Research Nature of Inquiry and Research Nature of Inquiry and Research Nature of Inquiry and Research
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide Pages

2. Learner’s Material Practical Research 1 Practical Research 1 Practical Research 1 Practical Research 1
Pages (ADM – REGION 10) (ADM – REGION 10) (ADM – REGION 10) (ADM – REGION 10)
Quarter 1 - Module 1 Quarter 1 - Module 1 Quarter 1 - Module 1 Quarter 1 - Module 1
3. Textbook Pages Pages 1 - 4 Pages 1 - 4 Pages 1 - 4 Pages 1 - 4
4. Additional Materials
from Learning Resources
B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing previous Complete the concept map by Complete the concept map by Complete the concept map by Complete the concept map by
lesson or presenting the writing words associated with the writing words associated with the writing words associated with the writing words associated with
new lesson middle word, RESEARCH. middle word, RESEARCH. middle word, RESEARCH. the middle word, RESEARCH.
B. Establishing a purpose Have the students explain in front Have the students explain in front Have the students explain in front Have the students explain in
for the lesson of the class how each word in the of the class how each word in the of the class how each word in the front of the class how each word
 concept map is related to concept map is related to concept map is related to in the concept map is related to
research. research. research. research.
C. Presenting examples/ READ ME,WRITE ME READ ME,WRITE ME READ ME,WRITE ME READ ME,WRITE ME
instances of the new Read the given text, then Read the given text, then Read the given text, then Read the given text, then
lesson answer the questions that answer the questions that follow. answer the questions that follow. answer the questions that
follow. Then, discuss what is Then, discuss what is research Then, discuss what is research follow. Then, discuss what is
research and the two categories and the two categories of and the two categories of research and the two
of research. research. research. categories of research.
D. Discussing new Arrange the scrambled words Arrange the scrambled words Arrange the scrambled words Arrange the scrambled words
concepts and practicing properly to form a logical properly to form a logical properly to form a logical properly to form a logical
new skill #1 sentence. sentence. sentence. sentence.
E. Discussing new Read the given situations and Read the given situations and Read the given situations and Read the given situations and
concepts and practicing identify what category of identify what category of identify what category of identify what category of
new skill #2 research should be employed. research should be employed. research should be employed. research should be employed.
Write BASIC RESEARCH or Write BASIC RESEARCH or Write BASIC RESEARCH or Write BASIC RESEARCH or
APPLIED RESEARCH after APPLIED RESEARCH after APPLIED RESEARCH after APPLIED RESEARCH after
each statement. each statement. each statement. each statement.
F. Developing Mastery
G. Finding practical Imagine that you are a detective, Imagine that you are a detective, Imagine that you are a detective, Imagine that you are a detective,
applications of concepts and you will look for evidence on and you will look for evidence on and you will look for evidence on and you will look for evidence on
& skills in daily living the crime scene. Supply possible the crime scene. Supply possible the crime scene. Supply possible the crime scene. Supply possible
evidence to solve the problem. evidence to solve the problem. evidence to solve the problem. evidence to solve the problem.
H. Making generalizations Brush up on your knowledge of Brush up on your knowledge of Brush up on your knowledge of Brush up on your knowledge of
& abstractions about the the lesson by completing the the lesson by completing the the lesson by completing the the lesson by completing the
lesson given phrases. given phrases. given phrases. given phrases.
I. Evaluating Learning Identify which category of Identify which category of Identify which category of Conduct a short quiz.
research is applicable in the research is applicable in the research is applicable in the
given sample research. given sample research. given sample research.
J. Additional activities for
application or
remediation
V. REMARKS

VI. REFLECTION
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
caught up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this 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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