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

DAILY LESSON Teacher REYNALD T. MAMASIG Learning Area Research on Daily Life 2
LOG
Teaching Dates and Time September 23-27, 2019 Quarter Second
AQUINAS-7:30-8:30 (M,T,W,F)
GANDHI- 8:30-9:30 (M,T,Th,F)

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 inunderstanding 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 a. The learner writes
Competencies/ Objectives The learner writes coherent review of literature (CS_RS11- review of literature (CS_RS11- coherent review of SCHOOL RELATED WORKS
Write the LC code for review of literature (CS_RS11- IIIf-j-4) IIIf-j-4) literature (CS_RS11-
each IIIf-j-4) IIIf-j-4)
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., Carey,
Carey, T.G. (2017) Practical Carey, T.G. (2017) Practical Prieto, N.G., Naval, V.C., N/A
T.G. (2017) Practical Research 1
Research 1 for Senior High Research 1 for Senior High Carey, T.G. (2017) Practical
3. Textbook pages for Senior High School. Quezon
School. Quezon City, Metro School. Quezon City, Metro Research 1 for Senior High
City, Metro Manila. Lorimar
Manila. Lorimar Publishing Manila. Lorimar Publishing School. Quezon City, Metro
Publishing Inc. pp.97-99
Inc. pp.97-99 Inc. pp.97-99
4. Additional Materials
from Learning N/A N/A N/A N/A
Resource (LR) portal N/A
Ppt Presentation Slides, TV Ppt Presentation Slides, TV Sample Research Copies,
B. Other Learning
Monitor, video clip, sample Monitor, video clip, sample Sample Research Copies Student Outputs (Written
Resources
research copies research copies Review of Literature)
 Monday
IV. PROCEDURES
A. Reviewing previous The students will be shown a
lesson or presenting video clip from the teleserye
the new lesson “Ang Probinsiyano” showing
Joel Torre, a news writer
creating his article about Don
Emilio, regarding his criminal
acts after consolidating all the
information he was able to
gather. 5 minutes
B. Establishing a The students will be asked
purpose for the what they need to do after
lesson gathering different literatures
related to their study. Students
will say that they need to write
a report about their research
problem based from existing
literatures they have gathered.
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
read the sample. 5 minutes
D. Discussing new There are three components of
concepts and a 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.
The students will be asked
what they think are the
purposes of each part of the
literature review based from
Tuesday Wednesday Thursday Friday
The students will be Students by group will be The teacher will provide the
presented a video about a requested to post on the students feedback regarding N/A
baby’s development from the board the concept maps they their outputs. Reminders will
time he learns to control head have made in the previous be provided to students
movement up to the time he session. A review on the way regarding the guidelines in
learns to stand and walk. The of writing a review of writing review of literature.
students will be asked to literature will be conducted.
describe the sequence of
control and development on
the baby. Students will
provide answers
After having mentioned the The students will then be Students will continue
principle of cephalo-caudal reminded that they need to organizing the body of their N/A
development, the teacher will fill-up the concept map with literature review up to the
mention the sequence of contents by organizing the conclusion.
writing review of literature; literatures they gathered.
where introduction is
followed by the body, and
then the conclusion. 10
minutes
A sample of the written
review of literature adapted The students will work in N/A
from a local study will again groups to finalize writing the
be posted on the TV Monitor. body of their literature
Student copies will also be review. The teacher will N/A
brought for students’ supervise the students and
reference. will provide assistance when
needed.
Students will be asked to
represent the content of the
sample written review of N/A N/A N/A
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
 Monday
the example provided. The
students will provide their
answers about the question. 10
minutes
E. Discussing new
concepts and
practicing new skills
#2
N/A
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 literature, and the
F. Developing mastery conclusion. Selected group will
(Leads to Formative
Assessment 3) present their answer. This will
be accompanied by group
discussion to ensure mastery of
the concept. 8 minutes
The students will be asked to
develop the introduction part
G. Finding practical
of their study in 10 minutes.
applications of
After which, they will present
concepts and skills in
their drafts in front for
daily living
checking and necessary
feedback. 10 minutes.
Based from the examples,
H.Making generalizations allow students to deduce how
and abstractions about to develop an introduction part
the lesson for the literature review. 5
minutes or less
Tuesday Wednesday Thursday Friday
Students will create a concept
map for their review of N/A
literature. Students will be
required to bring out all the
literatures they gathered in N/A
N/A
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 N/A
of literature. This will be N/A
followed by critiquing of the
students’ output by the
teacher and sharing of
comments and opinions by
N/A
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
N/A N/A N/A
N/A
Students will be asked how
literature review is organized. N/A N/A
5 minutes N/A
 Monday
Students’ learning will be
evaluated through recitation
I.Evaluating learning
and group presentation of
outputs.
Each group will finalize the
introduction part of their
G.Additional activities for
review of literature
application or remediation
incorporating the comments
and suggestions from the
teacher and the class members.
Tuesday Wednesday Thursday Friday
Students’ learning will be
evaluated through class The students will submit their N/A
finished works to the teacher
discussion and group outputs.
for checking.
Students will be reminded to
bring their outputs and N/A
materials for tomorrow’s N/A The students will submit their
continuation of activity finished works to the teacher
for checking.

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
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?