School KAPALONG NATIONAL HIGH SCHOOL Grade Level Grade 11

Teacher ZALRHYN GRACE D. SABAYSABAY Learning EAPP

Area
DAILY LESSON LOG Teaching Dates 11/28-29/2022, 12/1-2/2022 Quarter SECOND
and Time 8:50-9:50, 1:00-2:00

Monday Tuesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners understand the principles and uses of surveys, experiments, and scientific observations
B. Performance The learners produce a well-written report for various disciplines
Standards
C. Learning Designs, tests, and revises Conducts surveys, Conducts surveys,
Competencies / survey questionnaires experiments, or experiments, or
Objectives CS_EN11/12A-EAPP-IIe-j-7 observations observations
Write the LC code CS_EN11/12A-EAPP-IIe-j-8 CS_EN11/12A-EAPP-IIe-j-8
for each.
II. CONTENT Writing the Report Survey/Field Report Laboratory/Scientific Technical Report
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Guide
pages
3. Textbook pages
4. Additional
Materials from Quarter 2 – Module 5 Quarter 2 – Module 6
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing the Encourage the pupils to “Let us recall, what is a “Let us recall, what is a
previous lesson or recall their knowledge questionnaire and why is it questionnaire and why is it
presenting the new about designing, revising, important to test and revise important to test and revise
 lesson and testing a questionnaire.
There will be a 10-item pre-
test true or false questions.
“Have you experienced
entering a restaurant or a
B. Establishing a café and were asked to
purpose for the answer a series of
lesson questions about your
experience at that place or
their service?”
C. Presenting One of the ways to gather
examples/instances data is through a
of the new lesson questionnaire. Designing a
questionnaire is quite
challenging but fun.
Let the students first do the
“Vocabulary Enrichment” by
introducing key terms of
the topic. Then, provide an
example of a questionnaire.
D. Discussing new Present the topic,
concepts and “Designing a Questionnaire”
practicing new skills and allow students to
#1 collaborate and brainstorm
using mind mapping and
then, provide the important
steps in designing a
questionnaire.
E. Discussing new Give an example of a
concepts and Survey Questionnaire.
practicing new skills Analyze the content and
a survey questionnaire?” a survey questionnaire?”
There will be a 5-item There will be a 5-item
multiple-choice pre-test multiple-choice pre-test
evaluation. evaluation.
Provide a 4-Pics One Word Provide a 4-Pics One Word
Engaging Activity that Engaging Activity that
would lead to the would lead to the
presentation of the main presentation of the main
topic. topic.
You have explored the You have explored the
nature and purpose of nature and purpose of
designing a questionnaire, designing a questionnaire,
and now you are ready to and now you are ready to
explore methods of data explore methods of data
collection. collection.
“UNLOCKING OF “UNLOCKING OF
DIFFICULTIES” DIFFICULTIES”
Allow the learners to enrich Allow the learners to enrich
their vocabulary with these their vocabulary with these
terms that you will terms that you will
encounter throughout this encounter throughout this
lesson. lesson.
Present the topic, Present the topic,
“THREE DIFFERENT WAYS “THREE DIFFERENT WAYS
OF DATA COLLECTION”, OF DATA COLLECTION”,
allow the students to allow the students to
generate their previous generate their previous
knowledge about the three knowledge about the three
ways (survey, observation ways (survey, observation
& experiment by using a & experiment by using a
fishbone diagram). fishbone diagram).
Questions: Questions:
 What are the distinct  What are the distinct
 #2 answer the questions that features of these features of these
follow procedures from three? three?
Practical Research 2 for  What is the purpose  What is the purpose
Senior High School: of determining the of determining the
Quantitative). different ways of different ways of
1. What is the purpose of data collection? data collection?
the survey questionnaire  How could these  How could these
above? three ways help three ways help
2. What type of questions researchers in researchers in
were used in the establishing good establishing good
questionnaire? data collection data collection
3. If you were to use a procedures? procedures?
questionnaire with the
same given survey topic,
would you consider using
this questionnaire? Why or
why not?
F. Developing mastery Give a sample of a Provide the students with Provide the students with
(Leads to Formative questionnaire's survey three different practice three different practice
Assessment 3) questions. They will be tasks to be completed and tasks to be completed and
extensively examined by will be checked as well as will be checked as well as
the students, who will explained by the teacher. explained by the teacher.
decide whether or not they  Prepare a sample  Prepare a sample
are appropriate. They'll interview guide interview guide
mark it with an A if it's  Note some  Note some
appropriate and observations done observations done
any question that is not about research about research
acceptable will be revised focusing on focusing on
by the students to make it superstitions and superstitions and
so, and the teacher will beliefs involving beliefs involving
then check and explain it. weddings. weddings.
 Make a similar  Make a similar
survey form to be survey form to be
used in the field. used in the field.
(Sample research (Sample research
title will be provided) title will be provided
 G. Finding practical "Why is it important to
applications of create effective survey
concepts and skills questions, and how might it
in daily living influence your data
collection? Give some
instances.
H. Making Ask the students,
generalizations and “What is a survey
abstractions about questionnaire and how it
the lesson contributes to the success
of your data gathering in
conducting research?”
Give the steps in designing
a questionnaire.
“When do we test and
revise our questionnaires?
I. Evaluating learning Give 10-item post-test
evaluation.
J. Additional activities Let the students find a
for application or questionnaire in a magazine
remediation or newspaper or on the
internet. Critique at least
five of the questions for
their strengths and
weaknesses.
Provide Rubrics Rating the
Critique.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
“As future researchers, how “As future researchers, how
can you use survey, can you use survey,
observation, and observation, and
experiment to address experiment to address
existing problems in your existing problems in your
community? In what way?” community? In what way?”
Ask the learners, Ask the learners,
“What could be the “What could be the
significant role of survey, significant role of survey,
observation, and observation, and
experiment in developing experiment in developing
research?” research?”
Give the distinct features of Give the distinct features of
the three. the three.
Prepare a qualitative research tool for your reference.
Choose from the INTERVIEW GUIDE, SURVEY
QUESTIONNAIRE, and OBSERVATION GUIDE. The output
will be rated based on a rubric.
Let the students prepare a Let the students prepare a
qualitative research tool to qualitative research tool to
be used in a particular be used in a particular
research topic. research topic.
Research Title: “Mea Culpa: Research Title: “Mea Culpa:
Story of Trial and Story of Trial and
Forgiveness of a Drug Forgiveness of a Drug
Surrenderee” Surrenderee”
 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 this work?
F. What difficulties did
I encounter that my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
that I wish to share
with other teachers?

Prepared by:

ZALRHYN GRACE D. SABAYSABAY

Teacher III

Checked by: Inspected by:

RUBY JEAN L. LARANIO EDNA A. FIGURACION

Master Teacher II Assistant Principal II