LIBAS SUD INTEGRATED

School Grade 11
SCHOOL
DAILY Teacher MAY P. IMPUESTO Subject PRACTICAL
LESSON LOG RESEARCH 1
Grading
Time MONDAY TO FRIDAY (3::30- 3RD QUARTER
Period - Week 2
4:20)
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
DATE:

Monday Tuesday Wednesday Thursda Friday

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I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of the importance of research in daily life No class scheduled
B. Performance
Standards The learner is able to use appropriate kinds of research in making decisions.
C. Learning
Competencies/ CS_RS11-IIIa-2
Objectives
II. CONTENT The importance of research in daily life.

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages Baraceros, E. L. (2016). Practical Research 1. 1st Edition. Sampaloc, Manila: Rex
Bookstore, Inc. pp 8-
17
4. Additional Materials for
Learning Resource
Portal

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B. Other Learning 1. https:// 1. https://
Resources www.referenc en.wikipedia.or
e.com/world- g/wiki/Types_of_re
view/ sear
importance- ch_methods_and_di
research- sci plines
e040f288244d86 2. http://
0f www.erm.ecs.so
2. http://lex- ton.ac.uk/theme4/
warrier.in/2012/ typ
10/re search- es_of_research.htm
meaning-role- l
and-its-
importance/
IV. PROCEDURES
A. Reviewing the previous 1. Say: Last 1. Students raise Say/Ask: 1. Students raise
lesson or presenting week, we questions about Yesterday, we questions about
the new lesson learned about research, its learned about the different
inquiry-based purposes and the different types of
learning. How characteristics, types of research and its
is research and its research. importance to
related to importance to Enumerate the their everyday
inquiry-based their everyday different types of lives.
learning? lives. research based 2. They will direct
2. Relying on their 2. They will direct on the method, their inquiry to
stock their inquiry to purpose, type of any of their
knowledge, any of their data needed? classmates, who in
students provide classmates, who (10 minutes) turn, will also ask
the meaning of in turn, will also a question after
the given words. ask a question succeeding in
they will be after succeeding answering the
guided by some in answering the question given to
clues in the question given to him/her.
given sentences. him/her. (10 minutes)
(5 minutes) (10 minutes)

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B. Establishing a purpose 1. Students will be Say: Today, we will Say: Today, we will
for the lesson clustered in to learn more about learn more about the
four groups. The research by different types of
group will assign identifying the research. We will surf
a leader and a different types of the internet and
reporter. research based on the examine different
2. Students method, purpose, types of research
examine the type of data needed. studies.
different scenic We will also discuss (5 minutes)
places in the the different
Philippines. approaches to
3. Ask: Which of research.
these places (5 minutes)
interest you the
most? Would you
like to know more
about them? How
do you think you
will be more
knowledgeable
about these
places?
4. Group
reporters
share their
responses.
(20 minutes)
1. Presenting examples/ 1. Discuss the 1. Discuss the
instances of the new meaning of different types of
lesson research. research based on
(20 minutes) the method,
purpose, type of
data needed.
2. Discuss the
different
approaches to
research.
(40 minutes)

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2. Discussing new 1. Students express 1. Students will be
concepts and their judgment or clustered in to
practicing new skills decision on each pairs.
#1 of the given 2. The students will
statement and identify the
write their specific type of
reasons to justify research for each
their agreement given topic. They
or disagreement. should also
(15 minutes) identify the
importance of
such research in
their day- to-day
life.
(20 minutes)
3. Discussing new 1. Students will
concepts and be clustered
practicing new skills in to groups
#2 of three.
2. The students will
think of their own
topics for each
research type and
justify the
reasons of
choosing the
specific research
type for each
topic.
(20 minutes)
3. Developing mastery
(Leads to Formative
Assessment 3)

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4. Finding practical Each student will surf
application of concepts the internet and choose
and skills in daily living a research study. Based
on what they have
learned about
research, they will
make a report on the
topic, approach,
importance, and type
based on the different
methods of classifying
research.
(30 minutes)
5. Making generalizations Close the session by Close the session Close the session by Close the session by
and abstractions summarizing the by summarizing summarizing the reviewing the concept
about the lesson concept on the concept using concept on the on the different types
research. a concept map on different types of of research.
Emphasize the the different types research. (5 minutes)
purposes and of research. (5 minutes)
characteristics of (5 minutes)
research.
(5 minutes)
6. Evaluating learning Using numbers 1 to 5,
the students rank their
understanding on the
following topics:
classification of
research types,
approaches to
research, and
determining the
quality of research
(5 minutes)
7. Additional activities for Study and prepare Study and prepare Study and prepare for
application or for the next lesson for the next lesson the next lesson next
remediation next meeting. next meeting. week.
V. REMARKS The topics The topics The topics The lesson on the
scheduled for the scheduled for the scheduled for the importance of research

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 day’s session was day’s session was day’s session was and its types was
covered. Lesson covered. Lesson plan covered. Lesson covered.
plan will be reviewed will be reviewed and plan will be reviewed
and continued on the continued on the and continued on the
following day. following day. following day.
VI. REFLECTION 1. Students enjoyed 1. Students were 1. Students worked 1. Students had
the activity on hesitant on well when they difficulty utilizing
research raising questions were grouped in search engines to
vocabulary and to their to pairs. 80% of facilitate their
agreement or classmates’ the students internet search. 80%
disagreement on despite of the submitted of the students
research concepts. condition that satisfactory needed guidance in
2. 20% of the they were outputs. the group activity.
students have allowed to use 2. Students had 2. 80% of the students
difficulty in the vernacular difficulty of ranked their
constructing language. thinking possible learning on research
sentences and use research topics. and its importance 4
the correct Further and above.
spelling. mentoring was
required to
facilitate their
learning.
Prepared by:

MAY P. IMPUESTO, MAED

SHST-III

Checked by:

JOANNE S. ESPINOSA
Head Teacher II

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