School STA.

MONICA HIGH SCHOOL Grade Level/Strand/Block GRADE 12- HUMSS 1-4

DAILY
Teacher Gilda G. Bacolod Learning Area Research Project
LESSON
LOG Teaching Dates and Time March 11-15, 2024 Quarter 3rd Quarter

I. OBJECTIVES SESSION 1 (2 hours) SESSION 2 (2 hours)

A. Content Standards Reading on Related Studies
B. Performance Standards The learner makes a list of related literature reviewed.
C. Learning Competencies The learner selects, cites and synthesizes properly related literature The learner uses sources according to ethical standards.
In this lesson, the class is expected to:
1. define terms related to research study
In this lesson, the class is expected to
2. gather and synthesize information from different sources of
1. write citations correctly on the sources used in a research study
D. Learning Objectives information
2. appreciate the importance of following ethical standards in using
3. familiarize the different citation styles and formats
sources
4. give the characteristics and mechanism of the review of related
literature;
II. CONTENT Related Literature and Studies Related Literature and Studies
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials Textbook, DLL, Supplemental Reading materials Textbook, DLL, Supplemental Reading materials, worksheet
3. Textbook pages
4. Additional Materials from LR
B. Other Learning Resources Book/ Curriculum Guide/ Chalk /Tv Monitor/ PowerPoint Presentation Book/ Curriculum Guide/ Chalk /Tv Monitor/ PowerPoint Presentation
IV. PROCEDURES
A. Reviewing previous lesson/ presenting new lesson Review the previous session through an activity. Review the previous session.
Choose a specific topic relevant to the curriculum or student interests
 Start with a discussion on the importance of related literature in (e.g., the impact of technology on society, the effects of climate change,
B. Establishing a purpose for the lesson
academic research. etc.).

C. Presenting examples/ instances of the new lesson
D. Discussing new concepts and practicing new
skills #1
 Explain that related literature helps establish the context, identify gaps,
and build a theoretical framework for research.
 Provide examples of how incorporating relevant literature enhances the
credibility and depth of research.
Activity 1: Analyzing Sample Research Papers
 Share excerpts from sample research papers or articles with the class.
 Discuss key elements such as the literature review section, citation
styles, and how authors integrate related literature into their work.
 Distribute handouts with guidelines for analyzing research papers,
including questions like:
Present a selection of related literature on the chosen topic using a
multimedia presentation.
 Explain the importance of annotated bibliographies in research.
 Provide guidelines on creating annotated bibliographies, including
summarizing key points, assessing the credibility of sources, and
explaining the relevance to the research topic.
 Ask students to create annotated bibliographies for a set of related
literature sources. This can be done individually or in small groups..
 1. How does the author introduce and summarize the related
literature?
2. What methods does the author use to critique or analyze existing
literature?
3. How are citations and references presented?
 Facilitate a class discussion on the analysis of the sample research  Have students bring drafts of their literature review sections or
papers. excerpts from their research papers.
E. Discussing new concepts and practicing new skills  Encourage students to share their observations and identify effective  Organize peer review groups and provide a checklist for students to
#2 strategies for incorporating related literature. assess the effectiveness of their peers' literature review sections.
 Discuss common challenges students may face when integrating related  Encourage constructive feedback and suggestions for improvement.
literature into their own research.
 Provide students with a list of scholarly articles or excerpts on a  Allocate time for students to reflect on the feedback received from
specific topic related to their research area. peers, instructors, or experts.
 Instruct students to analyze and synthesize the information from these  Instruct students to revise their literature review sections based on
F. Developing Mastery sources to identify trends, gaps, and common themes. the insights gained during the various activities.
 Ask students to create a visual representation (concept map, Venn  Emphasize the iterative nature of the research process and the
diagram, etc.) to illustrate the connections and relationships between importance of continuous improvement.
the sources.
 Discuss the challenges students faced during the activities and
Ask students to reflect on how their understanding of the research topic
G. Finding practical applications of concepts and strategies for overcoming them.
has evolved through the activities.
skills in daily living  Remind students to apply these skills when working on their own
research projects.
H. Making generalizations and abstractions about the Summarize key takeaways from the lesson, emphasizing the importance of Conclude the lesson by discussing the value of engaging with related
lesson critical analysis and synthesis in research writing. literature in research.

Evaluate students based on their participation in class discussions, the

Evaluate students based on their participation in class discussions, the
quality of their peer-reviewed definitions, and their ability to articulate
I. Evaluating learning quality of their visual representations, and the effectiveness of incorporating
definitions in the homework assignment. Consider clarity, accuracy, and
related literature into their research papers.
understanding of the context in which the terms are used.

J. Additional activities for application or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
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
these 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?

Prepared by:
Checked by: Noted:

GILDA G. BACOLOD
SHS Teacher III MARILYN C. VILLON HARRY D. CASTARDO
Master Teacher II Principal II
Date : _________________________ Date : _________________________ Date : _________________________