GRADES 1 TO 12 School Iligan City National School of Fisheries Grade Level

DAILY LESSON LOG Teacher WENDEL T. LONTUA Learning Area

Teaching Dates and Time June 12-15, 2017 Quarter
Session 1 Session 2 Session 3

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, ad
I. OBJECTIVES activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the
enable children to find significance and joy inlearning the lessons. Weekly objectives shall be derived from the curriculum guide

The learner demonstrates understanding of: 1. The characteristics, strenghts, weaknesses, and kinds of quantitative resear
quantitative research across fields, 3. The nature of variables.
A. Content Standards

B. Performance Standards The learner is able to decide on suitable quantitative research in different areas of interest.

At the end of the session, learners are expected to: At the end of the session, learners are expected to: At the end of the session, learners are expected to:

C. Learning Competencies /Objectives Write the LC code for

each. Identify and define the four main types of Differentiate kinds of variables and their uses. Differentiate kinds of variables and their uses.
quantitative research designs. CS_RS12-Ia-c-3 CS_RS12-Ia-c-3

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

II. CONTENT
Four main types of Quantitative research designs Six common variable types Six common variable types

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 a
III. LEARNING RESOURCES based materials. Hands-on learning promotes concept development.

A. REFERENCE
1. Teacher’s Guide pages none
2. Learner’s Materials pages Handout 1: Page 2-5 Handout 1: Page 5-6 Handout 1: Page 5-6
3. Textbook pages none none none
4. Additional Materials from Learning Resource (LR) portal Visual Aid, PPT Visual Aid, PPT Visual Aid, PPT
 B. Other Learning Resources Handout, Internet, Handout, Internet Handout, Internet

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning b
IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learn
what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

Teacher posts a big brown paper on the board. In it

are definitions of the four types of research designs Teacher asks two (2) or more volunteers to do a Teacher asks two (2) or more volunteers to do a
A. Reviewing previous lesson or presenting the new with a blank space before it. Teacher asks quick recap on the first three (3) types of variables
lesson quick recap on the four types of research designs.
volunteers to fill-in the blank spaces using the meta discussed from the previous session.
cards with the term written on it.

Teacher emphasizes that every research is Teacher emphasizes that every research is
supported by gathering data and to gather data supported by gathering data and to gather data
B. Establishing a purpose for the lesson Now, teacher evaluates the answer. would mean counting, measuring and would mean counting, measuring and
experimenting which obviously use statistics. experimenting which obviously use statistics.

Teacher cites some examples from the powerpoint Teacher gives examples like how the school has Teacher gives examples like how the school has
C. Presenting examples/ instances of the new lesson come to know the performance of the JHS and SHS come to know the performance of the JHS and SHS
presentation. learners interms of academic performance. learners interms of academic performance.

Teacher introduces the new lesson. And let the class Teacher introduces the new lesson.
D. Discussing new concepts Teacher introduces the new lesson.
elaborate it through a reporting activity.

(In group) Learners are divided into four (4) for a

reporting activity on the four types of research Teacher elaborates Dependent, Independent and Teacher elaborates Moderator, Control and
E. Discussing new concepts and practicing new skills
designs (topic were assigned two days before this Intervening variables. Extraneous variables.
session).

F. Developing mastery After the short reporting activity, each group
critique one's reported topic. The following are to
be observed; 1. Clarity, 2. Reliability, 3. Reference
used, and 4. elaboration
(leads to Formative Assessment 3)
(In group) The class is divided into three, one
further discusses Dependent variables, the other
Independent variables and the rest on intervening
variables.
(In group) The class is divided into three, one
further discusses Moderator variables, the other
Control and the rest on Extraneous variables.

G. Finding practical applications of concepts

Based from the information given by each reporter,

teacher asks learners to examine and identify the
reasons why their dads are more strict interms of
going to school and how learners should behave.
Learners may use any type of research may it be
descriptive, correlational, quasi-experimental or
After the discussion, teacher synthesizes it and asks
learners to write on what could be the possible
reasons for a child to be dependent or independent
from their parents and the possible barriers would
affect the child from doing it.
After the discussion, teacher synthesizes it and asks
learners to write the style of their parents interms
of the followng; 1. Being always the moderator in
the household, 2. being the persons who control
things and activities at home.
 Based from the information given by each reporter,
teacher asks learners to examine and identify the
reasons why their dads are more strict interms of
going to school and how learners should behave.
Learners may use any type of research may it be
descriptive, correlational, quasi-experimental or
experimental.
After the discussion, teacher synthesizes it and asks
learners to write on what could be the possible
reasons for a child to be dependent or independent
from their parents and the possible barriers would
affect the child from doing it.
After the discussion, teacher synthesizes it and asks
learners to write the style of their parents interms
of the followng; 1. Being always the moderator in
the household, 2. being the persons who control
things and activities at home.

and skills in daily living

Teacher, then emphasizes that everything has a
H. Making generalizations and abstractions about the
reason and one of the so many ways of knowing its
lesson.
reasons is to conduct research.
Teacher, then emphasizes that everything has a Teacher, then emphasizes that everything has a
reason and one of the so many ways of knowing its reason and one of the so many ways of knowing its
reasons is to conduct research through reliable reasons is to conduct research through reliable
statistics. statistics.

In a 3-2-1 activity, learners list down the three (3)
things they have learned from the report, two (2)
I. Evaluating learning things they think confusing and one (1) thing they
wanted to suggest on how to deliver the report next
time.
In a 3-2-1 activity, learners list down the three (3)
things they have learned from the lesson and
collaborative sharings, two (2) things they think
confusing and one (1) thing they wanted to suggest
on how to deliver the report next time.
In a 3-2-1 activity, learners list down the three (3)
things they have learned from the lesson and
collaborative sharings, two (2) things they think
confusing and one (1) thing they wanted to suggest
on how to deliver the report next time.

J. Additional activities for application or remediation Reading activities. Reading activities. Reading activities.

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
VI. REFLECTION 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 formative

assessment
B. No.of learners who require additional activities for
remediation.

C. Did the remedial lessons work? No.of learners who

have caught uo the lesson

D. No.of learners who continue to require remediation

 D. No.of learners who continue to require remediation

E. Which of my teaching strategiesworked

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 : Checked:
WENDEL T. LONTUA MARIA CINDY F. CARDONA
Teacher II Master Teacher II
 Grade 12
Research in Everyday Life 2
1st Semester
Session 4

ollowed and if needed, additional lessons, exercises and remedial

ng objectives support the learning of content and competencies and
from the curriculum guides.

quantitative research, 2. The importance

At the end of the session, learners are expected to:

Identify and write problem statements for a

research paper. CS_RS12-Id-e-2

e content can be tackled in a week or two.

Writing and Identifying Statement of the problem

here is a mix of concrete and manipulative materials as well as paper-

Handout 1: Page 7-7

none
Visual Aid, PPT
 Handout, internet

monstration of learning by the students which you can infer from

rning, question their learning processes, and draw conclusions about
allotment for each step.

Teacher asks two (2) or more volunteers to do a

quick recap on the six common types of variables.

Teacher asks learners if what is the first thing that

comes in their minds upon hearing the word
"problem".

Teacher illustrates the importance of identifying

problems inorder to have rooms for improvements.
For example, if you have an argument with your
special someone or just with your bestfriend.
Unless, one will not talk about your problem
nothing will be mended and might cause your
friendship to be over.

Teacher introduces the new lesson.

Teacher asks learners to mention in recitations

some common problems they have observed since
President Rodrigo R. Duterte took over the position.

Games. The class is divided into two (2). Teacher

shows pictures of the environment and mother
nature. Learner, then guess the common problems
they can associate with the picture. The first group
to score five (5) is the winner.

Teacher elaborates on the problems they have

observed under the president's administration and
the common problems they have associated with
the environmet and the mother nature.
 Teacher elaborates on the problems they have
observed under the president's administration and
the common problems they have associated with
the environmet and the mother nature.

Teacher elaborates on the problems they have

observed under the president's administration and
the common problems they have associated with
the environmet and the mother nature.

In a visioning activity, teacher provides each group

with a big brown paper and let the learners draw
the community they live in and the ideal
community that they envisioned. Learners are
encouraged to be creative.

Presentation of the visioning activity.

one to help the students learn?Identify what help your instructional

questions.