GRADES 1 TO 12 School Iligan City National School of Fisheries Grade LevelDAILY 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 (In group) Learners are divided into four (4) for a reporting activity on the four types of research Teacher elaborates Dependent. elaborate it through a reporting activity. 2. Spread out the activities appropriately so that students will learn well. Establishing a purpose for the lesson Now. Handout. the other be observed. 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. 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. The following are to further discusses Dependent variables. volunteers to fill-in the blank spaces using the meta discussed from the previous session. practice their learning. Other Learning Resources Handout. 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. one (In group) The class is divided into three. Always be guided by demonstration of learning b IV. Reference Independent variables and the rest on intervening Control and the rest on Extraneous variables. 1. Teacher cites some examples from the powerpoint Teacher gives examples like how the school has Teacher gives examples like how the school has C. Finding practical applications of concepts Based from the information given by each reporter. things and activities at home. PROCEDURES formative assessment activities. . Teacher posts a big brown paper on the board. D. used. 1. question their learn what they learned in relation to their life experiences and previous knowledge. session). Discussing new concepts and practicing new skills designs (topic were assigned two days before this Intervening variables. Being always the moderator in Learners may use any type of research may it be from their parents and the possible barriers would the household. Internet Handout. Internet These steps should be done across the week. Control and E. correlational. teacher evaluates the answer. one critique one's reported topic. reasons for a child to be dependent or independent of the followng. B. Reliability. Teacher introduces the new lesson. 3. F. each group (In group) The class is divided into three. Extraneous variables. the other further discusses Moderator variables. experimenting which obviously use statistics. quasi-experimental or affect the child from doing it. (leads to Formative Assessment 3) G. measuring and would mean counting. Discussing new concepts Teacher introduces the new lesson. Developing mastery After the short reporting activity. being the persons who control descriptive. teacher synthesizes it and asks reasons why their dads are more strict interms of learners to write on what could be the possible learners to write the style of their parents interms going to school and how learners should behave. 2. would mean counting. 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. and 4. cards with the term written on it. measuring and experimenting which obviously use statistics. Independent and Teacher elaborates Moderator. teacher synthesizes it and asks After the discussion. learners interms of academic performance. elaboration variables. learners interms of academic performance. Internet. And let the class Teacher introduces the new lesson. teacher asks learners to examine and identify the After the discussion. Sustain learning systematically by providing students with multiple ways to learn new things. Clarity. Indicate the time allotment for each step. two (2) things they think wanted to suggest on how to deliver the report next confusing and one (1) thing they wanted to suggest confusing and one (1) thing they wanted to suggest time. Think about your students’ progress this week. experimental. statistics. In a 3-2-1 activity. 2. two (2) things they have learned from the lesson and things they have learned from the lesson and I. two (2) things they think collaborative sharings. Did the remedial lessons work? No. statistics. No. What works? What else needs to be done to help the students VI. Being always the moderator in Learners may use any type of research may it be from their parents and the possible barriers would the household. learners list down the three (3) In a 3-2-1 activity. then emphasizes that everything has a Teacher. teacher synthesizes it and asks reasons why their dads are more strict interms of learners to write on what could be the possible learners to write the style of their parents interms going to school and how learners should behave. Reading activities. on how to deliver the report next time. you can ask them relevant questions. learners list down the three (3) In a 3-2-1 activity. reasons for a child to be dependent or independent of the followng. on how to deliver the report next time. teacher synthesizes it and asks After the discussion. Evaluating learning things they think confusing and one (1) thing they collaborative sharings. learners list down the three (3) things they have learned from the report.of learners who continue to require remediation . things and activities at home. teacher asks learners to examine and identify the After the discussion. REFLECTION supervisors can provide for you so when you meet them. C. Based from the information given by each reporter. and skills in daily living Teacher. V. reasons is to conduct research through reliable reasons is to conduct research through reliable reasons is to conduct research. then emphasizes that everything has a H. being the persons who control descriptive. Making generalizations and abstractions about the reason and one of the so many ways of knowing its reason and one of the so many ways of knowing its reason and one of the so many ways of knowing its lesson. No. quasi-experimental or affect the child from doing it. Additional activities for application or remediation Reading activities. J. 1. REMARKS Reflect on your teaching and assess yourself as a teacher. Reading activities.of learners who earned 80% on the formative assessment B. A. then emphasizes that everything has a Teacher.of learners who have caught uo the lesson D. No. correlational.of learners who require additional activities for remediation. D. 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. What difficulties did I encounter which my principal or supervisor can help me solve G.of learners who continue to require remediation E. CARDONA Teacher II Master Teacher II . Which of my teaching strategiesworked well?Why did these work? F. No. 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. additional lessons. quantitative research. exercises and remedial ng objectives support the learning of content and competencies and from the curriculum guides. 2. 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. The importance At the end of the session. PPT . Grade 12 Research in Everyday Life 2 1st Semester Session 4 ollowed and if needed. 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. one will not talk about your problem nothing will be mended and might cause your friendship to be over. internet monstration of learning by the students which you can infer from rning. Games. question their learning processes. The first group to score five (5) is the winner. Unless. Teacher illustrates the importance of identifying problems inorder to have rooms for improvements. if you have an argument with your special someone or just with your bestfriend. and draw conclusions about allotment for each step. then guess the common problems they can associate with the picture. For example. Handout. Duterte took over the position. Teacher asks learners to mention in recitations some common problems they have observed since President Rodrigo R. The class is divided into two (2). . Teacher asks learners if what is the first thing that comes in their minds upon hearing the word "problem". Teacher asks two (2) or more volunteers to do a quick recap on the six common types of variables. Teacher shows pictures of the environment and mother nature. Learner. Teacher introduces the new lesson. In a visioning activity. one to help the students learn?Identify what help your instructional questions. . 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. Learners are encouraged to be creative. 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. Presentation of the 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.