GRADE 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
School NAIC NATIONAL HIGH SCHOOL Grade Level 11
Teacher MS JULIE E. REYES Learning Area PRACTICAL RESEARCH 1
Teaching Dates and Time NOVEMBER 27-30, 2017 Quarter THIRD
SESSION 1 SESSION 2
At the end of the lesson, students should be able to:
 Explain the nature of qualitative research;
 describe
a. the characteristics
b. strengths
c. weaknesses and
d. kinds of qualitative research;
 Discuss the importance of qualitative research across different fields of inquiry; and
 Decide on a suitable qualitative research in the different areas of interest.
The learner demonstrates understanding of the value of qualitative research; its kinds, The learner demonstrates understanding of the value of qualitative research;
characteristics, uses, strengths, and weaknesses; the importance of qualitative research across its kinds, characteristics, uses, strengths, and weaknesses; the importance
fields of inquiry. of qualitative research across fields of inquiry.
The learner is able to decide on suitable qualitative research in different areas of The learner is able to decide on suitable qualitative research in
interest. different areas of interest.
CS_RS11-IIIb-1 CS_RS11-IIIb-1
CS_RS11-IIIb-2 CS_RS11-IIIb-2
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 a week or two.
Qualitative Research and Its Importance in Daily Life Qualitative Research and Its Importance in Daily Life
(Prieto, N.G . 2016. Practical Research 1 for Senior High School: Qualitative. Manila: (Prieto, N.G . 2016. Practical Research 1 for Senior High School: Qualitative.
Lorimar Publishing, Inc.) Pages 27-41; Manila: Lorimar Publishing, Inc.) Pages 27-41;
(Baraceros, E.L. 2016. Practical Research 1. Manila: Rex Book Store, Inc) pages19-28 (Baraceros, E.L. 2016. Practical Research 1. Manila: Rex Book Store, Inc)
pages19-28
None None
None None
None None
None None
None None
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 by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question
their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
1
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Recalling concepts discussed during the first session; Recalling of the mechanics of the activity to be presented orally.
Setting the mood and presentation of learning objectives.
(Continuation of the previous lesson; activities)
(Continuation of the previous lesson; activities)
(Continuation of the previous lesson; activities)
A. Group Work: Divide the class into three (3) groups. Using a Manila paper, do the Presentation of each group’s output from the previous session.
assigned activities using the fish bowl strategy. 1. Semantic map
1. Do a semantic map showing your imagination of the way a researcher conducts his or 2. The Favorite Brand of Sardines of Residents in the Happy
her ethnographic research in a certain place. Nook Subdivisions.” activity
2. Sketch the varied observational activities the researcher will do to gather data about
this topic: “The Favorite Brand of Sardines of Residents in the Happy Nook Subdivisions.”
Draw a table with three columns where you can list down topic, second, for the purpose, and
third, for the type of qualitative research to be used.
Provide descriptive essay about this. Likewise, you are task to present this is a creative way.
Ponder on things in your surroundings- the construction of your house, your
(Note: Allotted time is given for the formative assessment) computer, the composition of your family, TV programs, social networking
(Facebook, Instagram, Twitter), cell phones, tablets, destructive plastic bags,
religious groups, your classmates, your school, fast food restaurants, etc.
Mulling over these things, think of one good topic you can research on
qualitatively and write a descriptive essay about the application of qualitative
research on your chosen topic.
Give the meaning, characteristics, types, advantages and disadvantages of
qualitative research by presenting it in a tabular form format.
Directions: Write the letter of the correct answer.
1. Which one is not the strength of qualitative research?
a. Offers the best answers to certain phenomena-social, economic,
political or even psychological.
b. Is tedious and time consuming
c. Offers several avenues to understand phenomena, human behavior
and condition
d. Can build on or develop theories
2. Which is a weakness of qualitative research?
a. Even underlying meanings surface in a qualitative research
b. Consistent themes, categories, relationship are crystallized during
the data gathering process.
c. Research results are exhaustive
2
 d. The researcher being the main instrument of data collection,
subjectivity, on the part of the researcher, can happen during the research
process.
3. Which one is not included in the interpretation of results of qualitative
data?
a. A description of the individual or research participant
b. A description of the research participant’s family and friends
c. Analyzing of data for themes or categories
d. Drawing conclusions and offering further questions to be asked
4. Which of the following is the qualitative researcher not always
required to do?
a. Subject her findings to statistical treatment
b. Reflect on who she or he is in the research process or inquiry
c. Be sensitive to his/her personal bias
d. View data holistically
5. Which one of these procedures during the participant observer’s
immersion in the research participants’ natural setting is not necessarily
tedious and time consuming?
a. Tasking field notes
b. Assigning codes and transcribing them on note cards
c. Drawing lessons learned or conclusions
d. Developing codes into broad themes
A. Additional activities for
application or remediation

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 learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
VI. REFLECTION • As observed, there are some adjustment of some lessons due to the need of ample time for the preparation of the activities. Likewise, this session is not applicable for
Cookery 1 since they are still on the discussion of the previous lessons indicated from the previous submitted dll.)
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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
3
 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:

JULIE E. REYES
Teacher, 21st Century Literature