for practical research

1. Grades 11
DAILY LESSON LOG
School SAN ISIDRO NATIONAL HIGH
SCHOOL
Grade Level Grade 11
Teacher DENMARK A. PLAZA Learning Area PRACTICAL RESEARCH 1
Teaching Dates and Time JUNE 5-9, 2023 / 3:00-4:00pm Quarter FOURTH
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
The learners demonstrate understanding of qualitative research designs.
B. Performance Standards The learner is able to describe qualitative research designs, sample, and data collection and
analysis procedures.
C. Learning Competencies/ Objectives
Write the LC code for each
chooses
appropriate
qualitative
research design.
(Narrative
Research)
(CS_RS11IVa-c-
1)
chooses
appropriate
qualitative research
design.
(Phenomenology)
(CS_RS11IVa-c-1)
chooses appropriate
qualitative research
design. (Grounded
Theory)
(CS_RS11IVa-c-1)
chooses
appropriate
qualitative research
design.
(Ethnography)
(CS_RS11IVa-c-1)
chooses appropriate
qualitative research
design. (Case
Study)
(CS_RS11IVa-c-1)
II. CONTENT
Qualitative
research designs
Qualitative research
designs
Qualitative research
designs
Qualitative research
designs
Qualitative research
designs
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Practical research 1
SLM’S 21 Page 1-12
Practical research 1 SLM’S
21 Page 1-12
Practical research 1 SLM’S
21 Page 1-12
Practical research 1 SLM’S
21 Page 1-12
Practical research 1 SLM’S
21 Page 1-12
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources (video presentations
and tutorials)
(video presentations
and tutorials)
(video presentations and
tutorials)
(video presentations
and tutorials)
(video presentations
and tutorials)

2. IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
The teacher provides
constructive questions
that will elicit the learner’s
prior knowledge about
qualitative research.
Teacher will discuss the
progress of qualitative
research and the various
design that been
introduced in the field.
The teacher provides
constructive questions that
will elicit the learner’s prior
knowledge about
Phenomenology.
The teacher provides
constructive questions that
will elicit the learner’s prior
knowledge about the
grounded theory approach.
The teacher provides
constructive questions that
will elicit the learner’s prior
knowledge about
Ethnography as one of the
qualitative research
designs.
The teacher will show an
image related to a case
study design and then ask
leaner’s a constructive
question about the case
study approach.
B. Establishing a purpose for the
lesson
The teacher will give the
information relevant to the
Narrative Research as
one of the qualitative
research designs.
The teacher will give the
information relevant to the
Phenomenology as one of
the qualitative research
designs.
The teacher will show how a
grounded theory approach is
done in the field of qualitative
research.
The teacher will present
how an Ethnography design
is done in the field of
qualitative research.
The teacher will present the
basis on using a case study
approach in a certain
qualitative research
approach.
C. Presenting examples/instances of
the new lesson
Narrative Research is a
study deals with any
inquiry in humanities.
Example study: A
Narrative Research
Approach: The
experiences of social
media support in higher
education.
(Elci and Devran, 2014)
The teacher will discuss the
different purposes of the
Phenomenology qualitative
research design.
Example study:
demystifying the causes of
poor engagement in oral
communication among
grade 11 students.
Teacher discussion:
The grounded theory is a
study that stems from the
inquiry of sociology. The
researcher asks the views of
individuals (participants).
Teacher discussion:
Ethnography is a study
comes from the inquiry of
anthropology and sociology.
Example study:
Ethnographic research
among drinking youth
cultures: reflections from
observing participants.
Teacher Discussion:
The researcher establishes
“an in-depth case analysis of
a case”.
Example study:
Managing school behavior:
A qualitative case study
(Dodge,2011)
D. Discussing new concepts and
practicing new skills #1
The teacher will
emphasized that the
researcher in a narrative
research approach retells
the story in the discussion
of his paper with a
combination of his own
life’s accounts.
The teacher will divide the
class into two and will
conduct an investigative
debate about the
Phenomenology usage as
one of the designs in a
qualitative research.
The teacher will conduct a
group activity (group
reporting) that will let the
students discuss the ways on
how to conduct a grounded
theory approach in the field of
qualitative research.
The teacher will discuss the
important things to consider
in conducting an
Ethnographic research
design.
The teacher will discuss the
important things to consider
in conducting a case study
research design.
E. Discussing new concepts and
practicing new skills #2
The teacher will be
emphasized that the
narrative research design
is approximately used
when a researcher’s
purpose seeks to
understand human
experiences through
The teacher will have a
video presentation about
how to make a
phenomenology design of a
qualitative research.
The teacher will provide a
short video presentation
about the grounded theory
approach.
The teacher will provide a
3-minute video presentation
about an Ethnographic
research design.
The teacher will present a
two-minute video
presentation about a case
study research design.

3. narration or telling a life
story.
F. Developing mastery (leads to
Formative Assessment 3)
The teacher will design an
activity (by pair) from
which the learners will
design a brief narrative
research about the effects
of playing online games
on the students’ academic
performances.
The teacher will give an
example of qualitative
research with a
phenomenological design
and let the students
examine its parts and
mechanics.
The teacher will conduct
individual oral recitation about
the grounded theory design in
a qualitative research.
The teacher will give
example of an Ethnographic
research design on each of
the students and then the
students will sooner discuss
what is the research all
about.
The teacher will show some
examples of a qualitative
research design using a
case study approach.
G. Finding practical applications of
concepts and skills in daily living
For the individual outputs
of the learners, they will
be going to search at
least two samples of
qualitative research with a
narrative research design.
The learners will have to
make a phenomenological
research design. (by pair)
With the knowledge about the
grounded theory the students
will make their own brief
example of a grounded theory
research design.
The class will have a group
debate about the
advantages and
disadvantages of an
Ethnographic design in a
qualitative research.
The students will conduct an
actual case study about a
certain topic given by the
teacher. Students need to
finish the activity within 10
minutes.
H. Making generalizations and
abstractions about the lesson
The students will write a
short reflection about a
narrative research design.
The students will write a
two-paragraph short
reflection about the
phenomenological research
design
The students will explain their
example outputs of a
grounded theory research
design.
Students will write a two-
paragraph short reflection
about the Ethnographical
design in a qualitative
research.
Students will write a two-
paragraph short reflection
about a case study design in
a qualitative research.
I. Evaluating learning The teacher will conduct a
15-item quiz (Multiple
Choice)
The teacher will conduct a
15-item quiz (Multiple
Choice)
The teacher will conduct a 15-
item quiz (Multiple Choice)
The teacher will conduct a
15-item quiz (Multiple
Choice)
The teacher will conduct a
15-item quiz (Multiple
Choice)
J. Additional activities for application or
remediation
Showing additional video
presentations about a
narrative research design
Conduct one-on-one
consultation.
Showing additional video
presentations about a
narrative research design
Conduct one-on-one
consultation.
Showing additional video
presentations about a
narrative research design
Conduct one-on-one
consultation.
Showing additional video
presentations about a
narrative research design
Conduct one-on-one
consultation.
Showing additional video
presentations about a
narrative research design
Conduct one-on-one
consultation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
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

4. 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:
Denmark A. Plaza Joselito G. Loquinario
Subject teacher School Head