The document is a daily lesson log for a 12th grade Practical Research class. Over the course of a week, the students will work on formulating a clear research problem and writing a research title. On the first day, students will discuss choosing a research topic related to daily life and clearly defining the research problem. Subsequent lessons will focus on writing a research title, learning techniques for title writing, and presenting their research titles. The log outlines learning objectives, content, resources, lesson procedures such as modeling and student presentations, evaluations, and reflections on teaching strategies.

1. Page 1 of 9
Daily Lesson
Log
Grade 12
School ITLUGAN NATIONAL HIGH
SCHOOL (GR.7-12)
Grade Level 12
Teacher CHRISTIAN JAY D. SALAZAR Learning Area Practical Research I for Grade 12 TVLE/ABM/HUMSS
Teaching Dates and Time Week 3 June 18-22, 2018 Quarter 1st
I. OBJECTIVES June 18, 2018 June 19, 2018 June 20, 2018 June 21, 2018 June 22, 2018
A. Content
Standards The learner demonstrates understanding of:
The range of research topics in the area of inquiry; the value of research in the area of interest; the
specificity and feasibility of the problem posed
B. Performance
Standards Formulate clearly statement of Research Problem
C. Learning
Competencies /
Objectives
 Designs a
research
project related
to daily life
CS_RS11-IIIc-e1
 Clearly formulate
problem and
define population
 Identify the
exact research
problem to be
studied
 Designs a
research
project
related to
daily life
CS_RS11-IIIc-e1
 Presentation of
their clearly
formulated
research problem
 Write a
research title
CS_RS11-IIIc-e2
 Familiarize with
the steps
procedures in
writing a research
title
 Discuss the
process of
formulating
research title
 Understand the
 Write a
research title
CS_RS11-IIIc-e2
 Apply the
techniques used in
writing title from
their research
problem
 Formulate their
own title from
their chosen
research problem
 Write a
research title
CS_RS11-IIIc-e2
 Presentation of
Research Title

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techniques used in
writing title from
the given research
statements
II. CONTENT Identifying the
Inquiry and Stating
the Problem
(Research
Designing)
Identifying the
Inquiry and Stating
the Problem
(Research Design)
Identifying the
Inquiry and Stating
the Problem
(Writing Research
Title)
Identifying the
Inquiry and Stating
the Problem
(Writing Research
Title)
Identifying the
Inquiry and Stating
the Problem
(Research Title
Defense)
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
2. Learner’s
Materials
Guide
3. Textbook pages
4. Additional
Materials from
Learning

3. Page 3 of 9
Resource (LR)
portal
B. Other learning
Resources
IV. Procedures RFMD ACTIVITY 3A’s ACTIVITY TDAR ACTIVITY TGA ACTIVITY 3A’s ACTIVITY
A. Reviewing
previous lesson
or presenting
the newlesson
Students are
expected to share
their understanding
from the previous
lesson.
Students are
expected to share
their
understanding
from the previous
lesson.
Students are
expected to share
their understanding
from the previous
lesson.
Students are
expected to share
their understanding
from the previous
lesson.
Students are
expected to share
their
understanding
from the previous
lesson.
B. Establishing a
purpose for the
lesson
The teacher will
ask the students
to get their
research on the
background of their
prospect research
problem.
Teacher will choose
3 students to
share their chosen
research problem
to the class.
Students are ask
to share their
experience before
they come up to
their clearly
formulated
research problem.
(10 minutes)
THINK: The teacher
will show a video
about the
TECHNIQUESINWRITING
A RESEARCHTITLE
Students are
expected to share
their understanding
after they watched
the video.
TELL: The teacher
will show the
processes of writing
research title and
ask the students to
share their
understanding on
each procedure of
their research
problem.
Students are ask
to share their
experience before
they come up to
their clearly
formulated
research TITLE
(10 minutes)

4. Page 4 of 9
C. Presenting
examples/instan
ces ofthe new
lesson
RECALL: The teacher
will show the
format of the
assignment and ask
all the students if
they followed the
format given.
Teacher will show
“checkpoints” if
students clearly
formulated a good
research problem.
Teacher will show
sample research
titles in different
fields.
Teacher will show
“checkpoints” if
students clearly
formulated a good
research TITLE.
D. Discussing new
concepts and
practicing new
skills #1
FAMILIARIZE:
Students are
expected to discuss
their output
(assignment) to
their group mates
so they can decide
which research
problem is much
suited to their
capacity and
capability.
(5 minutes)
PRESENTATION OF
STUDENTS OUTPUT
(ACT)
DISCUSS: Teacher
will discuss the step
– by – step process
of writing a
research title.
Students are
expected to get
the background of
their study and
start to formulate
and create their
own research title.
PRESENTATION OF
STUDENTS OUTPUT
(ACT)
E. Discussing new
concepts and
practicing new
skills #2
MODEL: Teacher
proceeds to have a
one – on –one talk

5. Page 5 of 9
and discussion with
each group in class,
each group will be
guided which
problem is
inquisitive and
suited to their
interest.
F. Developing
Mastery
Students will
further discuss the
topic assigned to
them.
GIVING FEEDBACK ON
THE OUTPUT THEY
MADE
(ANALYZE)
Teacher will show
research statements
and show the
students how to
formulate title out
of the data given in
the statements.
GUIDE: Teacher will
go one on one with
the students to
check and guide if
they follow the
procedure given.
GIVING FEEDBACK ON
THE OUTPUT THEY
MADE
(ANALYZE)
G. Finding
practical
applications of
concepts and
skills in daily
living
Research Output And Problems Encountered By The Students Are Based From A Real Life Experiences.

6. Page 6 of 9
H. Making
generalization
and
abstractions
about the lesson
DECIDE:Students
will continue to
work in writing
the background of
their study as a
group.
(This time,
students have
selected the
appropriate
research problem
for them)
APPLY: Students
will check and
correct their
output after the
presentation as
the teacher
suggest things to
change in their
research output.
ACT: Students will
be given their own
statements and
they are expected
to create titles out
of the data given in
each statement.
ACT: Students are
expected to get
the background of
their study and
start to formulate
and create their
own research title.
APPLY: Students
will check and
correct their
output after the
presentation as
the teacher
suggest things to
change in their
research output.
I. Evaluating
learning
PERFORMANCE
TASK
PERFOMANCE
TASK
REFLECT: Write the
step-by- step
processes of writing
a research title and
explain each step.
PERFORMANCE
TASK
PERFOMANCE
TASK
J. Additional
activities for
application
for
remediation

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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 lessons
D. No. of
learning’s who
continue to
require
remediation

8. Page 8 of 9
E. Which of my
teaching
strategies
worked well?
Why did this
work?
F. What
difficulties did I
encounter which
my principal can
help me solve?
G. What
innovations or
localize
materials did I
use which I wish
to share with
other teachers?
PREPARED BY:
CHRISTIAN JAY D. SALAZAR
Teacher III

9. Page 9 of 9
GRADE LEVEL HEAD:
Mrs. Girene D. Solpico
MasterTeacher I Noted by:
________________
________________ Jacqueline A. Arias
________________ Officer – in – Charge
________________
________________