DAILY LESSON LOG

SCHOOL San Vicente Integrated High School GRADE 10

LEARNING
TEACHER Shaira G. Suarez English
AREA
TEACHING
March 20, 2025 QUARTER 4th
DATE
TIME 4:20 – 5:00 PM PRINCIPAL Dr. Edgar V. Tuico

I. OBJECTIVES:

A. Content Standard: The learners demonstrates understanding of world literature as an instrument to

express and resolve social conflicts; various information sources necessary in
composing a research report and in delivering speeches of advocacy; features of the
language of research, campaigns, and advocacies.

B. Performance The learner transfers learning by composing a research report on a relevant social
Standard issue in preparation for delivering campaign and advocacy speeches that observe the
proper use and acknowledgement of sources, and appropriate prosodic features,
stance and behaviour.

C. Learning Distinguish technical terms in research

Competency At the end of the lesson, the students should be able to:
a) Identify and define key technical terms used in research.
b) Differentiating qualitative method from quantitative method in research
c) Apply technical research terms accurately in academic and real-world contexts.

II. CONTENT: Qualitative and Quantitative Research

III. LEARNING Reference:

RESOURCES:  G10 Pivot Learning Material Quarter 4, pp. 5-7

Instructional Materials:
 Laptop, TV, PowerPoint Presentation, Cartolina, Tape, Marker, Colored Paper,
Yarn, articles, books

IV. PROCEDURES

A. Review of the Preparatory Activities

Previous  Preliminaries
Lesson/s or  Prayer
Presenting New  Greetings
Lesson  Checking of Attendance

Reminders:
- Raise your hand if you want to speak or volunteer.
- Listen when someone is talking.
- Listen to your teacher when being spoken to.
- Follow the direction of your teacher.
- Respect everyone in class.

Review of the Past Lesson

Literacy Integration: Vocabulary Development

 Activity title: "Linguistic Treasures: Unlocking Meaning"

Qualitative Methodology Hypothesis

Quantitative Research

Mechanics:
1. A set of words will be presented on the screen.
2. The teacher will call volunteers to define the words.
3. If the student correctly defines the word, he/she will receive a reward.

Integration Within Discipline:

 English 10- 4th Quarter
 Competency: English- Observe correct grammar in making definitions
(EN10G-IIa-29)

B. Establishing a Activity title: "Truth Seekers: An Adventure in Evaluating Sources!"

Purpose for the
New Lesson Materials Needed:

Sample articles, online sources (printed), books

Mechanics:

1. Students will be grouped into three.

2. Each group will receive three different sources (e.g., a scholarly journal, a blog post,
and a social media post).
3. Their task is to analyze each source and determine:
 Is it credible or not?
 What clues indicate bias or reliability?
 What type of research source does it belong to? (Primary, Secondary, Tertiary)
4. Groups will present their findings in front of the class

First station – Fact vs. Opinion Challenge

Objective: Determine whether the provided statements are facts or opinions.

Second station – Spot the Bias

Objective: Examine a brief passage and identify any inherent bias.

Third station – Source Classification

Objective: Classify the given sources as Primary, Secondary, or Tertiary.

Annotation: The teacher applied Constructivist Theory (Piaget, Vygotsky). Learning is

an active process that builds on prior knowledge. Use of scaffolding to help students
progress from basic to complex tasks. Activate prior knowledge before introducing new
content. Encourage peer learning through collaborative activities.

[Link] Examples / Activity Title: "Identifying and Defining Research Terms"

Instances of the New
Lesson Instructions:

Distribute flashcards with key research terms (e.g., hypothesis, methodology, sample
size, validity, reliability, literature review).
Each student must:
[Link] the term in their own words.
2. Give an example of its application in research.

Expected Learning Outcome:

 Students will confidently use research-related vocabulary in discussions and
writing.
Activity Possible Outcomes
Identifying Fact vs. Opinion Correctly classify statements as fact or opinion
Spotting Bias in a passage Recognize bias and determine how it affects
credibility
Evaluating Source Credibility Determine if a source is reliable or not or based
on evidence

Guide Questions:
[Link] are the key research terms used in academic writing?
[Link] do these research terms help in understanding sources?
3. Why is it important to define and classify research sources correctly?
4. How can identifying bias impact the credibility of a source?

Integration Across Discipline:

 Social Studies – 4th Quarter
 Competency: Identify and analyze historical and contemporary sources for
accuracy and bias in media.

[Link] of Understanding Research Language: Qualitative vs. Quantitative Research

New Concepts and
practicing new Lecture-Discussion:
skills #1
Qualitative Research → Focuses on words, meanings, themes, and subjective
analysis.
Example: Conducting interviews with students about their study habits.

Quantitative Research → Focuses on numbers, data, and measurable results.

Example: Conducting a survey on how many students prefer online vs. face-to-face
classes.

Guide Questions for Class Discussion:

1. How can we differentiate qualitative and quantitative research?

2. In what situations is qualitative research more useful than quantitative?
3. How does proper research methodology ensure credibility?

[Link] of A technical term in research refers to a word or phrase that has a specific meaning
New Concepts and within academic or professional research contexts. Understanding these terms is
practicing new essential for conducting and interpreting research effectively.
skills #2
Examples:

Defining Key Research Terms

Variable – A factor or characteristic that can change in a study.

Hypothesis – A testable statement predicting the relationship between variables.

.
Applying Research Terms

Using appropriate terminology in academic writing improves clarity and

professionalism.

Misinterpreting terms can lead to inaccurate research findings.

Integration Across Discipline:

Science (9th Grade, 3rd Quarter)

 Competency: Explain how research methods apply to scientific investigations and data
analysis.

Social Studies (9th Grade, 3rd Quarter)

Competency: Analyze how research terminology is used in historical and political

studies to present data accurately.

F. Developing Mastery Think-Pair-Share: "Evaluating Claims and Evidence"

Leading to Formative
Assessment Directions:
Raise the ✅ if the statement presents a strong and well-supported claim and ❌ if it
presents a weak or unsupported claim.

1. Social media negatively impacts mental health because multiple studies show a link
between excessive use and increased anxiety.
2. Reading fiction is the best way to improve writing skills.
3. Students who study at night perform better than those who study in the morning,
according to a survey conducted among 500 high school students.
4. Video games are bad for children.
5. Using credible sources strengthens an argument by providing factual support and
expert opinions.

Guide Questions:

1. What makes a claim strong or weak?

2. How can evidence improve the credibility of an argument?
3. Why is it important to distinguish between well-supported and weak claims in
research and writing?

Expected Learning Outcome:

Students will evaluate arguments based on evidence and reasoning.

They will learn to identify credible claims and recognize weak, biased, or unsupported
statements.

G. Finding Performance Task #2 (Group Work)

Practical
Applications of Online Submission: March 21, 2025 (Friday)
Concepts and Activity Title: “Real-World Research: Digital Analysis”
Skills in Daily
Living Task:

Students will research a real-life scenario where research skills and source evaluation
are crucial, such as journalism, scientific reporting, or academic writing. They will
create a digital presentation (Google Slides, Canva, or PowerPoint) explaining how
qualitative and quantitative research methods are applied in their chosen field.

The presentation should include:

✔ A real-world example where research plays a key role (e.g., news fact-checking,
medical studies, market research).
✔ The difference between qualitative and quantitative research in the example.
✔ The impact of research bias and the importance of evaluating source credibility.

Total Score: /30

25-30: Outstanding Performance (A)
 20-24: Proficient (B)
15-19: Developing ©
Below 14: Needs Improvement (D)

Differentiating Instruction for Diverse Learners

To ensure an inclusive learning experience, design a research-based digital activity
where students analyze real-world sources using ICT tools. Recognizing the diverse
needs of students, implement differentiated instructional strategies to support learners
with disabilities, giftedness, and talents.

- For students with disabilities: Integrate screen readers, captions, and structured note-
taking templates to support comprehension.
- For gifted and talented students: Provide advanced research opportunities, source
comparison tasks, and critical analysis challenges.

Annotation:
Project-based learning connects research methods to students' real-world
experiences, making research skills more meaningful and applicable to different fields.

H. Making Let’s Wrap Up (Call on a learner to summarize the lesson)

Generalization/
Abstraction [Link] is it important to define and understand research terms accurately?
About the
2. How can identifying bias in a passage affect the way we interpret information?
Lesson
3. What strategies can we use to evaluate the credibility of a research source?
4. How does distinguishing between fact and opinion help us become better
researchers and critical thinkers?
5. In what ways can understanding qualitative and quantitative research improve
academic and real-world decision-making?

I. Evaluating
Learning Directions: Write F if the required evaluation is identifying Fact, O if identifying Opinion,
and B if identifying Bias in a passage.

_____ 1. A credible research study shows that students who read daily perform better
in school.
_____ 2. The novel we read in class was boring and not worth my time.
_____ 3. News articles often use emotionally charged language to sway public opinion.
_____ 4. The dictionary defines "research" as a systematic investigation into a subject.
_____ 5. Online blogs are always more accurate than published books.

Reflect!

One important thing I learned today is:

__________________________________________________.
I still need clarification on:
__________________________________________________________.
I will apply what I learned today by:
___________________________________________________.
 Teaching Strategy: Community-Based & Project-Based Learning
 For Learners in Resettlement Areas: Have students collect data from their new
community (e.g., probability of finding work opportunities or transportation
delays).
 For Learners in Armed Conflict Zones: Engage students in a data-driven
discussion about peace agreements, comparing historical probabilities of
conflicts and resolutions.
 For Learners with Chronic Illness: Guide them in analyzing medical
probabilities (e.g., success rates of treatments, probability of disease
transmission).
Annotation: Project-based learning connects probability to students’ real-world
experiences, making the subject more meaningful and applicable to their unique
circumstances.

J. Additional Students who fail in the assessment will be given separate activity for remediation.
Activities for
Remedial

[Link]
[Link]

A..No. of learners who earned 80% in the evaluation ___ of Learners who earned 80% above

B..No. of learners who require additional activities for ___ of Learners who require additional activities for
remediation who scored below 80% remediation
C…Did the remedial lessons work? No. of learners ___Yes ___No
who have caught up with the lesson ____ of Learners who caught up the lesson

D..No. of learners who continue to require remediation ___ of Learners who continue to require remediation

E..Which of my teaching strategies worked well? Why Strategies used that work well:
did these work? ___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F..What difficulties did I encounter which my principal __ Bullying among pupils
or supervisor can help me solve? __ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
 __Reading Readiness
__Lack of Interest of pupils
G..What innovation or localized materials did I Planned Innovations:
use/discover which I wish to share with other __ Localized Videos
teachers? __ Making use big books from
views of the locality
__ Recycling of plastics to be used as Instructional
Materials
__ local poetical composition
__Fashcards
__Pictures

Prepared by: Checked by:

Shaira G. Suarez Rhoy M. Capul

English Teacher Master Teacher I