The daily lesson log outlines the learning objectives, content, and procedures for four sessions on reviewing related literature. The objectives are for students to demonstrate understanding of criteria for selecting, citing, and synthesizing related literature and present a written review. Content includes different styles of literature review, the review process, and standard citation styles. Learning resources are textbooks and additional materials. Procedures involve reviewing lessons, establishing purposes, and presenting examples like comparing styles of citations in sources.
The daily lesson log outlines the learning objectives, content, and procedures for four sessions on reviewing related literature. The objectives are for students to demonstrate understanding of criteria for selecting, citing, and synthesizing related literature and present a written review. Content includes different styles of literature review, the review process, and standard citation styles. Learning resources are textbooks and additional materials. Procedures involve reviewing lessons, establishing purposes, and presenting examples like comparing styles of citations in sources.
The daily lesson log outlines the learning objectives, content, and procedures for four sessions on reviewing related literature. The objectives are for students to demonstrate understanding of criteria for selecting, citing, and synthesizing related literature and present a written review. Content includes different styles of literature review, the review process, and standard citation styles. Learning resources are textbooks and additional materials. Procedures involve reviewing lessons, establishing purposes, and presenting examples like comparing styles of citations in sources.
The daily lesson log outlines the learning objectives, content, and procedures for four sessions on reviewing related literature. The objectives are for students to demonstrate understanding of criteria for selecting, citing, and synthesizing related literature and present a written review. Content includes different styles of literature review, the review process, and standard citation styles. Learning resources are textbooks and additional materials. Procedures involve reviewing lessons, establishing purposes, and presenting examples like comparing styles of citations in sources.
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School Mapandan National High School Grade Level Cookery A/ CSS A
GRADE 11 Teacher Myla P. Gabica Learning Area Practical Research 1
DAILY LESSON LOG Teaching Dates and Time Week 8 Quarter 1st
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES The learner demonstrates understanding of: A. Content Standards 1. the criteria in selecting, citing, and synthesizing related literature 2. ethical standards in writing related literature The learner is able to: B. Performance 1. select, cite, and synthesize properly related literature Standards 2. use sources according to ethical standards 3. present written review of related literature The learner: The learner: The learner: The learner: 1. Compare and contrast the styles of 1. Compare and contrast the styles 1. Compare and contrast the review of related literature 1. Differentiate the three stages of and patterns of in-text citations styles and patterns of in-text 2. Carry out a review of related review of related literature 2. Enumerate the purposes of citations C. Learning literature properly. 2. distinguish a superior source of citations. 2. Enumerate the purposes of Competencies data from an inferior one 3. Evaluate the accuracy of citations citations. 3. write a literature review in a to reading materials. 3. Evaluate the accuracy of critical or argumentative manner 4. Identify the causes and effects of citations to reading materials. plagiarism. 4. Identify the causes and effects of plagiarism. Styles or Approaches of Review of The Process of Review of Related Standard Styles in Review of Related Standard Styles in Review of II. CONTENT related literature. Literature Literature, Citation, or References Related Literature, Citation, or References III. LEARNING RESOURCES Practical Research 1 by: Nelia G. Prieto Practical Research 1 by: Nelia G. Practical Research 1 by: Nelia G. Practical Research 1 by: Nelia Prieto Prieto G. Prieto Victoria C. Naval Victoria C. Naval Victoria C. Naval Victoria C. Naval Teresita G. Carey A. References Teresita G. Carey Teresita G. Carey Teresita G. Carey - Practical Research 1 by: Esther L. Baraceros - Practical Research 1 by: - Practical Research 1 by: - Practical Research 1 Esther L. Baraceros Esther L. Baraceros by: Esther L. Baraceros 1. Teacher’s Guide Pages 2. Learner’s Materials Pages 3. Textbook Pages 4. Additional Materials from Learning Resource portal B. Other Learning Resources IV. PROCEDURES A. Reviewing the Lesson or Presenting the New Lesson B. Establishing a purpose for the lesson FLASHBACK…. FLASHBACK…. How will you compare the FLASHBACK…. text in the frame with an Look back into one period essay you encountered in of your life when you were so eager the past? Why does this or desirous to know someone or text look like this? something in this world. What did you do to satisfy your want to know One recent study by more about search such person or (Castro, 2016) defined thing? intercultural competence as an ability to interact harmoniously with people C. Presenting from different cultural examples/instances of background. Giving this the new lesson expression another name, (David, 2017) calls it Cross-cultural or Inter- culture Competence. Described by Tolentino (2018, p.38) as a social based activity, intercultural competence has context as its “One latest study by (Tuazon, 2018) explains context as a broad term that refers to all the circumstances affecting social interaction. The teacher will show a video about 1. Explain the process of review of 1. Explain the 3 Terms review of literature. related literature. 1. Explain the 3 Terms used used to express your Basic Types of literature sources to express your appreciation appreciation 1. General references • Acknowledgement • Will direct you to the location of • References or Acknowledge other resources Bibliography ment 2. Primary sources • Citation or In-text • References Direct report or present a person’s Citation or Bibliography own experiences 2. What are the purposes of • Citation or In- 3. Secondary sources citation? text Citation Report or describe other people’s To give importance and 2. What are the experiences Stage 1: Search for the Literature respect purposes of citation? 1. Choose previous research To give authority, validity, To give importance findings that are closely related to and credibility and respect your research. To prove your broad and To give authority, 2. Give more weight to studies by extensive reading validity, and credibility D. Discussing new people possessing expertise or To help readers find or To prove your broad Concepts and practicing authority in the field of knowledge contact the sources of ideas and extensive reading new skills # 1 to which the research studies easily To help readers find or belong To permit readers to check contact the sources of 3. Consider primary data than to the accuracy of your work ideas easily secondary data. To save yourself from To permit readers to 4. Consider peer-reviewed plagiarism check the accuracy of materials than from general reading 3. Styles in citation your work materials. Integral Citation To save yourself from Stage 2: Reading the source material Use verb like claim, plagiarism you need to think interpretatively assert, state, etc. to 3. Styles in citation through these way of inferential report the author’s Integral Citation thinking: predicting, generalizing, idea. Use verb like concluding, and assuming. Non- integral Citation claim, assert, Stage 3: Writing the review The stress is given state, etc. to in writing the review, based on the to the piece of report the focus, theme, or theory underlying information rather author’s idea. your research, you are free to fuse than to the owner Non- integral Citation your opinions with author’s ideas. of the ideas. The stress is (Corti 2014). 4. Patterns of Citation given to the it give you a chance to express Summary piece of your genuine or opinionated Paraphrase information knowledge about the topic; thereby, Short Direct Quotation rather than to increasing the enthusiasm of Long Direct Quotation or the owner of people in reading your work. Block Quotation, or Extract the ideas. (Radylyer 2013) 4. Patterns of Citation Summary Paraphrase Short Direct Quotation Long Direct Quotation or Block Quotation, or Extract Explain the different styles of review of related literature.
1. Traditional Review of Literature
•To summarize present forms of knowledge on a specific subject. •To give an expanded or new understanding of an existing work. E. Discussing new •It does not require you to Concepts and practicing describe your method of new skills # 2 reviewing literature but expects you to state your intentions in conducting the review and to name the sources of information 2. Systematic Review of Literature • methodical style of RRL that involves sequential acts of a review related literature. •It is bias-free style. F. Developing Mastery G. Finding practical applications of concepts and skills in daily living H. Making The teacher will explain the generalizations and process of Review of Related abstractions about the Literature lesson PAIR WORK. Together with your partner, do these two things about each sentence or paragraph. First, identify the citation style used; second, comment on the accuracy of each text based on what you learned about in-text citation. Write your answers on the lines provided. 1. Many gave their comments about the medicinal powers of ampalaya. For instance, the latest study by Santos and Gomez revealed that the juice of this vegetable can be a good cure against diabetes. I. Evaluating Learning 2. De Jesus and Roces felt that one research study by (Collanto and Fernandez p.88) and Vallejo, 2015 validated Meneses findings on the Ebola Virus. 3. A number of medicinal plants can be found in ones family’s backyard. Fruit trees like santol, mango, guava, tamarind, atis, and guyabano, among others, grow robustly in any spacious area in a yard. Needing no regular watering, these plants always make themselves available to people believing in their medicinal qualities. (Rafael Corpuz) J. Additional activities for - application or remediation GROUP WORK. Form a group of five, agree on one thing you want to know more. Ask three questions about this puzzling thing, and then list down as many sources of information as you can through which you can obtain knowledge to answer your questions. Such information about your V. REMARKS chosen topic may come from your school library and research database and other online resources. Read the articles found in these sources of information, and then synthesize or summarize them into one coherent written discourse or composition to shed light on your research questions. Using a comparison-contrast organization technique, write a short VI. REFLECTION essay about the two styles of review of related literature. Give your work a good title. 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 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: Reviewed: Approved:
TRISHA JILL AHLEIA M. GONZALES DENNIS M. AQUINO ANGELO S. GUBA ELVIRA O. VELASQUEZ
Teacher II MT-II/HUMSS COORDINATOR Assistant Principal II Principal IV