DAILY LESSON LOG ENGLISH

Grade & Section: V- NAPARABUR Teacher: MARIA VIKTORIA R. AQUINO

Date & Time February 12-16, 2024 School: DALLANGAYAN ELEMENTARY SCHOOL
Quarter & Week: 3rd Quarter– Week 3 School Head: CONNIE ELLEN A. GUALBERTO

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Demonstrates understanding of various Demonstrates understanding that words Demonstrates understanding that Demonstrates understanding of Demonstrates command of the
linguistic nodes to various texts are composed of reading a wide range of texts provides the research process/library skills conventions of standard English
different parts to know that their pleasure and avenue for self – to research a variety of topics grammar and usage when writing
meaning changes depending in context expression and personal development /texts or speaking
B.Performance Standards Analyzes text types to effectively Uses strategies to decode correctly the Uses literal information from texts to Uses a variety of research Uses the particular kind of
understand information/messages meaning of words in isolation and in make generalizations strategies to effectively write a sentence for a specific purpose
context variety of and
texts for various audiences and audience
purposes
C.Learning Competencies/Objectives Provide evidence to support Infer the meaning of unfamiliar words Distinguish text-types according to Organize information from the Use a particular kind of sentence
understanding based on the given context clues features(structural and secondary sources in preparation for a specific purpose and
Comment on the evidences provided to (synonyms and antonyms word parts ) language) - Problem and solution for writing , reporting, and similar audience- asking permission
support understanding and other strategies EN5RC-IIIC-3.2.5 academic tasks in collaboration /making request
Show tactfulness when communicating EN5V-IIIc 20.3, 20.4, 20.5 Read grade level text with with others EN5G-IIIa-1.8.1, 1.8.3
with others accuracy,appropriate rate and proper EN5SS-IIIc-4 Show tactfulness when
EN5LC-IIIc- 2.15 , EN5OL-IIIC-2.8 , expression EN5F-IIIC1.3, EN5F- communicating to others
EN5A-IIIC-17 IIIC1.6, EN5F-IIIC1.7 EN5A-III-c17
II.CONTENT Providing evidence to support Synonyms and Antonyms Distinguishing text-types according Organize information from the Using a particular kind of
understanding to features secondary sources Sentence for a specific purpose
and audience( Asking
Permission/Making Requests)
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p. CG p. CG p. CG p. CG p.
Lesson Guide in English V .Revised Lesson Guide in English 5 Revised Lesson Guide in English 5
Edition pp.230-232 Edition pp. 497-502 Revised Edition pp.21-25
2.Learners’s Materials pages
3.Textbook pages English Matters Language Workbook
pp.197-199
4.Additional materials from learning source: https://www.google.com.ph https:// dpufhttp://www.learnenglish-
resource (LR) portal www.superteacherworksheets.com/ online.com Materials
https://www.google.com.ph/
B.Other Learning Resource Chart or tarpapel, pictures, DLP, chart, DLP Laptop, activity sheets Charts, pictures, Laptop, tarpapel, chart, DLP Laptop, activity sheets chart, DLP Laptop, activity
activity cards, pocket charts, show-me- Activity Sheets sheets
board Computer / Laptop with internet
connection
IV.PROCEDURES
A.Reviewing previous lesson or Drill: Song 1. Oral Language Activity LOOK-IN TO THE PAST Look-in to the past! CATCH-UP FRIDAY
presenting the new lesson Guessing Game: What’s the word! Recalling the different articles that Ask the pupils about the different
That’s The Word! pupils have seen or have read elements of a good story. Identify
Teacher will present sets of jumbled from any newspaper/books or each of the element
letters in the pocket chart. The teacher magazine
will use the powerpoint presentation to
flash the clue, then pupils will arrange
the letters to form the correct word as
fast as they can.
DAY 2
Vocabulary Development
1. T I A L E S S E N - it means
significant or important
2. C E L L E X E N T – similar meaning
of the word outstanding
3. F U L G H T T H O U - opposite of
the word unkind or selfish
4. C U L T I V A T E - is the contrasting
meaning of the word
discourage
5. C I A T E A P P RE – is one way of
valuing something
B.Establishing a purpose for the lesson The teacher shows different pictures of Show picture of a family. Show picture of a boy selling 1. Unlocking of Difficulties CATCH-UP FRIDAY
newscasters How would you describe your family? different products. Ask Match the words in column A
Strategy: Picture Analysis Do you have strict parents? something about the picture, Then with its meaning in column B.
Who are in the pictures? What can you Playful siblings? Compare your family lead the pupils to share A B
say about them? with that of your seatmate’s . something about the words written 1. vast attracted
How significant are they in our Sometimes, we don’t realize how inside the clouds. 2. possession very great or big
country? 2. Unlocking of Difficulties important our family is, until we What image do you see? What words 3. lovers structure carrying a
Read the following sentences. Choose experience difficulties. The poem that are written on the pathway or a roadway
the meaning of the underlined words in you are about to read storm clouds? 4. bridge ownership
each sentence using the context clue. discusses the meaning and importance 5. smitten persons in love
a. Amidst different tragedies of the family and how must 2. Motivation
that the Filipinos had value the people we care the most. Picture Talk-Dyad
experienced, we remain (Group the class by two’s or by
hopeful that we can pairs. Then on the board draw a
surmount this catastrophe. picture of a bridge with a boy on
b.The posthumous medal for one end of the bridge and a girl on
valor was the award received the other end. One member of the
after the death of the young Pair will tell something about the
scout. c. The country was drawing.
devastated by typhoon
Yolanda that caused extreme
emotional pain on every
 Filipino.(through picture
clue) d. Giving meaning
through picture

Class, by looking at this picture, what

do you think is meaning of fluvial?
C.Presenting Examples/ instances of the The pupils listen to the story as the Pupils will read the poem. Today children, you are going to read Revisiting the story about ” The CATCH-UP FRIDAY
new lesson teacher reads it. The Essence of a Family a selection about a Bridge of Love”.
TWO HEROES The family is best known as the young boy whom at his young age 1. Teacher will divide the pupils
On the eve of July 2,1993, the whole essential element of a able to work and earn for into small groups.
country was shocked when the news society his survival and you will identify text 2. Then, distribute the copy of
spread that the Pagoda, a floating The cluster that compasses the world! type based on the given story to each group.
shrine of Bocaue sank. This “Pagoda” For its members cultivate the blessings problem and solution. 3.Together, members of the group
was used in the fluvial procession to of this earth Reading the story by the pupils will analyze and revisit further,
celebrate the feast of their patron saint And develop relations among How I wish to live a life like other the given piece of story.
“Krus ng Wawa.” humankind children of my age 4.Ask pupils to identify the
In this tragedy, two young scouts In your own families, where people are do, but I’m not as blessed as them central idea or concept and other
outshone all scenarios of the most reared that everything they ask supporting details that were
devastating disasters that ever Interact with thoughtfulness and for is within their reach; but then introduced in the short story
happened in the history of Bocaue. increase your morals again, it does not necessarily “A Bridge of Love”.
They are Scouts Sahjid S.Bulig and Because the desire to be known for the mean I don’t have a normal life and I 5. Teacher will guide the pupils to
Richard Celestino, both active Scouts character spend my free time in use concept web map in collecting
of Troop 564 sponsored by Bambang And excellent individually hopes to selling sweet delicacies in the street. data and organizing information.
Elementary School, Bocaue, Bulacan. enhance this place I admit, I was not born with 6. Teacher explains that the Web
As narrated by Richard, Sahjid’s best So when you encounter difficulty in life everything that I need is Map is used to describe a central
friend who survived the tragedy, and fall astray just around me. My family lives idea: a thing, process, or concept.
Sahjid was at home when his mother You can feel the loving hands of your within the poverty line and The map may
arrived crying and broke the news that own family need to work hard just to provide our be used to organize or brainstorm
the Pagoda was sinking. He was told to Willing to embrace you and lighten your needs but we have to ideas for a writing purpose.
go to the scene and find out if his three burden face the reality that it is not enough to
sisters were among those who were on To stand by your side , to give their suffice a hungry
board to Pagoda. Upon reaching the support stomach.
place, it was very dark. Luckily, a Never be afraid to show how much you Just like other less- privileged
search light was provided. So, he value your own children I have to help
swam across the lighted portion of the family my parents earn a little. I have to sell
water and boarded at the left side of Demonstrate all the appreciations that mazapan and yema
the sinking Pagoda. There he found you feel after class in the afternoon and from
himself beside his friend who was Exert real effort in proving how much morning till night during
standing at the center of the you love them weekends. Sometimes I missed going
platform.Suddenly, he saw Sahjid dove Through affirmations and striving to be to school because of
into the water and swam towards the the best person that situation, However, I’ve never
opposite riverbank with a small girl you can be! taken my study for
with him. Richard also jumped into his granted because I know this will be
friend’s direction saving a small girl the armor in my battle
and a boy. Sahjid continued diving against the poverty that surrounds me.
until he saved five more lives, all small In the street, I encountered different
 children. When Richard sensed danger, people and
he stopped diving and warned Sahjid Problem Solution
not to dive anymore but his friend experienced different situations that
continued diving. It was in his seventh widened my outlook in life.
attempt that he did not appear Others look up at me with admiration
anymore. but others treated me as litter in
The next morning Sahjid’s dead body the society. I’m very much thankful
was retrieved with my customers although
from the deep muddy river. He was sometimes they find me quite
probably pinned down by the annoying for forcing them to buy my
drowning victims. stuff because the satisfaction of our
On October 31, 1993, the National stomach depends on them.
Court of Honor of For me selling is better than begging
the Boy Scouts of the Philippines for alm from the
presented the Gold passersby. This is a decent job and
Medal of Honor (Posthumos) and neither my parents nor I violate
Silver Medal of Honor to the child labor law by doing such
Scouts Sahjid S.Buligand Richard thing. We just want to survive from
H.Celestino respectively, hunger.
In recognition of their courage and This is not easy, it’s just like turning
heroism in saving stone to bread but what
the lives of small children. I am doing gives meaning to my
existence. At my young age, my
experiences taught me to keep on
fighting against hardship. They
strengthened my confidence that
someday I will be able to come out
inside the box where I’m confined
now. The box of poverty where
every corner means sacrificing.
I keep on dreaming until I reach all of
my dreams. If this
happen I will be the one to buy all the
mazapan and yema of other
children in the street just to fill their
empty stomach. I know it will
take a long long way but time ticks so
fast and nothing is impossible
for a determined individual for I
believe that life always offers a
chance called tomorrow.
D.Discussing new concepts and a. What was the most devastating event Answering the following questions: 1. What is the story all about? Answering the following CATCH-UP FRIDAY
practicing new skills #1 that shocked 1. What is the poem all about? 2. What are the problems being questions:
the whole country? 2. How is the family described in the encountered by the boy in the 1. How did the story happen?
b. Where did the story happen? poem? story? 2. What kind of characters does
c. When did it happen? 3. In what ways could we show our care 3. What can you say about the boy in the story have?
d. Why did they have a fluvial and love for our family the story? 3. Which phrase names the setting
parade/procession? members? 4. How does the boy able to face all of the story?
e. In this tragedy, who outshone all 4. How would you describe the usual the problems and challenges 4. Why did the king become
scenarios? family set-up in the in his life? angry with the newly weds?
f. How did these two young scouts Philippines? 5. What important things or value 5. How did the king punish the
help the victims of the sinking Pagoda? 5. How do you show your appreciation does this story brings us? newly weds?
 g. Who luckily survived in this to your family members? Values Integration:
tragedy? If you were the newly weds ,
h. As young boys and girls, how can would you obey and respect your
you show courage in times of danger? parents? What must you
i. If you were the two boys ,would you remember when you make
also sacrifice promise?
yourself to save lives of other people?
Why? or Why not?
j. What value/lesson did you learn
from this story?
E.Discussing new concepts and a. Going back to the story of the two Let’s go back to the pair of words that 1. Going back to the selection above, Complete the table/grid with CATCH-UP FRIDAY
practicing new skills #2 heroes, What kind of boys were Sahjid you have read a while ago what do you think are the main details from the selection .Use
and Richard? What can you say about A B problems being phrase
them? Why do you say so? essential- important cultivate- encountered by the boy? or sentences to describe these
Can you cite some evidences that will discourage 2. What solution does the boy do just details.Be guided with the
support your appreciation- value to surpass the questions
answer? thoughtful- selfish problems? below.
b. Why do you think they deserve the Outstanding- excellent 3. What have you notice with the kind A. The prince and the princes
gold medal award? Give evidences that 1. What have you noticed with the pair of text that you have B. The Promise
will support you answer. of words in column A? read? What does it contain? C.The Test / Struggles they have
2. What meaning does each pair Children, the selection above is encountered
suggest? feature story/article. The 1. What would best describe or
3. How about in column B, what have structural and language feature of tell about the characters in the
you noticed with the pair of this, focus on the story?
words? problem-solution 2. What promises did the lovers
4. What can you say about these words? make ? Did they fulfill these?
5.What meanings do these words 3. What problems/ consequences
suggest? did they encounter?
6.What do you call the pair of words 4. Were they able to surpass all
that have the same meaning? the challenges in their lives?
7. How about the pair of words that 5. What kind of characters does
have opposite meaning? the story have?
Children, we can identify meanings of 6. How are the events in the table
unfamiliar words through above presented or written?
their antonyms or synonyms 7. Were you able to organize the
information from the story?
Note: What you have done is one
way of extracting and organizing
information. There are many ways
to extract and organize
information from a paragraph, a
story, or an essay. We can use
outlining as we did on the table
above.Sequencing of events based
on its happening in the story was
also done.
F.Developing Mastery Listen to the story. Answer the Direction: Choose the correct meaning 1. Read the passages. Answer the Practice Exercise CATCH-UP FRIDAY
question and of the underlined words questions that follow. Let’s recall the story of Sajhid
provide evidence for your answer from the box Jose Rizal owned a horse when he and his friends in the story “Two
The Big, Pink Bundle of Joy 1. Love should be the essence of was studying in Heroes”. Let the pupils organize
Mother has been there for five days, every relationship. Madrid. When his allowance did not the ideas/information and lead
she could hardly value beginning need come one day, he them in writing the organized
 wait to bring the big, pink bundle of 2. The Pope was delighted to see many did not have enough money for food. information into a paragraph
joy to the children. Mother held the clusters of families a. What problem did Jose Rizal form.
pink bundle lovingly to her bosom attending the mass encounter ? 1. How did the story begin?
while father called a taxi. kinds races groups b. Is there a possible solution for his ___________________________
a. What place can you picture out 2. Parents try their best to problem? 2. What were the events that
where the father and the mother are? cultivate their children’s What solution can you suggest? signal the highest point of interest
b. What could possibly the reason why values 2. Totoy needs a new school of everyone?
they are there? use neglect develop bag.However, he does not ___________________________
c. Why do you think they are there? Direction: Choose the antonym of the have enough money to buy that bag. 3. How did the story end?
Give evidences that will support your given words. Then he heard that
answer 1. soft ( gentle hard strong) his neighbor was looking for baby
2. harmful (safe dangerous free) sitter for her little
B. Independent Practice child. She was willing to pay a few
Dyad Strategy/Think-Pair – Share peso to the baby
Pupils will get a partner. Together, they sitter.
will think of a a. What was the problem of Totoy?
descriptive word.Then, each partner will b. What do you think will he do that
take turn in giving the could possibly
synonym/ antonym of the word. solve his problem?
Teacher will give them enough time to
do the task.
G.Finding Practical application of Activity-Based Strategy: Direct Instruction Strategy: TGA Direct Instruction:TGA Activity Direction: The following details CATCH-UP FRIDAY
concepts and skills in daily living (Constructivism Activity Tell the pupils that they will be tell a story about the life of
Approach) Tell: The teacher will direct the pupils divided into a group of farmer.Organize the information
The A’s Activity(Act, Analyze and to pay attention on the four. by sequencing the events
Apply) directions for the next activity. The Each group will pick out one story Provided and write it in paragraph
Divide the class into four teams students will be given a provided by the form.
Posted on each corner are the different sheet of paper with a word and letter on teacher. ____The farmer goes home tired
activities it. The letter will be Guide the pupils in performing the but hopeful that someday he will
Pupils will go to their station to “a” (for antonym) or “s” (for synonym). task finally reap with joy.
perform their chosen Guide: Guide the pupils to find the Apply the concept learned by through ____The farmer has to diligently
activity. antonym or synonym that answering the bring water to his rice field.
Team I matches the word they are holding. following questions. ____Everyday, he has to wake up
“The News Anchors “ (if an “a” appears in the sheet they must 1. What does the character like in the early to visit his fields.
Make a news report about the event find the story? ____He enjoys his harvest
that happened antonym and vice-versa). Pupils must 2. What is the problem in the story? happily when it is plenty.
in the story. Report it in front of the match up with the 3. Was it solved? How ____He picks up patiently snails
class. correct person in the class and then 4. What does the story remind you that pester his rice plants
stand by that person. about?
Team 2 The activity is concluded when all 5. Where did the story take place?
“The Painters” pupils have found their 6. What was your favorite part of the
In the story that you have listened, match and are standing next to the story? Why?
draw the part of the scene that interests classmate holding 7. Would you recommend this story
you most. Tell something about your that match. to your friend? Why?
drawing. Apply:Pairs that match up before the
Team 3 other pairs match up must
“The Singers“ think together and say aloud as many
Create a song about the ways on how synonyms and
you can be a hero. antonyms as they can for their word.
Team 4
“The Artists”
Act out the event in the story which
 you think the most important
H.Making generalization and What important things have you Remember: We can distinguish the text-types Remember: CATCH-UP FRIDAY
abstraction about the lesson learned from Synonyms are pair of words with according to features Some of the ways that we can use
today’s lesson? similar or almost similar (structural and language)-problem to organize information
meanings and solution from a paragraph. A story or an
Antonyms are pair of words with essay are the following.
opposite meanings a. Outlining- classifies main
topics from sub-topics using
the numerical and letter symbols
as indicators.
b. Sequencing events- gives a
clear presentation of the
chronological arrangement of
events
I.Evaluating learning a. Assessing the pupils’ performance Direction: Read the following sentences. Write the problem and solution based Direction: Complete the outline CATCH-UP FRIDAY
using rubric. Answer the questions that on the short story. below by classifying and
b. Listen as the teacher reads the follow. 1. The young man is kind-hearted. organizing the given events. I.
selection and 1. What are synonyms? One day, he heard a little boy How did the story begin?
answer the questions that follow a. words that sound the same but have crying outside his window. The a. ___________________
Insects are found anywhere. They are different meanings young man found out that the b. _______________________
either harmful or beneficial. The b. words that are spelled the same way child was being teased by the bigger c. _______________________
butterfly and the bee are beneficial. c. words that are opposites boys. The young man II. What were the problems of the
They help pollinate the flowers. The d. words that mean almost the same went out. main character?
dragonfly is also a helpful insect. It thing Problem______________________ a. ___________________
eats other insects that destroy plants. 2. Which pair of words are synonyms? Solution_______________________ b. _________
Ants, flies, cockroaches, aphids, a. giant, huge 2. Jose Rizal owned a horse when he c. ________________
termites and mosquitoes are insect b. tiny, huge was studying in Madrid.
pests. They destroy our crops and c. cow, now When his allowance did not come one III. How did the story
homes, cause illnesses, and kill our d. chat, cheese day, he don’t not have end?
plants. 3. You can use synonyms to enough money for food. a. ___________
They are harmful to men, animals, and ______________ Problem______________________ b. _______________
plants a. compare things Solution______________________ c. ________________
1. What word suggests where the b. make your writing more interesting 3. Jun and Jerry started arguing over 1. Fire couldn’t tell his
insects are ? c. use fewer words when you write the new toy. Jun wanted to wife that he is good. 2.
2. Write three beneficial insects. d. show differences keep it but Jerry disagreed since he Fire went down to earth
3. Provide evidence that dragonfly is 4. What are antonyms? wanted to keep the toy to provide heat to living
also a a. words that rhyme for himself. Mother came to the scene creatures. 3. Fire’s wife
helpful insect. b. words that sound alike but have and advised the boys invited Fire to swim in
4. Name two things that insects different meanings to share the toy train. But the boys the spring. 4. The Sun
destroy. c. words that have almost the same went with the quarrel. God had a wife and two
5. What can insects cause to man? meaning Before they knew it, mother was back sons. 5. Fire dove into
d. words that have opposite meanings holding one of the the water in an attempt
5. Which pair of words are antonyms? slippers. to rescue his wife. 6.
a. horse, dog Problem______________________ Sun God entrusted the
b. love, like Solution______________________ Earth to his wife and
c. weak, strong 4. The dogs were playing wildly in sons. 7. Everytime
d. small, tiny the yard. Father drove Fire’s mother sent rain
them away. However,the dogs ran to earth, Fire had to
towards the patch of leave his wife. 8. Fire’s
vegetables where they continued wife pretended to be
lunging at each drowning and asked for
other. help
 Problem____________________
Solution
J.additional activities for application or Write three pairs of words that suggest Direction: For each passage below, Write in paragraph form the CATCH-UP FRIDAY
remediation similar meanings and write the problem and organized ideas above observing
another three pairs that express opposite solution under the proper column the proper indention and correct
meanings. Use them in 1.Jonh didn’t know capitalization
meaningful sentences what to take to school
for “Show and
Tell”. He asked his
mother for an idea.
She suggested to
take the ribbon his
dog won at the pet
parade.
2.Emily knew she had
to get to school on
time, but her mother
said she couldn’t
drive her. Emily
decided to leave
early and walk
to school.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to
the evaluation next objective. objective. next objective. the next objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find
activities for remediation answering their lesson. answering their lesson. answering their lesson. in answering their lesson. difficulties in answering their
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson.
answering their lesson. answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson answering their lesson.
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, ___Pupils did not enjoy the
and interest about the lesson. and interest about the lesson. and interest about the lesson. skills and interest about the lesson because of lack of
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the lesson. knowledge, skills and interest
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on the about the lesson.
encountered in answering the questions encountered in answering the questions encountered in answering the lesson, despite of some ___Pupils were interested on
asked by the teacher. asked by the teacher. questions asked by the teacher. difficulties encountered in the lesson, despite of some
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite answering the questions asked by difficulties encountered in
of limited resources used by the limited resources used by the teacher. of limited resources used by the the teacher. answering the questions asked by
teacher. ___Majority of the pupils finished their teacher. ___Pupils mastered the lesson the teacher.
___Majority of the pupils finished work on time. ___Majority of the pupils finished despite of limited resources used ___Pupils mastered the lesson
their work on time. ___Some pupils did not finish their their work on time. by the teacher. despite of limited resources used
___Some pupils did not finish their work on time due to unnecessary ___Some pupils did not finish their ___Majority of the pupils finished by the teacher.
work on time due to unnecessary behavior. work on time due to unnecessary their work on time. ___Majority of the pupils
behavior. behavior. ___Some pupils did not finish finished their work on time.
their work on time due to ___Some pupils did not finish
unnecessary behavior. their work on time due to
unnecessary behavior.
C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
learners who have caught up with the above above above above
lesson
D.No. of learners who continue to ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
require remediation activities for remediation activities for remediation additional activities for remediation additional activities for additional activities for
remediation remediation
E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up
lesson lesson lesson the lesson the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
which my principal or supervisor can require remediation require remediation require remediation require remediation require remediation
helpme solve?
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did used/discover which I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, assessments, note taking and
vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments. studying techniques, and
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- vocabulary assignments.
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and ___Bridging:Examples:Think-
charts. charts. charts. anticipatory charts. pair-share,quick-
writes,andanticipatorycharts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: __Schema-Building: Examples:
Compare and contrast, jigsaw learning, Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Examples: Compare and contrast, Compare and contrast, jigsaw
peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and projects. jigsaw learning, peer teaching, learning, peer teaching, and
and projects. projects.
___Contextualization:
___Contextualization: ___Contextualization: ___Contextualization:
___Contextualization: Examples: Demonstrations,
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, media, manipulatives, repetition,
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations, and local opportunities.
opportunities. opportunities. opportunities. media, manipulatives, repetition,
___Text Representation:
and local opportunities.
Examples: Student created
___Text Representation: ___Text Representation: ___Text Representation: drawings, videos, and games.
Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, ___Text Representation:
___Modeling: Examples:
videos, and games. videos, and games. videos, and games. Examples: Student created Speaking slowly and clearly,
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking drawings, videos, and games. modeling the language you want
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: students to use, and providing
language you want students to use, and language you want students to use, and language you want students to use, Speaking slowly and clearly, samples of student work.
providing samples of student work. providing samples of student work. and providing samples of student modeling the language you want Other Techniques and
work. students to use, and providing Strategies used:
Other Techniques and Strategies Other Techniques and Strategies used: samples of student work. ___ Explicit Teaching
used: ___ Explicit Teaching Other Techniques and Strategies ___ Group collaboration
___ Explicit Teaching ___ Group collaboration used: Other Techniques and Strategies ___Gamification/Learning
___ Group collaboration ___Gamification/Learning throuh play ___ Explicit Teaching used: throuh play
___Gamification/Learning throuh play ___ Answering preliminary ___ Group collaboration ___ Explicit Teaching ___Answering preliminary
___ Answering preliminary activities/exercises ___Gamification/Learning throuh ___ Group collaboration activities/exercises
activities/exercises ___ Carousel play ___Gamification/Learning throuh ___ Carousel
___ Carousel ___ Diads ___ Answering preliminary play ___ Diads
___ Diads ___ Differentiated Instruction activities/exercises ___ Answering preliminary ___ Differentiated Instruction
 ___ Differentiated Instruction ___ Role Playing/Drama ___ Carousel activities/exercises ___ Role Playing/Drama
___ Role Playing/Drama ___ Discovery Method ___ Diads ___ Carousel ___ Discovery Method
___ Discovery Method ___ Lecture Method ___ Differentiated Instruction ___ Diads ___ Lecture Method
___ Lecture Method Why? ___ Role Playing/Drama ___ Differentiated Instruction Why?
Why? ___ Complete IMs ___ Discovery Method ___ Role Playing/Drama ___ Complete IMs
___ Complete IMs ___ Availability of Materials ___ Lecture Method ___ Discovery Method ___Availability of Materials
___ Availability of Materials ___ Pupils’ eagerness to learn Why? ___ Lecture Method ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn ___ Group member’s ___ Complete IMs Why? ___ Group member’s
___ Group member’s collaboration/cooperation ___ Availability of Materials ___ Complete IMs collaboration/cooperation
collaboration/cooperation in doing their tasks ___ Pupils’ eagerness to learn ___ Availability of Materials in doing their tasks
in doing their tasks ___ Audio Visual Presentation ___ Group member’s ___ Pupils’ eagerness to learn ___Audio Visual Presentatio of
___ Audio Visual Presentation of the lesson collaboration/cooperation ___ Group member’s the lesson
of the lesson in doing their tasks collaboration/cooperation
___ Audio Visual Presentation in doing their tasks
of the lesson ___ Audio Visual Presentation
of the lesson

Prepared by: Noted by:

MARIA VIKTORIA R. AQUINO CONNIE ELLEN A. GUALBERTO
Teacher I Teacher-in-Charge