School: STA.

ISABEL ELEMENTARY SCHOOL Grade Level: V-2

Teacher: DULCE JOYCE D. MANALAC Learning Area: ENGLISH
GRADES 5
DAILY LESSON LOG Teaching Dates
and Time: AUGUST 14-18, 2017 (WEEK 1) 8:30 – 9:20 AM Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Demonstrates understanding of Demonstrates command of Demonstrate understanding of Demonstrates understanding Demonstrates
various linguistics nodes to the conventions of standard text elements to comprehend of different formats to write understanding of the
comprehend various texts English grammar and usage various text for a variety of audiences various forms and
Demonstrates understanding of when writing or speaking and purposes convention materials to
various verbal elements in oral critically analyze the
communication of information meaning constructed in
print, non-print and digital
materials
B.Performance Standards Analyzes text types to effectively Uses the correct function of Uses literal information from text Drafts texts using Applies different views of
understand nouns, pronouns, verbs, to aptly infer and predict appropriate text types for a the real world to effectively
information/message(s) adjectives and adverbs in outcomes variety of audiences and interpret (deconstruct)
Prepares and participates general and their functions in purposes constructed meaning in
effectively in a range of various discourse (oral and print, non-print and digital
conversations and collaboration written) materials
with diverse partners
C.Learning Competencies/Objectives Identify signal words from text Compose clear and coherent Identify main idea, key sentence Plan a two to three- Determine images/ideas
heard sentences using appropriate and supporting details of the paragraph composition using that are explicitly used to
Provide accurate instructions grammatical structures: given paragraph an outline /other graphic influence viewers;
EN5LC-IIa-4 subject-verb agreement EN5RC-IIa-2.21 organizers EN5WC-IIa-1.1.6.1 stereotypes (racial
EN5OL-IIa1.13.1 (inverted sentences) EN5G-IIa- stereotyping) EN5VC-IIa-7.2
3.9
II.CONTENT Signal Words from Text Heard Subject-Verb Agreement: Main Idea, Key Sentence and Two to Three-Paragraph Images/Ideas used to
Accurate Instructions Inverted Sentences Supporting Details of the Composition Using Influence Viewers:
Paragraph Outline/Other Graphic Stereotypes
Organizers
III.LEARNING RESOURCES
A.References CG, Print Materials,Worksheets
1.Teacher’s Guide pages CG p.71/TG p.227 CG p.71/TG p.229 CG p.71 CG p.71 CG p.71
2.Learners’s Materials pages
3.Textbook pages Joy in Learning p.105 Joy in Learning p.102 Developing my English Power
Developing my English Power 5, pp.60 & 64
5, pp.60 & 64
4.Additional materials from learning http://englishforeveryone.org www.edhelper.com https://
resource (LR) portal www.youtube.com/watch?
 v=D501Mnyg8IU
https://
ca.answers.yahoo.com/
question/index?
qid=20100125210346AA2xu
NK
https://
www.youtube.com/watch?
v=wCgx8zM3woQ
https://
www.youtube.com/watch?
v=fS3e-n8Mj7I
B.Other Learning Resource Picture, chart Printed materials, worksheets, charts Printed materials, Printed materials, video
graphic organizer worksheets, graphic clips
organizer
IV.PROCEDURES
A.Reviewing previous lesson or presenting Clarifying meaning of words using Identify the word or phrase The pupils will watch a short clip. Review on identifying main Game : Viewing Devices
the new lesson dictionaries which has the same meaning Then, they will identify the idea, key sentence and (Pinoy Henyo version)
Have a contest in getting the as the underlined word. setting, characters, beginning, supporting details of the DAY 5
meaning of words using a. Naughty kids tease the middle and ending of the story. paragraph Writing/
dictionary. The first group that street children. They always Water is used for drinking. Composition
can post the correct meaning on make fun of their dirty We also use it for bathing. It
the board wins clothes. is used for cooking and
b. Sarina defends herself washing dirty clothes. Water
against bad people. She has many uses.
protects herself from harm Main Idea:_______________
and danger. Key
c. A brave boy is not afraid of Sentence:_______________
the dark. He feels fearless in Supporting
watching horror films. Details:____________
B.Establishing a purpose for the lesson Read the sentences. Select the The pupils will watch a short Unlocking of Difficulty Do you have classroom rules Whose families are from
meaning of the underlined words video clip about bullying Read the sentences. Select the to follow? Bicol? Quezon Province?
from the box. meaning of the underlined words What do you feel when you Mindoro?
a. One way of cooking tilapia is to from the box. follow them? What are the customs and
steam it. a. Trees protect us from rain and traditions that you practice
b. She sliced the bread into three sun. in your province?
pieces. b. A good chef cooks nutritious Original File Submitted and
c. Sift the dry and wet and delicious foods. Formatted by DepEd Club
ingredients. c. Trees beautify our Member - visit
cut surroundings depedclub.com for more
separate to make something look more
to cook through boiling water beautiful
keep somebody or something
safe
 delightful, good to eat
Using semantic web, ask the
pupils to enumerate why trees
are important to us
C.Presenting Examples/ instances of the What do you see in the picture? You will read a short story, Today you will read the selection, You will watch a short video You will watch a video clip,
new lesson Do you also cook at home? “Samboy, the Bully Fighter”. Let Us Plant Trees. From the clip, “Understand the Basic “Are Ilocanos Stingy?”.
Do you follow the right From the story, you will selection, you will enumerate the Rule”. From that video clip, From this video, you will
procedures in cooking your discover how the character importance of trees in our you will find the main idea, find out what are the usual
favorite defends his classmate against surroundings, especially in our key sentence and supporting impressions of other people
food? bully. You will also discover lives. details to Ilocanos
the inverted order of
sentences used in the story.
Samboy, the Bully Fighter
Samboy is a grade five pupil.
He is tall and brave. Every
time he goes to school, all
pupils greet him. With his
friends, he goes to the park to
Today you will listen to a play.
selection on how to make puto At the other side of the park is
with cheese. From the selection, Ana. She is very shy. She
you will enumerate the steps of doesn’t play with other
cooking puto by using signal children. Rico, Samboy’s
words as first, second, next, then, friend, always teases Ana.
and finally or lastly. Inside Ana’s bag are glittered
pens. Rico always gets Ana’s
pens and passes it on with his
other friends.
Samboy defends Ana. He asks
his friend to stop making fun
of her. To tease other pupils is
not a good habit. To stop
bullying is the good thing to
do. Those are the ideas of
Samboy that he shares with
Rico. Rico feels enlightened.
He stops mocking others.
D.Discussing new concepts and practicing Read the selection to the pupils. What is the selection about? Let the pupils read the story. Let the pupils watch the Let the pupils watch the
new skills #1 Stop/Pause at some parts and ask How will you describe Why TREES are important? video clip. video clip.“Are Ilocanos
predicting questions. Samboy? to make something look more Understand the Basic School Stingy?”
How to Cook Puto with Cheese What can you say about the beautiful Rules https://
First, we prepare steamer with attitude of Rico? keep somebody or something https:// www.youtube.com/watch?
water and greased individual Do you think Rico shows good safe www.youtube.com/watch? v=srx5j3qaNes
molds. Second, mix well the flour, conduct? delightful, good to eat v=RyLzsQKFpB0 2. Discussion
 sugar and baking powder in a How did Samboy fight the 235 What is the selection about? What is the video about?
bowl. Next, add butter, bully? Let us Plant Trees What are the basic What are the common
evaporated milk, egg and water. Is it good to make fun of other Trees are our friends. They give classroom rules mentioned impressions about Ilocanos?
When it is already mixed, pour it people? Why? Why not? us shade. They protect in the story? Do you believe that Ilocanos
into individual molds. Then, us from rain and the sun. Why is it important to follow are very thrifty? Why? Why
arrange molds in the steamer and Many trees give us fruits to eat. rules in school or in not?
top each puto with slices of Some of them are mango, santol anywhere you are?
cheese. Steam it for about 20 and durian. Others are caimito,
minutes. Finally, remove puto mabolo and chico. Still others are
from steamer, unmold and duhat, orange, pomelo and
arrange in a serving platter. lanzones. These fruits are
-www.filipinorecipesite.com delicious. They make us healthy
What is the first step in cooking and strong, too.
puto with cheese? Some trees have flowers. They
After mixing the flour, sugar and come in many colors—red, white,
baking powder in a bowl, what violet and yellow. All of these are
will you do next? pretty colors. They beautify our
What will you do with mixed surroundings.
ingredients? Trees give us wood. Wood can be
How long will you steam the made into chairs, tables, desks
mixture of ingredients? and cabinets. Wood is all around
What is the last step? us. We find it at home, in school,
What should we do to cook food on the playground and in the
safely? church.
How did you know the correct Let us plant trees. Trees give us
steps in making puto? many things.
What are the signal words used What is the selection about?
in the selection that help you Why do we say that trees are our
share the right steps in cooking friends?
puto with cheese? What different things do trees
Expected Answer: first, second, give us?
next, then, lastly In what ways do trees make us
healthy and strong?
How do trees beautify our
surroundings?
Why do we plant trees?
E.Discussing new concepts and practicing Now, we will make your Family Present the following From the story that you read, Using the video clip, help the 1. Present the
new skills #2 Hand Canvass on a sheet of sentences: which sentence tells what the pupils to fill in the missing sentences/ideas to be
paper. Follow the directions a. With his friends he goes to story is about? Where do you ideas in the given analyzed
correctly . the park to play. find it? Is it at the beginning, outline/graphic organizer a. Ilocanos are known for
First, get a whole sheet of paper. b. At the other side of the middle or ending of the story? I. Main being thrifty.
Next, trace your right hand at the park is Ana. Which sentences best support Idea:___________________ b. Cavite os are brave.
middle of the paper. Then, write c. Inside Ana’s bag are the main idea of the story? _______________ c. Bicolanos like spicy foods.
the name of each member of the glittered pens. Give another paragraph to A. Key d. Igorots are said to be
 family on each traced finger. At Which comes first in the analyze. Sentence:_______________ headhunters.
the center of the traced hand, inverted order of a sentence? 1. Most boys like to spin tops. ______________ e. Batangueños are fearless
write a message for your family. What happens to the verb Sometimes they have a contest 1. ____________________ (barako).
Finally, share your output with when the subject is singular? with their tops. They spin their 2. ____________________ f. Pampagueños are good
your seatmate. When the subject is plural? tops at the same time. The last to Supporting cooks.
Ask: stop spinning wins the contest. 3. ____________________ 2. Discussion
“What can you say about your What is the main idea of the Details Is it true that all Caviteños
artwork?” paragraph? are brave?
“How did you do it correctly?” What is the key sentence? Do all Bicolanos like spicy
Expected Answer: Follow the What are the supporting details foods?
directions in correct order or in the paragraph? What are the bases of the
sequence 3. Sam collects stamps. He given sentences?
compiles his stamp collection in a (Explain the concept of
big clear book. He collects toys stereotyping
like Voltes V robots. He also
collects memorabilia of Michael
Jackson. He displays his
collections in his room. Sam is a
collector.
What is the main idea of the
paragraph?
What is the key sentence?
What are the supporting details
in the paragraph?
F.Developing Mastery 1. The 3A’s Activity: Dyad (Picture 1. Think-Pair –Share 1. (Carousel) 1. Group Activity 1. Group Activity
Dictation) Discuss the inverted sentence Each group will roam around the The class will be divided into Group I – Make a
Ask the pupils to look for a with your partner. Then, room and see the posted manila four groups. Each group will commercial about the food
partner. Each pair should compose coherent sentences papers with selections. The group make an outline from the interest of Bicolanos (refer
have a piece of paper and a in the inverted order using the will look for the main idea, key given set of sentences. to the commercial, Lucky
pencil/pen. Pupil A will give the given verbs that agree with sentence and supporting details a. Needs nourishment Me Spicy Pancit Canton)
directions and pupil B will the subjects in each item. in the given paragraphs. Then, b. Requires adequate Group II - Create a poster
follow.Then, they will take turns a. live four horses in the barn they will share their answers to amount of nutrients about the common qualities
a. Directions for Pupil B: Draw a b. the haunted house down the class. c. A healthy looking body of Batangueños
big circle. Then, draw a horizontal that dark path sits Paragraph 1 doesn’t just happen Group III – Present a short
below the circle. Write the word c. was the tranquil garden There are different steps in d. Proteins, fats, talk show/interview
HELLO in capital letters inside the untouched solving a problem in carbohydrates, minerals showing the stereotyping
circle. Put an exclamation point 2. Independent Practice Mathematics. First, read the e. The human body both about Aetas
after the word. Write coherent inverted problem carefully and find out needs rest and exercise. 2. The teacher will present a
b. Directions for Pupil A: Draw a sentences using the words what is asked. Next, look for the f. The body needs food as video clip. Then, the pupils
small circle. Then, draw a bigger written on each cake. given facts, then think of the the machine needs fuel as will identify the part of the
circle around it. Draw two small process to be used. Finally solve oil. video that shows
circles below the bigger circle. for the answer. g. A good deed of care is stereotyping.
Then write the word HI in capital Paragraph 2 given to it https://
letters on top of the circle. Put an Water is used for drinking. We I. Main www.youtube.com/watch?
exclamation point after the word. also use it for bathing. It is used Idea:___________________ v=wCgx8zM3woQ
2. Game on Following Directions: for cooking and washing dirty _______________
Simon Says clothes. Water has many uses. A. Key
The teacher will ask a volunteer Paragraph 3 Sentence:_______________
leader to give directions. The second month of the year, ______________
The rest of the pupils will follow which is February, was named 1. ____________________
what the leader will say. The after Februalia, The Roman 2. ____________________
pupil who can follow the festival of purification. February, Supporting
directions correctly will get the as we all know, is the month of 3. ____________________
point. love. It is in this month that Details
Examples: Simon says, raise your Valentine’s Day or heart’s day is II. Main
right foot. celebrated. On this day, we Idea:___________________
Simon says, touch your left ear express our love to our loved _______________
with your right hand ones. We can show our love not A. Key
only during this month but also in Sentence:_______________
all months and days of the year. ______________
2. Read the given paragraphs. Put 1. ____________________
a check on the sentence which 2. ____________________
tells the main idea of the Supporting
paragraph. 3. ____________________
a. Many boys and girls like to play Details
sipa. They use a ball made of 2. Individual Activity
rattan. One player kicks the ball Choose a topic from the list
and the other player kicks it back. then, make an outline of it.
_____Boys and girls like to kick. a. Summer is fun!
_____Boys and girls like to play. b. My Hobbies
_____Boys and girls like to play c. My
sipa. Responsibilities
b. In times of disaster such as
fires, floods and hurricanes, the
Red Cross shelters, feeds and
clothes the victims and cares for
sick and the injured. Later, the
Red Cross helps build or rebuild,
repair and refurnish the homes of
the needy victims.
_____How the Red Cross helps
_____The victims of disasters
_____The repair of homes
3. When an advertiser decides to
sponsor a television program, he
looks for one that he and his
advertising agency think will
appeal to a large number of
 people. Some products are
bought mostly by men and boys,
others mostly by women and
girls. Some appeal to the whole
family. So the advertiser chooses
a program that will appeal to the
group that is most likely to be
interested in the product.
_____TV programs that appeal to
people
_____Sponsors of TV Programs
_____How TV programs are
chosen and sponsored
G.Finding Practical application of concepts Your Science teacher asked you What will you do if you are The teacher reads the selection Ask a volunteer to make an How does stereotyping
and skills in daily living to have an observation about the being bullied? and asks the pupils to identify the outline of community affect people?
properties of matter through an sentence that gives the main rules. Is it advantageous to
experiment. Will you follow the idea, key sentence and consider stereotyping when
correct steps in doing your supporting details. mingling with other people?
experiment? Why? Why not? There are different steps in Why? Why not?
solving a problem in
Mathematics. First, read the
problem carefully and find out
what is asked. Next, look for the
given facts then think of the
process to be used. Finally, solve
for the answer.
H.Making generalization and abstraction What are the signal words? When do we use the s-form of The sentence that tells what the REMEMBER Stereotypes are results of
about the lesson the verb?the basd form? paragraph or selection is all Outlining is arranging notes incomplete or distorted
about is called the main idea. so that important ideas information accepted as
The key sentence is the sentence stand out and make clear fact without question. A
which states the topic of the which point supports each of stereotype is simply a
paragraph. the important ideas. widely held belief that an
Supporting details are the Main ideas are those individual is a member of a
sentences in the paragraph which numbered in Roman certain group based on
give information related to the Numerals I,II , III, etc. The key characteristics.
topic sentences are indicated in
capital letters A, B, C, D. The
supporting details are those
numbered in Arabic
numerals 1, 2, 3. By
connecting the details in the
outline, one can form a
paragraph
I.Evaluating learning Read the directions carefully. Using the following pictures Identify the main idea of the Make an outline using the Write the message of the
Then do it correctly. compose a sentence using the following paragraphs. given sentences. following picture that
1. First, write your name, grade correct subject-verb 1. The root is an important part a. They seek to introduce shows stereotyping.
and section at the top of your agreement. of the plant. It is responsible for new quality such as early
paper. getting water and minerals from ripening, greater size, better
2. Next, think of what you want the soil for the plant to grow. It flavor and resistance to
to become when you grow up. also holds the plant in position. If disease.
3. Then, write it on your paper. roots are cut off from the plant, it b. Thousands of men are
4. After that, write the steps that would die. constantly working to
you will do to achieve your Main improve the plants.
ambition. Idea:_____________________ c. Men breed plants just as
5. Lastly, let your seatmate check Key Sentence:____________ they do to animals.
your work Supporting d. They seek new colors in Mexicans love ______.
Details:______________ flowers, different shapes or
2. Jose sometimes sees cloud greater size.
shaped like a horse. Sometimes e. These methods may also
he sees one that looks like a improve animals.
sailboat floating in the sky. He f. Cultivation, selection,
also even sees one shaped like a preservation and crossing or
giant robot. Jose loves to look at hybridization
different cloud formations. g. There are four significant Indians are good in ____.
Main methods by which man may
Idea:___________________ improve plants.
Key Sentence:______________
Supporting
Details:______________
3. When an animal is threatened
with extinction or disappearance,
we say it is an endangered
animal. We must take care of Americans are fond
animals to protect them from of eating ______.
becoming extinct. Some
endangered species are
Philippine eagle, Palawan
hornbill, Mindoro forest mouse,
kuwago and many more.
Main Filipinos are _______.
Idea:_____________________
Key
Sentence:__________________
Supporting
Details:_______________
4. Salih eats foods cooked in
vegetable oil. This is because Filipino women are
pork and lard are strictly
 forbidden among Muslims. He ______________.
eats the meat from a goat, sheep,
cow or fowl, only when the
animals are slaughtered with
necessary rites. He does not eat
the blood or the intestines of
these animals. As a Muslim boy,
Salih observes some customs and
traditions of the people from
Sulu.
Main
Idea:____________________
Key
Sentence:__________________
Supporting
Details:______________
5. Durian is the most popular fruit
in Jolo. A durian fruit looks ugly
on the outside but it is very
delicious and nutritious. The
durian tree grows very tall. When
the fruit is already ripe and ready
to be eaten, it just drops to the
ground.
Main
Idea:_______________________
_
Key
Sentence:___________________
SupportingDetails:____________
___
J.additional activities for application or Write a short paragraph using the Answer Independent practice Answer JLE p.103 Complete the flower Identify the racial
remediation signal words. on p. 106 organizer with related ideas stereotyping shown in the
video.
https://
www.youtube.com/watch?
v=fS3e-n8Mj7I
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried. Move on
evaluation the next objective. to the next objective. the next objective. to the next objective. to 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% _____% of the pupils got 80% _____% of the pupils got _____% of the pupils got
mastery mastery mastery 80% mastery 80% mastery
B.No.of learners who require additional ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
activities for remediation in answering their lesson. difficulties in answering their in answering their lesson. difficulties in answering their difficulties in answering
___Pupils found difficulties in lesson. ___Pupils found difficulties in lesson. their lesson.
answering their lesson. ___Pupils found difficulties in answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties
___Pupils did not enjoy the answering their lesson. ___Pupils did not enjoy the answering their lesson. in answering their lesson.
lesson because of lack of ___Pupils did not enjoy the lesson because of lack of ___Pupils did not enjoy the ___Pupils did not enjoy the
knowledge, skills and interest lesson because of lack of knowledge, skills and interest lesson because of lack of lesson because of lack of
about the lesson. knowledge, skills and interest about the lesson. knowledge, skills and knowledge, skills and
___Pupils were interested on about the lesson. ___Pupils were interested on interest about the lesson. interest about the lesson.
the lesson, despite of some ___Pupils were interested on the lesson, despite of some ___Pupils were interested ___Pupils were interested
difficulties encountered in the lesson, despite of some difficulties encountered in on the lesson, despite of on the lesson, despite of
answering the questions asked by difficulties encountered in answering the questions asked by some difficulties some difficulties
the teacher. answering the questions the teacher. encountered in answering encountered in answering
___Pupils mastered the lesson asked by the teacher. ___Pupils mastered the lesson the questions asked by the the questions asked by the
despite of limited resources used ___Pupils mastered the lesson despite of limited resources used teacher. teacher.
by the teacher. despite of limited resources by the teacher. ___Pupils mastered the ___Pupils mastered the
___Majority of the pupils finished used by the teacher. ___Majority of the pupils finished lesson despite of limited lesson despite of limited
their work on time. ___Majority of the pupils their work on time. resources used by the resources used by the
___Some pupils did not finish finished their work on time. ___Some pupils did not finish teacher. teacher.
their work on time due to ___Some pupils did not finish their work on time due to ___Majority of the pupils ___Majority of the pupils
unnecessary behavior. their work on time due to unnecessary behavior. finished their work on time. finished their work on time.
unnecessary behavior. ___Some pupils did not ___Some pupils did not
finish their work on time due finish their work on time
to unnecessary behavior. due to unnecessary
behavior.

C.Did the remedial work? No.of learners ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
who have caught up with the lesson above 80% above above 80% above 80% above

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

E.Which of my teaching strategies worked ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
well? Why did these work? ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
the lesson up the lesson the lesson up the lesson caught up the lesson
F.What difficulties did I encounter which ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who ___ of Learners who
my principal or supervisor can helpme require remediation to require remediation require remediation continue to require continue to require
solve? remediation remediation
G.What innovation or localized materials Strategies used that work well: Strategies used that work Strategies used that work well: Strategies used that work Strategies used that work
did used/discover which I wish to share ___Metacognitive Development: well: ___Metacognitive Development: well: well:
with other teachers? Examples: Self assessments, note ___Metacognitive Examples: Self assessments, note ___Metacognitive ___Metacognitive
taking and studying techniques, Development: Examples: Self taking and studying techniques, Development: Examples: Development: Examples:
and vocabulary assignments. assessments, note taking and and vocabulary assignments. Self assessments, note taking Self assessments, note
___Bridging: Examples: Think- studying techniques, and ___Bridging: Examples: Think- and studying techniques, and taking and studying
pair-share, quick-writes, and vocabulary assignments. pair-share, quick-writes, and vocabulary assignments. techniques, and vocabulary
anticipatory charts. ___Bridging: Examples: Think- anticipatory charts. ___Bridging: Examples: assignments.
pair-share, quick-writes, and Think-pair-share, quick- ___Bridging:Examples:Thin
___Schema-Building: Examples: anticipatory charts. ___Schema-Building: Examples: writes, and anticipatory k-pair-share,quick-
Compare and contrast, jigsaw Compare and contrast, jigsaw charts. writes,andanticipatorychart
learning, peer teaching, and ___Schema-Building: learning, peer teaching, and s.
projects. Examples: Compare and projects. ___Schema-Building: __Schema-Building:
contrast, jigsaw learning, peer Examples: Compare and Examples: Compare and
teaching, and projects. contrast, jigsaw learning, contrast, jigsaw learning,
___Contextualization: ___Contextualization:
peer teaching, and projects. peer teaching, and projects.
Examples: Demonstrations, Examples: Demonstrations,
___Contextualization: ___Contextualization:
media, manipulatives, repetition, media, manipulatives, repetition,
and local opportunities. Examples: Demonstrations, and local opportunities. ___Contextualization: Examples: Demonstrations,
media, manipulatives, Examples: Demonstrations, media, manipulatives,
repetition, and local media, manipulatives, repetition, and local
___Text Representation: ___Text Representation: opportunities.
opportunities. repetition, and local
Examples: Student created Examples: Student created ___Text Representation:
opportunities.
drawings, videos, and games. drawings, videos, and games.
___Text Representation: Examples: Student created
___Modeling: Examples: ___Modeling: Examples: drawings, videos, and
Speaking slowly and clearly, Examples: Student created Speaking slowly and clearly, ___Text Representation:
games.
modeling the language you want drawings, videos, and games. modeling the language you want Examples: Student created
drawings, videos, and games. ___Modeling: Examples:
students to use, and providing ___Modeling: Examples: students to use, and providing
Speaking slowly and clearly,
samples of student work. Speaking slowly and clearly, samples of student work. ___Modeling: Examples:
modeling the language you
modeling the language you Speaking slowly and clearly,
want students to use, and
Other Techniques and Strategies want students to use, and Other Techniques and Strategies modeling the language you
providing samples of
used: providing samples of student used: want students to use, and
student work.
___ Explicit Teaching work. ___ Explicit Teaching providing samples of student
Other Techniques and
___ Group collaboration ___ Group collaboration work.
Strategies used:
___Gamification/Learning throuh Other Techniques and ___Gamification/Learning throuh
___ Explicit Teaching
play Strategies used: play Other Techniques and
___ Group collaboration
___ Answering preliminary ___ Explicit Teaching ___ Answering preliminary Strategies used:
___Gamification/Learning
activities/exercises ___ Group collaboration activities/exercises ___ Explicit Teaching
throuh play
___ Carousel ___Gamification/Learning ___ Carousel ___ Group collaboration
___ Diads throuh play ___ Diads ___Gamification/Learning ___Answering preliminary
___ Differentiated Instruction ___ Answering preliminary ___ Differentiated Instruction throuh play activities/exercises
___ Role Playing/Drama activities/exercises ___ Role Playing/Drama ___ Answering preliminary ___ Carousel
___ Discovery Method ___ Carousel ___ Discovery Method activities/exercises ___ Diads
___ Lecture Method ___ Diads ___ Lecture Method ___ Carousel ___ Differentiated
Why? ___ Differentiated Instruction Why? ___ Diads Instruction
___ Complete IMs ___ Role Playing/Drama ___ Complete IMs ___ Differentiated ___ Role Playing/Drama
___ Availability of Materials ___ Discovery Method ___ Availability of Materials Instruction ___ Discovery Method
___ Pupils’ eagerness to learn ___ Lecture Method ___ Pupils’ eagerness to learn ___ Role Playing/Drama ___ Lecture Method
___ Group member’s Why? ___ Group member’s ___ Discovery Method Why?
collaboration/cooperation ___ Complete IMs collaboration/cooperation ___ Lecture Method ___ Complete IMs
in doing their tasks ___ Availability of Materials in doing their tasks Why? ___Availability of Materials
___ Audio Visual Presentation ___ Pupils’ eagerness to learn ___ Audio Visual Presentation ___ Complete IMs ___ Pupils’ eagerness to
of the lesson ___ Group member’s of the lesson ___ Availability of Materials learn
collaboration/cooperation ___ Pupils’ eagerness to ___ Group member’s
in doing their tasks learn collaboration/cooperation
___ Audio Visual Presentation ___ Group member’s in doing their tasks
of the lesson collaboration/cooperatio ___Audio Visual Presentatio
n of the lesson
in doing their tasks
___ Audio Visual
Presentation
of the lesson

Dulce Joyce D.
Manalac
Teacher I