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School: CASILI ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: ALDRIN B. PARADO Learning Area: ENGLISH


DAILY LESSON LOG Teaching Dates and
Time: JULY 3-7, 2017 (WEEK 5) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I.OBJECTIVES
A.Content Standards Listening Comprehension Oral Language Grammar Oral Reading
Fluency, Grammar Awareness and
Writing
B.Performance Standards
C.Learning 1. Analyze elements of poetry as Use formal and informal English Determine the correct 1. Analyze elements of poetry as Use formal and informal English
Competencies/Objectives rhymes, sound devices appropriate to a given conjunction for a given set of rhymes, sound devices appropriate to a given
(onomatopoeia, alliteration, situationEN5OL-Ie-.9 sentences (for additional (onomatopoeia, alliteration, situationEN5OL-Ie-.9
assonances) and imagery based on information) assonances) and imagery based on
the listening text EN5G Ie-8.3/8.4 the listening text
2. Infer the meaning of unfamiliar 2. Infer the meaning of unfamiliar
words based on the given context words based on the given context
clues EN5LC-Ie- clues EN5LC-Ie-
2.11.1/2.11.2/2/2.11.13 2.11.1/2.11.2/2/2.11.13
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teachers Guide pages CG p.69 CG p.69 CG p.69 CG p.69 CG p.69
2.Learnerss Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource Picture, chart Picture, chart Picture, chart Pictures, chart pictures
IV.PROCEDURES
A.Reviewing previous lesson Ask the class to listen to the What are the different sound Show a picture of children Ask the class to listen to the What are the different sound
or presenting the new lesson rhymes to be read by the teacher devices? cleaning garbage in the school rhymes to be read by the teacher devices?
Pat Checking of assignment ground Pat Checking of assignment
He is called Pat, He is called Pat,
The boy sitting on the mat, The boy sitting on the mat,
For all the day, he eats and eats, For all the day, he eats and eats,
Now, all his clothes, nothing fits. Now, all his clothes, nothing fits.
B.Establishing a purpose for Let the pupils answer the given Show pictures of different What can you say about the Let the pupils answer the given Show pictures of different
the lesson question in the topic wheel people talking with one another picture? Do you think the question in the topic wheel people talking with one another
children were doing the right
thing? Why? Why not?
Say: Our story for today is
entitled as Throwing Litter. Let
us see what will happen in the
story.

C.Presenting Examples/ Unlocking of Difficulty Ask: What have you observed Read the story. Unlocking of Difficulty Ask: What have you observed
instances of the new lesson Say: Identify the word or phrase in the first picture? In the Say: Identify the word or phrase in the first picture? In the
which has the same meaning as second picture? which has the same meaning as second picture?
the underlined word. Based on the pictures shown, the underlined word. Based on the pictures shown,
a. She likes the stage decoration how did each character talk with a. She likes the stage decoration how did each character talk with
filled with lovely flowers. It makes one another? filled with lovely flowers. It makes one another?
the presentation more beautiful. Original File Submitted and the presentation more beautiful. Original File Submitted and
b. Oh! The big lantern is shining. Formatted by DepEd Club b. Oh! The big lantern is shining. Formatted by DepEd Club
The room is sparkling. Member - visit depedclub.com The room is sparkling. Member - visit depedclub.com
c. The fragrant smell of for more c. The fragrant smell of for more
sampaguita is as sweet as my sampaguita is as sweet as my
favorite perfume. favorite perfume.
D.Discussing new concepts Read the poem to the pupils. Here is the dialogue between What were Paolo and his Read the poem to the pupils. Here is the dialogue between
and practicing new skills #1 Stop/Pause at some parts and ask the two friends. Let us find out friends doing at the waiting Stop/Pause at some parts and ask the two friends. Let us find out
predicting questions. what they have talked about. shed? predicting questions. what they have talked about.
My Native Land Ana was applying for a certain What happened when Paolo My Native Land Ana was applying for a certain
How beautiful are her mountains job position in LIMA Park was waiting for the school How beautiful are her mountains job position in LIMA Park
grand Malvar. She passed the written bus? grand Malvar. She passed the written
The peaceful valleys between examination and she will Why did somebody throw an The peaceful valleys between examination and she will
Her sparkling sun and cooling rains undergo the final interview. She empty cigarette packet in the Her sparkling sun and cooling rains undergo the final interview. She
That bathe the fertile plains asked the help of her friend gutter? That bathe the fertile plains asked the help of her friend
How graceful are her stately plains Maria so that she will be ready Where was the empty How graceful are her stately plains Maria so that she will be ready
Her towering emerald trees for the interview. cigarette packet thrown? Her towering emerald trees for the interview.
How pliant her rustling bamboos Ana: Hi Maria! Whats up? Why did the man give Paolo a How pliant her rustling bamboos Ana: Hi Maria! Whats up?
green Maria: Hello Ana! I am good ten-peso bill? green Maria: Hello Ana! I am good
Dancing blissfully in the breeze Ask: What is the dialogue (Write the pupils answers in Dancing blissfully in the breeze Ask: What is the dialogue
How pretty her white sampaguitas about? column) How pretty her white sampaguitas about?
And fragrant orchids so rare Why did Ana ask the help of And fragrant orchids so rare Why did Ana ask the help of
How modest and sweet her her friend Maria? How modest and sweet her her friend Maria?
daughters daughters
Who harvest the golden grain What were the kinds of Who harvest the golden grain What were the kinds of
How I love her rainbow birds communication mentioned by How I love her rainbow birds communication mentioned by
Her blue skies and sparkling waves Maria? Her blue skies and sparkling waves Maria?
How I love this dear Philippines What did Maria tell about the How I love this dear Philippines What did Maria tell about the
Home on this troubled earth. kinds of communication? Home on this troubled earth. kinds of communication?
Engagement Activities Do you think Maria had helped Engagement Activities Do you think Maria had helped
Group the class into three and give Ana for her final interview? Group the class into three and give Ana for her final interview?
each group a task card. Why? Why not? each group a task card. Why? Why not?
Group I If you were Maria would you do Group I If you were Maria would you do
Draw our native land as described the same? Why? Draw our native land as described the same? Why?
in the poem. Can you tell me the informal in the poem. Can you tell me the informal
Group II and formal sentences used in Group II and formal sentences used in
On each side of the dice, write the the dialogue? On each side of the dice, write the the dialogue?
ways on how we can appreciate (Write the pupils answers in ways on how we can appreciate (Write the pupils answers in
the beauty of our land. column) the beauty of our land. column)
Group III Group III
Compose a jingle on how we can Compose a jingle on how we can
maintain the beauty of our land maintain the beauty of our land
What are found between grand What are found between grand
mountains? mountains?
How will you describe the plains? How will you describe the plains?
(Call Group 1 to present their (Call Group 1 to present their
drawing) drawing)
Say: Let us see how our native Say: Let us see how our native
land looks like. land looks like.
(Ask Group 2 to present their dice (Ask Group 2 to present their dice
of appreciation) of appreciation)
Ask: What are the beautiful places Ask: What are the beautiful places
in our country? in our country?
What are the ways of appreciating What are the ways of appreciating
the beauty of our country? the beauty of our country?
(Call Group 3 to present their (Call Group 3 to present their
jingle) jingle)
Ask: What are the ways to Ask: What are the ways to
maintain the beauty of our land? maintain the beauty of our land?
E. Discussing new concepts I will read examples of poem. Present phrases of formal and Present set of independent I will read examples of poem. Present phrases of formal and
and practicing new skills #2 Tell me the words that rhyme. informal language clauses Tell me the words that rhyme. informal language
a. Across the world Ask: What have you observed The written sentences are a. Across the world Ask: What have you observed
Two boys are crying, with the informal and formal examples of independent Two boys are crying, with the informal and formal
Both wanting more, sentences? clauses. Each independent Both wanting more, sentences?
And tired of trying. b. Black bug bit clause is composed of subject, And tired of trying. b. Black bug bit
a big black bear. But where is the predicate and it gives a a big black bear. But where is the
big black bear that the big black complete thought or idea. big black bear that the big black
bug bit? Now, let us try to bug bit?
c. I must confess that in my quest connect/combine the set of c. I must confess that in my quest
I felt depressed and restless. independent clauses using the I felt depressed and restless.
d. How much wood would a conjunction. d. How much wood would a
woodchuck chuck; (Ask the pupils to give woodchuck chuck;
If a woodchuck would chuck examples of conjunction) If a woodchuck would chuck
wood? Ask: Which conjunction is wood?
appropriate for the first set of
independent clauses? in the
2nd set? And in the 3rd set?
F.Developing Mastery What words rhyme in the given Say: I will divide you into three Prepare the following What words rhyme in the given Say: I will divide you into three
poems/verses? groups. Each group will be given materials: (strips of cartolina poems/verses? groups. Each group will be given
How do these words rhyme? a task to perform. Cooperate with sentences written on How do these words rhyme? a task to perform. Cooperate
Expected Answers: well with your group mates for them, metacards with Expected Answers: well with your group mates for
crying trying (rhymes) you to have a good conjunction and) crying trying (rhymes) you to have a good
bug bit (same initial sound- presentation. Say: Combine the set of bug bit (same initial sound- presentation.
alliteration) Group I: We Can Write! Write an related sentences using the alliteration) Group I: We Can Write! Write an
confess restless (same vowel essay about election. conjunction and. confess restless (same vowel essay about election.
sound-assonance) Group II: The Telephone Call [ The Sun and the Moon were sound-assonance) Group II: The Telephone Call
wood would (imitation of sound- Have a telephone conversation married] wood would (imitation of sound- Have a telephone conversation
onomatopoeia) with your classmate asking him [ They had many children, the onomatopoeia) with your classmate asking him
about the project to be stars.] about the project to be
submitted. submitted.
Group III: The Interview! Have a Group III: The Interview! Have a
short presentation about a job short presentation about a job
interview interview

G.Finding Practical application Ask volunteers to complete the How will you talk to your Combine each pair of Ask volunteers to complete the How will you talk to your
of concepts and skills in daily following short poems using the teacher with formality? sentences using and. following short poems using the teacher with formality?
living words inside the parenthesis. 1. The family needed food. The words inside the parenthesis.
a. Rhymes family needed other supplies. a. Rhymes
One morning, Pretty Little _____ 2. Johns father prepared the One morning, Pretty Little _____
(lane, garden, hen) boat. He set sail for town. (lane, garden, hen)
Was walking in the _______ 3. The girl stayed at home. She Was walking in the _______
b. Alliteration took care of her little brother. b. Alliteration
Sheep should _______ in a shed. 4. We love dancing. We can do Sheep should _______ in a shed.
(sleep, away, sway) modern dances. (sleep, away, sway)
c. Assonance 5. Ana and Maria are good c. Assonance
I lie down by my side for my neighbors. They have become I lie down by my side for my
_____. (lady, bride, baby) best friends. _____. (lady, bride, baby)
Fleet feet sweep by sleeping Fleet feet sweep by sleeping
_____.(goose, geese, guest) _____.(goose, geese, guest)
d. Onomatopoeia d. Onomatopoeia
Whoosh, passing breeze Whoosh, passing breeze
Whoosh, whoosh _______. Whoosh, whoosh _______.
(splash, sparks, sprinkle) (splash, sparks, sprinkle)
H.Making generalization and Elements of a certain poetry piece We use formal English When do we use the Elements of a certain poetry piece We use formal English
abstraction about the lesson can be analyzed through rhymes communication in such serious conjunction and? can be analyzed through rhymes communication in such serious
and sound devices. Alliteration is situations or when talking with and sound devices. Alliteration is situations or when talking with
identified by the repeated sound people we dont know well. It is identified by the repeated sound people we dont know well. It is
of the first consonant in a series of also used in essays, cover letter of the first consonant in a series of also used in essays, cover letter
multiple words. Assonance is the for job application, letters at multiple words. Assonance is the for job application, letters at
repetition of vowel sound to work and other business related repetition of vowel sound to work and other business related
create rhyming. Onomatopoeia communication. create rhyming. Onomatopoeia communication.
refers to imitation of sound or We use informal English refers to imitation of sound or We use informal English
formation of words resembling in communication in our everyday formation of words resembling in communication in our everyday
sound. conversation and in personal sound. conversation and in personal
writings with friends, family and writings with friends, family and
other people. other people.
I.Evaluating learning Complete the following verses Rewrite the sentences to make Combine the sentences using Complete the following verses Rewrite the sentences to make
with appropriate rhyming words. it formal or informal. the correct conjunction with appropriate rhyming words. it formal or informal.
a. Rhymes 1. Whats up, Sally? a. Rhymes 1. Whats up, Sally?
Because shes sporty ___________________ Because shes sporty ___________________
In a kindly sort of _____. ( clay, 2. Jim, can you please go out to In a kindly sort of _____. ( clay, 2. Jim, can you please go out to
way, bay) get the way, bay) get the
b. Alliteration children?________________ b. Alliteration children?________________
The fair breeze blew 3. The performance was The fair breeze blew 3. The performance was
The white foam _______. (blow, wonderful._________________ The white foam _______. (blow, wonderful._________________
flew, flee) __________ flew, flee) __________
c. Assonance 4. Yours truly, c. Assonance 4. Yours truly,
I never heard before of a ship ________________ I never heard before of a ship ________________
Furbished with battle _____ 5. Im Furbished with battle _____ 5. Im
(beetle, tackle, pixel) okay.__________________ (beetle, tackle, pixel) okay.__________________
d. Onomatopoeia d. Onomatopoeia
The _______ bee flew away. (busy, The _______ bee flew away. (busy,
buzzing, barking) buzzing, barking)
J.additional activities for Write at least one example of Write five examples of formal Write at least one example of Write five examples of formal
application or remediation each. Sound devices and informal english each. Sound devices and informal english
V.REMARKS

VI.REFLECTION
A.No. of learners who earned ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to
80% in the evaluation next objective. the next objective. the next objective. 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% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery mastery mastery
B.No.of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find difficulties in ___Pupils did not find difficulties
additional activities for answering their lesson. in answering their lesson. difficulties in answering their answering their lesson. in answering their lesson.
remediation ___Pupils found difficulties in ___Pupils found difficulties in lesson. ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. ___Pupils found difficulties in answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the answering their lesson. ___Pupils did not enjoy the lesson ___Pupils did not enjoy the
because of lack of knowledge, lesson because of lack of ___Pupils did not enjoy the because of lack of knowledge, lesson because of lack of
skills and interest about the lesson. knowledge, skills and interest lesson because of lack of skills and interest about the lesson. knowledge, skills and interest
___Pupils were interested on the about the lesson. knowledge, skills and interest ___Pupils were interested on the about the lesson.
lesson, despite of some difficulties ___Pupils were interested on about the lesson. lesson, despite of some difficulties ___Pupils were interested on
encountered in answering the the lesson, despite of some ___Pupils were interested on encountered in answering the the lesson, despite of some
questions asked by the teacher. difficulties encountered in the lesson, despite of some questions asked by the teacher. difficulties encountered in
___Pupils mastered the lesson answering the questions asked difficulties encountered in ___Pupils mastered the lesson answering the questions asked
despite of limited resources used by the teacher. answering the questions asked despite of limited resources used by the teacher.
by the teacher. ___Pupils mastered the lesson by the teacher. by the teacher. ___Pupils mastered the lesson
___Majority of the pupils finished despite of limited resources used ___Pupils mastered the lesson ___Majority of the pupils finished despite of limited resources used
their work on time. by the teacher. despite of limited resources their work on time. by the teacher.
___Some pupils did not finish their ___Majority of the pupils used by the teacher. ___Some pupils did not finish their ___Majority of the pupils
work on time due to unnecessary finished their work on time. ___Majority of the pupils work on time due to unnecessary finished their work on time.
behavior. ___Some pupils did not finish finished their work on time. behavior. ___Some pupils did not finish
their work on time due to ___Some pupils did not finish their work on time due to
unnecessary behavior. their work on time due to unnecessary behavior.
unnecessary behavior.
C.Did the remedial work? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80%
No.of learners who have above above 80% above above above
caught up with the lesson
D.No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
continue to require additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation remediation
E.Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? Why ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up
did these work? the lesson the lesson the lesson the lesson the lesson
F.What difficulties did I ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to
encounter which my principal require remediation require remediation to require remediation require remediation require remediation
or supervisor can help me
solve?
G.What innovation or 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:
localized materials did ___Metacognitive Development: ___Metacognitive ___Metacognitive ___Metacognitive Development: ___Metacognitive
used/discover which I wish to Examples: Self assessments, note Development: Examples: Self Development: Examples: Self Examples: Self assessments, note Development: Examples: Self
share with other teachers? taking and studying techniques, assessments, note taking and assessments, note taking and taking and studying techniques, assessments, note taking and
and vocabulary assignments. studying techniques, and studying techniques, and and vocabulary assignments. studying techniques, and
___Bridging: Examples: Think-pair- vocabulary assignments. vocabulary assignments. ___Bridging: Examples: Think-pair- vocabulary assignments.
share, quick-writes, and share, quick-writes, and
anticipatory charts. anticipatory charts.
___Bridging: Examples: Think-
___Bridging: Examples: Think- ___Bridging: Examples: Think-
___Schema-Building: Examples: pair-share, quick-writes, and pair-share, quick-writes, and
___Schema-Building: Examples: pair-share, quick-writes, and
Compare and contrast, jigsaw anticipatory charts. anticipatory charts. Compare and contrast, jigsaw anticipatory charts.
learning, peer teaching, and learning, peer teaching, and
projects. ___Schema-Building: Examples: ___Schema-Building: projects. ___Schema-Building: Examples:
___Contextualization: Compare and contrast, jigsaw Examples: Compare
and ___Contextualization: Compare and contrast, jigsaw
Examples: Demonstrations, media, learning, peer teaching, and contrast, jigsaw learning, peer
Examples: Demonstrations, media, learning, peer teaching, and
manipulatives, repetition, and local projects. teaching, and projects. manipulatives, repetition, and local projects.
opportunities. ___Contextualization: ___Contextualization: opportunities. ___Contextualization:
___Text Representation: Examples: Demonstrations, Examples: Demonstrations, ___Text Representation: Examples: Demonstrations,
Examples: Student created media, manipulatives, media, manipulatives,
Examples: Student created media, manipulatives,
drawings, videos, and games. repetition, and local repetition, and local drawings, videos, and games. repetition, and local
opportunities. opportunities. opportunities.
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
slowly and clearly, modeling the ___Text Representation: ___Text Representation: slowly and clearly, modeling the ___Text Representation:
language you want students to use, Examples: Student created Examples: Student created language you want students to use, Examples: Student created
and providing samples of student drawings, videos, and games. drawings, videos, and games. and providing samples of student drawings, videos, and games.
work. ___Modeling: Examples: ___Modeling: Examples: work. ___Modeling: Examples:
Speaking slowly and clearly, Speaking slowly and clearly, Speaking slowly and clearly,
Other Techniques and Strategies modeling the language you want modeling the language you Other Techniques and Strategies modeling the language you want
used: students to use, and providing want students to use, and used: students to use, and providing
___ Explicit Teaching samples of student work. providing samples of student ___ Explicit Teaching samples of student work.
___ Group collaboration work. ___ Group collaboration
___Gamification/Learning throuh Other Techniques and Strategies ___Gamification/Learning throuh Other Techniques and Strategies
play used: Other Techniques and play used:
___ Answering preliminary ___ Explicit Teaching Strategies used: ___ Answering preliminary ___ Explicit Teaching
activities/exercises ___ Group collaboration ___ Explicit Teaching activities/exercises ___ Group collaboration
___ Carousel ___Gamification/Learning ___ Group collaboration ___ Carousel ___Gamification/Learning
___ Diads throuh play ___Gamification/Learning ___ Diads throuh play
___ Differentiated Instruction ___ Answering preliminary throuh play ___ Differentiated Instruction ___ Answering preliminary
___ Role Playing/Drama activities/exercises ___ Answering preliminary ___ Role Playing/Drama activities/exercises
___ Discovery Method ___ Carousel activities/exercises ___ Discovery Method ___ Carousel
___ Lecture Method ___ Diads ___ Carousel ___ Lecture Method ___ Diads
Why? ___ Differentiated Instruction ___ Diads Why? ___ Differentiated Instruction
___ Complete IMs ___ Role Playing/Drama ___ Differentiated Instruction ___ Complete IMs ___ Role Playing/Drama
___ Availability of Materials ___ Discovery Method ___ Role Playing/Drama ___ Availability of Materials ___ Discovery Method
___ Pupils eagerness to learn ___ Lecture Method ___ Discovery Method ___ Pupils eagerness to learn ___ Lecture Method
___ Group members Why? ___ Lecture Method ___ Group members Why?
collaboration/cooperation ___ Complete IMs Why? collaboration/cooperation ___ Complete IMs
in doing their tasks ___ Availability of Materials ___ Complete IMs in doing their tasks ___ Availability of Materials
___ Audio Visual Presentation ___ Pupils eagerness to learn ___ Availability of Materials ___ Audio Visual Presentation ___ Pupils eagerness to learn
of the lesson ___ Group members ___ Pupils eagerness to learn of the lesson ___ Group members
collaboration/cooperation ___ Group members collaboration/cooperation
in doing their tasks collaboration/cooperation in doing their tasks
___ Audio Visual Presentation in doing their tasks ___ Audio Visual Presentation
of the lesson ___ Audio Visual Presentation of the lesson
of the lesson
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils behavior/attitude __ Pupils behavior/attitude __ Pupils behavior/attitude __ Pupils behavior/attitude __ Pupils behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized __Contextualized/Localized and __Contextualized/Localized and
Indigenized IMs Indigenized IMs and Indigenized IMs Indigenized IMs Indigenized IMs
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be
as Instructional Materials used as Instructional Materials used as Instructional Materials as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition