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School Grade Level Five

GRADES 1 to 12 Teacher Learning Area English


DAILY LESSON LOG Teaching Date and Time August 14-18, 2017 Quarter Second Week 1

Monday Tuesday Wednesday Thursday Friday

I.OBJECTIVES
A.Content Standards Demonstrates understanding of Demonstrates command of the Demonstrate understanding of text Demonstrates understanding of Demonstrates
various linguistics nodes to conventions of standard English elements to comprehend various text different formats to write for a understanding of the
comprehend various texts grammar and usage when writing or variety of audiences and various forms and
Demonstrates understanding of speaking 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 nouns, Uses literal information from text to Drafts texts using appropriate Applies different views of
understand information/message(s) pronouns, verbs, adjectives and aptly infer and predict outcomes text types for a variety of the real world to
Prepares and participates effectively adverbs in general and their functions audiences and purposes effectively interpret
in a range of conversations and in various discourse (oral and written) (deconstruct) constructed
collaboration with diverse partners meaning in print, non-
print and digital materials
C.Learning Competencies/Objectives Identify signal words from text heard Compose clear and coherent sentences Identify main idea, key sentence and Plan a two to three-paragraph Determine images/ideas
Provide accurate instructions using appropriate grammatical supporting details of the given composition using an outline that are explicitly used to
EN5LC-IIa-4 structures: subject-verb agreement paragraph /other graphic organizers influence viewers;
EN5OL-IIa1.13.1 (inverted sentences) EN5G-IIa-3.9 EN5RC-IIa-2.21 EN5WC-IIa-1.1.6.1 stereotypes (racial
stereotyping) EN5VC-IIa-
7.2
II.CONTENT Signal Words from Text Heard Subject-Verb Agreement: Inverted Main Idea, Key Sentence and Two to Three-Paragraph Images/Ideas used to
Accurate Instructions Sentences Supporting Details of the Paragraph Composition Using Outline/Other Influence Viewers:
Graphic Organizers Stereotypes
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 5,
Developing my English Power 5, pp.60 pp.60 & 64
& 64
4.Additional materials from learning http://englishforeveryone.org www.edhelper.com https://www.youtube.co
resource (LR) portal m/watch?v=D501Mnyg8I
U
https://ca.answers.yahoo.
com/question/index?qid=
20100125210346AA2xuN
K
https://www.youtube.co
m/watch?v=wCgx8zM3wo
Q
https://www.youtube.co
m/watch?v=fS3e-n8Mj7I
B.Other Learning Resource Picture, chart Printed materials, worksheets, graphic charts Printed materials, worksheets, Printed materials, video
organizer graphic organizer clips
IV.PROCEDURES
A.Reviewing previous lesson or Clarifying meaning of words using Identify the word or phrase which has The pupils will watch a short clip. Review on identifying main idea, Game : Viewing Devices
presenting the new lesson dictionaries the same meaning as the underlined Then, they will identify the setting, key sentence and supporting (Pinoy Henyo version)
Have a contest in getting the meaning word. characters, beginning, middle and details of the paragraph
of words using dictionary. The first a. Naughty kids tease the street ending of the story. Water is used for drinking. We DAY 5
group that can post the correct children. They always make fun of their also use it for bathing. It is used
meaning on the board wins dirty clothes. for cooking and washing dirty Writing/
b. Sarina defends herself against bad clothes. Water has many uses.
people. She protects herself from harm Main Idea:_______________ Composition
and danger. Key Sentence:_______________
c. A brave boy is not afraid of the dark. Supporting Details:____________
He feels fearless in watching horror
films.
B.Establishing a purpose for the lesson Read the sentences. Select the The pupils will watch a short video clip Unlocking of Difficulty Do you have classroom rules to Whose families are from
meaning of the underlined words from about bullying Read the sentences. Select the follow? Bicol? Quezon Province?
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 sun. traditions that you
b. She sliced the bread into three b. A good chef cooks nutritious and practice in your province?
pieces. delicious foods.
c. Sift the dry and wet ingredients. c. Trees beautify our surroundings
cut to make something look more
separate beautiful
to cook through boiling water 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, “Samboy, Today you will read the selection, Let You will watch a short video clip, You will watch a video
new lesson Do you also cook at home? the Bully Fighter”. From the story, you Us Plant Trees. From the selection, “Understand the Basic Rule”. clip, “Are Ilocanos
Do you follow the right procedures in will discover how the character defends you will enumerate the importance From that video clip, you will find Stingy?”. From this video,
cooking your favorite his classmate against bully. You will also of trees in our surroundings, the main idea, key sentence and you will find out what are
food? discover the inverted order of especially in our lives. supporting details the usual impressions of
sentences used in the story. other people to Ilocanos
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 play.
At the other side of the park is Ana. She
is very shy. She doesn’t play with other
children. Rico, Samboy’s friend, always
Today you will listen to a selection on
teases Ana. Inside Ana’s bag are
how to make puto with cheese. From
glittered pens. Rico always gets Ana’s
the selection, you will enumerate the
steps of cooking puto by using signal pens and passes it on with his other
words as first, second, next, then, and friends.
finally or lastly. 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 Read the selection to the pupils. What is the selection about? Let the pupils read the story. Let the pupils watch the video Let the pupils watch the
practicing new skills #1 Stop/Pause at some parts and ask How will you describe Samboy? Why TREES are important? clip. video clip.“Are Ilocanos
predicting questions. What can you say about the attitude of to make something look more Understand the Basic School Stingy?”
How to Cook Puto with Cheese Rico? beautiful Rules https://www.youtube.co
First, we prepare steamer with water Do you think Rico shows good conduct? keep somebody or something safe https://www.youtube.com/watc m/watch?v=srx5j3qaNes
and greased individual molds. Second, How did Samboy fight the bully? delightful, good to eat h?v=RyLzsQKFpB0 2. Discussion
mix well the flour, sugar and baking Is it good to make fun of other people? 235 What is the selection about? What is the video about?
powder in a bowl. Next, add butter, Why? Why not? Let us Plant Trees What are the basic classroom What are the common
evaporated milk, egg and water. When Trees are our friends. They give us rules mentioned in the story? impressions about
it is already mixed, pour it into shade. They protect Why is it important to follow Ilocanos?
individual molds. Then, arrange molds us from rain and the sun. rules in school or in anywhere Do you believe that
in the steamer and top each puto with Many trees give us fruits to eat. you are? Ilocanos are very thrifty?
slices of cheese. Steam it for about 20 Some of them are mango, santol and Why? Why not?
minutes. Finally, remove puto from durian. Others are caimito, mabolo
steamer, unmold and arrange in a and chico. Still others are duhat,
serving platter. orange, pomelo and lanzones. These
-www.filipinorecipesite.com fruits are delicious. They make us
What is the first step in cooking puto healthy and strong, too.
with cheese? Some trees have flowers. They come
After mixing the flour, sugar and in many colors—red, white, violet
baking powder in a bowl, what will and yellow. All of these are pretty
you do next? 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 mixture made into chairs, tables, desks and
of ingredients? cabinets. Wood is all around us. We
What is the last step? find it at home, in school, on the
What should we do to cook food playground and in the church.
safely? Let us plant trees. Trees give us many
How did you know the correct steps in things.
making puto? What is the selection about?
What are the signal words used in the Why do we say that trees are our
selection that help you share the right friends?
steps in cooking puto with cheese? What different things do trees give
Expected Answer: first, second, next, us?
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 Now, we will make your Family Hand Present the following sentences: From the story that you read, which Using the video clip, help the 1. Present the
practicing new skills #2 Canvass on a sheet of paper. Follow a. With his friends he goes to the park sentence tells what the story is pupils to fill in the missing ideas sentences/ideas to be
the directions correctly . to play. about? Where do you find it? Is it at in the given outline/graphic analyzed
First, get a whole sheet of paper. Next, b. At the other side of the park is Ana. the beginning, middle or ending of organizer a. Ilocanos are known for
trace your right hand at the middle of c. Inside Ana’s bag are glittered pens. the story? Which sentences best I. Main being thrifty.
the paper. Then, write the name of Which comes first in the inverted order support the main idea of the story? Idea:_______________________ b. Cavite os are brave.
each member of the family on each of a sentence? Give another paragraph to analyze. ___________ c. Bicolanos like spicy
traced finger. At the center of the What happens to the verb when the 1. Most boys like to spin tops. A. Key foods.
traced hand, write a message for your subject is singular? When the subject is Sometimes they have a contest with Sentence:___________________ d. Igorots are said to be
family. Finally, share your output with plural? their tops. They spin their tops at the __________ headhunters.
your seatmate. same time. The last to stop spinning 1. ____________________ e. Batangueños are
Ask: wins the contest. 2. ____________________ fearless (barako).
“What can you say about your What is the main idea of the Supporting f. Pampagueños are good
artwork?” paragraph? 3. ____________________ cooks.
“How did you do it correctly?” What is the key sentence? Details 2. Discussion
Expected Answer: Follow the What are the supporting details in Is it true that all Caviteños
directions in correct order or the paragraph? are brave?
sequence 3. Sam collects stamps. He compiles Do all Bicolanos like spicy
his stamp collection in a big clear foods?
book. He collects toys like Voltes V What are the bases of the
robots. He also collects memorabilia given sentences?
of Michael Jackson. He displays his (Explain the concept of
collections in his room. Sam is a stereotyping
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 with your Each group will roam around the The class will be divided into four Group I – Make a
Ask the pupils to look for a partner. partner. Then, compose coherent room and see the posted manila groups. Each group will make an commercial about the
Each pair should sentences in the inverted order using papers with selections. The group outline from the given set of food interest of Bicolanos
have a piece of paper and a the given verbs that agree with the will look for the main idea, key sentences. (refer to the commercial,
pencil/pen. Pupil A will give the subjects in each item. sentence and supporting details in a. Needs nourishment Lucky Me Spicy Pancit
directions and pupil B will follow.Then, a. live four horses in the barn the given paragraphs. Then, they will b. Requires adequate amount of Canton)
they will take turns b. the haunted house down that dark share their answers to the class. nutrients Group II - Create a poster
a. Directions for Pupil B: Draw a big path sits Paragraph 1 c. A healthy looking body doesn’t about the common
circle. Then, draw a horizontal below c. was the tranquil garden untouched There are different steps in solving a just happen qualities of Batangueños
the circle. Write the word HELLO in 2. Independent Practice problem in Mathematics. First, read d. Proteins, fats, carbohydrates, Group III – Present a short
capital letters inside the circle. Put an Write coherent inverted sentences the problem carefully and find out minerals talk show/interview
exclamation point after the word. using the words written on each cake. what is asked. Next, look for the e. The human body both needs showing the stereotyping
b. Directions for Pupil A: Draw a small given facts, then think of the process rest and exercise. about Aetas
circle. Then, draw a bigger circle to be used. Finally solve for the f. The body needs food as the 2. The teacher will
around it. Draw two small circles answer. machine needs fuel as oil. present a video clip. Then,
below the bigger circle. Then write the Paragraph 2 g. A good deed of care is given to the pupils will identify the
word HI in capital letters on top of the Water is used for drinking. We also it part of the video that
circle. Put an exclamation point after use it for bathing. It is used for shows stereotyping.
the word.
2. Game on Following Directions: cooking and washing dirty clothes. I. Main https://www.youtube.co
Simon Says Water has many uses. Idea:_______________________ m/watch?v=wCgx8zM3wo
The teacher will ask a volunteer leader Paragraph 3 ___________ Q
to give directions. The second month of the year, which A. Key
The rest of the pupils will follow what is February, was named after Sentence:___________________
the leader will say. The Februalia, The Roman festival of __________
pupil who can follow the directions purification. February, as we all 1. ____________________
correctly will get the know, is the month of love. It is in 2. ____________________
point. this month that Valentine’s Day or Supporting
Examples: Simon says, raise your right heart’s day is celebrated. On this day, 3. ____________________
foot. we express our love to our loved Details
Simon says, touch your left ear with ones. We can show our love not only II. Main
your right hand during this month but also in all Idea:_______________________
months and days of the year. ___________
2. Read the given paragraphs. Put a A. Key
check on the sentence which tells the Sentence:___________________
main idea of the paragraph. __________
a. Many boys and girls like to play 1. ____________________
sipa. They use a ball made of rattan. 2. ____________________
One player kicks the ball and the Supporting
other player kicks it back. 3. ____________________
_____Boys and girls like to kick. Details
_____Boys and girls like to play. 2. Individual Activity
_____Boys and girls like to play sipa. Choose a topic from the list then,
b. In times of disaster such as fires, make an outline of it.
floods and hurricanes, the Red Cross a. Summer is fun!
shelters, feeds and clothes the b. My Hobbies
victims and cares for sick and the c. My Responsibilities
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 Your Science teacher asked you to What will you do if you are being The teacher reads the selection and Ask a volunteer to make an How does stereotyping
concepts and skills in daily living have an observation about the bullied? asks the pupils to identify the outline of community affect people?
properties of matter through an sentence that gives the main idea, rules. Is it advantageous to
experiment. Will you follow the key sentence and supporting details. consider stereotyping
correct steps in doing your There are different steps in solving a when mingling with other
experiment? Why? Why not? problem in Mathematics. First, read people? Why? Why not?
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 What are the signal words? When do we use the s-form of the The sentence that tells what the REMEMBER Stereotypes are results of
abstraction about the lesson verb?the basd form? paragraph or selection is all about is Outlining is arranging notes so incomplete or distorted
called the main idea. that important ideas stand out information accepted as
The key sentence is the sentence and make clear which point fact without question. A
which states the topic of the supports each of the important stereotype is simply a
paragraph. ideas. widely held belief that an
Supporting details are the sentences Main ideas are those numbered individual is a member of
in the paragraph which give in Roman Numerals I,II , III, etc. a certain group based on
information related to the topic The key sentences are indicated characteristics.
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. Then do Using the following pictures compose a Identify the main idea of the Make an outline using the given Write the message of the
it correctly. sentence using the correct subject-verb following paragraphs. sentences. following picture that
1. First, write your name, grade and agreement. 1. The root is an important part of a. They seek to introduce new shows stereotyping.
section at the top of your paper. the plant. It is responsible for getting quality such as early ripening,
2. Next, think of what you want to water and minerals from the soil for greater size, better flavor and
become when you grow up. the plant to grow. It also holds the resistance to disease.
3. Then, write it on your paper. plant in position. If roots are cut off b. Thousands of men are
4. After that, write the steps that you from the plant, it would die. constantly working to improve
will do to achieve your ambition. Main Idea:_____________________ the plants.
5. Lastly, let your seatmate check your Key Sentence:____________ c. Men breed plants just as they
work Supporting Details:______________ do to animals.
2. Jose sometimes sees cloud shaped d. They seek new colors in
like a horse. Sometimes he sees one flowers, different shapes or
that looks like a sailboat floating in greater size.
the sky. He also even sees one e. These methods may also Mexicans love ______.
shaped like a giant robot. Jose loves improve animals.
to look at different cloud formations. f. Cultivation, selection,
Main Idea:___________________ preservation and crossing or
Key Sentence:______________ hybridization
Supporting Details:______________
3. When an animal is threatened with g. There are four significant
extinction or disappearance, we say methods by which man may
it is an endangered animal. We must improve plants.
take care of animals to protect them
from becoming extinct. Some
endangered species are Philippine
eagle, Palawan hornbill, Mindoro
forest mouse, kuwago and many
more.
Main Idea:_____________________ Indians are good in ____.
Key Sentence:__________________
Supporting Details:_______________
4. Salih eats foods cooked in
vegetable oil. This is because 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 Americans are fond
traditions of the people from Sulu.
Main Idea:____________________ of eating ______.
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. Filipinos are _______.
Main
Idea:________________________
Key Sentence:___________________
SupportingDetails:_______________

Filipino women are


______________.

J.additional activities for application or Write a short paragraph using the Answer Independent practice on p. 106 Answer JLE p.103 Complete the flower organizer Identify the racial
remediation signal words. with related ideas stereotyping shown in the
video.
https://www.youtube.co
m/watch?v=fS3e-n8Mj7I

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move
the evaluation objective. objective. next objective. the next objective. on to the next objective.

___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.

_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery 80% 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 lesson.
___Pupils found difficulties in ___Pupils found difficulties in answering ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. their lesson. answering their lesson. answering their lesson. ___Pupils found
difficulties in answering
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson their lesson.
because of lack of knowledge, skills because of lack of knowledge, skills and because of lack of knowledge, skills because of lack of knowledge,
and interest about the lesson. interest about the lesson. and interest about the lesson. skills and interest about the ___Pupils did not enjoy
lesson. the lesson because of lack
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the of knowledge, skills and
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on the interest about the lesson.
encountered in answering the encountered in answering the questions encountered in answering the lesson, despite of some
questions asked by the teacher. asked by the teacher. questions asked by the teacher. difficulties encountered in ___Pupils were interested
answering the questions asked by on the lesson, despite of
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson the teacher. some difficulties
of limited resources used by the of limited resources used by the teacher. despite of limited resources used by encountered in answering
teacher. the teacher. ___Pupils mastered the lesson the questions asked by the
___Majority of the pupils finished their despite of limited resources used teacher.
___Majority of the pupils finished their work on time. ___Majority of the pupils finished by the teacher.
work on time. their work on time. ___Pupils mastered the
___Some pupils did not finish their work ___Majority of the pupils finished lesson despite of limited
on time due to unnecessary behavior. their work on time.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish resources used by the
work on time due to unnecessary work on time due to unnecessary their work on time due to teacher.
behavior. behavior. unnecessary behavior.
___Majority of the pupils
finished their work on
time.

___Some pupils did not


finish their work on time
due to unnecessary
behavior.

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

F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who
which my principal or supervisor can require remediation remediation require remediation require remediation continue to require
helpme solve? remediation

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
materials did used/discover which I well:
wish to share with other teachers?  ___Metacognitive 
Development: ___Metacognitive Development:  ___Metacognitive Development: ___Metacognitive Development:
Examples: Self assessments, note Examples: Self assessments, note taking Examples: Self assessments, note 
Examples: Self assessments, note ___Metacognitive
taking and studying techniques, and and studying techniques, and taking and studying techniques, and taking and studying techniques, Development: Examples: Self
vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments. assessments, note taking and
studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-  
___Bridging: Examples: Think- ___Bridging:Examples:Think-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and pair-share,quick-
charts. charts. charts. anticipatory charts. writes,andanticipatorycharts.

     __Schema-Building:
Examples: Compare and
 ___Schema-Building: 
Examples: ___Schema-Building: 
Examples: ___Schema-Building: 
Examples: ___Schema-Building: Examples: contrast, jigsaw learning, peer
Compare and contrast, jigsaw learning, Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw teaching, and projects.
peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and
 ___Contextualization:
   projects.
 Examples: Demonstrations,
 ___Contextualization:  ___Contextualization:  ___Contextualization:  media, manipulatives,

 
Examples: Demonstrations, media, Examples: Demonstrations, 
media, Examples: Demonstrations, media,  ___Contextualization: repetition, and local
opportunities.
manipulatives, repetition, and local manipulatives, repetition, and local 
manipulatives, repetition, and local Examples: Demonstrations,
opportunities. opportunities. opportunities. 
media, manipulatives, repetition, ___Text Representation:

   and local opportunities.  Examples: Student created


drawings, videos, and games.
 ___Text Representation:  ___Text Representation:  ___Text Representation: 
 ___Modeling: Examples:
 
Examples: Student created drawings, 
Examples: Student created drawings, 
Examples: Student created drawings, ___Text Representation: Speaking slowly and clearly,
videos, and games. videos, and games. videos, and games.  Examples: Student created modeling the language you
drawings, videos, and games. want students to use, and
 ___Modeling: Examples: 
Speaking ___Modeling: Examples: 
Speaking ___Modeling: Examples: Speaking providing samples of student
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: work.
language you want students to use, language you want students to use, and language you want students to use, Speaking slowly and clearly, Other Techniques and
and providing samples of student work. providing samples of student work. and providing samples of student modeling the language you want Strategies used:
work. students to use, and providing
samples of student work. ___ Explicit Teaching
Other Techniques and Strategies used: Other Techniques and Strategies used:
Other Techniques and Strategies ___ Group collaboration
___ Explicit Teaching ___ Explicit Teaching used: Other Techniques and Strategies
used: ___Gamification/Learning
___ Group collaboration ___ Group collaboration ___ Explicit Teaching throuh play
___ Explicit Teaching
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Answering preliminary
___ Group collaboration
___ Group collaboration
activities/exercises
___ Answering preliminary ___ Answering preliminary ___Gamification/Learning throuh
play ___Gamification/Learning throuh
___ Carousel
activities/exercises activities/exercises play
___ Answering preliminary ___ Diads
___ Carousel ___ Carousel ___ Answering preliminary
activities/exercises ___ Differentiated Instruction
___ Diads ___ Diads activities/exercises
___ Carousel ___ Role Playing/Drama
___ Differentiated Instruction ___ Differentiated Instruction ___ Carousel
___ Diads ___ Discovery Method
___ Role Playing/Drama ___ Role Playing/Drama ___ Diads
___ Differentiated Instruction ___ Lecture Method
___ Discovery Method ___ Discovery Method ___ Differentiated Instruction
Why?
___ Role Playing/Drama
___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Role Playing/Drama ___ Complete IMs

Why? Why? ___ Lecture Method ___ Discovery Method ___Availability of Materials

___ Complete IMs ___ Complete IMs Why? ___ Lecture Method ___ Pupils’ eagerness to learn

___ Group member’s


___ Availability of Materials ___ Availability of Materials ___ Complete IMs Why?
collaboration/cooperation
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Complete IMs
in doing their tasks
___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn ___ Availability of Materials
___Audio Visual Presentatio
collaboration/cooperation collaboration/cooperation ___ Group member’s ___ Pupils’ eagerness to learn of the lesson

in doing their tasks in doing their tasks collaboration/cooperation ___ Group member’s

___ Audio Visual Presentation ___ Audio Visual Presentation in doing their tasks collaboration/cooperation

of the lesson of the lesson ___ Audio Visual Presentation in doing their tasks

of the lesson ___ Audio Visual Presentation

of the lesson