School Teaching Dates

Kindergarten
Teacher NOELA S. BACLAYO Week No. 37
Daily Lesson Log
Content Focus I HAVE RESPONSIBILITIES Quarter Four

BLOCKS OF
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Arrival Time
Activities Free Play: Exploration and Discovery
Meeting Time I
Routine Activities National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Exercise Exercise Exercise Exercise Exercise
Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan

Messages I have responsibilities to the I am responsible for my own I have responsibilities to I am responsible to prevent I am a responsible Filipino
environment safety others. bullying

Questions  What is responsibility?
 What are your
responsibilities to the
environment?
 Recalls lessons from
previous weeks- taking care
of the environment, plants,
and animals.
 How can you be safe ?
 Why do we need to know
safety measures in times of
accident, threats and
disaster?
 Tell a story about what
could happen when
children do not observe
safety measures?
 What are your
responsibilities to:
- The members of your
family?
- Your classmates and
peers?
- Community helpers?
 Unlock bullying/ bully.  What are your
 Have you experienced responsibilities to your
being bullied? country as a Filipino?
 What did you feel/what do
you think the person
bullied feels?
 If you are being bullied,
what will you do?
 What will you do to
prevent bullying?

Transition to Work The teacher gives instructions on how to do the independent activities, answer any questions, and tells the learners to join their group and do the assigned tasks.
Period 1
Work Period 1
Teacher- Big Book: My Literature- based: Self-stick 10 commandments Resource person on Panatang Makabayan
Supervised responsibilities puppets Bullying Promise card
Activity
Nakalilikha ng iba’t • Naisasagawa ang • Nagkakaroon ng kamalayan sa • Use polite greetings and • Naipakikita ang paggalang
Competencies pangangalaga sa pansariling damdamin ng iba (SEKEI-00-2) courteous expressions in sa pambansang sagisag
ibang bagay sa
pamamagitan ng kalusugan tulad ng: paglilinis
malayang pagguhit ng katawan, paghuhugas ng
(SKMp-00-1 kamay bago at pagkatapos
Nakaguguhit, kumain, pagsesipilyo,
pagsusuklay, paglilinis ng
nakapagpipinta at
kuko, pagpapalit ng damit,
nakapagpakukulay ng pagtugon sa personal
iba’t ibang bagay o na pangangailangan nang nag-
Gawain(dekorasyon iisa (pag-ihi, pagdumi)
sa ‘name tag”, kasapi paghuhugas ng kamay,
ng mag-anak, Gawain pagkatapos gumamit ng
ng bawat kasapi ng palikuran (KPKPKK-Ih-1)
mag-anak, mga • Naipakikita ang wastong
alagang hayop, mga pangangalaga sa mga
halaman sa pansariling kagamitan sa
paglilinis at
paligid(SKMP-00-2) pag-aayos ng katawan
Identify simple ways
(KPKPKK-00-2)
of taking care of • Nakikilala ang kahalagahan
environment(PNEKE- ng mga tuntunin: pag-iwas sa
00-4) paglalagay ng maliit na
talk about one’s bagay sa bibig, ilong, at
personal tainga, hindi paglalaro ng
experiences/narrates posporo, maingat na paggamit
events of the day ng
(LLKOL-Ig-3) matutulis/matatalim na bagay
Retell in 1 to 3 tulad ng kutsilyo, tinidor,
sentences through gunting, maingat na pag
pictures and akyat at pagbaba sa hagdanan,
dramatization (LLKOL- pagtingin sa kaliwa’t kanan
Ih-12) bago tumawid sa daan,
Express simple ideas pananatiling kasama ng
through symbols (e.g., nakatatanda kung nasa sa
drawings, invented matataong lugar (KPKPKK-
spelling) (LLKC-00-1) Ih-3)
• Nakikilala ang
kahalagahan ng
pansariling kaligtasan:
nagpapaalam kung lalabas,
sumasama lamang sa mga
kilalang tao/kalaro,
nagsasabi ng “HUWAG” o
“HINDI”
• Nakapagbubuo ng
pagkakaibigan (KMKPAra-00-
5)
• Naipakikita ang
pagpapahalaga sa maayos na
pakikipaglaro: pagiging
mahinahon,
pagsang-ayon sa pasiya ng
nakararami/reperi, pagtanggap
ng pagkatalo nang
maluwag sa kalooban,
pagtanggap ng pagkapanalo
nang may kababaang loob
(KAKPS-00-19)
• Nasasabi, nakikilala at
naipakikita ang kahalagahan ng
pakikibahagi (pagbabahagi
ng pagkain, laruan, gamit)
(KAKPS-00-16)
• Naipakikita ang kusang
pagtulong sa panahon ng
pangangailangan (KAKPS-00-
20)
• Nakalilikha ng iba’t ibang
bagay sa pamamagitan ng
malayang pagguhit (SKMP-00-
1)
• Talk about one’s personal
experiences/narrates events of
the day (LLKOL-Ig-3)
• Express simple ideas through
symbols (e.g., drawings,
invented spelling) (LLKC-00-1)
appropriate situations (watawat at Pambansang
(LLKOL-Ia-1) Awit): pagtayo nang tuwid
• Listen attentively to na nakalagay ang kanang
stories/poems/ songs (talks) kamay sa dibdib habang
(LLKLC-00-1) umaawit at itinataas ang
• Relate personal experiences watawat (KAKPS-00-15)
to events in
stories/poems/songs listened
to (LLKLC-Ig-4)
• Natutukoy ang kahalagahan ng
pagpapakita ng positibong
pag-uugali sa harap
ng hindi inaasahang
pangyayari tulad ng
pagkatalo sa laro, atbp.
(SEKPSE-00-8)
• Naipakikita ang pag-unawa
sa nangyayari o
kasalukuyang sitwasyon at
nakapaghihintay sa tamang
oras na matugunan ang
gusto/pangangailangan
(SEKPSE-00-10)
• Nakikilala ang mga
pangunahing emosyon (tuwa,
takot, galit, at lungkot)
(SEKPSE-00-11)
• Naipahihiwatig ang
katanggap-tanggap na
reaksiyon sa mga akmang
sitwasyon
(hindi pagtawa sa nasaktan
na batang nadapa) (SEKEI-
00-1)
• Nagkakaroon ng kamalayan sa
damdamin ng iba (SEKEI-
00-2)
• Nakapagsasabi ng totoo sa
magulang, nakatatanda at iba
pang kasapi ng
pamilya sa lahat ng pagkakataon
(KAKPS-00-21)

 Work with minimal
Learning supervision and finish
Checkpoints their work on time
Independent  Jigsaw sentences
Activities  Mystery words
kung hinipo ang maselang
bahagi ng katawan
(KPKPKK-Ih-2)
• Naipakikita ang simpleng
na kahandaan sa panahon
ng sakuna: lindol, baha,
sunog,
atbp. (KPKPKK-Ih-4)
• Talk about one’s
personal
experiences/narrates
events of the day
(LLKOL-Ig-3)
• Express simple ideas
through symbols (e.g.,
drawings, invented
spelling) (LLKC-00-1)
• Recall details of the
story: characters, when
and where the
stories/poems/songs
happened, and the events
in story listened to
(LLKLC-00-2)
• Relate personal
experiences to events in
stories/poems/songs
listened to (LLKLC-Ig-4)
• Express one’s idea/self
freely through creative
ways (drawing,
illustration, body
movement, singing,
dancing) based on story
listened to (LLKLC-00-
13)
 Infer how the character  State rules on being a
in the story felt
• Naipakikita ang
pagpapahalaga sa maayos na
pakikipaglaro: pagiging
mahinahon, pagsang-ayon sa
pasiya ng nakararami/reperi,
pagtanggap ng
pagkatalo nang maluwag sa
kalooban, pagtanggap ng
pagkapanalo nang may
kababaang loob (KAKPS-
00-19)
• Nasasabi, nakikilala at
naipakikita ang kahalagahan
ng pakikibahagi
(pagbabahagi ng pagkain,
laruan, gamit) (KAKPS-00-
16)
• Naipakikita ang kusang
pagtulong sa panahon ng
pangangailangan
(KAKPS-00-20)
• Express simple ideas through
symbols (e.g., drawings,
invented spelling) (LLKC-
00-1)
 Knows how to be a good  Show respect to the
good family member, friend- practice sharing, Philippine flag and the
student, and member of respect, cooperation, national Anthem
the community patience, etc.
  Go hunting
 Go my friend’s portrait
 Use polite greetings and courteous expressions in appropriate situations (LLKOL-Ia-1)
 Retell in 1 to 3 sentences through pictures and dramatization (LLKOL-Ih-12)
 Identify the sounds of letters orally given (LLKPA-Ig-1)
 Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
 Nakapagbubuo ng pagkakaibigan (KMKPAra-00-5)
 Natatawag ang mga kalaro at ibang tao sa kanilang pangalan (KAKPS-00-13)
Competencies  Nakalilikha ng iba’t ibang bagay sa pamamagitan ng malayang pagguhit (SKMP-00-1)
 Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t ibang bagay o Gawain (dekorasyon sa “name tag”, kasapi ng mag-anak , gawain ng bawat kasapi ng mag-
anak, mga alagang hayop, mga halaman sa paligid) (SKMP-00-2)
 Nakagugupit at nakapagdidikit ng iba’t ibang hugis na may iba’t ibang tekstura (SKMP-00-4)
 Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)
 Express simple ideas through symbols (e.g., drawings, invented spelling)(LLKC-00-1)
 Give the names of family members, school personnel, and community helpers, and the roles they play/ jobs they do/things they use (LLKV-00-6)
 Link words to form sentences
Learning
 Give the sound of the letters and match the letter sound to its letter form
Checkpoints
 Have formed friendships with each other
Transition to The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before Meeting Time 2. After 10 minutes, the teacher tells the learners to
Meeting Time 2 start packing away the materials they used and be ready for Meeting Time 2. A transition song or a countdown may be used.
Meeting Time 2
Questions/ As a Kindergarten pupil, what Cause and Effect Pictures Why is respect and obedience Share what you wrote on your Promise Which of the reminders
Activity are your responsibilities (playing with knife, matches, important? Card in Panatang Makabayan can
to your environment? teasing a dog, playing with electrical you do even as a young child?
appliances)
Transition to The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time by washing their hands. Encourage sharing
Recess especially if not all children have food.
Supervised Recess
Transition to Quiet The teacher reminds the children to pack away the things they used in recess time, clean up their eating area, throw their trash in the trash bin, wash their hands, brush
Time their teeth, change their wet clothes, and have their Quiet Time.
Quiet Time
Transition to Story While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to listen to a story. When the learners are ready, the teacher proceeds
Time with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time

Story Big Book: My Responsibilities Theme: Any age and culturally Theme: Any age and culturally Theme: Any age and culturally Theme: Any age and culturally
appropriate story about safety appropriate story about obedience appropriate story about bullying appropriate story about being a
Filipino
Theme
Pre-reading  Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.  Define difficult words.
Activity
  Motivation question: What tasks do  Motivation question: Have you  Motivation question: Do your  Motivation question: Have you  Motivation question: What
you do at home and in school? experienced getting hurt? parents tell you to do things? What experienced being teased by or do you mean when you say one
 Motive question: What were the  Motive question: What caused the are these? teasing someone? What did you is a Filipino?
tasks that the characters need to do pain experienced by the  Motive question: What did the feel?  Motive question: What does it
in school? characters? parents in the story ask their  Motive question: What will the mean to be a Filipino for the
children to do? character feel when he/she was characters in the story?
bullied?
During Reading Ask comprehension questions.
Post Reading  What are your tasks at home and  How did the character in the  What did the parents ask the  After the bully in the story teased  What does it mean to be a
in school? story got hurt? children to do in the story? his/her classmates, Filipino in the story? What can
 Do you all do these
responsibilities at home and in  Is obeying your parents  what do you think will you do to become a good
important? Why? happen to him? Filipino?
school?
 When do you need to obey
your parents?
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the learners
Period 2 to join their group and do the assigned tasks.
Work Period 2
Teacher- Human Clock Road to Safety Responsibility to Others Graph Problem Solving Responsibility Call Out
Supervised
Activity
Competencies • Recognize that a clock and a • Naisasagawa ang • Collect data on one variable • Count objects with one-to-one • Complete patterns (MKSC-
watch tell time (MKME-00-5) pangangalaga sa pansariling (e.g., sex /boys or girls) through correspondence up to quantities 00-19)
• Recognize and name the hour kalusugan tulad ng: paglilinis observation and of 10 (MKC-00-7) • Reproduce and extend
and minute hands in a clock ng katawan, paghuhugas ng asking questions (MKAP-00-1) • Combine elements of two sets patterns (MKSC-00-20)
(MKME-00-6) kamay bago at pagkatapos • Create simple pictographs using concrete objects to • Create own patterns
• Tell time by the hour kumain, pagsesipilyo, (MKAP-00-2) represent the concept of (MKSC-00-21)
(MKME-00-7) pagsusuklay, paglilinis ng • Discuss simple pictographs addition (MKAT-00-3)
• Tell the time of day when kuko, pagpapalit ng damit, (MKAP-00-3) • Take away a quantity from a
activities are being done, e.g., pagtugon sa personal given set using concrete objects
morning, afternoon, night na pangangailangan nang nag- to represent the
(MKME-00-3) iisa (pag-ihi, pagdumi) concept of subtraction (MKAT-
paghuhugas ng kamay, 00-4)
pagkatapos gumamit ng • Add quantities up to 10 using
palikuran (KPKPKK-Ih-1) concrete objects (MKAT-00-8)
• Subtract quantities up to 10
• Naipakikita ang wastong using concrete objects (MKAT-
pangangalaga sa mga 00-9)
pansariling kagamitan sa • Use a variety of materials and
paglilinis at pag-aayos ng communicate strategies used to
katawan (KPKPKK-00-2) determine
answers to addition and
• Nakikilala ang kahalagahan subtraction problems listened to
ng mga tuntunin: pag-iwas sa (MKAT-00-10)
 paglalagay ng maliit • Solve simple addition and
na bagay sa bibig, ilong, at subtraction number stories (up to
tainga, hindi paglalaro ng quantities of 10) read
posporo, maingat na by the teacher using a variety of
paggamit ng ways (e.g., concrete materials,
matutulis/matatalim na bagay drawings) and
tulad ng kutsilyo, tinidor, describe and explain the
gunting, strategies used (MKAT-00-11)
maingat na pag-akyat at • Write addition and subtraction
pagbaba sa hagdanan, pagtingin number sentences using concrete
sa kaliwa’t kanan bago representations
tumawid sa daan, pananatiling (MKAT-00-10)
kasama ng nakatatanda kung • Recognize and visualize
nasa sa matataong situations that require addition
lugar (KPKPKK-Ih-3) and subtraction (MKAT-00-14)
• Group, represent, and count
• Nakikilala ang kahalagahan sets of equal quantity of
ng pansariling kaligtasan: materials up to 10
nagpapaalam kung lalabas, (beginning of multiplication)
sumasama lamang sa mga (MKAT-00-15)
kilalang tao/kalaro, nagsasabi • Separate and represent groups
ng “HUWAG” of equal quantities using
o “HINDI” kung hinipo ang concrete objects up to
maselang bahagi ng katawan 10 (beginning division) (MKAT-
(KPKPKK-Ih-2) 00-16)

• Naipakikita ang simpleng na

kahandaan sa panahon ng
sakuna: lindol, baha,
sunog, atbp. (KPKPKK-Ih-4)

• Nakasasali sa mga laro, o

anumang pisikal na gawain at
iba’t ibang paraan ng
pag-eehersisyo (KPKPF-00-1)

 Recognize and name the hour and  Tell possible outcomes of  Create and discuss simple  Solve addition, subtraction,  Complete, reproduce and
Learning minute hands in a clock, tell time familiar events pictographs simple multiplication, and simple extend, and create patterns
Checkpoints by the hour, and tell the time of division word problems
day when activities are being done
1. Responsibility game board
Independent 2. Clock and responsibility match
Activities 3. Clock making
 4. Find, Tally, and Graph
• Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
• Tells possible outcomes of familiar events (e.g., what to wear on a sunny/rainy days, running fast on a wet and slippery corridor, etc.) (MKAP-00-5)
• Recognize that a clock and a watch tell time (MKME-00-5)
• Recognize and name the hour and minute hands in a clock (MKME-00-6)
• Tell time by the hour (MKME-00-7)
• Tell the time of day when activities are being done, e.g., morning, afternoon, night (MKME-00-3)
Competencies
• Recognize that a clock and a watch tell time (MKME-00-5)
• Recognize and name the hour and minute hands in a clock (MKME-00-6)
• Read and write numerals 0 to 10 (MKC-00-3)
• Match object, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
• Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
• Read and write numerals 0 to 10 (MKC-00-3)
Learning  Recognize that a clock and a watch tell time
Checkpoints  Recognize and name the hour and minute hands in a clock
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes, the teacher tells the
Indoor/Outdoor learners to start packing away the materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used.
Games
Indoor/ Outdoor Games
Activities Free Play Obstacle Course to Safety Mother Says Be a Buddy, Not a Bully Free Play
• Nakasasali sa mga laro, o • Nakasasali sa mga laro, o • Nakasasali sa mga laro, o • Nakasasali sa mga laro, o • Nakasasali sa mga laro, o
anumang pisikal na gawain at anumang pisikal na Gawain anumang pisikal na gawain at anumang pisikal na gawain at anumang pisikal na gawain at
iba’t ibang paraan ng at iba’t ibang paraan ng iba’t ibang paraan ng iba’t ibang paraan ng iba’t ibang paraan ng
pag-eehersisyo (KPKPF-00-1) pag-eehersisyo (KPKPF- pag-eehersisyo (KPKPF-00-1) pag-eehersisyo (KPKPF-00-1) pag-eehersisyo (KPKPF-00-
• Nagagamit ang mga kilos 00-1) • Naisasagawa ang mga • Naisasagawa ang mga 1)
lokomotor at di-lokomotor sa • Nagagamit ang mga kilos sumusunod na kilos lokomotor sumusunod na kilos lokomotor • Naisasagawa ang mga
lokomotor at di-lokomotor sa pagtugon sa ritmong sa pagtugon sa ritmong sumusunod na kilos
paglalaro, pageehersisyo,
sa paglalaro, pageehersisyo, mabagal at mabilis (paglakad, mabagal at mabilis (paglakad, lokomotor sa pagtugon sa
pagsasayaw (KPKGM-Ig-3)
pagsasayaw (KPKGM-Ig- pagtakbo, pagkandirit, pagtakbo, pagkandirit, ritmong
• Rote count up to 20 (MKSC- paglundag/pagtalon, mabagal at mabilis (paglakad,
3) paglundag/pagtalon,
00-12)
Competencies • Listen discriminately and • Rote count up to 20 (MKSC- paglukso) (KPKGM-Ie-2) paglukso) (KPKGM-Ie-2) pagtakbo, pagkandirit,
00-12) • Nagagamit ang mga kilos • Nagagamit ang mga kilos paglundag/pagtalon,
respond appropriately, i.e., • Listen discriminately and lokomotor at di-lokomotor sa lokomotor at di-lokomotor sa paglukso) (KPKGM-Ie-2)
speak loudly/softly when respond appropriately, i.e., paglalaro, pag paglalaro, pag • Nagagamit ang mga kilos
asked, asked to adjust volume speak loudly/softly when eehersisyo, pagsasayaw eehersisyo, pagsasayaw lokomotor at di-lokomotor sa
of television/radio (LLKAPD- asked, asked to adjust (KPKGM-Ig-3) (KPKGM-Ig-3) paglalaro, pag
Id-6) volume of television/radio • Listen discriminately and • Listen discriminately and eehersisyo, pagsasayaw
• Give 1- to 2-step oral (LLKAPD-Id-6) respond appropriately, i.e., respond appropriately, i.e., (KPKGM-Ig-3)
directions (LLKOL-00-8) • Give 1- to 2-step oral speak loudly/softly when speak loudly/softly when • Listen discriminately and
directions (LLKOL-00-8) asked, asked to adjust volume asked, asked to adjust volume of respond appropriately, i.e.,
of television/radio (LLKAPD- television/radio (LLKAPD-Id-6) speak loudly/softly when
Id-6) asked, asked to adjust volume
 • Give 1- to 2-step oral of television/radio (LLKAPD-
directions (LLKOL-00-8) Id-6)
Learning
Checkpoints
Transition to The teacher tells the learners to help pack away the materials they used in the Indoor/Outdoor Games time and get ready to do the wrap up activities in Meeting Time 3.
Meeting Time 3 A transition song or countdown may be used.
Meeting Time 3
Learners share how they fulfill their Learners share the importance of Learners share the bad effects of Learners share how to be a better
responsibilities of caring for the Learners share ways of keeping respecting other people. bullying and how it can be prevented. Filipino.
Activities environment. themselves safe.

Wrap-Up  The teacher takes note if the  The teacher takes note if the  The teacher takes note if the  The teacher takes note if the  The teacher takes note if
Questions / learners learners are able to give why learners are able to articulate why learners understand that the learners show passion and
Activity show concern about the personal safety they need to treat other people bullying is a bad thing love about being a Filipino.
environment. is importance. right.

Wrap – Up / Dismissal Routine

REMARKS
REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the ____ no of learners who earned 80% and ____ no of learners who earned 80% and ____ no of learners who earned 80% ____ no of learners who earned ____ no of learners who
evaluation. above. above. and above. 80% and above. earned 80% and above.

B. No. of learners who require additional ____no. of learners who requires additional ____no. of learners who requires additional ____no. of learners who requires ____no. of learners who requires ____no. of learners who
activities for remediation. activities for remediation. activities for remediation. additional activities for remediation. additional activities for requires additional activities
remediation. for remediation.

C. Did the remedial lessons work? No. of __Yes __ No __Yes __ No __Yes __ No __Yes __ No __Yes __ No
learners who have caught up with the ___ of learners who caught up the lesson. ___ of learners who caught up the lesson. ___ of learners who caught up the ___ of learners who caught up the ___ of learners who caught
lesson. lesson. lesson. up the lesson.

D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
___ of learners who continue to require ___ of learners who continue to require ___ of learners who continue to require ___ of learners who continue to ___ of learners who
remediation. remediation. remediation. require remediation. continue to require
remediation.
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
__ Group collaboration __ Group collaboration __ Group collaboration __ Group collaboration well:
__ Games __ Games __ Games __ Games __ Group collaboration
__Solving Puzzle/ Jigsaw __Solving Puzzle/ Jigsaw __Solving Puzzle/ Jigsaw __Solving Puzzle/ Jigsaw __ Games
__ Answering preliminary activities/exercises __ Answering preliminary activities/exercises __ Answering preliminary __ Answering preliminary __Solving Puzzle/ Jigsaw
__ Carousel __ Carousel activities/exercises activities/exercises __ Answering preliminary
__Diads __Diads __ Carousel __ Carousel activities/exercises
__Think-Pair-Share (TPS) __Think-Pair-Share (TPS) __Diads __Diads __ Carousel
__ Rereading of paragraphs/Poems/Stories __ Rereading of paragraphs/Poems/Stories __Think-Pair-Share (TPS) __Think-Pair-Share (TPS) __Diads

F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
__ Differentiated Instruction __ Differentiated Instruction __ Rereading of __ Rereading of __Think-Pair-Share (TPS)
__ Role Playing/Drama __ Role Playing/Drama paragraphs/Poems/Stories paragraphs/Poems/Stories __ Rereading of
__ Discovery Method __ Discovery Method __ Differentiated Instruction __ Differentiated Instruction paragraphs/Poems/Stories
__Lecture Method __Lecture Method __ Role Playing/Drama __ Role Playing/Drama __ Differentiated Instruction
__ Discovery Method __ Discovery Method __ Role Playing/Drama
__Lecture Method __Lecture Method __ Discovery Method
Why? Why? __Lecture Method
__ Complete IMs __ Complete IMs
__Availability of Materials __Availability of Materials Why? Why?
__ Pupil’s eagerness to learn __ Pupil’s eagerness to learn __ Complete IMs __ Complete IMs Why?
__Group member’s cooperation in doing their __Group member’s cooperation in doing their __Availability of Materials __Availability of Materials __ Complete IMs
task task __ Pupil’s eagerness to learn __ Pupil’s eagerness to learn __Availability of Materials
__Group member’s cooperation in __Group member’s cooperation in __ Pupil’s eagerness to
doing their task doing their task learn
__Group member’s
cooperation in doing their
task
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__Pupil’s behavior/attitude __Pupil’s behavior/attitude __Pupil’s behavior/attitude __Pupil’s behavior/attitude __Pupil’s behavior/attitude
__ Unavailable Technology Equipment __ Unavailable Technology Equipment __ Unavailable Technology Equipment __ Unavailable Technology __ Unavailable Technology
(AVR/LCD) (AVR/LCD) (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:
__ localized Videos __ localized Videos __ localized Videos __ localized Videos __ localized Videos
__ Making big books from views of the locality __ Making big books from views of the locality __ Making big books from views of the __ Making big books from views of __ Making big books from
__ Recycling of plastics to be used as __ Recycling of plastics to be used as locality the locality views of the locality
instructional Materials instructional Materials __ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to
__ Local Poetical composition __ Local Poetical composition instructional Materials as instructional Materials be used as instructional
__ Local Poetical composition __ Local Poetical composition Materials
__ Local Poetical
composition
The lesson was successfully delivered due to: The lesson was successfully delivered due to: The lesson was successfully delivered The lesson was successfully The lesson was
__ Pupil’s eagerness to learn __ Pupil’s eagerness to learn due to: delivered due to: successfully delivered due
__ Complete/varied IMs __ Complete/varied IMs __ Pupil’s eagerness to learn __ Pupil’s eagerness to learn to:
__ Uncomplicated lesson worksheets __ Uncomplicated lesson worksheets __ Complete/varied IMs __ Complete/varied IMs __ Pupil’s eagerness to
__ Uncomplicated lesson worksheets __ Uncomplicated lesson learn
Strategies used that work well: Strategies used that work well: worksheets __ Complete/varied IMs
__ Group collaboration __ Group collaboration Strategies used that work well: __ Uncomplicated lesson
__ Games __ Games __ Group collaboration Strategies used that work well: worksheets
__Solving Puzzle/ Jigsaw __Solving Puzzle/ Jigsaw __ Games __ Group collaboration
__ Answering preliminary activities/exercises __ Answering preliminary activities/exercises __Solving Puzzle/ Jigsaw __ Games Strategies used that work
__ Carousel __ Carousel __ Answering preliminary __Solving Puzzle/ Jigsaw well:
__Diads __Diads activities/exercises __ Answering preliminary __ Group collaboration
__Think-Pair-Share (TPS) __Think-Pair-Share (TPS) __ Carousel activities/exercises __ Games
__ Rereading of paragraphs/Poems/Stories __ Rereading of paragraphs/Poems/Stories __Diads __ Carousel __Solving Puzzle/ Jigsaw
__ Differentiated Instruction __ Differentiated Instruction __Think-Pair-Share (TPS) __Diads __ Answering preliminary
__ Role Playing/Drama __ Role Playing/Drama __ Rereading of __Think-Pair-Share (TPS) activities/exercises
__ Discovery Method __ Discovery Method paragraphs/Poems/Stories __ Rereading of __ Carousel
__Lecture Method __Lecture Method __ Differentiated Instruction paragraphs/Poems/Stories __Diads
__ Role Playing/Drama __ Differentiated Instruction __Think-Pair-Share (TPS)
__ Discovery Method __ Role Playing/Drama __ Rereading of
Why? Why? __Lecture Method __ Discovery Method paragraphs/Poems/Stories
__ Complete IMs __ Complete IMs __Lecture Method __ Differentiated Instruction
__Availability of Materials __Availability of Materials __ Role Playing/Drama
__ Pupil’s eagerness to learn __ Pupil’s eagerness to learn Why? __ Discovery Method
__Group member’s cooperation in doing their __Group member’s cooperation in doing their __ Complete IMs Why? __Lecture Method
task task __Availability of Materials __ Complete IMs
__ Pupil’s eagerness to learn __Availability of Materials
__Group member’s cooperation in __ Pupil’s eagerness to learn Why?
doing their task __Group member’s cooperation in __ Complete IMs
doing their task __Availability of Materials
__ Pupil’s eagerness to
learn
__Group member’s
cooperation in doing their
task