School: LORES ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: CRIZALYN D. BILLONES Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and Time: JUNE 24-28, 2019 Quarter: 1ST QUARTER (W4)

WEEK 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards demonstrates understanding of the various forms and conventions of Summative Test #2
print, non-print, and digital materials
B. Performance Standards evaluates effectively the message constructed and conveyed in various viewing texts

C. Learning 1.Identify the elements of literary texts . Compose clear and coherent 1. Use formal and informal English 1. Infer the meaning of
Competencies/Objective 2. Summarize narrative texts based on sentences using appropriate when appropriate to task and unfamiliar words (affixed)
s elements grammatical structures: Modals situation based on given context
Write the LC code for EN5LC-Id-2.17.3 EN5OL-Id-2.23/Page 64 2. Write two to three- paragraph . 2. Show tactfulness when clues
each of 164 composition based on the communicating with others. (synonyms, antonyms, word
prepared outline EN5OL-Id-3.9/EN5WC-Id-2.2.4/ parts) and other strategies
EN5G-Id-3.6/EN5WC-Id- Page 64 of 164 . 2. Read with automaticity
2.2.4/2.23/Page 64 of 164 grade level frequently
occurring content area
words (Art)
EN5V-Id-12 and 13
EN5F-Id-1.8.1.1
II. CONTENT Identifying the Elements of Literary Texts Clear and Coherent Sentences 1. Using Formal and Informal Inferring Meaning of
using Appropriate Grammatical English Unfamiliar Words (Affixed)
Structures Modals: Can 2. Showing Tactfulness when Prefix re-, un- Suffix –able,
and May Communicating with Others -ment
2. Writing two to three-paragraph
composition
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide TG/Week 4 TG/Week 4 TG/Week 4 TG/Week 4
pages
2. Learner’s Material LM/Week4 LM/Week4 LM/Week4 LM/Week4
pages
3. Textbook pages Joy in Learning English pp.7-9 Joy in Learning English pp.54-56 Joy in Learning English pp. Joy in Learning English
pp.48-52
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Power point presentation, lap top, pictures, power point : power point presentation, lap power point presentation,
Resources projector, pictures, activity cards, presentation, lap top, activity top, activity cards, puzzle, strip of lap top, activity cards, strip
improvised ball cards, metacards papers of papers
 IV. PROCEDURES
A. Reviewing previous Review Review
lesson or presenting MODALS( used to, will, would) Elements of literary
the new lesson texts/Checking of assignment
B. Establishing a purpose Setting the Stage Setting the Stage
for the lesson (Picture talk-Dyad) (Refer to LM Picture clue and dialog
Think and Tell) (Refer to LM Think and Tell)
Ask: Who among you here know Answer the questions
how to draw? What picture do you love orally.
to 1. What can Mark and Reiner
draw? make?
2. Who helped Mark build the
Say: This morning, we are going to sand castle?
have an activity. 3. What may Jasmine be able to
We are going to do this activity in pairs. do?
4. What reminder did Reiner give
her?
5. Do you go to the beach? When
do we usually spend time at the
beach? What can we make along
the seashore? If your brother or
sister made a sandcastle, are you
going to break/destroy it? Why or
why not?
Values: What characteristics do
the children in the dialog possess?
How can you show your love to
your brother and sister?
Review
Checking of
assignment/MODALS(Can ,May)
Setting the Stage
Introduce to the class the Loop-
the-Word Game. (Refer to LM
Think and Tell)
Say: Do you know the game
Loop- the- Word?
When do you usually play this
game?
Ask pupils to find four words from
the puzzle that are written
vertically, horizontally, diagonally
or even backwards.
Tell pupils to loop the words found
in the puzzle.
Use the guide phrases in looking
for the words and tell the pupils
the connection of these words in
the lesson for that day.
Review
Using Formal and Informal
English
Setting the Stage
Show picture of children
giving gifts.
Ask:Do you like giving gift?
What occasions do you give
gift?
Do you give gift to your
friend on his/her birthday?
Why do you give gift to your
friends on his/her birthday?

C. Presenting . Explaining to students what to do Explaining to students what to do Explaining to Students What to Do 2. Explaining to Students
examples/instances of Say: Listen to the story that I am Say: Our lesson for today Say: Whenever you meet What to Do
the new lesson going to read. From the story you are is about modals can and may. friends, you are obliged to
going to exchange greetings with them. Let the pupils read
identify the elements of the story. This morning we are going to learn the story orally. (Refer to
how to use formal and informal Find Out and Learn)
form of
English in such kind of instances.

D. Discussing new concepts The teacher will read the story to the Modal verbs are used to express Read each pair of sentences. Take I have here a story about a
and practicing new skills pupils. (Teacher may use power point two different types of ability: open note of the differences between girl who is going to give gift
#1 presentation) (Refer to LM Find possibility, generally expressed by long/formal expressions and for her friend’s birthday.
out and Learn). forms of the modal verb can, and short/informal expressions. Get a Read the story and
 Use the questions in guiding the
students to identify the elements of the
literary texts. Write
the answer in the organizer.
1. What is the theme of the story?
2. Where does the story happen?
3. Who are the characters in the story?
4. How does the story begin? What is the
problem encountered in the story?
How does the story end?
authority or potential ability, partner in reading the sentences.
generally expressed by Formal: May I introduce to you my
forms of the modal verb may. teacher, Mrs. Dela Cruz?
Use of Can Informal: Please meet my teacher,
1. To talk about what you are able Mrs. Dela Cruz.
to do Formal: It was nice meeting you.
2. To talk about a general Informal: Nice meeting you!
possibility Formal: Hi! I would like to join you
3. To say that something is this Saturday.
allowed Informal: Hi! I’d like to join you
Use of May this Saturday.
1. It is used for permissions. Formal: Was that not exciting?
2. It is used to express probability Informal: Wasn’t that exciting?
or prediction. Ask:What did you notice in using
formal and informal English in
writing sentences?
When should we use formal and
informal English?
How are you going to use formal
and informal English?
Values: If you are about to meet
friends in a party, what will you
use, formal or informal English?
Why?
Why is it important to be
tactful/careful in saying words
whenever we communicate with
other people?
answer the comprehension
question.
Answer the questions:
1. Who was the girl in the
selection?
2. What was Sarah doing?
3. Did she wrap the gift
neatly?
4. What did Sarah and her
mother do to make the gift
looked good?
5. What did Sarah realize
after her mother helped
her?
Values: Are you like Sarah?
Do you also give gift to your
friends?
Aside from giving gift to
your friends, what other
things you can do to
show that you
value friendship?
You have to pick out the
words having prefixes and
suffixes used in the
selection.

E. Discussing new concepts 3. Modelling . Modelling Modelling 3. Modelling

and practicing new skills The organizer explains the
#2 content of the elements of literary text
based on the selection that you have
read.
Read the sentences
below. Explain how the modals
can and may used in
sentences. (Refer
to LM Find out and Learn)
Ask:
a. What Mother can do?
b. What Mark can do?
c. What Jasmine may build?
d. What she may use for drinking?
e. What are the modal verbs used
in sentences?
f. When do we use can?
Read the sentences in the chart.
Formal English
May I introduce to you my
teacher?
It was nice meeting you.
I would like to join you this
Saturday.
Was that not exciting?
Informal English
Please meet my teacher.
Nice meeting you!
I’d like to join you this Saturday.
Wasn’t that exciting?
Read the sentences and
notice the underlined word.
a. In her disappointment
she wanted to throw
everything and forget what
she was
doing.
b. She swallowed her pride,
but still undecided, called
for her mother.
c. “Look like it’s time for a
redo!”
d. Sarah slowly rewrapped
each present and retied
 g. When do we use may?
h. What do these two modals
express?
Formal English
-it is signalled by complex and
complete sentence. It avoids slang
vocabulary and written in
a long form.
-it is used during business
meetings, while giving public
announcements, or while
presenting a report or delivering a
speech.
each bow listening carefully
to
each direction.
e. Her mother even helped
her remake the card.
f. Sarah rewrote the
message and added sparkly
stickers to the paper.
g. You are such an adorable
friend.

Informal English Read the

-it is characterized by a underlined words in the
simpler grammatical structures, sentences.
personal expression and What do you call
slang vocabulary. the underlined words?
-in using informal, What prefix or
combining words will require suffix is added to each
knowledge of contractions. word?
-is used when you are Prefix Words Meaning
around people you know, ones Suffix Words
that you are close to, such as Meaning
friends or persons you un- undecided
regularly speak with. not decided -
ment disappointment
the state of being
disappoint/dismay
re- redo, rewrapped,
retied, remake, rewrote -
to do again
-to wrap again
-to tie again
These elements of the literary texts are -to make again
helpful in summarizing a story or -to write again -able
narrative text. adorable
The elements of literary texts means capable or
are: worthy of
• Theme- is a central message or Prefix- is an affix placed
purpose of a story. The theme of a story before a root word or base
is the message or the lesson given by the word to form a new word.
story to its readers. When you add prefix
• Setting- tells where and when to the root word, you
the story happens and how the story change the word’s meaning.
begins. The prefix -un means
 • Characters (Heroes and Villains) “not” (unhappy), “opposite”
- are the people or animated objects that (unwholesome); “to
interact in the story. reverse” or “undo the
• Plot- tells the order of events result of a specified action”
Plot has three important parts: (unbind); “to release, free,
1. Beginning- is where the or remove from” (untie).
characters and setting are established
2. Middle- introduction of the The prefix -re means “to
problem or conflict, the high point and do again” (retell)
the winding
point Suffix- is an affix placed
3. End- it is the conclusion of after a root word to form a
the story, the conflicts are resolved new word.
Give important discussion on
the sequence of these elements. The suffix –ment means
Values: Do you also make “state of being”
promise to your mother or father? Do (treatment); “result of n
you fulfil what you have action” (development)
promised to them? Is it The suffix –able
important that we should fulfil our means “capable or worthy
promise? Why do you of” (lovable)
say so? When you add prefix or
suffix to the root word, you
change the word’s meaning

F. Developing mastery Guided Practice Guided Practice
(Leads to Formative The teacher will present another story. Teacher will provide pictures and
Assessment 3) (Refer to LM Try and Learn) activity cards for group activity.
(Refer to LM, Try and Learn)
Read the story. Identify the elements of Group 1
the story. 1. Look at the pictures below. The
Group Activity pictures are activities that a grade
1. Group the pupils into 4. Distribute to five can do in
each group the photocopy of the story. school.
2. Summarize the story by writing the 2. Name other things that you can
elements of the story in the semantic do in school.
web 3. Write your sentences on strips
3. Report the group output to the class. of paper.
4. Read the sentences in front of
the class.
Group 2
1. The diagram is the activities a
child in grade five may do at
home.
Guided Practice
Group Activity (Refer to LM
Find Out and Learn)
1. Group the class into 4.
2. Each group has the same copy
of paragraph.
3. Read the paragraph then
identify the formal and informal
English used.
4. Write your answer in the
organizer.
Formal and Informal English
Formal Informal
. . Guided Practice
Group Activity (Refer to LM
Try and Learn)
1. Group the class into 4.
2. Give each group activity
card with directions on
what to do with the activity.
3. Activity proper.
4. Present the group output
before the class.
 2. Write sentences of other
activities that you may do at
home.
3. Write your answer on a manila
paper.
Group 3
1. Look at the picture below.
2. Write two to three paragraphs
using modal can and may about
the activities the
children do.
3. Write your answer in a manila
paper.
G. Finding practical Independent practice 5. Independent Practice . Independent Practice .Independent Practice
applications of concepts Read each sentence. Write Th Write sentences about Study each expression Choose from the letter of
and skills in daily living on the blank for setting of the story, Se the pictures using modals can or below and tell whether it is formal the correct word to
for setting, Ch for characters and may. (Refer to Do and Learn) and informal. Write your answer complete the sentences.
Pl for plot. Do this on a piece of paper. on the line. 1. At my house, we play
______1. As Jimmy waved goodbye he _______1. Do you understand Scrabble, and I always win
knew that he wouldn’t want to miss this what to do? because I can __________
swamp adventure for anything. _______2. Anybody in here? words quickly.
______2. The night was pitching _______3. I would like to have a
dark, and Jimmy was sure that he was hamburger and a soda. A. unlock B.
lost in t swamp. _______4. I am afraid I will not be unusual C.
______3. Jimmy had been so pleased able to attend. unfamiliar D.
with his catch that he had lost track of _______5. Sorry, I can’t make it. unpleasant
time.
______4. Jimmy was the lost boy in the 2. Mom said I had to wait
swamp and the kind man helped him until my birthday to
find his way home. _________ my presents.
______5. Chills chased each other up
and down Jimmy’s spine when he A. unable B.
remembered about the strange events untied C. unwrap
happened in the swamp. D. unhappy

3. Jon forgot his backpack

and had to ________ home
to get it.
A. replace B.
return C. resend
D. retell

4. Babies need ________ to

grow up smart and strong.
 A. development B.
instalment C.
management D.
nourishment

5. Mario’s new cell phone

is _____________ in two
months.
A. breakable B.
payable C. lovable
D. doable
H. Making generalizations Closure/Assessment Closure/Assessment Closure/Assessment Closure/Assessment
and abstractions about The teacher will provide a ball, wrapped Ask: Use a Venn diagram to
the lesson in it are strips of paper with questions. What did you learn today? illustrate important details in using Place stars with questions
The pupils will play “Pass the Ball”. When do we use the modal can? formal and informal English. under the pupils’
They may sing, or recite a poem while When do we use the modal may? In the overlapping circle at the table/chairs. (This should be
passing the ball to each classmate. When do we sue the modals can middle their similarities and in the done before the class
When the teacher tells the pupils to and may? outer are their differences. starts).
stop, whoever holding the ball Instruct the pupils to check
he/she will answer the question. if their tables have stars. If
Answer the following: it has, he/she will answer
1. What are the elements of the literary the question.
texts?
2. What is a theme?
3. What is a setting?
4. Give examples of characters.
5. What is a plot? What are the parts of a
plot?

I. Evaluating learning Evaluation Evaluation Evaluation Evaluation

The teacher reads the short Study each expression. Put a check .
story and instructs the pupils to fill in the Look at each picture. (/) in the column whether the Choose from the tree the
blanks to complete the Complete each sentence by expression is formal or informal. correct word to complete
 statement. (Refer in LM Do and Learn) writing may or can on each blank. Sentence Forma the sentences.
Informal
s l
The theme of the story is 1. I
______________________ would be
The story happened in grateful
_____________________________. if you
The characters could
were________________________. reply
The problem started when 1. Carlo ________ write a letter to early.
_____________________________. his friend. 2. Nice to
It was solved when meet
_______________________________. you. See
ya.
3. Please
2. You ________ go home now. let me 1. Jacob almost fell down
know because his shoelaces were
when _____________.
you will 2. My dad was not able to
be fit the entire luggage into
the truck of our car so he
3. Susie ________ help her had to
available.
teacher. ________ it.
4. I’ll see
you 3. Monica was a
soon. _____________ child,
5. Don’t always helpful and kind.
4. The schoolchildren forget to 4. A sudden __________ in
___________ sing our national call me. the far corner of the room
anthem. made her turn in that
direction.
5. The burnt pot roast had a
very ___________ odor

5. A dog ________ barks if it sees a

stranger.
J. Additional activities for Assignment Assignment Assignment Assignment
application or Present the details of your Cut a picture or draw your Pretend that a friend and you are Complete the table below.
remediation favorite fairy tale using the elements of answers in each circle. Then use it attending to a birthday party.
the literary texts. Write your in your own sentence. Write a dialog between the two of
Root
Prefix New Word
work in Meaning
your notebook. 1. Something you can do on a you about the event in the party.
Word
weekday Use formal and informal English in
un-
your dialog.
re-
 2. Something you may do on
weekends.

V. REMARKS No. of Pupils Present:
No. of Absent:
___Lesson carried. Move on to the next objective.
___Lesson not carried
VI. REFLECTION ___Pupils did not find difficulties in answering their
lesson.
___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of
knowledge, skills and interest about the lesson.
___Pupils were interested on the lesson, despite of
some difficulties encountered in answering the questions
asked by the teacher.
___Pupils mastered the lesson despite of limited
resources used by the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to
unnecessary behavior.
No. of Pupils Present:
No. of Absent:
___Lesson carried. Move on to the next
objective.
___Lesson not carried
___Pupils did not find difficulties in answering
their lesson.
___Pupils found difficulties in answering their
lesson.
___Pupils did not enjoy the lesson because of
lack of knowledge, skills and interest about the
lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the teacher.
___Pupils mastered the lesson despite of limited
resources used by the teacher.
___Majority of the pupils finished their work on
time.
___Some pupils did not finish their work on time
due to unnecessary behavior.
No. of Pupils Present:
No. of Absent:
___Lesson carried. Move on to the next
objective.
___Lesson not carried
___Pupils did not find difficulties in answering
their lesson.
___Pupils found difficulties in answering their
lesson.
___Pupils did not enjoy the lesson because of
lack of knowledge, skills and interest about the
lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the teacher.
___Pupils mastered the lesson despite of limited
resources used by the teacher.
___Majority of the pupils finished their work on
time.
___Some pupils did not finish their work on time
due to unnecessary behavior.
No. of Pupils Present:
No. of Absent:
___Lesson carried. Move on to the
next objective.
___Lesson not carried
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
No. of Pupils Present:
No. of Absent:
___Lesson carried. Move on to the
next objective.
___Lesson not carried
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.

A. No. of learners who ___ 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 earned 80% above above above
earned 80% in the
evaluation
B. No. of learners who ___ of Learners who require additional activities ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
for remediation activities for remediation activities for remediation additional activities for additional activities for
require additional
remediation remediation
activities for remediation
who scored below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up ____ of Learners who caught up
work? No. of learners
the lesson the lesson
who have caught up with
the lesson
D. No. of learners who ___ 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 continue to
remediation remediation remediation require remediation require remediation
continue to require
remediation
E. Which of my teaching 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:
strategies worked well? ___Metacognitive Development: Examples: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive ___Metacognitive
Self assessments, note taking and studying techniques, Examples: Self assessments, note taking and Examples: Self assessments, note taking and Development: Examples: Self Development: Examples: Self
Why did these work? and vocabulary assignments. studying techniques, and vocabulary studying techniques, and vocabulary assessments, note taking and studying assessments, note taking and
___Bridging: Examples: Think-pair-share, assignments. assignments. techniques, and vocabulary studying techniques, and vocabulary
quick-writes, and anticipatory charts. ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- assignments. assignments.
 ___Schema-Building: Examples: Compare share, quick-writes, and anticipatory charts. share, quick-writes, and anticipatory charts. ___Bridging: Examples: ___Bridging: Examples:
and contrast, jigsaw learning, peer teaching, and projects. ___Schema-Building: Examples: ___Schema-Building: Examples: Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and
__Contextualization:  Compare and contrast, jigsaw learning, peer Compare and contrast, jigsaw learning, peer anticipatory charts. anticipatory charts.
Examples: Demonstrations, media, teaching, and projects. teaching, and projects. ___Schema-Building: ___Schema-Building:
manipulatives, repetition, and local opportunities. __Contextualization:  __Contextualization:  Examples: Compare and contrast, Examples: Compare and contrast,
jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and
___Text Representation:  Examples: Demonstrations, media, Examples: Demonstrations, media,
projects. projects.
Examples: Student created drawings, videos, manipulatives, repetition, and local opportunities. manipulatives, repetition, and local opportunities.
__Contextualization:  __Contextualization: 
and games. ___Text Representation:  ___Text Representation: 
Examples: Examples:
___Modeling: Examples: Speaking slowly Examples: Student created Examples: Student created
Demonstrations, media, manipulatives, Demonstrations, media,
and clearly, modeling the language you want students to drawings, videos, and games. drawings, videos, and games.
repetition, and local opportunities. manipulatives, repetition, and local
use, and providing samples of student work. ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking opportunities.
___Text Representation: 
slowly and clearly, modeling the language you slowly and clearly, modeling the language you ___Text Representation: 
Other Techniques and Strategies used: want students to use, and providing samples of want students to use, and providing samples of Examples: Student created
___ Explicit Teaching student work. student work. drawings, videos, and games. Examples: Student
___ Group collaboration ___Modeling: Examples: created drawings, videos, and games.
___Gamification/Learning throuh play Other Techniques and Strategies used: Other Techniques and Strategies used: Speaking slowly and clearly, modeling ___Modeling: Examples:
___ Answering preliminary ___ Explicit Teaching ___ Explicit Teaching the language you want students to use, Speaking slowly and clearly, modeling
activities/exercises ___ Group collaboration ___ Group collaboration and providing samples of student work. the language you want students to
___ Carousel ___Gamification/Learning throuh play ___Gamification/Learning throuh play use, and providing samples of student
___ Diads ___ Answering preliminary ___ Answering preliminary Other Techniques and Strategies used: work.
___ Differentiated Instruction activities/exercises activities/exercises ___ Explicit Teaching
___ Role Playing/Drama ___ Carousel ___ Carousel ___ Group collaboration Other Techniques and Strategies
___ Discovery Method ___ Diads ___ Diads ___Gamification/Learning throuh play used:
___ Lecture Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Answering preliminary ___ Explicit Teaching
Why? ___ Role Playing/Drama ___ Role Playing/Drama activities/exercises ___ Group collaboration
___ Complete IMs ___ Discovery Method ___ Discovery Method ___ Carousel ___Gamification/Learning throuh play
___ Availability of Materials ___ Lecture Method ___ Lecture Method ___ Diads ___ Answering preliminary
___ Pupils’ eagerness to learn Why? Why? ___ Differentiated Instruction activities/exercises
___ Group member’s ___ Complete IMs ___ Complete IMs ___ Role Playing/Drama ___ Carousel
collaboration/cooperation ___ Availability of Materials ___ Availability of Materials ___ Discovery Method ___ Diads
in doing their tasks ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Lecture Method ___ Differentiated Instruction
___ Audio Visual Presentation ___ Group member’s ___ Group member’s Why? ___ Role Playing/Drama
of the lesson collaboration/cooperation collaboration/cooperation ___ Complete IMs ___ Discovery Method
in doing their tasks in doing their tasks ___ Availability of Materials ___ Lecture Method
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Pupils’ eagerness to learn Why?
of the lesson of the lesson ___ Group member’s ___ Complete IMs
collaboration/cooperation ___ Availability of Materials
in doing their tasks ___ Pupils’ eagerness to learn
___ Audio Visual Presentation ___ Group member’s
of the lesson collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
F. What difficulties did I ____Ang suliraning aking naranasan ay ____Ang suliraning aking naranasan ay ____Ang suliraning aking naranasan ay ____Ang suliraning aking ____Ang suliraning aking
kakulangan sa makabagong kagamitang kakulangan sa makabagong kakulangan sa makabagong naranasan ay kakulangan sa naranasan ay kakulangan sa
encounter which my Pampagtuturo ( IM’s). kagamitang Pampagtuturo ( IM’s). kagamitang Pampagtuturo ( IM’s). makabagong kagamitang makabagong kagamitang
principal or supervisor _____Nahirapan sa Classroom Structuring. _____Nahirapan sa Classroom _____Nahirapan sa Classroom Pampagtuturo ( IM’s). Pampagtuturo ( IM’s).
can help me solve? Nangangailangan ako ng tamang gabay mula Structuring. Nangangailangan ako ng Structuring. Nangangailangan ako ng _____Nahirapan sa Classroom _____Nahirapan sa Classroom
sa nakakataas. tamang gabay mula sa nakakataas. tamang gabay mula sa nakakataas. Structuring. Nangangailangan Structuring. Nangangailangan
_____Isa sa mga problemang aking nakikita ay _____Isa sa mga problemang aking _____Isa sa mga problemang aking ako ng tamang gabay mula sa ako ng tamang gabay mula sa
ang pag-uugali ng mga mag-aaral. Hamon sa nakikita ay ang pag-uugali ng mga nakikita ay ang pag-uugali ng mga nakakataas. nakakataas.
akin kung paano pakikitunguhan ang mga mag-aaral. Hamon sa akin kung paano mag-aaral. Hamon sa akin kung paano _____Isa sa mga problemang _____Isa sa mga problemang
mag-aaral na ito. pakikitunguhan ang mga mag-aaral na pakikitunguhan ang mga mag-aaral na aking nakikita ay ang pag-uugali aking nakikita ay ang pag-
_____Mapanupil( Bullying) /Mapang-api na ito. ito. ng mga mag-aaral. Hamon sa uugali ng mga mag-aaral.
mag-aaral sa kanyang mga kaklase ay kayang _____Mapanupil( Bullying) /Mapang-api _____Mapanupil( Bullying) /Mapang-api akin kung paano pakikitunguhan Hamon sa akin kung paano
dalhin ngunit may tamang gabay ay kailangan. na mag-aaral sa kanyang mga kaklase na mag-aaral sa kanyang mga kaklase ang mga mag-aaral na ito. pakikitunguhan ang mga mag-
 ______Nahihirapan ako sa pagbuo ng
RUBRIC , kailangan ko ang tulong ng akingm
Punongguro, Ulongguro at Dalubhasanang
Guro/ Master Teacher.
______Kamalayang makadayuhan ( colonial
mentality) ______Kakulangan ng mga aklat-
aralin at talasanggunian .
______Student’s Readiness – ang kawalan ng
interes ng mga mag-aaral sa pagbabasa ng
mga akdang pampanitikan.
______Kakulangan sa kaalaman sa mga
makabagong pamamaraan o istratehiyang
pampagtuturo.
______Kakulangan ng kaalaman ng guro sa
paggamit ngmga awtentikong kagamitan sa
pag-ases sa kaalaman ng mga mag-aaral.
G. What innovation or ___Ang Video Showing / Film Showing ay
gawaing nakikita ko na makapukaw sa
localized materials did I kawilihan ng mga mag-aaral sa klase.
use/discover which I ____Ang paggamit ng Big Book na may
wish to share with other larawan sa komunidad at paaralang
nakabigay-sigla sa mga mag-aaral sa aking
teachers? pagtuturo.
____Metodong Mirror Me / Literary in situation
– Higit na makatulong ang metodong ito sa
pagpapahalaga at pag-unawa lalo na sa mga
akdang pampanitikan. Nabibigyan ng
pagkakataon ang mag-aaral na
mapahalagahan ang mga sarili /personal na
karanasan na nakikitaan ng kaugnayan sa mga
paksang tinalakay sa klase.
_____(Visualization – higher levels of
understanding 1. Listen & Sketch 2. Show &
Listen 3. Share – like : Sequence a story strip.)
_____Ang Community Language Learning
( CLL) – pamaraan batay sa domeyn na
pandamdamin. Ito ay ekstensyon ng
modelong Counselling-Learning na nagbigay
diin ng pangangailangan ng mga mag-aaral .
_____Ang “Suggestopedia” – inilalahad at
ipinaliwanag ang gramatika at bokabolaryo .
Napapalinaw ang kahulugan sa pamamagitan
ng pagsasalita sa katutubong wika, isinasanib
sa pagtuturo ang mga sining tulad ng musika,
ay kayang dalhin ngunit may tamang
gabay ay kailangan.
______Nahihirapan ako sa pagbuo ng
RUBRIC , kailangan ko ang tulong ng
akingm Punongguro, Ulongguro at
Dalubhasanang Guro/ Master Teacher.
______Kamalayang makadayuhan
( colonial mentality) ______Kakulangan
ng mga aklat-aralin at talasanggunian .
______Student’s Readiness – ang
kawalan ng interes ng mga mag-aaral
sa pagbabasa ng mga akdang
pampanitikan.
______Kakulangan sa kaalaman sa
mga makabagong pamamaraan o
istratehiyang pampagtuturo.
______Kakulangan ng kaalaman ng
guro sa paggamit ngmga awtentikong
kagamitan sa pag-ases sa kaalaman ng
mga mag-aaral.
___Ang Video Showing / Film Showing
ay gawaing nakikita ko na makapukaw
sa kawilihan ng mga mag-aaral sa
klase.
____Ang paggamit ng Big Book na may
larawan sa komunidad at paaralang
nakabigay-sigla sa mga mag-aaral sa
aking pagtuturo.
____Metodong Mirror Me / Literary in
situation – Higit na makatulong ang
metodong ito sa pagpapahalaga at pag-
unawa lalo na sa mga akdang
pampanitikan. Nabibigyan ng
pagkakataon ang mag-aaral na
mapahalagahan ang mga sarili
/personal na karanasan na nakikitaan
ng kaugnayan sa mga paksang
tinalakay sa klase.
_____(Visualization – higher levels of
understanding 1. Listen & Sketch 2.
Show & Listen 3. Share – like :
Sequence a story strip.)
_____Ang Community Language
Learning ( CLL) – pamaraan batay sa
domeyn na pandamdamin. Ito ay
ekstensyon ng modelong Counselling-
Learning na nagbigay diin ng
pangangailangan ng mga mag-aaral .
ay kayang dalhin ngunit may tamang
gabay ay kailangan.
______Nahihirapan ako sa pagbuo ng
RUBRIC , kailangan ko ang tulong ng
akingm Punongguro, Ulongguro at
Dalubhasanang Guro/ Master Teacher.
______Kamalayang makadayuhan
( colonial mentality) ______Kakulangan
ng mga aklat-aralin at talasanggunian .
______Student’s Readiness – ang
kawalan ng interes ng mga mag-aaral
sa pagbabasa ng mga akdang
pampanitikan.
______Kakulangan sa kaalaman sa
mga makabagong pamamaraan o
istratehiyang pampagtuturo.
______Kakulangan ng kaalaman ng
guro sa paggamit ngmga awtentikong
kagamitan sa pag-ases sa kaalaman ng
mga mag-aaral.
___Ang Video Showing / Film Showing
ay gawaing nakikita ko na makapukaw
sa kawilihan ng mga mag-aaral sa
klase.
____Ang paggamit ng Big Book na may
larawan sa komunidad at paaralang
nakabigay-sigla sa mga mag-aaral sa
aking pagtuturo.
____Metodong Mirror Me / Literary in
situation – Higit na makatulong ang
metodong ito sa pagpapahalaga at pag-
unawa lalo na sa mga akdang
pampanitikan. Nabibigyan ng
pagkakataon ang mag-aaral na
mapahalagahan ang mga sarili
/personal na karanasan na nakikitaan
ng kaugnayan sa mga paksang
tinalakay sa klase.
_____(Visualization – higher levels of
understanding 1. Listen & Sketch 2.
Show & Listen 3. Share – like :
Sequence a story strip.)
_____Ang Community Language
Learning ( CLL) – pamaraan batay sa
domeyn na pandamdamin. Ito ay
ekstensyon ng modelong Counselling-
Learning na nagbigay diin ng
pangangailangan ng mga mag-aaral .
_____Mapanupil( Bullying)
/Mapang-api na mag-aaral sa
kanyang mga kaklase ay
kayang dalhin ngunit may
tamang gabay ay kailangan.
______Nahihirapan ako sa
pagbuo ng RUBRIC , kailangan
ko ang tulong ng akingm
Punongguro, Ulongguro at
Dalubhasanang Guro/ Master
Teacher.
______Kamalayang
makadayuhan ( colonial
mentality) ______Kakulangan
ng mga aklat-aralin at
talasanggunian .
______Student’s Readiness –
ang kawalan ng interes ng mga
mag-aaral sa pagbabasa ng
mga akdang pampanitikan.
______Kakulangan sa
kaalaman sa mga makabagong
pamamaraan o istratehiyang
pampagtuturo.
______Kakulangan ng
kaalaman ng guro sa paggamit
ngmga awtentikong kagamitan
sa pag-ases sa kaalaman ng
mga mag-aaral.
___Ang Video Showing / Film
Showing ay gawaing nakikita ko
na makapukaw sa kawilihan ng
mga mag-aaral sa klase.
____Ang paggamit ng Big Book
na may larawan sa komunidad
at paaralang nakabigay-sigla sa
mga mag-aaral sa aking
pagtuturo.
____Metodong Mirror Me /
Literary in situation – Higit na
makatulong ang metodong ito
sa pagpapahalaga at pag-
unawa lalo na sa mga akdang
pampanitikan. Nabibigyan ng
pagkakataon ang mag-aaral na
mapahalagahan ang mga
sarili /personal na karanasan na
nakikitaan ng kaugnayan sa
mga paksang tinalakay sa
klase.
_____(Visualization – higher
levels of understanding 1. Listen
& Sketch 2. Show & Listen 3.
Share – like : Sequence a story
strip.)
_____Ang Community
Language Learning ( CLL) –
aaral na ito.
_____Mapanupil( Bullying)
/Mapang-api na mag-aaral sa
kanyang mga kaklase ay
kayang dalhin ngunit may
tamang gabay ay kailangan.
______Nahihirapan ako sa
pagbuo ng RUBRIC , kailangan
ko ang tulong ng akingm
Punongguro, Ulongguro at
Dalubhasanang Guro/ Master
Teacher.
______Kamalayang
makadayuhan ( colonial
mentality) ______Kakulangan
ng mga aklat-aralin at
talasanggunian .
______Student’s Readiness –
ang kawalan ng interes ng mga
mag-aaral sa pagbabasa ng
mga akdang pampanitikan.
______Kakulangan sa
kaalaman sa mga makabagong
pamamaraan o istratehiyang
pampagtuturo.
______Kakulangan ng
kaalaman ng guro sa paggamit
ngmga awtentikong kagamitan
sa pag-ases sa kaalaman ng
mga mag-aaral.
___Ang Video Showing / Film
Showing ay gawaing nakikita
ko na makapukaw sa kawilihan
ng mga mag-aaral sa klase.
____Ang paggamit ng Big
Book na may larawan sa
komunidad at paaralang
nakabigay-sigla sa mga mag-
aaral sa aking pagtuturo.
____Metodong Mirror Me /
Literary in situation – Higit na
makatulong ang metodong ito
sa pagpapahalaga at pag-
unawa lalo na sa mga akdang
pampanitikan. Nabibigyan ng
pagkakataon ang mag-aaral na
mapahalagahan ang mga sarili
/personal na karanasan na
nakikitaan ng kaugnayan sa
mga paksang tinalakay sa
klase.
_____(Visualization – higher
levels of understanding 1.
Listen & Sketch 2. Show &
Listen 3. Share – like :
Sequence a story strip.)
_____Ang Community
Language Learning ( CLL) –
awitin at drama.
_____Ang pagkatutong “task-Based” –
binigyan pokus lamang ang task sa pagkatuto.
Ang proseso sa pagkatutobbilang isang
komunikatib task na tuwirang nakaugnay sa
mga nakagawiang pagsasanay sa wika.
_____Ang “Suggestopedia” – inilalahad
at ipinaliwanag ang gramatika at
bokabolaryo . Napapalinaw ang
kahulugan sa pamamagitan ng
pagsasalita sa katutubong wika,
isinasanib sa pagtuturo ang mga sining
tulad ng musika, awitin at drama.
_____Ang pagkatutong “task-Based” –
binigyan pokus lamang ang task sa
pagkatuto. Ang proseso sa
pagkatutobbilang isang komunikatib
task na tuwirang nakaugnay sa mga
nakagawiang pagsasanay sa wika.
_____Ang “Suggestopedia” – inilalahad
at ipinaliwanag ang gramatika at
bokabolaryo . Napapalinaw ang
kahulugan sa pamamagitan ng
pagsasalita sa katutubong wika,
isinasanib sa pagtuturo ang mga sining
tulad ng musika, awitin at drama.
_____Ang pagkatutong “task-Based” –
binigyan pokus lamang ang task sa
pagkatuto. Ang proseso sa
pagkatutobbilang isang komunikatib
task na tuwirang nakaugnay sa mga
nakagawiang pagsasanay sa wika.
pamaraan batay sa domeyn na
pandamdamin. Ito ay
ekstensyon ng modelong
Counselling-Learning na
nagbigay diin ng
pangangailangan ng mga mag-
aaral .
_____Ang “Suggestopedia” –
inilalahad at ipinaliwanag ang
gramatika at bokabolaryo .
Napapalinaw ang kahulugan sa
pamamagitan ng pagsasalita sa
katutubong wika, isinasanib sa
pagtuturo ang mga sining tulad
ng musika, awitin at drama.
_____Ang pagkatutong “task-
Based” – binigyan pokus
lamang ang task sa pagkatuto.
Ang proseso sa
pagkatutobbilang isang
komunikatib task na tuwirang
nakaugnay sa mga
nakagawiang pagsasanay sa
wika.
pamaraan batay sa domeyn na
pandamdamin. Ito ay
ekstensyon ng modelong
Counselling-Learning na
nagbigay diin ng
pangangailangan ng mga mag-
aaral .
_____Ang “Suggestopedia” –
inilalahad at ipinaliwanag ang
gramatika at bokabolaryo .
Napapalinaw ang kahulugan
sa pamamagitan ng
pagsasalita sa katutubong
wika, isinasanib sa pagtuturo
ang mga sining tulad ng
musika, awitin at drama.
_____Ang pagkatutong “task-
Based” – binigyan pokus
lamang ang task sa pagkatuto.
Ang proseso sa
pagkatutobbilang isang
komunikatib task na tuwirang
nakaugnay sa mga
nakagawiang pagsasanay sa
wika.