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DLL - Science 5 - Q2 - W8
DLL - Science 5 - Q2 - W8
GRADES 1 to 12 Teacher: File Created by Ma’am EDNALYN D. MACARAIG Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and
Time: OCTOBER 2 – 6, 2017 (WEEK 8) Quarter: 2ND QUARTER
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 ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught
the lesson lesson the lesson up the lesson up the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue
which my principal or supervisor require remediation require remediation require remediation to require remediation to require remediation
can helpme solve?
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
materials did used/discover which I ___Metacognitive ___Metacognitive ___Metacognitive well: well:
wish to share with other teachers? Development: Examples: Self Development: Examples: Self Development: Examples: Self ___Metacognitive ___Metacognitive
assessments, note taking and assessments, note taking and assessments, note taking and Development: Examples: Self Development: Examples: Self
studying techniques, and studying techniques, and studying techniques, and assessments, note taking and assessments, note taking and
vocabulary assignments. vocabulary assignments. vocabulary assignments. studying techniques, and studying techniques, and
___Bridging: Examples: ___Bridging: Examples: ___Bridging: Examples: vocabulary assignments. vocabulary assignments.
Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and Think-pair-share, quick-writes, ___Bridging: ___Bridging:
anticipatory charts. anticipatory charts. and anticipatory charts. Examples: Think-pair-share, Examples: Think-pair-share,
___Schema-Building: ___Schema-Building: ___Schema-Building: quick-writes, and anticipatory quick-writes, and anticipatory
Examples: Compare and contrast, Examples: Compare and contrast, Examples: Compare and contrast, charts. charts.
jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and jigsaw learning, peer teaching, ___Schema-Building: ___Schema-Building:
projects. projects. and projects. Examples: Compare and Examples: Compare and
___Contextualization: ___Contextualization: ___Contextualization: contrast, jigsaw learning, peer contrast, jigsaw learning, peer
teaching, and projects. teaching, and projects.
Examples: Examples: Examples:
Demonstrations, media, Demonstrations, media, Demonstrations, media, ___Contextualizatio ___Contextualization
manipulatives, repetition, and manipulatives, repetition, and local manipulatives, repetition, and n: :
local opportunities. opportunities. local opportunities. Examples: Examples:
___Text Representation: ___Text Representation: ___Text Demonstrations, media, Demonstrations, media,
Representation: manipulatives, repetition, and manipulatives, repetition, and
Examples: Student Examples: Student created
local opportunities. local opportunities.
created drawings, videos, and drawings, videos, and games. Examples: Student
games. created drawings, videos, and ___Text ___Text
___Modeling: Examples:
games. Representation: Representation:
___Modeling: Examples: Speaking slowly and clearly,
Speaking slowly and clearly, modeling the language you want ___Modeling: Examples: Examples: Student Examples: Student
modeling the language you want students to use, and providing Speaking slowly and clearly, created drawings, videos, and created drawings, videos, and
students to use, and providing samples of student work. modeling the language you want games. games.
samples of student work. students to use, and providing ___Modeling: Examp ___Modeling: Examp
Other Techniques and Strategies Other Techniques and Strategies samples of student work. les: Speaking slowly and les: Speaking slowly and
used: used: clearly, modeling the clearly, modeling the language
___ Explicit Teaching ___ Explicit Teaching Other Techniques and Strategies language you want students you want students to use, and
___ Group collaboration ___ Group collaboration used: to use, and providing samples providing samples of student
___Gamification/Learning throuh ___Gamification/Learning throuh ___ Explicit Teaching of student work. work.
play play ___ Group collaboration Other Techniques and
___ Answering preliminary ___ Answering preliminary ___Gamification/Learning throuh Other Techniques and Strategies used:
activities/exercises activities/exercises play Strategies used: ___ Explicit Teaching
___ Carousel ___ Carousel ___ Answering preliminary ___ Explicit Teaching ___ Group collaboration
___ Diads ___ Diads activities/exercises ___ Group collaboration ___Gamification/Learning
___ Differentiated Instruction ___ Differentiated Instruction ___ Carousel ___Gamification/Learning throuh play
___ Role Playing/Drama ___ Role Playing/Drama ___ Diads throuh play ___ Answering preliminary
___ Discovery Method ___ Discovery Method ___ Differentiated Instruction ___ Answering preliminary activities/exercises
___ Lecture Method ___ Lecture Method ___ Role Playing/Drama activities/exercises ___ Carousel
Why? Why? ___ Discovery Method ___ Carousel ___ Diads
___ Complete IMs ___ Complete IMs ___ Lecture Method ___ Diads ___ Differentiated Instruction
___ Availability of Materials ___ Availability of Materials Why? ___ Differentiated Instruction ___ Role Playing/Drama
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Complete IMs ___ Role Playing/Drama ___ Discovery Method
___ Group member’s ___ Group member’s ___ Availability of Materials ___ Discovery Method ___ Lecture Method
collaboration/cooperation collaboration/cooperation ___ Pupils’ eagerness to learn ___ Lecture Method Why?
in doing their tasks in doing their tasks ___ Group member’s Why? ___ Complete IMs
___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperation ___ Complete IMs ___ Availability of Materials
of the lesson of the lesson in doing their tasks ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Audio Visual Presentation ___ Pupils’ eagerness to learn ___ Group member’s
of the lesson ___ Group member’s collaboration/cooperation
collaboration/cooperation in doing their tasks
in doing their tasks ___ Audio Visual Presentation
___ Audio Visual Presentation of the lesson
of the lesson