GRADE 1 to 12 Paaralan HWCS Baitang/Antas I-OLIVE

Guro JULIE R. GALLETO Araw LunES- Biyernes

DAILY LESSON LOG Linggo/ Petsa WK12 AGOSTO 20-24,2018 Markahan IKALAWANG MARKAHAN
MTB_MLE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards.To meet the objectives,necessary procedures must be followed and if
needed,additional lessons,exercises, and remedial activities maybe done for developing content knowledge and competencies.These are assessed using Formative
Assessment strategies.Valuing objectives support the learning of content competencies and enable children to find significance and joy in learning the lessons.Weekly
objectives shall be derived from the curriculum guides.
A. CONTENT The learner demonstrate The learner demonstrates knowledge of The learner demonstrates knowledge The learner demonstrates knowledge
STANDARDS understanding of grade level the alphabet and decoding to read, write of the alphabet and decoding to read, of the alphabet and decoding to read,
narrative and informational text and spell words correctly write and spell words correctly write and spell words correctly.
NINOY AQUINO
The learner manifests beginning DEATH The learner demonstrate the abiity to
oral language skills to
communicate in different
ANNIVERSARY read grade one level text with
sufficient accuracy,speed and
contexts. expression to support comprehension.

B.PERFORMANCE
STANDARDS
The learner comprehends and
appreciate grade level narrative
and informational text.
& The learner applies grade level phonics
and word analysis skills in reading,
writing and spelling words.
The learner applies grade level
phonics and word analysis skills in
reading, writing and spelling words.
The learner applies grade level
phonics and word analysis skills in
reading, writing and spelling words.

The learner uses beginning oral EL ADHA The learner read with sufficient speed
language skills to communicate accuracy, and proper expression in
personal experiences, ideas, and reading grade level text.
feelings in different contexts.

C.LEARNING MT1OL-IIa-i-3.1 MT1PWR- IIa-i-1.2 MT1PWR- IIa-i-5.1 MT1OL-Ie-i-5.1 .

COMPETENCIES Talk about oneself and one’s
personal experiences;
(Write the LC code for MT1OL-IIa-6-1
each.) Participate actively during story
reading by making comments and
asking questions;
MT1VCD-IIa-e-1.1
Use vocabulary referring to
objects;
MT1VCD-IIa-i-2.1
Give meanings of words
through: a. realia
b. picture clues
c. actions or gestures
d. context clues
MT1ATRIIa-I-1.1
Listen attentively and react
positively during story reading;
MT1C-IIa-i-1.2
Express ideas through words
or phrases, using both invented
and conventional spelling;
MT1BPK-Ig-i-3.1
Recognize that spoken words
are represented in written
language by specific sequences of
letters, and
Give the beginning / medial / final
letter sound of the name of each
picture;
MT1LC-IIa-b-2.1
Give the correct sequence of
three events in a story listened to;
MT1PWR- IIa-i-1.1
Give the name and sound of each
letter;
MT1PWR-IIa-2.1
Identify upper and lower case
letters;
MT1PA-Ie-j-5.1
Isolate and pronounce the
beginning and ending sounds of
given words;
MT1PWR-IIa-i-3.1
Write the upper and lower case
letters legibly, observing proper
sequence of strokes, and
MT1PWR-Ie-i-6.1
Write correctly grade
level one words consisting of
letters already learned.
Blend specific letters to form
syllables and words. Listen and respond to others in oral MT1OL-IIa-i-7.1
MT1PA-Ic-i-4.1 conversation; Supply rhyming words to
Say the new spoken new words
complete a poem;
when two or more sounds are put MT1PWR-Ie-i-6.1 MT1SS-IIa-e-3.1
together; Spell correctly grade level words Interpret a map of the
MT1PA-Ih-i-6.1 consisting of letters already learned; classroom/school;
Add or substitute individual
MT1OL-IIa-i-5.1
sounds in simple words to make new MTIC-IIa-i-1.2 Listen and respond to
words;
others in oral conversation;
MT1PWR-Ib-j-4.1 Identify Personal Pronouns (Sila, MT1ATR-IIa-i-2.1
Match words with pictures and Kita, Kami); Browse books read to
objects;
them; and
MT1F-IIa-i-1.2 MT1GA-IIa-f-1.3 MT1ATR-IIa-i-3.1
Read grade 1 level words, phrases
Request more stories to be
or sentences with appropriate speed,
Use personal pronouns in read to them.
accuracy, and proper expression; and
sentences; and
MT1C-Ig-j-1.2
MT1C-IIa-i-1.2
Express ideas through words or
Express ideas through words or
phrases, using both invented and
phrases, using both invented and
conventional spelling.
conventional spelling.

Realize the value of eating a

well-balanced diet.
II.CONTENT
LEARNING
RESOURCES

A. References

1.Teacher’s Guide Pages

2.Learner’s Material pages

B.Other Learning
Resources
III.PROCEDURES

A. Reviewing previous Singing of the song “Hustong mga Teacher asks the volunteer to retell Oral Language Activity
lesson or presenting Pagkaon” tune of Sampung mga the story ang gata
the new lesson Daliri draw a line to connect the same 1. Teacher asks pupils to talk in
letters in column A with that of pairs about the object that begins with
column B letter “G” which they brought from
A B home.
L b Ask volunteers to share the sentences
b d 2. Teacher asks volunteers to share in that they make using Personal
g l Review the letter name and sound of g
front of the class. Provide sentence Pronouns
d p and the words previously learned
prompts or guide pupils to talk in
p g front of an audience. (They, We, and Them).

3. Drill on Spelling Dictate the

following words; 1. gatas
2. gabi
3. guyabano
4. gansa
5. gitara
B. Establishing a Today you will listen to a story Say: today we will give the Say: today, we will be blending letters Unsa man ang mga pulingalan nga . Introduce a poem to the pupils.
purpose for the entitled “ ang gatas” beginning letter/sound of the name together to form syllables and words pangtawo ang atong nahisgotan
lesson of each picture. niaging semana? (Ako, Ikaw, Siya) Ask pupils to recite the
Teacher shows flashcards to pupils poem. Let them identify the rhyming
with personal pronouns. words. Tell the pupils to substitute
the rhyming words with other words
Let them read the pronouns. that rhyme.
Gatas

Ang gatas ug itlog pagkaong

pampahimsog,

Ang saging ug kapayas

makapahimsog sa lawas,
Moinom ka og gatas
Mokaon ka og itlog,
Dali ra gayud kang mohimsog.
C. Presenting Unlock the meaning of the
examples/instances following difficult words and or
of the new lesson pictures
- gatas
- sitserya
Ask:
Unsay pagkaon nga
makapabaskog sa kalawasan?
Unsay mahitabo sa bata nga dili
mokaon og masustansiyang
pagkaon?
D. Discussing the new Show the cover page of the
concepts and bigbook ang gatas
practicing new skills introduce the author and the
#1 illustrator
What do you think is the story all
about?
Raising of a motive questions.
Encourage pupils to ask questions
about what they want to know in
the story.
E. Discussing the new The teacher reads the story to the
concepts and practicing pupils using predictive questions,
new skills # to make reading interactive
Pause at some parts of the story to
ask questions
F.Developing mastery Read the story again together with
Present the picture of gatas
What is the name of the object in
the picture?
Teacher points to the key words
(gatas) and say, “this is the name of
the picture. eacher and pupils say
the word” gatas” 2-3 more times
together.
Teacher points to the key symbol G
and say” This is the beginning
letter of word gatas” Teacher says
the name ...g... teacher models
the /g/ (sound)
Introducing Letter Gg:
- Teacher shows the picture that
begins with letter Gg,
Teacher says the picture name one
Produce the name and sound of letter
Gg.
Use syllable box strategy:Teacher
points to the keyword(gatas) and reads
it in a normal speed
Teacher points to each syllable as she
reads each syllable distinctly(ga-tas)
Teacher reads each syllable again,
clapping once for each syllable.
ga= one clap tas= one clap
Give another examples, let pupils tell
the number of symbols each word have.
Follow word breaking and making
Refer to Tg on page 104-105
Guide pupils in reading syllables and
words correctly.
Big box strategy
a. Teacher shows a comic strip with
dialogues using personal
pronouns.Read the dialogues and ask
pupils to repeat.
b. Teacher asks pupils to dramatize
the dialogues.
Example: Ako si Golda.
Siya si Gea.
Siya ang akong higala.
Sila si Ben, Ana ug Mara
Sila usab ang akong mga higala.
Kaming tanan managhigala
Ask: Base sa atong gibasa nga
komik strip ug sa gipakita sa inyong
classmate,
Kanus-a man nato gamiton ang Sila?
Kami? Kita?
Teacher shows flashcards to pupils
with personal pronouns. Let them read
the pronouns.
Sila
Kami
Kita
Say: Ang “ako, ikaw,
siya, sila, kami ug kita ang mga
pulingalan nga pangtawo.
Ang mga pulingalan
nga pangtawo kay mga pulong nga
gigamit para puli sa mga pungan.
Hinumdomi
Sila – gigamit ang sila kon
maghisgot og duha o mas daghan
nga mga tawo.
Kita – gigamit ang kita kon
maghisgot bahin sa imong
kaugalingon uban ang kaestorya.
Kami – gigamit ang kami kon
maghisgot bahin sa imong
kaugalingon uban
ang lain nga mga tawo.
Guided Practice
Mga Pangutana:
1. Kabahin sa unsa ang balak?
2. Unsa nga mga pulong ang
naggaray?
3. Unsa man ang mga pagkaon nga
makapahimsog sa atong lawas gawas
sa gihisgotan sa balak?
B. Skill Development
1. Introduction
Show the class a school map.
Ask: Unsay inyong nakita sa
hulagway? Unsang mga lugara sa
eskuylahan ang inyong nakita sa
mapa?
2. Teaching/ Modelling
a. Let the class look closely at the
school map. Expalin to the class tha
the material they are looking at is a
map.
Says: Kon ako usa ka bisita sa
eskuylahan, unya gusto ko moadto sa
opisina sa principal. Unsaon nako
pag-abot sa opisina sa principal gikan
sa guwardiya?
b. Teacher asks pupils to give
directions for going from one place in
the school to another.
c. Show flash cards/meta cards with
the words.
Example : sa tuo sa wala sa
atubangan sa likod sa tunga sa
atbang
Say: Kining mga pulonga kay
motabang kanato sa paghatag sa
lokasyon.
d. Teacher lets pupils read the
words. Let them use the words to talk
about location of things in the
classroom
Guided Practice
 all the pupils.
Read again together with
individual or two pupils at a time
to encourage the pupils to talk
Ask comprehension questions
about the story.
Call a volunteer to retell the story
. Group activity
Group 1: draw the foods
Group2:act out the part where the
child experiences the effects of
food he eats.
Group3: character web
Group 4: write a letter of advice to
the kid.
IKAW MOINOM KA BA UG
G.Finding practical GATAS?Ngano man?
applications of concepts
and skills in daily living
H. Making generalizations What is the story all about?
and abstraction about the
lesson
at a time by producing the initial
sound of each.
Presenting sets of picture on the
board.
- let pupils identify the pictures
begins with Gg.
- Unsay mayo sa lawas sa usa k
bata?
Present flashcards with letter Gg as
a symbol of the sound /g/.
This is big /G/ and here is
Form as many words that you can from
the syllables in the big box.
(refer to TG on page 105)
let the pupils read the formed words.
Show pictures of things which name
start in letter Gg.
Let pupils name the picture and tell the
number of syllables each word has.
What is formed WHEN TWO
LETTERS ARE BLEND?
(expected answer: syllable)
Teacher asks pupils to dramatize
Direksiyon: Pangitaa ang giving directions to a visitor. Ask
pulingalan nga pangtawo sa mga them questions about the location
kapahayag. Lingini kini. relative to another building to elicit
answers that help in giving direction
1. Naghulat sila og taxi. (e.g. left, right, in front, behind).
2. Kami ang nangita og mangga.
3. Nakakita sila og agila ganina.
4. Malipayon kami nga nanimba.
5. Dugay kita mahuman sa klase
karon.
Independent Practice
Direksiyon: Isulat sa badlis ang husto
nga pulingalan nga pangtawo. (Sila,
Kami, Kita)
1. Si Mama ug ako moadto sa
merkado. Mamalit _________ og mga
utanon ug isda.
2. Ikaw ug ako manglimpyo sa balay.
________ ang motabang ni ate.
3. Si Susan, Evelyn, ug Sheila
magdula sa gawas.
Magdula ________ og bato lata.
4. Ako, si dodong ug si inday
naghimo og tabanog.
Magpalupad _______ og tabanog
unya.
5. Si lolo ug lola moanhi sa Cebu.
Mobakasyon ________ diri og lima
ka adlaw.
Kanunay ka bang adunay kaduwa? Application
Kinsa man na sila?Ug nganong
ganahan ka man? a. Teacher divides the class into 5
groups. Give each group a school map
and let them locate different places in
school such as library, principal’s
office, garden, canteen and
playground
b. Teacher gives the groups 5 to 10
minutes to find places and observe
what is happening there.
c. When they are back in the
classroom, teacher asks them the
following questions:
Diin mo niadto?
Unsay inyong nakita sa lugar?
Kinsay inyong nakita sa lugar?
Unsay mahimo ninyong buhaton sa
maon lugar?
d. Teacher asks the pupils to talk in
pairs. Then, ask 5 volunteers to share
in class.
Adunay tawag sa mga Unsa may gamit sa mapa?
pulingngalan .Unsa man kini?

I.Evaluating learning
J.Additional activities for
application or remediation
What lesson did you learn from small /g/. Can you point what is formed when two or more
the story? syllables are combined?
where is Big /G/ and (expected answer: word)
small /g/?
Based on the story and ang gatas Fill each with correct word to Complete the name of the picture by Direksiyon: Basaha ang mosunod nga Idebuho ang mga lugar nga inyong
answer the given questions by complete the sentence. filling the blank with the missing pahayag. Pangitaa ang mga pulingalan nakita sa lugar nga inyong gi-adto.
writing the letter of the correct syllable. nga pangtawo. Ikahon kini. Pagsulat og usa o
answer Select the syllable from the given list. duha ka pahayag kabahin niini.
1.Unsa ang ulohan sa istorya? tas bi ting bas 1. Sila mama ug papa moadto sa
A. Ang gatas ____tas baybayon.
B. Ang baka 2. Mamasol kami og isda.3. Kita ang
C. Sa umahan 1. gu__ natahasan nga manglimpyo sa
2.Kinsa ang importante nga tawo classroom.
sa istorya?A.Miko ___rapon 4. Malipayon kami nga nanganta.
B.Ana 2. ga____ 5. Didto sila sa bukid gahapon.
C.Lola
3.Unsa ang gikaon sa bata sa ____bas
unang bahin sa istorya?
A. Mga utanon 3. ga___
B.Sitsirya og ____lon
softdrinks
C.Prutas
4.Unsay nahitabo sa bata?
A. Nahimsog 4. ga__
B. Na-ospital ___bi
C. Nagkaon
5.Unsay gikaon sa bata sa ulahing
bahin sa istorya? 5. gun___
A. Gatas
B. Sitsirya
C. softdrinks
Idebuho ang imong paboritong Practice writing on the pap and a Using hypen,divide the given word into Pagsulat og tulo ka pahayag gamit ang Pagbansay-bansay og basa sa balay sa
pagkaon sa usa ka short small g.er the letter name big g syllables. mga pulingalan nga pangtawo. (Sila, mga pulong nga nakat-onanan na.
bondpaper. Kolori kini. 1.garapon 2.gabi 3.gunting Kami ug Kita)

IV. Mga Tala

V. Pagninilay

A. Bilang ng mag-aaral ___ of Learners who earned 80% ___ of Learners who earned 80% Iguhit ang larawan ng sariling paaralan. ___ of Learners who earned 80% ___ of Learners who earned 80%
na nakakuha ng 80% sa above above Kulayan ito. Sa ilalim nit, itala ang above above
pagtataya. tungkulin at Gawain nito.

B. Bilang ng mag-aaral
na ngangailangan ng iba
pang gawain para sa
remediation
C. Nakatulong ba ang
remedial? Bilang ng
mag-aaral na nakaunawa
sa aralin.
D. Bilang ng mga mag-
aaral na magpapatuloy
sa remediation?
E. Alin sa mga
istratehiyang pagtuturo
ang nakatulong ng lubos?
Paano ito nakatulong?
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
Maghanap ng larawan na nagpapakita
ng Gawain at tungkulin ng pamilya at
paaralan at idikit ito sa kwaderno.
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
 ___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
__ Pupils’ eagerness to learn
_ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
F. Anong suliranin ang
__ Science/ Computer/
aking naranasan na
Planned Innovations:
nasolusyunan sa tulong
__ Localized Videos
ng aking punongguro?
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
The lesson have successfully
delivered due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
G. Anong kagamitang activities/exercises
panturo ang aking ___ Carousel
nadibuho na nais kong ___ Diads
ibahagi sa mga kapwa ko ___ Think-Pair-Share (TPS)
guro? ___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation
in
doing their tasks
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
__ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
The lesson have successfully
delivered due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation
in
doing their tasks
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
The lesson have successfully delivered
due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
The lesson have successfully delivered
due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
The lesson have successfully delivered
due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
Prepared by: NOTED:
JULIE R. GALLETO GRACE JOY M. SOLIS Ed. D.
TEACHER III PRINCIPAL II