School SAN PIOQUINTO ES Grade Five

Teacher MELANIE P. MANALO Learning Area: English, ESP, EPP and Araling
Panlipunan
Week/Teaching Week 6/ December 2-4, 2019 Quarter: 3rd Quarter
Date DAILY LESSON LOG
Day Checked by:
MONDAY-WEDNESDAY

ENGLISH EPP ESP ARALING PANLIPUNAN

5:30-6:20 V- Rosewood 8:15-9:05 V-Rosewood V-Rosewood V-Rosewood
6:20-7:10 V-Kamagong 9:05-9:55 V- Kamagong 9:55-10:25 10:25- 11:05
7:10-8:00- V-Mulawin
I. OBJECTIVES
A. Content Standard/ CLASSES SUSPENDED DUE TO TYPHOON TISOY
Pamantayang Pangnilalaman

B. Performance Standard
Pamantayan sa Pagganap
C. Learning Competency/Objectives- Write
the LC code for each.
Mga Kasanayan sa Pagkatuto
Isulat ang code ng bawat kasanayan

II. CONTENT/NILALAMAN
Subject Matter
III. LEARNING RESOURCES/
A.REFERENCES/SANGGUNIAN
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages

4. Additional Materials from Learning

Resource (LRMDS)portal
B. Other Learning Resource

IV.PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
Balik-aral sa nakaraang aralin at/o
pagsisismula ng bagong aralin
1. Establishing a purpose for the lesson/
Paghabi sa layunin ng aralin

B. Presenting examples/Instances of the new

lesson/ Pag-uugnay ng mga halimbawa sa
bagong aralin

C. Discussing new concepts and practicing

new skills # 1
Pagtalakay ng bagong konsepto at paglalahad
ng bagong kasanayan #1

D. Discussing new concepts and practicing

new skills # 2
Pagtalakay ng bagong konsepto at paglalahad
ng bagong kasanayan #2

E. Developing mastery
(leads to Formative Assessment )
Paglinang sa Kabihasaan
F. Finding practical application of concepts
and skills in daily living
Paglalapat ng Aralin sa pang-araw-
araw na buhay

G. Making generalizations and abstractions

about the lesson

H. Evaluating learning

I. Additional activities for application or

remediation
V. REMARKS/MGA TALA

VI. REFLECTION/PAGNINILAY
A. No. of learners who earned 80% in the ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
evaluation
Bilang ng mga mag-aaral na nakakuha ng
80% sa pagtataya.

B. No. of learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation who scored below activities for remediation activities for remediation activities for remediation activities for remediation
80%
Bilang ng mag-aaral na nangangailangan ng
ibva pang Gawain para sa remediation.

C. Did the remedial lessons work? No. of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
learners who have caught up with the lesson ____ 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
Nakakatulong ba ang remedial? Bilang ng lesson lesson
mag-aaral na nakaunawa sa aralin.
D. No. of learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation remediation remediation remediation
Bilang ng mga mag-aaral na magpapatuloy
sa remediation?

E. Which of my teaching strategies worked
well? Why did these work?
Alin sa mga istratehiya ng pagturturo ang
nakatulong ng lubos? Paano ito
nakatulong?
Strategies used that work well:
_Metacognitive Development: Examples:
Self assessments, note taking and studying
techniques, and vocabulary assignments.
Bridging
Examples: Think-pair-share, quick-writes, and
anticipatory charts.
Schema-Building:
Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects.
Strategies used that work well:
MetacognitiveDevelopment: Examples:
Self assessments, note taking and studying
techniques, and vocabulary assignments.
Bridging:
Examples: Think-pair-share, quick-writes,
and anticipatory charts.
__Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
Strategies used that work well:
MetacognitiveDevelopment:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
Bridging:
Examples: Think-pair-share, quick-
writes, and anticipatory charts.
__Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.

Contextualization: 
Contextualization:  Examples: Examples: Demonstrations, media,
Demonstrations, media, manipulatives, Contextualization:  Examples:
manipulatives, repetition, and local
Contextualization:  repetition, and local opportunities. Demonstrations, media, manipulatives, opportunities.
Text Representation:  repetition, and local opportunities.
Examples: Demonstrations, media, Text Representation: 
Examples: Student created drawings, Text Representation: 
manipulatives, repetition, and local Examples: Student created drawings,
opportunities. videos, and games. Examples: Student created drawings,
videos, and games.
Text Representation:  ___Modeling: Examples: Speaking videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the language ___Modeling: Examples: Speaking
Examples: Student created drawings, videos, slowly and clearly, modeling the
you want students to use, and providing slowly and clearly, modeling the language you want students to use, and
and games.
samples of student work. language you want students to use, and providing samples of student work.
___Modeling: Examples: Speaking slowly providing samples of student work.
and clearly, modeling the language you want Other Techniques and Strategies used:
students to use, and providing samples of Other Techniques and Strategies used:
___ Explicit Teaching Other Techniques and Strategies used: ___ Explicit Teaching
student work. ___ Group collaboration ___ Explicit Teaching ___ Group collaboration
___Gamification/Learning through play ___ Group collaboration ___Gamification/Learning through play
Other Techniques and Strategies used: ___ Answering preliminary ___Gamification/Learning through play ___ Answering preliminary
___ Explicit Teaching activities/exercises ___ Answering preliminary activities/exercises
___ Group collaboration ___ Carousel activities/exercises ___ Carousel
___Gamification/Learning through play ___ Diads ___ Carousel ___ Diads
___ Answering preliminary ___ Differentiated Instruction ___ Diads ___ Differentiated Instruction
activities/exercises ___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama
___ Carousel ___ Discovery Method ___ Role Playing/Drama ___ Discovery Method
___ Diads ___ Lecture Method ___ Discovery Method ___ Lecture Method
___ Differentiated Instruction Why? ___ Lecture Method Why?
___ Role Playing/Drama ___ Complete IMs Why? ___ Complete IMs
___ Discovery Method ___ Availability of Materials ___ Complete IMs ___ Availability of Materials
___ Lecture Method ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn
Why? ___ Group member’s ___ Pupils’ eagerness to learn ___ Group member’s
___ Complete IMs collaboration/cooperation ___ Group member’s collaboration/cooperation
___ Availability of Materials in doing their tasks collaboration/cooperation in doing their tasks
___ Pupils’ eagerness to learn ___ Audio Visual Presentation in doing their tasks ___ Audio Visual Presentation
 ___ Group member’s of the lesson ___ Audio Visual Presentation of the lesson
collaboration/cooperation of the lesson
in doing their tasks
___ Audio Visual Presentation
of the lesson

F. What difficulties did I encounter which my

principal or supervisor can help me solve? __ Bullying among pupils
Anong suliranin ang aking naranasan na __ Pupils’ behavior/attitude
solusyunan sa tulong ng aking punungguro __ Colorful IMs
at superbisor ? __ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works

G. What innovation or localized materials did I Planned Innovations:
use/discover which I wish to share with other __Contextualized/Localized and Indigenized
teachers? IM’s
Anong kagamitang panturo ang aking __ Localized Videos
nadibuho na nais kong ipamahagi sa mga __ Making big books from
kapwa ko guro? views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
Planned Innovations:
__Contextualized/Localizedand
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition

Week/Teaching Week 6/ December 5, 2019
I. OBJECTIVES
A. Content Standard/
Pamantayang Pangnilalaman
B. Performance Standard
Pamantayan sa Pagganap
C. Learning Competency/Objectives- Write
the LC code for each.
Mga Kasanayan sa Pagkatuto
Isulat ang code ng bawat kasanayan
School SAN PIOQUINTO ES Grade Five
Teacher MELANIE P. MANALO Learning Area: English, ESP, EPP and Araling
Quarter: 3rd Quarter
Date
Day Checked by:
TUESDAY
ENGLISH EPP
5:30-6:20 V- Rosewood 8:15-9:05 V-Rosewood
6:20-7:10 V-Kamagong 9:05-9:55 V- Kamagong
7:10-8:00- V-Mulawin
The learner….
Naipamamalas ang kaalaman at
listens critically to different text types; kasanayan na gamitin ang computer
expresses ideas logically in oral and at internet sa pangangalap at
written forms; needs. pagsasaayos ng impormasyon.
The learner...
1. Naipakikita ang
demonstrates interest in reading to meet impormasyong tekstwal sa
various pamamagitan ng diagram
gamit ang word processing
tool.
2. Nailalagom ang
impormasyon numerical
gamit ang mga basic
function at formula sa
electronics spreadsheet tool.
EN5F-IIIg-1.3 Nakagagamit ng mga basic function
EN5F-IIIg-1.7 at formula sa electronic spreadsheet
Observe accuracy, appropriate rate and upang malagom ang datos.(EPP5IE-
proper expressions in choral, echo and Of-16)
shadow
Panlipunan
DAILY LESSON LOG
ESP
V-Rosewood
9:55-10:25
Naipamamalas ang pag-unawa sa
kahalagahan ng pakikipagkapwa-
tao at pagganap ng mga inaasahang
hakbang, pahayag at kilos para sa
kapakanan at ng pamilya
Naisasagawa ang inaasahang
hakbang, kilos at pahayag na may
paggalang at pagmamalasakit para
sa kapakanan at kabutihan ng
pamilya at kapwa
EsP5P – IIa –22
Nakapagsisimula ng pamumuno
para
makapagbigay ng kayang tulong
para sa
nangangailangan
11.1. biktima ng kalamidad
11.2. pagbibigay ng
babala/impormasyon kung may
ARALING PANLIPUNAN
V-Rosewood
10:25- 11:05
Naipamamalas ang mapanuring
pag-unawa sa mga pagbabago sa
lipunan ng sinaunang Pilipino
kabilang ang pagpupunyagi ng ilang
pangkat na mapanatili ang kalayaan
sa Kolonyalismong Espanyol at ang
impluwensya nito sa kasalukuyang
panahon.
Nakakapagpakita ng pagpapahalaga
at pagmamalaki sa pagpupunyagi
ng mga Pilipino sa panahon ng
kolonyalismong Espanyol
Nasusuri ang pagbabago sa
panahanan ng mga Pilipino sa
panahon ng Español (ei
pagkakaroon ng organisadong
poblasyon, uri ng tahanan,
nagkaroon ng mga sentrong
pangpamayanan, at iba pa.)
AP5KPK-IIIa-1A

II. CONTENT/NILALAMAN
Subject Matter
III. LEARNING RESOURCES/
A.REFERENCES/SANGGUNIAN
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LRMDS)portal
B. Other Learning Resource
IV.PROCEDURES
bagyo, baha, sunog, lindol, at iba pa
The Owl and the Dove Ang word processor o word
processing application ay isang
software na tumutulong sa paglikha
ng mga tekstuwal na dokumento, sa
pag-eedit at pag-save ng mga ito sa
computer file system.
Ang diagram ay mga hugis na
nilalaman ng mga impormasyon
hinggil sa isang bagay o proseso. Ito
rin ay tinatawag nating graph. Noon
hindi pauso ang paggamit ng
computer, ang mga diagram ay mano-
manong nilikha, ngayong
makabagong panahon, maaari nang
gamitin ang computer upang gumawa
ng diagram gamit ang word
processing tool.
Aralin 16,pahina 1-3
Aralin 16, pahina 1-10
k-12 Curriculum Guide 4 Powerpoint presentation, computer, Wastong Pag-uugali sa
EN5 LC-IIIg-3.17 excel application,meta cards
Makabagong Panahon
EN5RC-IIIg-3.2.7
EN5F-IIIg-1.3
EN5SS-IIIg-4
EN5WC-IIIg-2.2.7
EN5A-IIIg-16
Short listening selection Makagagawa ba ng diagram ng isang Tsart, manila paper
Short reading selection proseso gamit ang word processing
Chart tool?
Magazine/newspaper
Powerpoint presentation
A. Reviewing previous lesson or presenting the
new lesson
Balik-aral sa nakaraang aralin at/o
pagsisismula ng bagong aralin
1. Establishing a purpose for the lesson/
Paghabi sa layunin ng aralin
B. Presenting examples/Instances of the new
lesson/ Pag-uugnay ng mga halimbawa sa
bagong aralin
C. Discussing new concepts and practicing
new skills # 1
Pagtalakay ng bagong konsepto at paglalahad
ng bagong kasanayan #1
Tongue Twister
1. Realize that Philippines legends enrich
our culture.
2. Use the vocabularies in community
English.
3. Read the selection with full
comprehension.
Contextual Clues (Synonyms)
Circle the meaning each underlined
word.
1. After the father was gone, she step into
the cave. (entered, slept, wandered)
2. The waves on the shore and sea shells
fascinated her (frightened, allure,
angered)
3. But a great billow flying has out into
the sea ( earthquake, wave, wind)
4. His fears was confirmed upon seeing
the clothing on water (disappeared,
stopped, strengthened)
5. When he got exhausted, he rested upon
the shore and soon fell into slumber.
(Sleepy, hungry, tired)
Ipasagot ang Panimulang Pagtatasa
(sa Kaya Mo Na Ba?) sa LM.
(Pangkatang Gawain)
Isagawa ang “Relay Game”
Alamin Natin.
Pagtatalakay sa mga basic function at
formula sa electronic spreadsheet
upang magagamit sa paglalagom ng
mga datos.
Ipagawa ang Gawin A sa Linangin
Natin sa LM.
Ipakita at ipaayos sa mga mag-aaral
sa
ang kartolina na strips na may
nakasulat na PAKIKIISA,
PAGGALANG at KARAPATAN
na wala sa tamang ayos. Ipabasa
ang nabuong ideya.
Itanong: “Ano ang inyong
pagkakaunawa o ideya sa mga
nabuong salita?”
paggalang sa karapatang pantao
Pangkatin ang klase sa apat.Bigyan
ang bawat pangkat ng metacards na
may nakasulat na iba’t ibang
kaisipan na tumutukoy sa pakikiisa
sa programa ng pamahalaan
kaugnay ng pagpapanatili ng
kapayapaan, paggalang sa
karapatang pantao at paggalang sa
opinyon o ideya ng iba.
Talakayin ang sagot ng bawat
bawat ng may paggabay ng guro.
Paano umusbong ang kamalayang
pambansa sa mga Pilipino?
Masusuri ang epekto ng
kolonyalismong Espanyol sa
pagkabansa at pagkakakilanlan ng
mga Pilipino.
Mga Pag-aalsa Laban Sa Mga
Espanyol
May tatlong pangunahing
sanhi ang pag-aalsa ng mga Pilipino
laban sa mga Espanyol. Una,
politikal; ikalawa, panrelihiyon;at
ang ikatlo, ekonomiko.
• Politikal
Mula sa mga mananakop
na Espanyol ay ninais ng mga
dating datu na mabawi ang mataas
nilang katungkulan. Hinangad din
ng mga babaylan at katalonan na
muling mabawi ang pinakamataas
na kapangyarihan sa espiritwal na
aspekto.
D. Discussing new concepts and practicing
new skills # 2
Pagtalakay ng bagong konsepto at paglalahad
ng bagong kasanayan #2
E. Developing mastery
(leads to Formative Assessment )
Paglinang sa Kabihasaan
Do you know how the 3 islands, Luzon,
Visaya, and Mindanao came into
existence?
Long time ago, the Philippines was
divided into 3 big islands of Luzon,
Visayas and Mindanao.
Ask: What led to the separation of those
islands and what was the effect?
Read the story aloud. Each group will
read one paragraph.
The teacher ask questions after each read
paragraph.
Paggawa ng paglalagom ng mga
datos gamit ang formula (Autosum)
Ano-ano ang mga basic function at
formula ng electronic spreadsheet?
Pangkatin ang klase sa tatlo. Bawat
pangkat ay bubunot ng kanilang
isasadula at bibgyan ng sapat na
oras sa pagsasagawa ng maikling
dula-dulaan. Ipapaliwanag ng guro
ang pagbibigay ng puntos bago
isagawa ang gawain.
Unang Pangkat-
Nakikiisa sa mga
programa ng pamahalaan
na may kaugnayan sa pagpapanatili
ng kapayapaan.
Pangalawang Pangkat -
Paggalang sa karapatang
pantao
Ikatlong pangkat -
Paggalang sa opinyon o
ideya ng iba
Hayaang magbigay ng opinyon ang
mga mag-aaral tungkol sa ginawa
ng bawat pangkat.
Iproseso ang sagot ng mga mag-
aaral ng may paggabay ng guro.
Nag-ugat ang suliranin mula sa
pagtutol ng mga paring regular na
pamunuan ang mga paring secular
ang mga parokya. Ito ay sapagkat
kaakibat ng pagiging pinuno ng
parokya ay ang malawak na
kapangyarihan at impluwensiya
gayundin ang yamang mula sa
kaban ng simbahan. Ibinalik sa mga
paring regular ang mga parokyang
hawak ng mga paring secular.
Hinaing ng mga pilipinong pari,
diskriminasyon ang ginawang
pagtanggal sa kanilang
katungkulan. Bunsod nito,
nagsimula ang isang kilusan sa
pamumuno ni Padre Pedro Pelaez.
Isang pag-aalsa ang
sumiklab noong 1872 sa Cavite na
kinabibilangan ng mga sundalong
Pilipino na naglilingkod sa isang
arsenal dito. Pinangunahan ito ni
Fernando La Madrid na isang
sarhentong Pilipino. Nag-aklas ang
mga sundalo nang tanggalin ang
ilan sa kanilang mga pribilehiyo
tulad ng hindi pagbabayad ng buwis
at hindi kasali sa sapilitang
paggawa.
Ang pag-aalsang ito ay
agad nasugpo ng mga Espanyol at
dinakip ang mga napagbintangang
pinuno nito, kabilang ang mga
paring sina Mariano Gomez, Jose
Burgos, at Jacinto Zamora.
Pangkatang Gawain
F. Finding practical application of concepts
and skills in daily living
Paglalapat ng Aralin sa pang-araw-
araw na buhay
G. Making generalizations and abstractions
about the lesson
H. Evaluating learning
Group I – Draw Luzon and the crops
raised in it. Label them
Group II – Draw Visayas and the
products raised in it. Label them
Group III – Draw Mindanao and the basic
foods develop there. Label them.
Pupils are grown to do great work.
What happened to the 3 sisters?
How are the 3 islands called today?
Assessments:
If the Philippines hadn’t been divided
what could be the effects?
What have you learned from today’s
lesson?
Ano ang kahalagahan ng basic
formula at electronic spreadsheet sa
paglalagom ng mga datos?
Sagutan ang Subukin Mo sa LM.
Ipagawa ang Gawain sa Magtuos
Tayo! sa LM.
Pangkatang Gawain
Sundin ang panuto at ipasagot sa
kuwaderno ng mga mag-aaral ang
mga sitwasyon sa Isapuso Natin na
nasa Kagamitan ng mag-aaral.
Hayaang ipaliwanag ng mag-aaral
ang kanilang sagot sa bawat
sitwasyon.
Ipabasa at ipaliwanag ang Tandaan
Natin upang lubos na maunawaan
ang aralin.
Ipabasa ang Tandaan Mo.
Pangkatang Gawain
Pangkatang Gawain
Ipinahayag ng mga Pilipino ang
kanilang galit at hinanakit sa mga
Espanyol sa
pamamagitan ng pamumuno sa
mahigit 100 pag-aalsa sa loob ng
mahigit 300 taon.
• May mga pangyayaring naganap
sa loob at labas ng bansa na
pumukaw at nagpaalab sa
kamalayang makabayan ng mga
Pilipino.
• Napagtanto ng maraming Pilipino
na ang pinakamahalagang salik sa
pagbuo ng nasyon ay
ang pagkakaisa ng lahat na

I. Additional activities for application or
remediation
V. REMARKS/MGA TALA
VI. REFLECTION/PAGNINILAY
A. No. of learners who earned 80% in the
evaluation
Bilang ng mga mag-aaral na nakakuha ng
80% sa pagtataya.
B. No. of learners who require additional
activities for remediation who scored below
80%
Bilang ng mag-aaral na nangangailangan ng
ibva pang Gawain para sa remediation.
ipagtanggol ang Pilipinas.
1. The article is about Sa isang buong bond paper, ang Bilugan ang salitang hindi kabilang
a. The 3Philippine islands sa pangkat. Ipaliwanag ang sagot.
mga mag-aaral ay gagawa ng poster
b. The disappearance of the 3 sisters
c. Why the 3 daughters drowned tungkol sa pakikiisa sa mga 1. Franciscan, Recollect, Sekular,
2. While not directly stated, the giant was Augustinian
programa ng pamahalaan na may
_
a. Carpenter kaugnayan sa pagpapanatili ng 2. Pedro Pelaez, Mariano Gomez,
b. Former Jacinto Zamora, Jose Burgos
kapayapaan. Bago isagawa ang
c. Fisherman
3. He is the first paragraph refers to gawain ipapaliwanag ng guro ang
3. Rafael de Izquierdo, Carlos
__________
pagbibigay ng Maria de la Torre, Suez Canal,
4. In the appearance of the 3 islands, the
Panggitnang Uri
giant was_ puntos.
a. Excited
b. Sad 4. Magat Salamat, Martin
c. Afraid Pangan, Juan Banal, Diego Silang
5. The reading selection is a _
a. Fable 5. Carlos Maria de la Torre, Jean
b. Legend Jacques Rousseau, Voltaire John
c. Tale Locke
Refer to LM _______. Mabgigay ng repleksyon ukol sa Punan ng tamang sago tang patlang.
aralin.
1. paring regular: ordeng
panrelihiyon ; paring secular:
_______________
2. Carlos Maria de la Torre:
liberal ; _______________:
konserbatibo
___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation activities for remediation activities for remediation activities for remediation
C. Did the remedial lessons work? No. of ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
learners who have caught up with the lesson ____ 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
Nakakatulong ba ang remedial? Bilang ng lesson lesson
mag-aaral na nakaunawa sa aralin.

D. No. of learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation remediation remediation remediation
Bilang ng mga mag-aaral na magpapatuloy
sa remediation?

E. Which of my teaching strategies worked
well? Why did these work?
Alin sa mga istratehiya ng pagturturo ang
nakatulong ng lubos? Paano ito
nakatulong?
Strategies used that work well:
_Metacognitive Development: Examples:
Self assessments, note taking and studying
techniques, and vocabulary assignments.
Bridging
Examples: Think-pair-share, quick-writes, and
anticipatory charts.
Schema-Building:
Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects.
Strategies used that work well:
MetacognitiveDevelopment: Examples:
Self assessments, note taking and studying
techniques, and vocabulary assignments.
Bridging:
Examples: Think-pair-share, quick-writes,
and anticipatory charts.
__Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
Strategies used that work well:
MetacognitiveDevelopment:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
Bridging:
Examples: Think-pair-share, quick-
writes, and anticipatory charts.
__Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.

Contextualization: 
Contextualization:  Examples: Examples: Demonstrations, media,
Demonstrations, media, manipulatives, Contextualization:  Examples:
manipulatives, repetition, and local
Contextualization:  repetition, and local opportunities. Demonstrations, media, manipulatives, opportunities.
Text Representation:  repetition, and local opportunities.
Examples: Demonstrations, media, Text Representation: 
Examples: Student created drawings, Text Representation: 
manipulatives, repetition, and local Examples: Student created drawings,
opportunities. videos, and games. Examples: Student created drawings,
videos, and games.
Text Representation:  ___Modeling: Examples: Speaking videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the language ___Modeling: Examples: Speaking
Examples: Student created drawings, videos, slowly and clearly, modeling the
you want students to use, and providing slowly and clearly, modeling the language you want students to use, and
and games.
samples of student work. language you want students to use, and providing samples of student work.
___Modeling: Examples: Speaking slowly providing samples of student work.
and clearly, modeling the language you want Other Techniques and Strategies used:
students to use, and providing samples of Other Techniques and Strategies used:
___ Explicit Teaching Other Techniques and Strategies used: ___ Explicit Teaching
student work. ___ Group collaboration ___ Explicit Teaching ___ Group collaboration
___Gamification/Learning through play ___ Group collaboration ___Gamification/Learning through play
Other Techniques and Strategies used: ___ Answering preliminary ___Gamification/Learning through play ___ Answering preliminary
___ Explicit Teaching activities/exercises ___ Answering preliminary activities/exercises
___ Group collaboration ___ Carousel activities/exercises ___ Carousel
___Gamification/Learning through play ___ Diads ___ Carousel ___ Diads
___ Answering preliminary ___ Differentiated Instruction ___ Diads ___ Differentiated Instruction
activities/exercises ___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama
___ Carousel ___ Discovery Method ___ Role Playing/Drama ___ Discovery Method
___ Diads ___ Lecture Method ___ Discovery Method ___ Lecture Method
___ Differentiated Instruction Why? ___ Lecture Method Why?
___ Role Playing/Drama ___ Complete IMs Why? ___ Complete IMs
 ___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
F. What difficulties did I encounter which my
principal or supervisor can help me solve? __ Bullying among pupils
Anong suliranin ang aking naranasan na __ Pupils’ behavior/attitude
solusyunan sa tulong ng aking punungguro __ Colorful IMs
at superbisor ? __ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
G. What innovation or localized materials did I Planned Innovations:
use/discover which I wish to share with other __Contextualized/Localized and Indigenized
teachers? IM’s
Anong kagamitang panturo ang aking __ Localized Videos
nadibuho na nais kong ipamahagi sa mga __ Making big books from
kapwa ko guro? views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localizedand
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
 School SAN PIOQUINTO ES Grade Five
Teacher MELANIE P. MANALO Learning Area: English, ESP, EPP and Araling
Panlipunan
Week/Teaching Week 6/ December 2-6,2019 Quarter: 3rd Quarter
Date DAILY LESSON LOG
Day Checked by:
Friday

ENGLISH EPP ESP ARALING PANLIPUNAN

5:30-6:20 V- Rosewood 8:15-9:05 V-Rosewood V-Rosewood V-Rosewood
6:20-7:10 V-Kamagong 9:05-9:55 V- Kamagong 9:55-10:25 10:25- 11:05
7:10-8:00- V-Mulawin
I. OBJECTIVES

A. Content Standard/
Pamantayang Pangnilalaman
The learner….
listens critically to different text types;
expresses ideas logically in oral and
written forms; needs.
Naipamamalas ang kaalaman at
kasanayan na gamitin ang computer
at internet sa pangangalap at
pagsasaayos ng impormasyon.
Naipamamalas ang pag-unawa sa
kahalagahan ng pakikipagkapwa-
tao at pagganap ng mga inaasahang
hakbang, pahayag at kilos para sa
kapakanan at ng pamilya
Naipamamalas ang mapanuring
pag-unawa sa mga pagbabago sa
lipunan ng sinaunang Pilipino
kabilang ang pagpupunyagi ng ilang
pangkat na mapanatili ang kalayaan
sa Kolonyalismong Espanyol at ang
impluwensya nito sa kasalukuyang
panahon.

B. Performance Standard The learner... Naisasagawa ang inaasahang Nakakapagpakita ng pagpapahalaga

Pamantayan sa Pagganap
C. Learning Competency/Objectives- Write
the LC code for each.
Mga Kasanayan sa Pagkatuto
Isulat ang code ng bawat kasanayan
hakbang, kilos at pahayag na may at pagmamalaki sa pagpupunyagi
3. Naipakikita ang
demonstrates interest in reading to meet impormasyong tekstwal sa paggalang at pagmamalasakit para ng mga Pilipino sa panahon ng
various pamamagitan ng diagram sa kapakanan at kabutihan ng kolonyalismong Espanyol
gamit ang word processing pamilya at kapwa
tool.
4. Nailalagom ang
impormasyon numerical
gamit ang mga basic
function at formula sa
electronics spreadsheet tool.
EN5F-IIIg-1.3 Nakagagamit ng mga basic function EsP5P – IIa –22 Nasusuri ang pagbabago sa
EN5F-IIIg-1.7 at formula sa electronic spreadsheet panahanan ng mga Pilipino sa
Observe accuracy, appropriate rate and upang malagom ang datos.(EPP5IE- Nakapagsisimula ng pamumuno panahon ng Español (ei
proper expressions in choral, echo and Of-16) para pagkakaroon ng organisadong
shadow makapagbigay ng kayang tulong poblasyon, uri ng tahanan,
para sa nagkaroon ng mga sentrong

II. CONTENT/NILALAMAN
Subject Matter
III. LEARNING RESOURCES/
A.REFERENCES/SANGGUNIAN
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LRMDS)portal
B. Other Learning Resource
IV.PROCEDURES
nangangailangan pangpamayanan, at iba pa.)
11.1. biktima ng kalamidad
11.2. pagbibigay ng AP5KPK-IIIa-1A
babala/impormasyon kung may
bagyo, baha, sunog, lindol, at iba pa
The Owl and the Dove Ang word processor o word
processing application ay isang
software na tumutulong sa paglikha
ng mga tekstuwal na dokumento, sa
pag-eedit at pag-save ng mga ito sa
computer file system.
Ang diagram ay mga hugis na
nilalaman ng mga impormasyon
hinggil sa isang bagay o proseso. Ito
rin ay tinatawag nating graph. Noon
hindi pauso ang paggamit ng
computer, ang mga diagram ay mano-
manong nilikha, ngayong
makabagong panahon, maaari nang
gamitin ang computer upang gumawa
ng diagram gamit ang word
processing tool.
Aralin 16,pahina 1-3
Aralin 16, pahina 1-10
k-12 Curriculum Guide 4 Powerpoint presentation, computer, Wastong Pag-uugali sa
EN5 LC-IIIg-3.17 excel application,meta cards
Makabagong Panahon
EN5RC-IIIg-3.2.7
EN5F-IIIg-1.3
EN5SS-IIIg-4
EN5WC-IIIg-2.2.7
EN5A-IIIg-16
Short listening selection Makagagawa ba ng diagram ng isang Tsart, manila paper
Short reading selection proseso gamit ang word processing
Chart tool?
Magazine/newspaper

A. Reviewing previous lesson or presenting the
new lesson
Balik-aral sa nakaraang aralin at/o
pagsisismula ng bagong aralin
1. Establishing a purpose for the lesson/
Paghabi sa layunin ng aralin
B. Presenting examples/Instances of the new
lesson/ Pag-uugnay ng mga halimbawa sa
bagong aralin
C. Discussing new concepts and practicing
new skills # 1
Pagtalakay ng bagong konsepto at paglalahad
ng bagong kasanayan #1
Powerpoint presentation
Tongue Twister
1. Realize that Philippines legends enrich
our culture.
2. Use the vocabularies in community
English.
3. Read the selection with full
comprehension.
Contextual Clues (Synonyms)
Circle the meaning each underlined
word.
1. After the father was gone, she step into
the cave. (entered, slept, wandered)
2. The waves on the shore and sea shells
fascinated her (frightened, allure,
angered)
3. But a great billow flying has out into
the sea ( earthquake, wave, wind)
4. His fears was confirmed upon seeing
the clothing on water (disappeared,
stopped, strengthened)
5. When he got exhausted, he rested upon
the shore and soon fell into slumber.
(Sleepy, hungry, tired)
Ipasagot ang Panimulang Pagtatasa
(sa Kaya Mo Na Ba?) sa LM.
(Pangkatang Gawain)
Isagawa ang “Relay Game”
Alamin Natin.
Pagtatalakay sa mga basic function at
formula sa electronic spreadsheet
upang magagamit sa paglalagom ng
mga datos.
Ipagawa ang Gawin A sa Linangin
Natin sa LM.
Ipakita at ipaayos sa mga mag-aaral
sa
ang kartolina na strips na may
nakasulat na PAKIKIISA,
PAGGALANG at KARAPATAN
na wala sa tamang ayos. Ipabasa
ang nabuong ideya.
Itanong: “Ano ang inyong
pagkakaunawa o ideya sa mga
nabuong salita?”
paggalang sa karapatang pantao
Pangkatin ang klase sa apat.Bigyan
ang bawat pangkat ng metacards na
may nakasulat na iba’t ibang
kaisipan na tumutukoy sa pakikiisa
sa programa ng pamahalaan
kaugnay ng pagpapanatili ng
kapayapaan, paggalang sa
karapatang pantao at paggalang sa
opinyon o ideya ng iba.
Talakayin ang sagot ng bawat
bawat ng may paggabay ng guro.
Paano umusbong ang kamalayang
pambansa sa mga Pilipino?
Masusuri ang epekto ng
kolonyalismong Espanyol sa
pagkabansa at pagkakakilanlan ng
mga Pilipino.
Mga Pag-aalsa Laban Sa Mga
Espanyol
May tatlong pangunahing
sanhi ang pag-aalsa ng mga Pilipino
laban sa mga Espanyol. Una,
politikal; ikalawa, panrelihiyon;at
ang ikatlo, ekonomiko.
• Politikal
Mula sa mga mananakop
na Espanyol ay ninais ng mga
dating datu na mabawi ang mataas
nilang katungkulan. Hinangad din
ng mga babaylan at katalonan na
muling mabawi ang pinakamataas
na kapangyarihan sa espiritwal na
aspekto.
D. Discussing new concepts and practicing
new skills # 2
Pagtalakay ng bagong konsepto at paglalahad
ng bagong kasanayan #2
E. Developing mastery
(leads to Formative Assessment )
Paglinang sa Kabihasaan
Do you know how the 3 islands, Luzon,
Visaya, and Mindanao came into
existence?
Long time ago, the Philippines was
divided into 3 big islands of Luzon,
Visayas and Mindanao.
Ask: What led to the separation of those
islands and what was the effect?
Read the story aloud. Each group will
read one paragraph.
The teacher ask questions after each read
paragraph.
Paggawa ng paglalagom ng mga
datos gamit ang formula (Autosum)
Ano-ano ang mga basic function at
formula ng electronic spreadsheet?
Pangkatin ang klase sa tatlo. Bawat
pangkat ay bubunot ng kanilang
isasadula at bibgyan ng sapat na
oras sa pagsasagawa ng maikling
dula-dulaan. Ipapaliwanag ng guro
ang pagbibigay ng puntos bago
isagawa ang gawain.
Unang Pangkat-
Nakikiisa sa mga
programa ng pamahalaan
na may kaugnayan sa pagpapanatili
ng kapayapaan.
Pangalawang Pangkat -
Paggalang sa karapatang
pantao
Ikatlong pangkat -
Paggalang sa opinyon o
ideya ng iba
Hayaang magbigay ng opinyon ang
mga mag-aaral tungkol sa ginawa
ng bawat pangkat.
Iproseso ang sagot ng mga mag-
aaral ng may paggabay ng guro.
Nag-ugat ang suliranin mula sa
pagtutol ng mga paring regular na
pamunuan ang mga paring secular
ang mga parokya. Ito ay sapagkat
kaakibat ng pagiging pinuno ng
parokya ay ang malawak na
kapangyarihan at impluwensiya
gayundin ang yamang mula sa
kaban ng simbahan. Ibinalik sa mga
paring regular ang mga parokyang
hawak ng mga paring secular.
Hinaing ng mga pilipinong pari,
diskriminasyon ang ginawang
pagtanggal sa kanilang
katungkulan. Bunsod nito,
nagsimula ang isang kilusan sa
pamumuno ni Padre Pedro Pelaez.
Isang pag-aalsa ang
sumiklab noong 1872 sa Cavite na
kinabibilangan ng mga sundalong
Pilipino na naglilingkod sa isang
arsenal dito. Pinangunahan ito ni
Fernando La Madrid na isang
sarhentong Pilipino. Nag-aklas ang
mga sundalo nang tanggalin ang
ilan sa kanilang mga pribilehiyo
tulad ng hindi pagbabayad ng buwis
at hindi kasali sa sapilitang
paggawa.
Ang pag-aalsang ito ay
agad nasugpo ng mga Espanyol at
dinakip ang mga napagbintangang
pinuno nito, kabilang ang mga
paring sina Mariano Gomez, Jose
Burgos, at Jacinto Zamora.
Pangkatang Gawain
F. Finding practical application of concepts
and skills in daily living
Paglalapat ng Aralin sa pang-araw-
araw na buhay
G. Making generalizations and abstractions
about the lesson
H. Evaluating learning
Group I – Draw Luzon and the crops
raised in it. Label them
Group II – Draw Visayas and the
products raised in it. Label them
Group III – Draw Mindanao and the basic
foods develop there. Label them.
Pupils are grown to do great work.
What happened to the 3 sisters?
How are the 3 islands called today?
Assessments:
If the Philippines hadn’t been divided
what could be the effects?
What have you learned from today’s
lesson?
Ano ang kahalagahan ng basic
formula at electronic spreadsheet sa
paglalagom ng mga datos?
Sagutan ang Subukin Mo sa LM.
Ipagawa ang Gawain sa Magtuos
Tayo! sa LM.
Pangkatang Gawain
Sundin ang panuto at ipasagot sa
kuwaderno ng mga mag-aaral ang
mga sitwasyon sa Isapuso Natin na
nasa Kagamitan ng mag-aaral.
Hayaang ipaliwanag ng mag-aaral
ang kanilang sagot sa bawat
sitwasyon.
Ipabasa at ipaliwanag ang Tandaan
Natin upang lubos na maunawaan
ang aralin.
Ipabasa ang Tandaan Mo.
Pangkatang Gawain
Pangkatang Gawain
Ipinahayag ng mga Pilipino ang
kanilang galit at hinanakit sa mga
Espanyol sa
pamamagitan ng pamumuno sa
mahigit 100 pag-aalsa sa loob ng
mahigit 300 taon.
• May mga pangyayaring naganap
sa loob at labas ng bansa na
pumukaw at nagpaalab sa
kamalayang makabayan ng mga
Pilipino.
• Napagtanto ng maraming Pilipino
na ang pinakamahalagang salik sa
pagbuo ng nasyon ay
ang pagkakaisa ng lahat na

I. Additional activities for application or
remediation
V. REMARKS/MGA TALA
VI. REFLECTION/PAGNINILAY
A. No. of learners who earned 80% in the
evaluation
Bilang ng mga mag-aaral na nakakuha ng
80% sa pagtataya.
B. No. of learners who require additional
activities for remediation who scored below
80%
Bilang ng mag-aaral na nangangailangan ng
ibva pang Gawain para sa remediation.
ipagtanggol ang Pilipinas.
1. The article is about Sa isang buong bond paper, ang Bilugan ang salitang hindi kabilang
a. The 3Philippine islands sa pangkat. Ipaliwanag ang sagot.
mga mag-aaral ay gagawa ng poster
b. The disappearance of the 3 sisters
c. Why the 3 daughters drowned tungkol sa pakikiisa sa mga 1. Franciscan, Recollect, Sekular,
2. While not directly stated, the giant was Augustinian
programa ng pamahalaan na may
_
a. Carpenter kaugnayan sa pagpapanatili ng 2. Pedro Pelaez, Mariano Gomez,
b. Former Jacinto Zamora, Jose Burgos
kapayapaan. Bago isagawa ang
c. Fisherman
3. He is the first paragraph refers to gawain ipapaliwanag ng guro ang
3. Rafael de Izquierdo, Carlos
__________
pagbibigay ng Maria de la Torre, Suez Canal,
4. In the appearance of the 3 islands, the
Panggitnang Uri
giant was_ puntos.
a. Excited
b. Sad 4. Magat Salamat, Martin
c. Afraid Pangan, Juan Banal, Diego Silang
5. The reading selection is a _
a. Fable 5. Carlos Maria de la Torre, Jean
b. Legend Jacques Rousseau, Voltaire John
c. Tale Locke
Refer to LM _______. Mabgigay ng repleksyon ukol sa Punan ng tamang sago tang patlang.
aralin.
1. paring regular: ordeng
panrelihiyon ; paring secular:
_______________
2. Carlos Maria de la Torre:
liberal ; _______________:
konserbatibo
___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
activities for remediation activities for remediation activities for remediation activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson
Nakakatulong ba ang remedial? Bilang ng
mag-aaral na nakaunawa sa aralin.
D. No. of learners who continue to require
remediation
Bilang ng mga mag-aaral na magpapatuloy
sa remediation?
E. Which of my teaching strategies worked
well? Why did these work?
Alin sa mga istratehiya ng pagturturo ang
nakatulong ng lubos? Paano ito
nakatulong?
___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 ____ of Learners who caught up the
lesson lesson
___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation remediation remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
_Metacognitive Development: Examples: MetacognitiveDevelopment: Examples: MetacognitiveDevelopment: ___Metacognitive Development:
Self assessments, note taking and studying Self assessments, note taking and studying Examples: Self assessments, note Examples: Self assessments, note
techniques, and vocabulary assignments. techniques, and vocabulary assignments. taking and studying techniques, and taking and studying techniques, and
Bridging Bridging: vocabulary assignments. vocabulary assignments.
Bridging: ___Bridging: Examples: Think-pair-
Examples: Think-pair-share, quick-writes, and Examples: Think-pair-share, quick-writes,
Examples: Think-pair-share, quick- share, quick-writes, and anticipatory
anticipatory charts. and anticipatory charts. charts.
Schema-Building: __Schema-Building: Examples: writes, and anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning, __Schema-Building: Examples:
Examples: Compare and contrast, jigsaw Compare and contrast, jigsaw learning,
peer teaching, and projects. Compare and contrast, jigsaw learning, peer teaching, and projects.
learning, peer teaching, and projects. peer teaching, and projects.
Contextualization:  Contextualization: 
Contextualization:  Contextualization: 
Examples: Demonstrations, media, Examples: Demonstrations, media,
Examples: Demonstrations, media, Examples: Demonstrations, media,
manipulatives, repetition, and local manipulatives, repetition, and local
manipulatives, repetition, and local opportunities. manipulatives, repetition, and local
opportunities. opportunities.
Text Representation:  opportunities.
Text Representation:  Text Representation: 
Examples: Student created drawings, Text Representation: 
Examples: Student created drawings,
Examples: Student created drawings, videos, videos, and games. Examples: Student created drawings,
videos, and games.
and games. videos, and games.
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
___Modeling: Examples: Speaking slowly slowly and clearly, modeling the language ___Modeling: Examples: Speaking
slowly and clearly, modeling the
and clearly, modeling the language you want you want students to use, and providing slowly and clearly, modeling the language you want students to use, and
students to use, and providing samples of samples of student work. language you want students to use, and providing samples of student work.
student work. providing samples of student work.
Other Techniques and Strategies used: Other Techniques and Strategies used:
Other Techniques and Strategies used: ___ Explicit Teaching Other Techniques and Strategies used: ___ Explicit Teaching
___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching ___ Group collaboration
___ Group collaboration ___Gamification/Learning through play ___ Group collaboration ___Gamification/Learning through play
___Gamification/Learning through play ___ Answering preliminary ___Gamification/Learning through play ___ Answering preliminary
___ Answering preliminary activities/exercises ___ Answering preliminary activities/exercises
activities/exercises ___ Carousel activities/exercises ___ Carousel
___ Carousel ___ Diads ___ Carousel ___ Diads
___ Diads ___ Differentiated Instruction ___ Diads ___ Differentiated Instruction
___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction ___ Role Playing/Drama
___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama ___ Discovery Method
___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Lecture Method
___ Lecture Method Why? ___ Lecture Method Why?
Why? ___ Complete IMs Why? ___ Complete IMs
___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Availability of Materials
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn ___ Group member’s
___ Group member’s collaboration/cooperation ___ Group member’s
 collaboration/cooperation in doing their tasks collaboration/cooperation collaboration/cooperation
in doing their tasks ___ Audio Visual Presentation in doing their tasks in doing their tasks
___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson of the lesson

F. What difficulties did I encounter which my

principal or supervisor can help me solve? __ Bullying among pupils
Anong suliranin ang aking naranasan na __ Pupils’ behavior/attitude
solusyunan sa tulong ng aking punungguro __ Colorful IMs
at superbisor ? __ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works

G. What innovation or localized materials did I Planned Innovations:
use/discover which I wish to share with other __Contextualized/Localized and Indigenized
teachers? IM’s
Anong kagamitang panturo ang aking __ Localized Videos
nadibuho na nais kong ipamahagi sa mga __ Making big books from
kapwa ko guro? views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
Planned Innovations:
__Contextualized/Localized and
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
Planned Innovations:
__Contextualized/Localizedand
Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition