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21st Century Lit DLL Quarter 2, Week 1
21st Century Lit DLL Quarter 2, Week 1
GRADES 1 to 12
21st Century Literature in
DAILY LESSON LOG
Teacher: Sorahayda S. Enriquez Learning Area: the Philippines
Teaching Dates and
Time: November 14 –18, 2022 Quarter: 2, Week 1
B. Performance Standards: Writing a Close Analysis and Critical Interpretation of Literary Texts applying a Reading Approach and doing an adaptation of texts to
identify representative texts and authors from Asia and Africa
C. Learning a. Write a close analysis and critical interpretation of literary texts using a reading approach and identify representative text from Africa and Asia b.
Competencies/Objectives: Create/produce a creative representation of a literary text by applying multi-media skills c. Show appreciation of different representative literary texts
Write the LC Code for each
III. LEARNING
RESOURCES
A. References Menoy, Jesus Z. 2014. Philippine Literature for Today’s Generation; A
Thematic Approach. Books Atbp. Publishing Corp. Mandaluyong City
Uychoco, Marikit Tara A. 2016. 21st Century Literature from the Philippines
and the World. Rex Printing Company, Inc. Quezon City
D. Practice/ Enrichment Read the selection Have the students fill in The teacher will ask Differentiated activity
Chechnya by Anthony the table with point of students some questions Have the students interpret the
Marra and answer the view, conflict and theme. pertaining to the story. poem “Equality” by group through
questions that follows. Use Scanning as a the following:
reading technique. Group 1-Song Group 5 Lecture
Group 2-Dance
Group 3 Drawing
Group 4 Poem
E. Evaluation Assessment 1. The story was quite A.Let the students answer Write a critical essay about the
Comprehension Check interesting. Now answer the comprehension check poem, Equality by completing the
Direction: The story was the questions that follow to on their modules on page guide in the grid found on page 13
quite interesting. Now test your understanding. 1. 11. of your module.
answer the questions What problems did Maia
that follow to test you experience during her B. : Fill out the table with
understanding. travel to Brazil? 2. What words you don’t know the
are the characteristics of meaning of from the two
Gwendolyn and Beatrice? selections Chechnya by
3. What life lessons did Anthony Marra and
she learn from her friends Adaptation from The
Finn and Clovis? Journey to the River Sea
by Eva Ibbotson
IV.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in 100%
2
the evaluation
E. Which of my teaching strategies I think the giving of quizzes every after discussions work in my class. Due to their knowledge that a quiz will begiven afterwards, they pay attention to the
work well? Why did this work? discussion.
3
School: ICEHS-Santiago Grade Level: 10
GRADES 1 to 12
Teacher: Sorahayda S. Enriquez Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: August 20– August 24, 2018 Quarter: 2
4
A. Reviewing Previous Lesson or Ask: Ask: Present the sense chart that Share your explanation to Remedial/Enhancement
Presenting the New Lesson Have you seen a horror What are the things that the class did the previous the additional task given Reading Schedule/ICL
movie? frightened you? day.
B. Establishing a Purpose for the Show a picture of Inferno on Ask: Share the experience while Ask students how they
Lesson page 123 What comes to your mind making the chart define terms
when you hear the word
Ask: inferno?
What have you found out
about Dante Alighieri?
C. Presenting Examples/Instances of Discuss the background of Ask: Discuss what has been find Make a word web
the Lesson Dante Alighieri Why do you think the text is out in the chart
entitled Inferno?
D. Discussing New Concepts and Answer the Task 5 on page Discuss: Group Activity: Presentation of the
Practicing New Skills #1 123 guidelines to follow when
What is Virgil’s advice to Do Use your senses on writing a definition
Dante as spoken at the page129 of the LM
Gate of Hell?
5
resolving conflicts?* terms?
6
A. Content Standards: The learner demonstrates understanding of how world literatures and other text types serve as vehicles of expressing and resolving conflicts among
individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers to deliver impromptu
and extemporaneous speeches.
B. Performance Standards: The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.
II. CONTENT
ARGUMENTATIVE ESSAY / INTONATION
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages P125 P125 P126 P130
B. Establishing a Purpose for the Ask: Ask: Do you think these signage Ask:
Lesson What happens when drivers is enough to convince
How did you feel? drive aggressively? drivers to drive safely? What makes a good
Why? speaker?
C. Presenting Examples/Instances of Ask: Cite examples on effects of Go back to the reading text Discuss Intonation,
the Lesson aggressive driving. “Aggressive driving should Juncture, stress and pitch
7
What did you do? or What be avoided” and assign a
did others do? slogan to argue safe driving.
D. Discussing New Concepts and Tell the class on what are Ask the class what are the Discuss Characteristics of Give practical examples of
Practicing New Skills #1 their ideas on arguments. common signage the see an Argumentative Essay phrases or sentences that
along the road. would differ in meaning
when said differently
H. Making Generalizations and Ask: What is the importance of Presentation of the group Why are intonation, Remedial/Enhancement
Abstractions about the Lesson signages? activity juncture, stress, and pitch Reading Schedule/ICL
Why is it important to drive important?
safely?
I. Evaluating Learning Fill in and check the activity The group slogan will be Presentation of the group Presentation of group
Reason out! On page 132 in posted along the road. activity activity
your LM
J. Additional Activities for Prepare a slogan on safe What are the characteristics Do Task 12 on page 134 of
Application or Remediation driving of an argumentative essay? your LM
V.REMARKS
IV.REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for remediation
8
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
9
School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: September 12-16, 2016 Quarter: 2
C. Learning EN10LC-IId-3.15:Evaluate EN10LT-IId-2.2: Explain how EN10OL-IId-3.11:Use the EN10OL-IId-3.11:Use the Remedial/Enhancement
Competencies/Objectives: listening texts in terms of the elements specific to a correct sound of English when correct sound of English when Reading Schedule/ICL
Write the LC Code for each accuracy, validity, adequacy, genre contribute to the theme delivering impromptu and delivering impromptu and
and relevance of a particular literary selection extemporaneous speech extemporaneous speech
EN10SS-IId-1.5.2: Scan for EN10LT-IId-2.2.2: Explain
needed information the literary devices used
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
ARGUMENTATIVE ESSAY / INTONATION
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P133 P138 P142 P142
10
School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: September 12-16, 2016 Quarter: 2
B. Establishing a Purpose for the Do Task 2A on page 145 of Emphasize to the class that What have you observed on What have you observed on
Lesson your LM. while they read, they will how the speakers deliver how the speakers deliver
take note of the elements of the speeches? the speeches?
a story.
C. Presenting Examples/Instances of Play the song to the class Read the text. Discuss tips on impromptu Discuss tips on impromptu
the Lesson and try to check if Task 2A and extemporaneous and extemporaneous
answers match the song speeches. speeches.
lyrics
D. Discussing New Concepts and Play again and try to Describe the characters as Guide them in Guide them in
Practicing New Skills #1 understand the message asked on Task 6 on page demonstrating and making demonstrating and making
156 of your LM independent applications of independent applications of
their understanding of the their understanding of the
target concepts, language target concepts, language
communication through communication through
delivering an delivering an
extemporaneous as extemporaneous as
evidence of their transfer of evidence of their transfer of
learning. learning.
F. Developing Mastery Group activity: Interpret the Group activity: Do Task 7 Paired Activity: Paired Activity:
(Leads to Formative Assessment 3) message of the song on page 157 of your LM
through a painting or Give a topic to brainstorm, Give a topic to brainstorm,
drawing prepare and practice prepare and practice
G. Finding Practical Applications of Explain the drawing. Group activity: Do Task 7 Paired Activity: Paired Activity:
Concepts and Skills in Daily Living on page 157 of your LM
Give a topic to brainstorm, Give a topic to brainstorm,
prepare and practice prepare and practice
I. Evaluating Learning Presentation of the output Presentation of the group Delivering an Delivering an
activity extemporaneous or extemporaneous or
impromptu speech. impromptu speech.
Note: use the rubric found Note: use the rubric found
on page 191-193 in rating on page 191-193 in rating
the speech the speech
J. Additional Activities for Read in advance “The Song Read Techniques on Continue the activity the Continue the activity the
Application or Remediation of Roland” Appealing to your Readers next day. next day.
on page 158 and do Task 8
on page 159 with your
group.
V. REMARKS
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P150 P152-153 P156-157 P142
2. Learner’s Materials Pages P169-170 P170-173 P174-175 P183-185
3. Textbook Pages P169-170 P170-173 P174-175 P183-185
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Copy of the text, Copy of the selection, Video Copy of the selection Handout on APA and MLA,
PowerPoint Presentation clip of Petrarch’s life PowerPoint videoclip on Plagiarism
15
D. Discussing New Concepts and List down what you dream How would you describe Discuss Petrarchan sonnet Discuss important points on
Practicing New Skills #1 of in a courtship someone whom you are MLA and APA
passionately in love with?
I. Evaluating Learning Presentation of the Group Presentation of the group Presentation of Group Task 16 will serve as
activity activity Activity evaluation.
J. Additional Activities for Read in advance about Review the elements of a Write your own sonnet Add more activities on
Application or Remediation Francisco Petrarch. poem particularly the rhyme writing bibliography.
scheme
V. REMARKS
16
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
17
C. Learning EN10VC-IIf-26: Detect bias EN10LT-IIf2.2: Explain how EN10RC-IIf-13.1: Read EN10G-IIf-28: Use words Remedial/Enhancement
Competencies/Objectives: and prejudice in the material the elements specific to a closely to get explicitly and and expressions that affirm Reading Schedule/ICL
Write the LC Code for each viewed genre contribute to the theme implicitly stated information or negate
of a particular literary selection
EN10LT-IIf2.2.3: Determine
tone, mood, technique, and
purpose of the author
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
EMPATHIZING WITH OTHERS - JESSIE ROBREDO’S SPEECH; AFFIRM / NEGATE;
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P179-180 P182-183 P185-186 P188-189
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
19
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
EN10F-IIg-3.7: Demonstrate
confidence and ease of delivery
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT HUNCHBACK OF NOTRE DAME
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P199-200 P201-202 P202-203 P205
2. Learner’s Materials Pages P232-235 P236-238 P238-239 P243-246
3. Textbook Pages P232-235 P236-238 P238-239 P243-246
4. Additional Materials from
Learning Resource (LR) portal
E. Other Learning Resources Copy of the text, Textbook Textbook Video clip of a sample
debate, PowerPoint
Presentation
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or React: Present the table on Present two sentences that Show a video clip sample of Remedial/Enhancement
Presenting the New Lesson We as human beings will expressions that affirm or are implicit and explicit a debate Reading Schedule/ICL
never, never survive unless negate on page 236 of your
we recognize and celebrate LM
our differences as well as
our similarities.
B. Establishing a Purpose for the Ask: How does one affirm or Have the students Tell the students to read the
Lesson negate properly? differentiate the two goals of debate.
What does it mean to live in sentences
a world variety?
C. Presenting Examples/Instances of Unlocking difficulties: Have students present the Discuss implicit and explicit Lead the students to read
the Lesson sample sentences they had information and provide the helpful tips to help them
Do Task 5 on page 232 of in their assignments. examples. participate competently in a
your LM class debate.
D. Discussing New Concepts and Pose the questions on Do Task 9 nos. 1-3 on Ask the students to read the Instruct them to study the
Practicing New Skills #1 page232 prior to the reading pages 236-237 of your LM selection enclosed in the Oxford – Oregon Debate
of the text. and discuss the flow with box by Pres. Ramon Format.
Read The Hunchback of your students. Magsaysay on page 238 of
Notre Dame on pages 233- your LM.
234 of your LM
21
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Do Task 6 on page 234 – Do Task 9 nos. 4-5 on Explain what information is Enable them to develop Remedial/Enhancement
Practicing New Skills #2 235 of your LM pages 237 of your LM and conveyed by the underlined confidence and ease as Reading Schedule/ICL
discuss the flow with your statements in the selection they carry on with the task.
students.
F. Developing Mastery Group Activity: Group activity: Instructs students to read Group Activity:
(Leads to Formative Assessment 3) the selection about John
Do Task 7 on page 235 of Do Task 10 on page 237 of Kemp and identify the Debate exercise
your LM the LM explicit and the implicit Students are to be provided
information that can be with a copy of the rubrics to
found in the text. guide them in the activity)
G. Finding Practical Applications of Answer: Give instances where you When do we use implicit When do we make use of
Concepts and Skills in Daily Living negate and affirm in real information? Explicit the essentials of a debate?
How do you deal with life. information.
differences?
22
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
23
School: ICEHS-Santiago Annex Grade Level: 10
GRADES 1 to 12
Teacher: SORAHAYDA S. ENRIQUEZ Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: October 1-5, 2018 Quarter: 2
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
24
II. CONTENT THE THREE MUSKETEERS , THE PLAGUE, ARGUMENTATIVE ESSAY
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P209 P210 P213 P215
B. Establishing a Purpose for the Ask: Ask: Present the characteristics What are the points we
Lesson of a great literature to your need to remember in
How would you extend help How would you embody students making an argument?
to your fellowmen in times harmony in times of
of calamities struggles and conflicts?
C. Presenting Examples/Instances of Have you experienced Show a picture of The Have the students read Invite the students to read
the Lesson being devastated by a string Three Musketeers and have thoroughly the selection the and evaluate the text with
typhoon? An earthquake? them react on it. Plague and analyze your help.
Or a tsunami? How did you whether it has these
feel then? characteristics.
25
D. Discussing New Concepts and How did you cope with the Instruct the students to read Answer Task 8 questions on Process the questions
Practicing New Skills #1 situation? the introduction of the story page 256 un your LM with afterwards. Make sure that
the class the students have a full
analysis od the text
presented as you go
through the processing
questions.
G. Finding Practical Applications of Answer: Do Task 7 on page 253 – Let the students answer: If possible, provide the
Concepts and Skills in Daily Living 254 in your LM students with more
What inherent traits or Does the message of the examples on the techniques
values among our work have meaning for me? of argumentation then you
fellowmen had been evident Will I remember it a year may solicit their own
in times of calamity? List from now? examples.
them down.
26
H. Making Generalizations and Ask: Explain the motto: Ask: Walk the students through Remedial/Enhancement
Abstractions about the Lesson in their composition of an Reading Schedule/ICL
Can you tell the message “All for one, one for all” What have you learned from argumentative essay with
conveyed by the video the story? emphasis on resolution of
shown. conflicts among individuals
or groups.
I. Evaluating Learning Task 3 on page 149 will Answers on the completion Task 9 activity will serve as Writing their own
serve as evaluation of the table on question no. evaluation. argumentative essay.
6 of Task 6 on page 253 of (Tell them that their essay is
your LM will serve as a sure way for them to
evaluation accomplish their biggest
task at the end of this
module)
J. Additional Activities for Define terms found in Task Read ahead The Plague on Group Activity: Make them revisit the
Application or Remediation 4 on page 249 of your LM page 254-256 of your LM process of writing they
Do Task 10 on page 257 - learned from Module 1
258 of your LM. (Culminating Activity) to
review and proofread their
Activity may be presented essay.
next week.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for remediation
C. Learning EN10WC-IIi-13: Compose an EN10F-IIi-1.15: Make and EN10F-IIi-1.15: Make and EN10F-IIi-1.15: Make and Remedial/Enhancement
Competencies/Objectives: argumentative essay deliver impromptu and deliver impromptu and deliver impromptu and Reading Schedule/ICL
Write the LC Code for each extemporaneous speeches with extemporaneous speeches extemporaneous speeches
ease and confidence with ease and confidence with ease and confidence
28
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT DELIVERING A SPEECH
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P215 P216-217 P217
C. Presenting Examples/Instances of Walk the students through Make sure that all pointers Start the delivery of
the Lesson in the preparation of to deliver an argumentative speeches
preparing their speech. speech have been
comprehensively discussed
with students leaving them
with no gray areas.
D. Discussing New Concepts and Help the students clarify the Aid the students clarify the Speech delivery
Practicing New Skills #1 steps for planning and steps for planning and
drafting their speech. (If drafting their speech. (If
possible they can use the possible they can use the
argumentative essay that argumentative essay that
they accomplished in the they accomplished in the
previous lesson) previous lesson)
J. Additional Activities for Encode your argumentative Practice your speech. Have them write their
Application or Remediation essay Evaluation will continue the responses of Procedure G
next day. and H in their journal to
keep a record of all their
essential learnings.
v. REMARKS
30
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P231-232 P233 P236-237 P237-238
34
School: ICEHS-Santiago Annex Grade Level: 10
GRADES 1 to 12
Teacher: SORAHAYDA S. ENRIQUEZ Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 26-29, 2018 (WEEK 4) Quarter: 3
C. Presenting Examples/Instances of Let the students read the Allow ample time for the Show a sample video of a
the Lesson text inside the boxes in students to read and Present to the students the goodwill speech.
Task 9 on page 291 of your understand what they are motive questions found on
LM. going to do. page 299
36
D. Discussing New Concepts and Explain to the class the Ask students to give
Practicing New Skills #1 difference between reasons why it is important Think-Pair-Share: Introduce to the students
cohesion and coherence or less important. that goodwill speeches are
Get a partner, DO Task 5 based on creation /
on page 305 while reading cultivation of modesty,
the story, The Story of tolerance, and good humor.
Keesh on page 299-304 in
your LM
37
their LM and write a With a partner, write a
dialogue about the pictures goodwill speech for Keesh.
within 20 minutes.
J. Additional Activities for Write a speech with Write down 3 ways to Save Do Task 8 on page 307 with
Application or Remediation appropriate cohesion and our Planet. the same group members. Practice to deliver the good
coherence based on the list will speech in front of the
of speech topics you are to class. Divide the parts with
choose from on page 293. your partner.
v. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
38
School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 14-17, 2016 Quarter: 3
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
39
II. CONTENT WORKING WITH NATURE’S LIMITS
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P264-265 P266-267 P271 P271-275
40
Why is it called Mother limits and respond to it
Earth? positively.
41
F. Developing Mastery Class discussion of the Pair work: Let them highlight the Provide more exercises and
(Leads to Formative Assessment 3) Venn Diagram sentences containing drills.
Use the dictionary to find quotation marks and identify
the meanings of the word the different rules shown
found in Task 4 on page therein.
318 of the LM.
G. Finding Practical Applications of Share some pertinent Illustrate an example of When do we use quotation Let students defend their
Concepts and Skills in Daily Living experience/s when you giving an extended marks? answers
realized that nature is like a definition and let students
mother to you. finish the task.
I. Evaluating Learning Play the music video Pair work on Task 4 will Present a report on the Do Task 10 on page 329
Paraiso by Smokey serve as evaluation. rules of quotation mark
Mountain and express their assigned with examples
insights of the song on the from the story read.
freedom board.
42
J. Additional Activities for Output of the evaluating Group work: Evaluation, if not completed Do Task 11 found on page
Application or Remediation learning can be an can be an extended activity. 330
extended activity Do Task 5 on page 318-
319.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
43
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
44
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P271-275 P285-286 P287-290 P292-293
C. Presenting Examples/Instances of Discuss remaining rules Ask the following questions: Ask students to present Let the students compare
the Lesson which are not tackled in the social conditions in our the environmental and
45
previous lesson What do you think will society at present e.g. social issues in the past and
happen if some of these poverty, social injustice, etc. the present
energy sources were not
available?
F. Developing Mastery Do another set of drills Have interactive discussion Divide the class into 4 small Write a news article
(Leads to Formative Assessment 3) on how could students bring groups and explain to them comparing the
about change in this present to prepare a plot analysis of environmental social
condition. the story they are about to conditions of the country in
read. The plot analysis will the past and in the present.
be based on the diagram as
46
shown on page 341.
G. Finding Practical Applications of Complete a teacher-made Let students arrive to the Relate in the story with During writing, let students
Concepts and Skills in Daily Living dialog drill on pronoun- solutions like Reduce, culture, history, acknowledge sources used
antecedent rules. Reuse, Recycle. environment, and other in their articles.
factors.
I. Evaluating Learning Conduct a summative test Presentation of views on the Plot analysis on page 341 Writing the comparative
on pronoun-antecedent topic: will serve as evaluation. news article will serve as
rules evaluation
Humans are solely
responsible for the
destruction of the Earth and
there is nothing we could do
to solve the problem. It is
irreversible.
J. Additional Activities for Do the Task 12 on page Research about realism and Do Task 8 on page 343 Evaluation if not completed,
Application or Remediation 331 naturalism in history, of the LM may become an extended
particularly in American activity.
Literature and read in
advance Your Text on
47
pages 338-341.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
48
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P303-304 P304-305 P307 P311
49
3. Textbook Pages P353-354 P354-359 P359-361 P363-367
B. Establishing a Purpose for the Recall on how words are Let the students describe Tell the students to read the
Lesson Let the students view a defined and expanded. what they see. selection on page 363-366
video clip to be downloaded and ask them to take note
from YouTube as indicated on how its conflict is parallel
in the TG page 303 to human’s disposition to
nature
C. Presenting Examples/Instances of Let the students identify Let the students give the Discuss further the inputs Remind the class about
the Lesson which among the five terms synonyms of the given on structures of modification everybody’s responsibility of
mentioned above can heal words. specifically about adjectives taking care of the nature.
people from their illness and adverbs found on
pages 359-360.
D. Discussing New Concepts and Formulate 5 questions Discuss their answers and Provide examples per Let the students mention
Practicing New Skills #1 pertaining to them let them use it in sentences structure some programs and
projects pertaining to the
recovery of damages
50
natural resources and
sustainable development.
F. Developing Mastery Set aside the questions and In dyads, let the students Group students by 4. Discuss the answers to the
(Leads to Formative Assessment 3) play the video again and discuss their answers to the questions on Task 11 found
take note of the questions questions found in the LM. Let the students complete on page 366 of the LM.
raised by the speaker the Task 8 table on page
361 of the LM
G. Finding Practical Applications of Complete the table on Task Ask: Choose 3-5 words on the Suggest ways on how
Concepts and Skills in Daily Living 3 page 354 in your LM word list of the Table found humans can possibly
How can you relate to the on Task 8 and use them in resolve its conflict with
story to your everyday creating a dialogue. nature.
experience?
51
School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 28- December 2, 2016 Quarter: 3
I. Evaluating Learning Complete the table on Task Group activity: Presenting a dialogue Complete the table of Task
3 page 354 in your LM 12 on page 366.
Do Task 6 on page 358
J. Additional Activities for Read in advance The Voice Task 6 will be considered as Group activity: Evaluation will be an
Application or Remediation of the Mountain on pages an extended activity. extended activity since
355-358 Outputs will be posted on Do Task 10 on page 362 of students need to research
the class wall depending on the LM. about the government
what was agreed by the programs and projects
class.
V. REMARKS
52
School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: November 28- December 2, 2016 Quarter: 3
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages P317-319 P321-322 P322-324 P326
54
School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 5-9, 2016 Quarter: 3
B. Establishing a Purpose for the Have the students present Present the 3 ways of
Lesson their output to the class expanding a definition into a What symbolizes your life? Tell the students that as a
paragraph proof of their desire to
change for the better, they
are to draft a letter of intent
to their adviser pertaining to
their involvement in their
efforts to resolve conflict in
the school brought about by
natural calamity.
C. Presenting Examples/Instances of Watch the music video of Discuss the 3 ways of Let the students read and Let the students read the
the Lesson “There You’ll Be by faith Hill expanding a definition into a discover the interesting twist example on page 382-383
paragraph in the story. of the LM
D. Discussing New Concepts and Ask: Provide additional examples Process the reading text Review the parts of a letter
Practicing New Skills #1 in expanding a definition based on the questions no.
What did you feel after into a paragraph 1-3 on page 380 in the LM
hearing the song?
55
School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: December 5-9, 2016 Quarter: 3
F. Developing Mastery On a piece of bond paper, Discuss the students Complete the diagram of Draft the letter they are to
(Leads to Formative Assessment 3) draw the symbolic icon of answers and let them Task 6 on page 381 of the write
your inspiration. Explain n 3 explain it. LM.
sentences your output.
Write them below your
drawing.
I. Evaluating Learning
Developing Mastery activity Completion of the table on Completion of Task 6 will Written letter will serve as
will serve as evaluation. page 376 will serve as serve as evaluation evaluation
evaluation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P327-328 P330 P331 P331
59
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Ask the students to fill-in the Give the background of the Watch a video about the Give a feedback on the Remedial/Enhancement
Presenting the New Lesson grid Task 8 on page 384 of author keynote speech/es of speech critiquing done in Reading Schedule/ICL
the LM with what is asked in famous personalities (ex. the previous lesson
each column Speech of Duterte,
Robredo, etc.)
B. Establishing a Purpose for the Discuss the student’s Ask: Present points on how to Present difficulties in
Lesson answers critique a speech critiquing a speech
What would it be like to live
in a space colony?
C. Presenting Examples/Instances of Present the structures of Instruct students to read the Give an example of a Share to the class group
the Lesson modification as they vary in given text silently. critique speech practices on how they
nature and function manage to critique the
speech
D. Discussing New Concepts and Provide examples and Have the students complete Discuss with the students Guide again the students in
Practicing New Skills #1 discuss the phrases on Task 10 of how the sample critique how to critique a speech
page 388 in your LM. speech is being done.
60
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Add adjective, adverb, or Discuss their answers Provide the students with a Provide the students with a Remedial/Enhancement
Practicing New Skills #2 qualifier to intensify the transcript of the viewed transcript of the viewed Reading Schedule/ICL
meaning of the given words speech and let them speech and let them
compare the speech and compare the speech and
the delivery. the delivery.
F. Developing Mastery Let the students expound In a group, let the students In a group, let the students
(Leads to Formative Assessment 3) Let them answer the rest if their answers critique the given speech. critique the given speech.
the given words found in the
LM on page 384
G. Finding Practical Applications of What are the consequences What are the strong points What are the strong points
Concepts and Skills in Daily Living When can we make use of of today’s technological of the speech delivered by of the speech delivered by
the knowledge of expanding advances if nature is not the personality in the video? the personality in the video?
meaning of words? being sustained and
protected?
I. Evaluating Learning
Task 8 will serve as Draw or present a picture of Output on the speech Output on the speech
evaluation the possible consequences critiquing will be the critiquing will be the
if the environment is being evaluation evaluation
neglected or abused.
J. Additional Activities for Use the given words in Task If activity is not completed Make the task an extended Make the task an extended
Application or Remediation 9A on page 384 of your LM give it as an extended activity for the class. activity for the class.
in a sentence activity.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
62
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
63
C. Learning EN10VC-IIIg-10: Evaluate EN10VC-IIIg-10: Evaluate EN10VC-IIIg-10: Evaluate Remedial/Enhancement
Competencies/Objectives: the information contained in the information contained in the information contained in Reading Schedule/ICL
Write the LC Code for each the material viewed in terms the material viewed in terms the material viewed in terms
of accuracy and of accuracy and of accuracy and
effectiveness effectiveness effectiveness
EN10WC-IIIg14: Compose
an independent critique of a
chosen selection
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
BEING ONE WITH NATURE
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P331 P331 P331
64
B. Establishing a Purpose for the Present difficulties in Present difficulties in Present difficulties in Present difficulties in
Lesson critiquing a speech critiquing a speech critiquing a speech critiquing a speech
C. Presenting Examples/Instances of Share to the class group Share to the class group Share to the class group Share to the class group
the Lesson practices on how they practices on how they practices on how they practices on how they
manage to critique the manage to critique the manage to critique the manage to critique the
speech speech speech speech
D. Discussing New Concepts and Guide again the students in Guide again the students in Guide again the students in Guide again the students in
Practicing New Skills #1 how to critique a speech how to critique a speech how to critique a speech how to critique a speech
65
the delivery. the delivery. the delivery. the delivery.
F. Developing Mastery In a group, let the students In a group, let the students In a group, let the students In a group, let the students
(Leads to Formative Assessment 3) critique the given speech. critique the given speech. critique the given speech. critique the given speech.
G. Finding Practical Applications of What are the strong points What are the strong points What are the strong points What are the strong points
Concepts and Skills in Daily Living of the speech delivered by of the speech delivered by of the speech delivered by of the speech delivered by
the personality in the video? the personality in the video? the personality in the video? the personality in the video?
66
I. Evaluating Learning
Output on the speech Output on the speech Output on the speech Output on the speech
critiquing will be the critiquing will be the critiquing will be the critiquing will be the
evaluation evaluation evaluation evaluation
J. Additional Activities for Make the task an extended Make the task an extended Make the task an extended Make the task an extended
Application or Remediation activity for the class. activity for the class. activity for the class. activity for the class.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
67
require remediation
68
etc. effectively in varied
speech situations
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
BEING ONE WITH NATURE
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P284-285 P290 P292
B. Establishing a Purpose for the Let the students highlight Ask the students on what Let the students recall some Tell the students on what
Lesson one significant experience ingredients are present in ideas associated with the they are supposed to do for
during the break these products. picture shown the day
69
C. Presenting Examples/Instances of Let students share about Let the students analyze Present or draw a graphic Ask students to form five
the Lesson their most significant which of the ingredients can organizer of a fire as shown groups and do the assigned
experience cause or cure illness? in the LM on page 342 tasks on Task 7 page 342 of
the LM.
D. Discussing New Concepts and Ask: Show students pictures of Let the students read the Discuss and relate the
Practicing New Skills #1 alternative sources of story and observe social conditions during the
What are other things that energy from nature similarities to both the story time to how the story was
you would want to and the picture inside the written.
experience in life? fire and contrasting ideas on
the logs.
F. Developing Mastery Instruct the students to Process students answers Ask the students write the Prepare and practice for the
(Leads to Formative Assessment 3) make an individual Bucket ideas common to both the presentation
List for the year. story and the picture inside
70
the fire and the contrasting
ideas on the logs.
I. Evaluating Learning Let students share their Let them give a statement Present the group
bucket list to the class or two expressing their Graphic organizer will serve presentation
thanksgiving to nature for all as evaluation
its benefits.
71
J. Additional Activities for If the activity is not
Application or Remediation Group students ahead of completed, do it the
time and let them prepare following day.
for Task 7 on page 342-343.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
72
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P293 P293 P294-295 P294-295
B. Establishing a Purpose for the Let the students prepare a Let the students prepare a Provide at least 5 simple Provide another example
Lesson simple bibliography for the simple bibliography for the examples.
given references found on given references found on
page 345 page 345
C. Presenting Examples/Instances of Let them differentiate a Let them differentiate a Give the different types of Let students answer the
the Lesson reference list and a reference list and a modifications through exercises.
bibliography. bibliography. examples and practice
board exercises.
74
D. Discussing New Concepts and Review the guidelines in Review the guidelines in Let them go back to the text Check the exercises
Practicing New Skills #1 preparing a bibliography preparing a bibliography and identify sentences that answered
contain structures of
modifications
F. Developing Mastery Group the students and Group the students and Group Activity: Give individual drills
(Leads to Formative Assessment 3) have them arrange a list of have them arrange a list of
references to be placed in a references to be placed in a Do Task 11 of page 348 in
bibliography bibliography your LM
G. Finding Practical Applications of Why do we need to Why do we need to When can we make use When can we make use
Concepts and Skills in Daily Living acknowledge sources? acknowledge sources? of the different structures of the different structures
of modifications? of modifications?
75
School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: January 9-13, 2016 Quarter: 3
I. Evaluating Learning
Group activity will serve as Group activity will serve as Group activity will serve as Individual drill will serve as
evaluation. evaluation. evaluation. evaluation.
76
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
77
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
78
Time:
79
D. Discussing New Concepts and Present to the class the Let the students meet their Let the students meet their Let the students meet their
Practicing New Skills #1 mechanics of a symposium group and prepare for the group and prepare for the group and prepare for the
symposium symposium symposium
80
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
82
C. Presenting Examples/Instances of Ask the students the places Present what are primary Let the students do Task 4 Walk through with the
the Lesson in the Philippines that they and secondary sources on page 410 of the LM. students in completing the
have already visited. graphic organizer
D. Discussing New Concepts and Let the students share their Give examples of each and Give a brief background of Group work:
Practicing New Skills #1 experiences and discuss. the author
discoveries about the Do Task 7 on page 415 of
country from their travels. the LM
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Let the students make a Let the students give their Let the students answer the Let the students discuss Remedial/Enhancement
Practicing New Skills #2 concept map regarding the own examples. anticipation guide of Task 5 among their group the task Reading Schedule/ICL
video clip watched. on page 410 of the LM. assigned to them in the
group activity
F. Developing Mastery Small group sharing Let the students answer the Allot some time for the Work on the completion of
(Leads to Formative Assessment 3) exercises on Task 2 on students to read the text. the task in the group activity
page 409 of the LM. assigned to them
G. Finding Practical Applications of Ask students the Process the activity by
Concepts and Skills in Daily Living Processing Questions on asking the following With the convenience that With the convenience that
LM page 409. questions: technology brings in making technology brings in making
friends, do you think that friends, do you think that
How did you complete the being a friend and being a friend and
task? befriending another has befriending another has
What helped you classifying become superficial? become superficial?
the materials
84
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. 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 may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.
B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.
C. Learning EN10LC-IVa-16: Listen to EN10WC-IVa14.1.1: Expand EN10V-IVb-30: Get familiar EN10LC-IVb-3.18: Get Remedial/Enhancement
Competencies/Objectives: simplify, reorganize, ideas using principles of with technical terms used in different viewpoints on various Reading Schedule/ICL
Write the LC Code for each synthesize and evaluate cohesion and coherence research local or global issues
information to expand, EN10LC-IVb-16.1:
review, or update knowledge Distinguish the important
points from less important ones
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
REBUILDING OUR SOCIETIES
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P367-370 P371-372 P372-373 P374-375
B. Establishing a Purpose for the Ask the students to look Direct the class to the input Tell the class that they are Let the students share any
Lesson closely at the parts of the given in the LM on page about to complete the first information about the
graphic organizer. Tell 416 about coherence. step in writing a research survey that you just shared.
them that they have to report which is selecting
supply the missing parts in and limiting a topic.
order to simplify and
recognize the ideas of the
text.
C. Presenting Examples/Instances of Tell the students that you Discuss the cohesive Ask the students to read Ask students if they have an
the Lesson are going to read the text devices in the LM and “How to select and limit a idea about the preparations
twice. If you opted to have provide other examples research topic” on page implemented before arriving
the text recorded, tell them 417-418. at the result.
that the audio file will be
played twice.
D. Discussing New Concepts and Remind them to listen very Ask students to give some Discuss with the students Discuss the guidelines on
Practicing New Skills #1 carefully. In the first more examples what they have read. how to develop a
playback, they may start questionnaire for research.
supplying information to
complete the graphic
organizer
F. Developing Mastery Complete the graphic Provide teacher-made drills Students complete the Ask the groups to study the
(Leads to Formative Assessment 3) organizer given at the on the use of cohesive graphic organizer with the sample questionnaire and
beginning of the lesson. devices information required let them identify if it followed
the discussed guidelines.
G. Finding Practical Applications of If what you have heard is a Give instances when we Go over the input and tell Tell points on how to
Concepts and Skills in Daily Living fiction, how would you have can use cohesive devices them to answer the improve the sample
ended the story? questions on each part questionnaire.
I. Evaluating Learning Completion of the Graphic Complete the exercise on Completion of the graphic Group output will be
Organizer will serve as page 417 on cohesive organizer serves as presented in class
evaluation devices. evaluation.
J. Additional Activities for Divide the class into groups Read in advance How to Research in advance about Complete Task 13 on page
Application or Remediation of 5 and Do Task 9 of the Select and Limit a Research the topic chosen 420 of your LM
LM on page 416. Topic on page 417.
V. REMARKS
Page 4 of 5
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
88
B. No. of learners who require
additional activities for remediation
89
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.
B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.
C. Learning EN10LT-IVa-2.2: Explain EN10LT-IVa-2.2.1: Express EN10LT-IVb2.2: Explain how EN10VC-IVc29:Appraise Remedial/Enhancement
Competencies/Objectives: how the elements specific to a appreciation for sensory the elements specific to a the unity of plot, setting and Reading Schedule/ICL
Write the LC Code for each genre contribute to the theme images used genre contribute to the theme characterization in a
of a particular literary selection of a particular literary selection
material viewed to achieve
EN10LT-IV-b2.2.2: Explain
the literary devices used
the writer’s purpose
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT REBUILDING OUR SOCIETIES
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P382-383 P383-384 P384-385 P386
2. Learner’s Materials Pages P423-429 P425-426 P427-431 P431-432
3. Textbook Pages P121-122 P425-426 P427-431 P431-432
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources None – textbook only Picture of the Weeping Copy of the text, textbook Copy of the movie ET,
Woman by Picasso textbook, task sheets
C. Presenting Examples/Instances of Give them drills to identify Guide the students in Let the students cite some Group the class in advance
the Lesson different figures of speech answering Task 2 on page lines from the text to prove and assign them to do Task
425 of the LM their answer. 8 on page 432
D. Discussing New Concepts and Introduce to them new Show a replica of Picasso’s Group activity: Film viewing while taking
Practicing New Skills #1 figures of speech “The Weeping Woman” note on the answers of the
(Alliteration, Allusion, Let the students guess the Assign 2 images per group. guide questions and tasks
Metonymy, Oxymoron, title of the painting (Task 3, Let the students identify assigned to them earlier.
90
Litotes, Analogy, Allegory, page 425 of the LM) which of the listed images
Caesura, Deus Ex Machina) appeared in the poem.
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
91
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
92
A. Content Standards: The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.
B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.
C. Learning EN10LC-IVc-3.18: Get EN10SS-IVc-1.8: Synthesize EN10VC-IVd29:Appraise the EN10VC-IVd29:Appraise the Remedial/Enhancement
Competencies/Objectives: different viewpoints on essential information about a unity of plot, setting and unity of plot, setting and Reading Schedule/ICL
Write the LC Code for each various local or global chosen issue characterization in a material characterization in a material
issues viewed to achieve the writer’s viewed to achieve the writer’s
EN10LC-IVc-16.1: purpose purpose
Distinguish the important
points from less important
ones
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
BRIDGING GAPS / TRANSCENDING BORDERS
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P390-391 P400-401 P402 P402
93
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or Show a video of an Let the students do Task 1 Share answers of the Task Watch the film Les Remedial/Enhancement
Presenting the New Lesson interview on LM page 439 4 K-W-L Chart on Les Misrables while completing Reading Schedule/ICL
Miserables the instructed activity
B. Establishing a Purpose for the Ask students about their Ask the Processing Instruct and group students Watch the film Les
Lesson observations of the video Questions found on LM in advance to take note on Misrables while completing
shown page 440. the necessary information the instructed activity
for them to do Task 7 on
page 446 of the LM
C. Presenting Examples/Instances of Tell the students that they Ask: Watch the film Les Watch the film Les
the Lesson will soon be interviewing Misrables while completing Misrables while completing
resource people from their What are the other terms the instructed activity the instructed activity
locality. that we can use to classify
characters?
D. Discussing New Concepts and Present the attached With a partner, do Task 2 Watch the film Les Watch the film Les
Practicing New Skills #1 sample interview guide to on page 440 of the LM Misrables while completing Misrables while completing
the students. the instructed activity the instructed activity
F. Developing Mastery Show them the graphic Do Task 3 on page 440 Watch the film Les Watch the film Les
(Leads to Formative Assessment 3) organizer in the LM page Misrables while completing Misrables while completing
436 to properly guide them the instructed activity the instructed activity
in this activity.
G. Finding Practical Applications of Summarize steps on how to Process the activity by Watch the film Les Watch the film Les
Concepts and Skills in Daily Living conduct an interview letting the students answer Misrables while completing Misrables while completing
the questions on page 440 the instructed activity the instructed activity
of the LM
95
I. Evaluating Learning Completion of the graphic Completion of the tasks will Watch the film Les Watch the film Les
organizer and the actual serve as evaluation Misrables while completing Misrables while completing
interview (recorded / video the instructed activity the instructed activity
taped) will serve as
evaluation
J. Additional Activities for Conduct the interview Answer Task 4 on page 441 Watch the film Les Watch the film Les
Application or Remediation Misrables while completing Misrables while completing
the instructed activity the instructed activity
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
96
the lesson
97
B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.
C. Learning EN10-LT-IVd2.3: Draw EN10V-IVb-30: Get familiar EN10SS-IVe-2.3: Compose a EN10SS-IVe-2.3: Compose a Remedial/Enhancement
Competencies/Objectives: similarities and differences with technical terms used in research report on a relevant research report on a relevant Reading Schedule/ICL
Write the LC Code for each of the featured selections in research social issue social issue
relation to the theme
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
TRANSCENDING BORDERS
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P400-408 P408 P409 P409
2. Learner’s Materials Pages P439-452 P452-456 P452-456 P452-456
3. Textbook Pages P439-452 P452-456 P452-456 P452-456
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources textbook textbook textbook textbook
C. Presenting Examples/Instances of Presentation of the group Discuss their answers Allow the students to read Allow other students to
the Lesson Task the notes about literature participate in sharing
review on pages 453. insights on how to solve the
difficulties met.
D. Discussing New Concepts and Presentation of the group Divide the class into In their groups let the Give them practical pointers
Practicing New Skills #1 Task different groups and let students study the qualities on how to go about their
them work on preliminary of a good Literature Review research
activity for writing a socio- Matrix
cultural issue.
98
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Presentation of the group Give the guide questions for Ask the class to analyze the Let them go back to their Remedial/Enhancement
Practicing New Skills #2 Task the group: sample literature review groups and continue making Reading Schedule/ICL
matrix using the qualities their literature review.
What will your research given in the LM page 453-
report be about? Why do 454.
you need to study it?
F. Developing Mastery Presentation of the group Let the group further Analysis of sample literature Continue making their
(Leads to Formative Assessment 3) Task discuss the following: matrix literature review
V.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
99
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
5. Teacher’s Guide Pages P227-231
Connect that to the reading selection which talks about the Wall Street Crash and the Great Depression. Here is an excerpt of Miller’s Biography that
could help explain the theme of his play.
C. Presenting Examples/Instances of Elaborating the given answers. (Objective 1 and 8)
the Lesson Call on volunteers to read each paragraph of the selection. After the whole selection has been read, facilitate the discussion of the Guide Questions.
The last question carries the theme of the play which is connected to the article. The American Dream of prosperity and a good life had vanished with
the Great Depression. This event left many Americans homeless, jobless and with shattered dreams
D. Discussing New Concepts and Discuss on identifying the cause and effect. (Objective 2 and 3)
101
Practicing New Skills #1 a. The Wall Street Crash and the Great Depression caused great problems in US. One of its effects was the theme of Arthur’s Miller’s play.
b. Tell your students to work in group and identify the effects of these two events based on the article. Ask them to write their answers on manila
paper.
c. Allow them to present and interpret their answers pointing out the relationship of the Wall Street Crash and the Great Depression. Process the
answers of all groups.
F. Developing Mastery
(Leads to Formative Assessment 3) USE YOUR PROHIBITIONS
a. Ask the class to work on this task’s first activity by pair. Use modals of prohibition properly. Ask them to do Task 13 on their books.
G. Finding Practical Applications of The next activity is to be done by groups. Ask the groups to write down five things that performers are prohibited from doing during their performance and
Concepts and Skills in Daily Living in the same group ask the class to list down props that can be used for the play “ Death of A Salesman.”
Ask each group to write their answers on manila paper. Ask all the groups to post their work in front and call on volunteers to present their group’s output.
As one group presents, let the representative of the other groups check for similarities and differences in their answers. This will lessen the chance for
repetitive reports.
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and
Abstractions about the Lesson Instruct the class to do Task 14. Facilitate this activity by asking the class to recall the presentation done by the group and scores they have given the
other group. Ask the students to write to the group about what they can improve on in delivering their lines or dialogues. Have them use the modals:
musn’t and can’t. Ask them to write their answers in their notebook. Call on volunteers to share their work with the class. Allow for reactions from the
group written to. (Objective 2 ,5, 6,7&8)
I. Evaluating Learning Have the students decide whether to use can, can’t ,must or musn’t in the given sentences.(Objective 9)
102
J. Additional Activities for This week,
Application or Remediation
I learned that….
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 85
80% in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
103
School: ICEHS-SANTIAGO ANNEX Grade Level: 10
Teacher: SORAHAYDA S. ENRIQUEZ Learning Area: English
GRADES 1 to 12 Teaching Dates and
DAILY LESSON LOG Time: March 4-8,2019 Quarter: 4
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P425-426 P427-428 P433-434 P434-436
2. Learner’s Materials Pages P469-470 P471-472 P475-477 P477-479
3. Textbook Pages P469-470 P471-472 P475-477 P477-479
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Video clip, text book Textbook, copy of their Pictures and Video Clip None – textbook only
104
research paper
B. Establishing a Purpose for the Process what was viewed Recall the points on how to Prod the students to ponder Ask the students to share
Lesson by asking: write the main parts of a on the line, “One Vision, their answers.
research paper One Identity, One
What is plagiarism? Community.”
C. Presenting Examples/Instances of Ask? Instruct students to transfer Ask the students to think of Tell the students that the
the Lesson what they have learned in ways that they can do to class will be reading a poem
What are signs of this learning segment by actualize the vision of that will allow them to
plagiarism? drafting their own research ASEAN Integration. explore the theme.
report.
What are ways to avoid
plagiarism?
D. Discussing New Concepts and Let the students determine Let the students go back to Instruct the students to write Model the proper reading of
Practicing New Skills #1 which among the items in their groups to work on their on their journal a pledge of the poem to the students.
the list on page 469 needs paper. support to the ASEAN
to be cited. Vision.
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
106
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.
C. Learning EN10SS-IVg1.6.4: Use EN10SS-IVh-2.3: Compose a EN10SS-IVh-1.8.1: Point EN10-LT-IVh2.3: Draw Remedial/Enhancement
Competencies/Objectives: writing conventions to research report on a relevant out relationships among similarities and differences Reading Schedule/ICL
Write the LC Code for each acknowledge sources social issue statements of the featured selections in
relation to the theme
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
ADVOCATINF GLOBAL CITIZENSHIP
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P438 P439-440 P446-447 P447-448
107
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources textbook textbook Textbook, picture textbook
C. Presenting Examples/Instances of Give drills and discuss. Ask them to fil out the Ask: Solicit ideas from the
the Lesson revision checklist on page students based on the
483 of the LM What does it mean to be a extended activity given.
global citizen?
D. Discussing New Concepts and Discuss the table on page Let the students exchange Ask them to write key words Let students read the
Practicing New Skills #1 481-482 their research paper. on their notebook. Tell selection on page 487-489
them that they are expected
to have a short one-minute
essay
108
School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 13 - 17, 2017 Quarter: 4
B. Developing Mastery Ask students to answer Let them fill-out the Instruct students to use their Ask students about their
(Leads to Formative Assessment 3) Task 5 on page 482. assessment table on page keywords to write a short personal advocacies
483 Letter B of your LM paragraph on what it means
to be a global citizen
C. Finding Practical Applications Relate the knowledge of Let students return the draft Ask several students to Share their advocacies to
of Concepts and Skills in Daily transitions in writing your to the writers. share their work to the the class
Living research paper. class.
109
School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 13 - 17, 2017 Quarter: 4
VI.REMARKS
110
School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 13 - 17, 2017 Quarter: 4
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VII. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. Performance Standards: The learner competently presents a research report on a relevant socio-cultural issue.
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages P449-450 P451-452 P451-452
112
School: Grade Level: 10
GRADES 1 to 12
Teacher: Learning Area: English
DAILY LESSON LOG
Teaching Dates and
Time: March 20 - 24, 2017 Quarter: 4
B. Establishing a Purpose for the Discuss with the students Present the rubric in rating Present the rubric in rating
Lesson the details presented in the them of their presentation them of their presentation
UNESCO infographic.
C. Presenting Examples/Instances of Instruct the students to fill Ask the students to start Ask the students to start
the Lesson out the matrix found below reporting reporting
the infographic.
D. Discussing New Concepts and Review what they have Reporting of the research Reporting of the research
Practicing New Skills #1 previously learned about report. report.
effective verbal and non-
verbal messages
F. Developing Mastery Prompt students to make Reporting of the research Reporting of the research
(Leads to Formative Assessment 3) connections between their report. report.
role as a researcher and as
a global citizen.
I. Evaluating Learning Students prepare for their Reporting of the research Reporting of the research
presentation on research report. report.
presentation
J. Additional Activities for Create slides for the Let other groups prepare for Let other groups prepare for
Application or Remediation presentation and prepare the presentation. the presentation.
for the presentation of the
activity.
V. REMARKS
115
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
116