School ALEOSAN NATIONAL HIGH SCHOOL (304413)
DAILY
LESSON
LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC
code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) Portal
B. Other Learning
Resources
C. Skills/teaching
Pedagogy
D. Integration Across the
Curriculum
IV. PROCEDURES (7Es)
Grade Level TWELVE
Teacher ANNE MARIE DENAQUE ALBITO Learning ST
21 CENTURY LITERATURE
TTH
Teacher II
FRI
Area
Teaching Dates and
Time 7:30am-9:00am (90min) ABM 12 7:15am-8:15am (60min) ABM 12 Quarter TWO – WK# 7
TUE – JAN 2 - HOLIDAY THU – JAN 4 FRI – JAN 5 - LEAVE
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 assessed 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.
The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures
The learner will be able to demonstrate understanding and appreciation of 21st century literature of the world through 1. A written close analysis and critical
interpretation of a literary text 2. Critical paper 3. An adaptation of a text into other creative forms using multimedia
Writing a close analysis and critical interpretation of literary texts, applying a reading approach, and doing an adaptation of these, require from the
learner the ability to identify: representative texts and authors from Asia, North America, Europe, Latin America, and Africa; Compare and contrast the
various 21st century literary genres and their elements, structure, and traditions from across the globe; Produce a creative representation of a literary
text by applying multimedia and ICT skills; and do self-and/or peer assessment of the creative adaptation of a literary text, based on rationalized
criteria, prior to presentation.
C: Identify the African literary genres
P: Write a critical analysis about an African poem
A: Share the thematic analysis of each line of an African
poem
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.
LITERARY GENRES AND THEIR ELEMENTS, STRUCTURES AND
TRADITIONS FROM AFRICA
List 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 materials as well as
paper-based materials. Hands-on learning promotes concept development.
N/A
N/A
N/A
DepEd K12 MELC / ADM / SLM
INDIRECT, EXPERIENTIAL, INTERACTIVE, INDEPENDENT
ENGLISH, HISTORY, ARTS
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by the 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 with their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing the PRETEST: Analyze each sentence and choose the
Previous lesson or correct answer inside the word bank. Write the date,
presenting the new
lesson. Elicit: Evoke or draw
the word PRETEST and your answer in your quiz
out prior concepts or experiences notebook. (5 items)
from the students
B. Establishing a Draw a line from column A to column B to
purpose for the lesson.
Engage: Stimulate students’ match the letter of the correct answer.
thinking and help them access
and connect prior knowledge as
Column A Column B
a jumpstart to the present lesson 1. This is known as A. Blog-afrorismos
animated poems. B. Anipoema
C. Presenting LITERARY GENRES AND THEIR
examples/ instances of
the new lesson. ELEMENTS, STRUCTURES AND
Engage: Stimulate students’
thinking and help them access
TRADITIONS FROM AFRICA VIDEO
and connect prior knowledge as ANALYSIS
a jumpstart to the present lesson
D. Discussing new
concepts and practicing Write a critical analysis about an
new skills #1.
Explore: Students will be given time
African poem written by David Diop.
to think, plan, investigate, and
organize collected information; or the
performance of the planned or
prepared activities from the students’
manual with data gathering with
guide questions
E. Discussing new ESSAY SHARE:
concepts and practicing 1. From your readings and observations, is the
new skills #2.
Explore: Students will be given time collective fate of the African people changing for the
to think, plan, investigate, and
organize collected information; or the
better? Explain.
performance of the planned or 2. In what way was the situation of the Filipino some
prepared activities from the students’ decades ago similar to that of the African people
manual with data gathering with
guide questions described in the poem? Is the situation of the
average Filipino still the same today?
F. Developing mastery Identify each line with its thematic analysis. Write the
Explain: Students will be involved in
an analysis of their exploration. Their letters in the box below. Share to the class.
understanding is clarified and
modified because of reflective
a. That is Africa your Africa
activities, analysis of the gathered b. I have never known you
data and results and be able to
answer the guide questions leading to c. This back that breaks under the weight if
the focus concept or topic for the day. humiliation
G. Finding practical
Let’s ponder on this quote. Relate this to
applications of concepts
and skills in daily living.
the lesson and make a self-realization.
Elaborate: Students will be given
the opportunity to expand and
“An essential aspect of creativity is not
solidify/concretize their being afraid to fail.”
understanding of the concept
and/or apply it to a real-world
situation
H. Making
generalizations and
Complete the concept map as shown on
abstractions about the the presentation in relation to our topic
lesson
Elaborate: Students will be given today
the opportunity to expand and
solidify/concretize their
understanding of the concept
and/or apply it to a real-world
situation
I. Evaluating learning. Write True if the statement is correct and False if the
Evaluation: Students will provide
opportunities for concept check statement is wrong. (5 ITEMS)
test items and answer key which
are aligned to the learning
objectives – content and
____________1. The African authors who produced
performance standards and literatures in European language have been
address misconceptions- if any described as literatures of revolt.
____________2. Myth is usually explaining the
interrelationships of all things that exist.
____________3. In the 1930’s, black intellectuals
from French colonies living in Paris initiated a literary
movement.
____________4. Written literature has flourished in
Africa for many centuries and take a variety of forms
including folk tales, myths, epics, funeral dirges,
praise poems and proverbs.
J. Additional activities for
application or remediation.
Extend: Gives situation that explains
the topic in a new context, or
integrate it to another
discipline/societal concern)
The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully
deliberated due to: deliberated due to: deliberated due to: deliberated due to: deliberated due to:
_____ student’s eagerness to learn _____ student’s eagerness to learn _____ student’s eagerness to learn _____ student’s eagerness to learn _____ student’s eagerness to learn
_____complete/varied IM’s _____complete/varied IM’s _____complete/varied IM’s _____complete/varied IM’s _____complete/varied IM’s
V. REMARKS
_____ uncomplicated lesson _____ uncomplicated lesson _____ uncomplicated lesson _____ uncomplicated lesson _____ uncomplicated lesson
_____ worksheets _____ worksheets _____ worksheets _____ worksheets _____ worksheets
_____ varied activity sheets _____ varied activity sheets _____ varied activity sheets _____ varied activity sheets _____ varied activity sheets

VI. REFLECTION
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 the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other?
Prepared by:
Name: ANNE MARIE DENAQUE ALBITO
Signature
:
Position:
Date:
Strategies used that work well:
_____ Group Collaboration
_____ Games
_____Solving Puzzles/Jigsaw
_____ Think-Pair-Share
_____ Rereading of Paragraphs/Stories
_____ Role Playing/Drama
Why?
_____Complete IM’s
_____ Availability of Materials
_____ Students eagerness to learn
_____ Group member’s cooperation in
doing their tasks
_____ Bullying among students
_____ Students’ behavior/attitude
_____ Colorful IM’s
_____ Unavailable Technology
Equipment
_____ Science/Computer/Internet Lab
_____ Additional Clerical Works
Planned Innovations:
_____ Localized Videos
_____ Making big books from views of
the locality
_____ Recycling of plastics to be used
as IM’s
_____ Local poetical composition
TEACHER II
School
Strategies used that work well:
_____ Group Collaboration
_____ Games
_____Solving Puzzles/Jigsaw
_____ Think-Pair-Share
_____ Rereading of
Paragraphs/Stories
_____ Role Playing/Drama
Why?
_____Complete IM’s
_____ Availability of Materials
_____ Students eagerness to learn
_____ Group member’s cooperation in
doing their tasks
_____ Bullying among students
_____ Students’ behavior/attitude
_____ Colorful IM’s
_____ Unavailable Technology
Equipment
_____ Science/Computer/Internet Lab
_____ Additional Clerical Works
Planned Innovations:
_____ Localized Videos
_____ Making big books from views of
the locality
_____ Recycling of plastics to be used
as IM’s
_____ Local poetical composition
Checked by:
ANGELIE C. DIAZ, MAEd, HTIII
ASST. SHS PRINCIPAL FOR ACADEMICS
ALEOSAN NATIONAL HIGH SCHOOL (304413)
Strategies used that work well:
_____ Group Collaboration
_____ Games
_____Solving Puzzles/Jigsaw
_____ Think-Pair-Share
_____ Rereading of
Paragraphs/Stories
_____ Role Playing/Drama
Why?
_____Complete IM’s
_____ Availability of Materials
_____ Students eagerness to learn
_____ Group member’s cooperation in
doing their tasks
_____ Bullying among students
_____ Students’ behavior/attitude
_____ Colorful IM’s
_____ Unavailable Technology
Equipment
_____ Science/Computer/Internet Lab
_____ Additional Clerical Works
Planned Innovations:
_____ Localized Videos
_____ Making big books from views of
the locality
_____ Recycling of plastics to be used
as IM’s
_____ Local poetical composition
Strategies used that work well:
_____ Group Collaboration
_____ Games
_____Solving Puzzles/Jigsaw
_____ Think-Pair-Share
_____ Rereading of
Paragraphs/Stories
_____ Role Playing/Drama
Why?
_____Complete IM’s
_____ Availability of Materials
_____ Students eagerness to learn
_____ Group member’s cooperation in
doing their tasks
_____ Bullying among students
_____ Students’ behavior/attitude
_____ Colorful IM’s
_____ Unavailable Technology
Equipment
_____ Science/Computer/Internet Lab
_____ Additional Clerical Works
Planned Innovations:
_____ Localized Videos
_____ Making big books from views of
the locality
_____ Recycling of plastics to be used
as IM’s
_____ Local poetical composition
Observed by:
JOEY J. ALEMANIA, MAEd
PRINCIPAL II
Grade Level
Strategies used that work well:
_____ Group Collaboration
_____ Games
_____Solving Puzzles/Jigsaw
_____ Think-Pair-Share
_____ Rereading of
Paragraphs/Stories
_____ Role Playing/Drama
Why?
_____Complete IM’s
_____ Availability of Materials
_____ Students eagerness to learn
_____ Group member’s cooperation
in doing their tasks
_____ Bullying among students
_____ Students’ behavior/attitude
_____ Colorful IM’s
_____ Unavailable Technology
Equipment
_____ Science/Computer/Internet
Lab
_____ Additional Clerical Works
Planned Innovations:
_____ Localized Videos
_____ Making big books from views
of the locality
_____ Recycling of plastics to be
used as IM’s
_____ Local poetical composition
TWELVE
 Teacher ANNE MARIE DENAQUE ALBITO Learning 21ST CENTURY LITERATURE
DAILY Teacher II Area
LESSON Teaching Dates and
Time
TTH
7:30am-9:00am (90min) ABM 12
FRI
7:15am-8:15am (60min) ABM 12 Quarter TWO – WK# 8
LOG

TUE – JAN 9 THU – JAN 11 FRI – JAN 12

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC
code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
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 assessed 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.
The learner will be able to understand and appreciate literary texts in various genres across national literature and cultures
The learner will be able to demonstrate understanding and appreciation of 21st century literature of the world through 1. A written close analysis and critical
interpretation of a literary text 2. Critical paper 3. An adaptation of a text into other creative forms using multimedia
Writing a close analysis and critical interpretation of literary texts, applying a reading approach, and doing an adaptation of these, require from the
learner the ability to identify: representative texts and authors from Asia, North America, Europe, Latin America, and Africa; Compare and contrast the
various 21st century literary genres and their elements, structure, and traditions from across the globe; Produce a creative representation of a literary
text by applying multimedia and ICT skills; and do self-and/or peer assessment of the creative adaptation of a literary text, based on rationalized
criteria, prior to presentation.
C: Identify the correct paradox C: Recognize the concepts of symbolism and allegory
P: Write your own paradox in 4-5 sentences. P: Write down a possible allegory that relates to the passage.
A: Share the thoughts of the Bible verse sample paradox A: List at least 6 words that describe “YOU”. Using these words, create a
symbol that can represent you.
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.
FIGURE OF SPEECH AND OTHER LITERARY TECHNIQUES SYMBOLISM AND ALLEGORY
AND DEVICES IN THE TEXT: PARADOX
List 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 materials as well as
paper-based materials. Hands-on learning promotes concept development.

1. Teacher’s Guide pages

N/A
2. Learner’s Materials
pages N/A
3. Textbook pages N/A
4. Additional Materials
from Learning Resource DepEd K12 MELC / ADM / SLM
(LR) Portal
B. Other Learning
Resources
C. Skills/teaching
Pedagogy INDIRECT, EXPERIENTIAL, INTERACTIVE, INDEPENDENT
D. Integration Across the
Curriculum ENGLISH, THEOLOGY, BREAD AND PASTRY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by the demonstration of learning by the students which you can infer
IV. PROCEDURES (7Es) 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 with their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing the
Previous lesson or
presenting the new
lesson. Elicit: Evoke or draw
out prior concepts or experiences
from the students
B. Establishing a
purpose for the lesson.
Engage: Stimulate students’
thinking and help them access
and connect prior knowledge as
a jumpstart to the present lesson
C. Presenting
examples/ instances of
the new lesson.
Engage: Stimulate students’
thinking and help them access
and connect prior knowledge as
a jumpstart to the present lesson
D. Discussing new
concepts and practicing
new skills #1.
Explore: Students will be given time
to think, plan, investigate, and
organize collected information; or the
performance of the planned or
prepared activities from the students’
manual with data gathering with
guide questions
E. Discussing new
concepts and practicing
new skills #2.
Explore: Students will be given time
to think, plan, investigate, and
organize collected information; or the
performance of the planned or
prepared activities from the students’
manual with data gathering with
guide questions
F. Developing mastery
Explain: Students will be involved in
an analysis of their exploration. Their
understanding is clarified and
modified because of reflective
activities, analysis of the gathered
data and results and be able to
answer the guide questions leading to
the focus concept or topic for the day.
G. Finding practical
applications of concepts
PRETEST: Analyze each sentence and choose the PRETEST: Analyze each sentence and choose the PRETEST: Analyze
correct answer inside the word bank. Write the date, correct answer inside the word bank. Write the date, each sentence and
the word PRETEST and your answer in your quiz the word PRETEST and your answer in your quiz choose the correct
notebook. (5 items) notebook. (5 items) answer inside the word
bank. (5 items)
DONE ON PREVIOUS
PARADOX VIDEO ANALYSIS SYMBOLISM AND ALLEGORY VIDEO
SESSION
ANALYSIS
Identify the following as simile, metaphor, hyperbole or Write True if the statement is correct and False if the
personification. statement is wrong. DONE ON PREVIOUS
______________1. James ran like a cheetah. ___ 1. Allegory is a symbolic fictional narrative that
SESSION
______________2. Good luck getting that out because conveys a meaning not explicitly set forth in the narrative.
blueberry stains are stubborn. ____ 2. An allegory, or higher meaning, may not contain
______________3. So, I sit spinning still, round this moral, philosophical, environmental, religious, or political
decaying form, the fine threads of rare and subtle thought. concepts or ideas.
Write Y in the blank if it is paradox. Write N in the blank Read the excerpt then answer the questions that DONE ON PREVIOUS
if it is not a paradox. follow. SESSION
____________1. I know that I know nothing.
____________2. He was too tired to go sleep. 1. What might the cake symbolize in this passage?
____________3. I always lie. 2. What is your emotional response to the description
of the cake?
Below are quotations from literature. Explain why each Draw a line form the allegorical passage or phrase to DONE ON PREVIOUS
is a paradox. its non-literal, secondary meaning. (5 items) SESSION
1. Robert Frost, “The Tuft of Flowers” 1. Slow and steady A. Some things or people
“Men work together,” I told him from the heart, Wins the race. need love or patience to
“Whether they work together or apart.” grow
Read the passage and write down a possible allegory CONTINUE ON THIS
Write your own paradox in 4-5 that relates to the passage. SESSION
sentences. Explain what it means to 1. A young boy was given the gift of wings but was
you. told not to fly too close to the sun. When he was
started flying, he felt powerful and thought he could
do what he wanted. When he flew too close to the
sun, the wings melted and feel to the sea.
Discuss with the class the thoughts of the Bible verse List at least 6 words that describe CONTINUE ON THIS
given below. What does it mean, when he mentioned SESSION
and skills in daily living. “Count it all joy…when you meet trials...?
Elaborate: Students will be given
James 1:2-3 says, "Count it all joy, my brothers, when
“YOU”. Using these words, create a
the opportunity to expand and
solidify/concretize their you meet trials of various kinds, for you know that the symbol that can represent you.
understanding of the concept
and/or apply it to a real-world
testing of your faith produces steadfastness."
situation
H. Making CONTINUE ON THIS
generalizations and
Complete the concept map as shown on Complete the concept map as shown on
SESSION
abstractions about the the presentation in relation to our topic the presentation in relation to our topic
lesson
Elaborate: Students will be given today today
the opportunity to expand and
solidify/concretize their
understanding of the concept
and/or apply it to a real-world
situation
I. Evaluating learning. Write T for the paradoxes that can be true. Write True if the statement is correct and False if the CONTINUE ON THIS
Evaluation: Students will provide
opportunities for concept check Write an F for those that cannot be true. statement is wrong. (5 items) SESSION
test items and answer key which ____________1. Abstract themes and ideas contain
are aligned to the learning
characters, places, or descriptions of acts that
objectives – content and
performance standards and
____________1. You have to spend money to correlate, or connect, to known historical places and
address misconceptions- if any save money. figures is called allegory.
____________2. Deep down inside, he’s a ____________2. The allegories of political and
very shallow person. historic, characters and places work in place of
____________3. Sometimes you must be cruel concepts that may not be tangible or concrete.
____________3. All allegories are extremely
to be kind.
symbolic, but not all symbolic writing is allegorical.
____________4. No one goes to that movie ____________4. Young Goodman Brown by
theater; it’s too crowded. Nathaniel Hawthorne is an allegory using the Devil's
____________5. A rich man is no richer than a staff to defy God and eat the forbidden fruit.
poor man.
J. Additional activities for
application or remediation.
Extend: Gives situation that explains
the topic in a new context, or
integrate it to another
discipline/societal concern)
The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully
deliberated due to: deliberated due to: deliberated due to: deliberated due to: deliberated due to:
_____ student’s eagerness to learn _____ student’s eagerness to learn _____ student’s eagerness to learn _____ student’s eagerness to learn _____ student’s eagerness to learn
_____complete/varied IM’s _____complete/varied IM’s _____complete/varied IM’s _____complete/varied IM’s _____complete/varied IM’s
V. REMARKS
_____ uncomplicated lesson _____ uncomplicated lesson _____ uncomplicated lesson _____ uncomplicated lesson _____ uncomplicated lesson
_____ worksheets _____ worksheets _____ worksheets _____ worksheets _____ worksheets
_____ varied activity sheets _____ varied activity sheets _____ varied activity sheets _____ varied activity sheets _____ varied activity sheets

VI. REFLECTION
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 the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other?
Prepared by:
Name: ANNE MARIE DENAQUE ALBITO
Signature
:
Position:
Date:
Strategies used that work well:
_____ Group Collaboration
_____ Games
_____Solving Puzzles/Jigsaw
_____ Think-Pair-Share
_____ Rereading of Paragraphs/Stories
_____ Role Playing/Drama
Why?
_____Complete IM’s
_____ Availability of Materials
_____ Students eagerness to learn
_____ Group member’s cooperation in
doing their tasks
_____ Bullying among students
_____ Students’ behavior/attitude
_____ Colorful IM’s
_____ Unavailable Technology
Equipment
_____ Science/Computer/Internet Lab
_____ Additional Clerical Works
Planned Innovations:
_____ Localized Videos
_____ Making big books from views of
the locality
_____ Recycling of plastics to be used
as IM’s
_____ Local poetical composition
TEACHER II
Strategies used that work well:
_____ Group Collaboration
_____ Games
_____Solving Puzzles/Jigsaw
_____ Think-Pair-Share
_____ Rereading of
Paragraphs/Stories
_____ Role Playing/Drama
Why?
_____Complete IM’s
_____ Availability of Materials
_____ Students eagerness to learn
_____ Group member’s cooperation in
doing their tasks
_____ Bullying among students
_____ Students’ behavior/attitude
_____ Colorful IM’s
_____ Unavailable Technology
Equipment
_____ Science/Computer/Internet Lab
_____ Additional Clerical Works
Planned Innovations:
_____ Localized Videos
_____ Making big books from views of
the locality
_____ Recycling of plastics to be used
as IM’s
_____ Local poetical composition
Checked by:
ANGELIE C. DIAZ, MAEd, HTIII
ASST. SHS PRINCIPAL FOR ACADEMICS
Strategies used that work well:
_____ Group Collaboration
_____ Games
_____Solving Puzzles/Jigsaw
_____ Think-Pair-Share
_____ Rereading of
Paragraphs/Stories
_____ Role Playing/Drama
Why?
_____Complete IM’s
_____ Availability of Materials
_____ Students eagerness to learn
_____ Group member’s cooperation in
doing their tasks
_____ Bullying among students
_____ Students’ behavior/attitude
_____ Colorful IM’s
_____ Unavailable Technology
Equipment
_____ Science/Computer/Internet Lab
_____ Additional Clerical Works
Planned Innovations:
_____ Localized Videos
_____ Making big books from views of
the locality
_____ Recycling of plastics to be used
as IM’s
_____ Local poetical composition
Strategies used that work well:
_____ Group Collaboration
_____ Games
_____Solving Puzzles/Jigsaw
_____ Think-Pair-Share
_____ Rereading of
Paragraphs/Stories
_____ Role Playing/Drama
Why?
_____Complete IM’s
_____ Availability of Materials
_____ Students eagerness to learn
_____ Group member’s cooperation in
doing their tasks
_____ Bullying among students
_____ Students’ behavior/attitude
_____ Colorful IM’s
_____ Unavailable Technology
Equipment
_____ Science/Computer/Internet Lab
_____ Additional Clerical Works
Planned Innovations:
_____ Localized Videos
_____ Making big books from views of
the locality
_____ Recycling of plastics to be used
as IM’s
_____ Local poetical composition
Observed by:
JOEY J. ALEMANIA, MAEd
PRINCIPAL II
Strategies used that work well:
_____ Group Collaboration
_____ Games
_____Solving Puzzles/Jigsaw
_____ Think-Pair-Share
_____ Rereading of
Paragraphs/Stories
_____ Role Playing/Drama
Why?
_____Complete IM’s
_____ Availability of Materials
_____ Students eagerness to learn
_____ Group member’s cooperation
in doing their tasks
_____ Bullying among students
_____ Students’ behavior/attitude
_____ Colorful IM’s
_____ Unavailable Technology
Equipment
_____ Science/Computer/Internet
Lab
_____ Additional Clerical Works
Planned Innovations:
_____ Localized Videos
_____ Making big books from views
of the locality
_____ Recycling of plastics to be
used as IM’s
_____ Local poetical composition