Detailed Lesson Plan in English 5

Grade: 5
Quarter: Third _ Week: 8_ Day: 1

I. OBJECTIVES
A. Content Demonstrates understanding of various linguistic nodes to
Standards comprehend various texts
Demonstrates understanding of text types to listen for different
purposes from a variety of texts
Demonstrates understanding that a change in stress entails a
change of meaning to evaluate the speaker’s/ author’s
purpose and meaning
B. Performance Analyzes text types to effectively understand information
Standards /message(s) distinguish literary from informational texts Uses
linguistic cues to effectively construct meaning from a variety of
texts for a variety of purposes
Uses knowledge of stress and intonation of speech to appropriately
evaluate the speaker’s intention, purpose and
meaning
C. Learning Identify point of view
Competencies (EN5LC-IIIh-3.17)
Observe accuracy, appropriate rate and proper expressions
in choral, echo and shadow reading (EN5F – IIIh-1.3, 1.7)
II. Content Identifying point of view
Observing accuracy, appropriate rate and proper
expressions in choral, echo and shadow reading
III. Learning
Resources
A. References Joy in Learning English, p. 258
1. Teacher’s Guide Joy in Learning English, pp. 162-165
Pages
2. Learner’s
Materials Pages
3. Textbook Pages Joy in Learning English, p. 258

B. Other Learning
Resources
IV.PROCEDURE:
A. Reviewing How would you react in this statement?
previous “You took all ten and that is not fair. So there will be no
lesson or party. When you learn to share, then you will have a party.”
presenting the
new lesson
B. Establishing a Show pictures of treasures of material wealth, the beauty of nature,
purpose for the peace, wisdom and happiness.
lesson
Ask some pupils to pick 1 picture and let them share their views.
 Question:
Which situation would you choose, stay in a palace as the most
powerful person in the world or be a traveler? Why?
What pronoun did you use in giving your point of view?
C. Presenting Find out the point of view used by the author in the selection
examples/inst you will listen to.
ances of the new
lesson Unlock the following words.
Nightingale
Emperor
Chamberlain
Travelers Splendid

A. a small European thrush with drab

brownish plumage
B. impressive
C. passenger/tourist
D. king/sovereign
E. an officer who manages the household of a
monarch or noble

Present the text.

Reference: Joy in Learning English 5 page 258.
(Read aloud to the pupils an excerpt from the fairy tale “The
Emperor’s Nightingale”) by Hans Christian Andersen p. 164
Teacher’s Guide Joy in Learning English

D. Discussing new Answer the following questions:

concepts and 1. What is the tale about?
practicing new 2. Will the chamberlain find the nightingale? If he does,
skills #1. what do you think will happen to it?
3. Who is narrating the family tale?
E. Discussing new Introduce to the pupils the different types of point of view
concepts and used in making stories or narratives.
practicing new
skills #2. Point of view is the “eye” or narrative voice through which you
tell a story. When you write a story, you must decide who is
telling the story, and to whom they are telling it.
 There are three primary types of point of view:

A. First person point of view. In first person point of

view, one of the characters is narrating the story. This is
generally revealed by the “I” or “We” sentence
construction and relies on first person pronouns. (“I/We
went to work.”)
B. Second person point of view. Second person point
of view is structured around the “you” pronoun, and is
less common in novel-length work. (“You thought you
could do it.”) Second person can allow you to draw your
reader into the story and make them feel like they’re part
of the action because the narrator is speaking directly to
them.
C. Third person point of view. The author is narrating a
story about the characters and refers to them with the third
person pronouns “he/she/They.” (“He/She/They was/were
hungry.”) This point of view is subdivided into third
person omniscient and third
person limited.
F. Developing Let the pupils identify point of view used in the paragraph. Write if
mastery (leads it is written from first, second or third person point of view.
to formative
assessment ) The Red and the Driver Ants
(1)I know that there are friendly ants. There are also fierce
ones. Examples are the powerful red ants found in Europe. (2)
You must be very careful when you see these kind of ants. (3)
They take black ants smaller in size as their slaves. They attack
the black ants’ nests and carry off their eggs. These eggs when
hatched become red ants. (4) From their birth they are taught to
obey. They are made to do all the work and even carry about
their masters on their backs.
(5) I hope there are not much of them. Those are the bad ants.
(6) Hey friends, in addition to that, I have research that there
are even worse kinds of ants. These are the driver ants of Africa.
(7) They have no fixed homes and are always on the move.
Completely blind, they march like a big army. (8) You can be one
of the victim if you are not careful to avoid them. (9) They eat up
any living tigers, pythons and elephants, are afraid of these ants.
(10) Thank God, we have
no such ants in our country.

G. Finding Oral Reading Fluency.

Practical With your teacher, do an echo reading by following these steps:
application of 1. Receive a copy of the reading text from your teacher
concepts and 2. Listen and read along silently while your teacher
skills in daily reads a sentence or phrase in the text.
living
3. Echo back or imitate the same sentence or phrase while
following along the text.
4. Continue taking turns in reading and rereading the
same line.
 Note: Use the story “The Emperor’s Nightingale.”
Let the pupil identify what point of view is used in the fairy tale
read?
H. Making What are the different types of point of view? How
generalization s do we identify different types of point of view?
and
abstractions
about the
lesson
I. Evaluate Read and understand the following statements. Identify its point of
learning view.
1. When the boy was caught telling a lie, he quivered with
a shame. His trembling body stopped only when his
parents came.
2. “Hey! Stop having a freakish dream. Be realistic!”
3. I was tickled by the thought that I’ll wear a quilt robe
which quickly changed Fashion today.
4. They smile when they want to scream.
5. You should tell me the truth, you are my friend.
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment.
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 learner’s
who continue to
require remediation

E. Which of my
teaching strategies
worked
well? Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other?
Attachment A:

205
Region V/Daily Lesson Plan/2019-2020
Attachment B.

The Emperor’s Nightingale

(An Excerpt)
By: Hans Christian Andersen

In China, you must know the Emperor is a Chinaman, and all whom he has
about him are Chinamen, too. It happened a good many years ago, but that’s just why
it’s worthwhile to hear the story, before it is forgotten. The Emperor’s palace was the
most splendid in the world; it was made entirely of porcelain, very costly, but so
delicate and brittle that one had to take care how one touched it. In the garden were to
be seen the most wonderful flowers, and to the costliest of them silver bells were tied,
which sounded, so that nobody should pass by without noticing the flowers. Yes,
everything in the Emperor’s garden was admirably arranged. And it extended so far,
that the gardener himself did not know where the end was. If the man, went on and
on, he came into a glorious forest with high trees and deep lakes. The wood extended
straight down to the sea, which was blue and deep; great ships could sail to and fro
beneath the branches of the trees; and in the trees lived a nightingale, which sang so
splendidly that even the poor Fisherman, who had many other things to do, stopped
still and listened, when he had gone out at night to throw out his nets, and heard the
Nightingale.
“How beautiful that is!” he said; but he was obliged to attend to his property,
and thus forgot the bird. But when in the next night the bird sang again, and the
Fisherman heard it, he exclaimed again, “How beautiful that is!”
 Detailed Lesson Plan in English 5

Grade: 5
Quarter: Third _ Week: 8_ Day: 2

I. OBJECTIVES
A. Content Demonstrates understanding of various linguistic nodes to
Standards comprehend various texts
Demonstrates understanding of various linguistics nodes to
comprehend various texts
Demonstrates understanding of different formats to write for a
variety of audiences and purposes

B. Performance Uses knowledge of text types to correctly distinguish literary from

Standards informational texts
Uses linguistic cues to effectively construct meaning from a
variety of texts for a variety of purposes
Rewrite/revise texts using appropriate text types for variety of
audiences and purposes

C. Learning Distinguish text – types according to features (structural and

Competencies language) – comparison and contrast
(EN5RC-IIIh-3.2.7)
Revise writing for clarity – transition/signal words (EN5WC –
IIIh-1.8.2/1.8.1/1.8.3)

II. Content Distinguishing text – types according to features – (structural and

language) – comparison and contrast
Revising writing for clarity – transition/signal words

III. Learning
Resources
A. References
1. Teacher’s Joy in Learning English
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook Joy in Learning English, p. 252
Pages
B. Other Learning Pictures
Resources
IV.PROCEDURE:
A. Reviewing The teacher will call two pupils to stay in front and the other pupils
previous lesson will observe the physical appearance of their classmates who are in
or presenting front.
the new lesson Tell the pupils to describe the two pupils and be able to statetheir
similarities and differences

.
B. Establishing a Show a pictures of classroom today and in the past.
purpose for the
lesson

Questions:
Between the two classrooms which do you want? Why?
Do you want to know more about classrooms/schools today
and in the past?
C. Presenting Present the text.
examples/inst Reference: Joy in Learning English 5 page 252. (The
ances of the new teacher reads the selection)
lesson
D. Discussing new How are the similarities and differences between the two
concepts and classrooms/schools pointed out?
practicing new Answer the following questions:
skills #1. 4. What two subjects are compared in the paragraph?
5. In the paragraph, which are presented first,
similarities or differences?
(The text is organized using the block method –
similarities are first presented followed by the differences.)
6. What are their similarities?
7. What are their differences?
8. What transition/signal words are used to show
similarities? differences?

E. Discussing new Read the selection about reading books at home and going on a
concepts and vacation.
practicing new Reference: Joy in Learning English 5, p. 252 Introduce
skills #2. the Venn Diagram.
Ask the following questions. Then, let the pupils write their
answers on the venn diagram presented.
1. What ideas are being compared and contrasted in the
compositions?
2. What are their similarities? differences?
After answering some questions, let the pupils observe the
paragraph presented.
Ask these questions.
1. In the paragraph, how is the text organized?
(The text is organized using the point-by-point
method.)
2. Were you able to see the transition/signal words on
the paragraph?
3. Can we try to revise writing the paragraph for
clarity with the use of transition/signal words?
F. Developing Group Activity:
mastery (leads Divide the class into three groups.
to formative Each group will be given activity sheets to work on comparison
assessment ) and contrast.

Group 1: Complete the comparison chart. Find out the

similarities and differences from the text Winnie and Wanda.
 COMPARISON TABLE
Similarities Differences

Group 2: Make a Venn Diagram showing the similarities and

differences from the text given.

Group 3: Revise writing the paragraph given using

transition/signal words to emphasize the similarities and
differences.

Winnie and Wanda are witches. Winnie lives in a black house.

Wanda lives in a cave. They have pets. Winnie has a black cat
named Wilbur. Wanda has a black wolf named Woof. Winnie and
Wanda can cast spells. Winnie casts good spells. Wanda casts
evil ones.

G. Finding If you will be given the chance to choose a gift for your birthday,
Practical which would you prefer, a cellphone or a bicycle? Compare and
application of contrast the two choices then decide.
concepts and
skills in daily
living
H. Making 1. What are the two ways of presenting a comparison- and-
generalization s contrast composition?
and (Point-by-point method and block method)
abstractions 2. How are we going to compare and contrast? (Think of
about the
the things, persons, places events or objects that are
lesson
similar and different.
3. What transition or signal words can be used to
compare and contrast?

I. Evaluate A. Go over the paragraph below.

learning Reference: Joy in Learning English 5 p. 255-256
Distinguish compare-and-contrast text types by noting
its features.
1. What two subjects are compared?
2. What are their similarities and differences?
B. Revise writing the paragraph by using
transition/signal words.
The school types pictured in 2157 and in today’s
system are similar. have a learning room, a
teacher and books. the classroom in the
futuristic school is adjacent to the learner’s bedroom.
 the classroom of today is in a separate
building. The teacher in 2157 is a mechanical teacher
today is a human teacher. Learners in the
future will use telebooks today
schoolers utilize e - books. What matters most in both
systems of school is how effective learning takes
place.
V. REMARKS

VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
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 learner’s
who continue to
require remediation

E. Which of my
teaching strategies
worked well? Why
did
these work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation or
localized
material/s did I
use/discover
which I wish to
share with other?
Attachment A: Classroom
Before

Classroom Today
Attachment B:
Worksheet for group activity:
Reference: Taken from A Detailed Lesson Plan (A LINKS Lesson on Winnie the Witch)
PRIMALS English 4-6
Winnie and Wanda are witches. Winnie lives in a black house but Wanda lives in a cave.
Both have pets. Winnie has a black cat named Wilbur while Wanda has a black wolf named
Woof. Like Winnie, Wanda can cast spells. However, while Winnie casts good spells.
Wanda casts evil ones.
 Detailed Lesson Plan in English 5

Grade: 5
Quarter: Third _ Week: 8_ Day: 3

I.OBJECTIVES:
A. Content Demonstrates understanding of the research process to write a
Standard variety of texts
B. Performance Uses a variety of research strategies to effectively write a
Standard variety of texts for various audiences and purposes
C. Learning Organize information from secondary sources in preparation for
Competency writing, reporting and similar academic tasks in collaboration
with others EN5SS – IIIh – 4
II. CONTENT Organizing information from secondary sources in preparation
for writing, reporting and similar academic tasks in
collaboration with others
III. Learning
Resources
A. References
1.Teacher’s Guide
Joy in Learning English 5, p. 168
Pages
2.Learner’s
Joy in Learning English 5, p. 263
Material Pages
3.Textbook Pages
4.Additional
Learning
Materials from
Learners Potral
B. Other Learning
Resources
IV. PROCEDURE Advanced Learners Average Learners

A. Review previous Read the text about Bali, Indonesia on page 262 of Joy in
lesson/present new Learning English 5 textbook.
lesson Ask: How are the similarities and differences between the two
places pointed out?
How are they organized?
B. Establish a Ask: What is the source of the essay?
purpose for the Say: You will learn how to organize ideas based on secondary
lesson sources in preparation for writing, reporting, etc.
C. Presenting Say: You have learned how to take notes for a report from
examples/ instances of secondary sources such as encyclopedias, atlases, almanacs and
the new lesson other reference books.
Here are steps to follow in organizing information from
secondary sources:
 1. Transfer each question about the topic on top of an index
card.

Bali, Indonesia
1. Where is Bali, Indonesia located?
2. Look at your list of secondary sources and decide which ones
you will use. You may number these in the order in which you
plan to use them.
1. Geographical location of Bali in an encyclopedia
2. Land area, population of Bali in an almanac

3. Read the encyclopedia and take notes to answer each

question.
4. Write your notes on the index card. Take notes in your own
words. Do not copy from your source unless you plan
to quote a line or passage.
D. Discuss new Group Activity:
concepts and Group pupils into four. Have each group organize the ideas in
practicing new skills the story of “Albert Einstein”. Follow the steps given.
#1

Albert Einstein
Albert Einstein (1879 – 1955), was one of the greatest
scientists who ever lived. He was born of Jewish parents in
Germany. As a boy, he did not like school. But he studied Math
and Science at home. He went to college at Zurich, Switzerland,
and studied Physics. In 1905, he published a new theory on the
nature of the universe, the Theory of relativity. It explains how
matter, energy, and time are related. This Theory of Relativity
made Einstein World famous. In 1921, he received the Nobel
Prize for Physics.
-From “Disney’s My First Encyclopedia

E. Discuss new skills Discussion of the written output by group.

and practicing
new skills #2
F. Developing Read and understand the selection. Organize the ideas by
Mastery (leads to following the steps learned. You will be graded by using a rubric.
formative assessment
#3)
Thomas Edison
Thomas Alva Edison (1847-1931) was one of the greatest inventors
who ever lived. As a boy,Edison displayed great curiosity. He did
not like school and was educated at home by his mother. He went to
work when he was 12 and soon began to dream of being an inventor.
He got his first patent in 1868. He opened a laboratory in Menlo
Park,New Jersey where he was able to develop and test his new
ideas. Perhaps Edison’s greatest inventions were the phonograph,
the perfection of the electric light bulb and the motion picture
camera. All of these led to the founding of huge industries. He held
more than 1,000 United States patents for his inventions. He
perfected the light bulb and also a system to use electric lighting in
homes and offices.
G. Finding Practical As pupils, what benefits will
Application of secondary sources give in
concepts and skills in doing your reports or
daily living compositions?
H. Making How will you organize information from secondary sources?
Generalization and
abstraction about
the lesson
I. Evaluating Rubric on Six Traits Writing on page 224 of Joy in Learning
Learning English 5, TM.
J. Additional activity Research on the topic about Coron, Palawan or any place
for application that interests you. Follow the steps in preparing your notes for a
/remediation report.
V. REMARKS

VI. REFLECTIONS:
A. No. of learners who
earned 80% on the
formative
assessment
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
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 teachers?
 Detailed Lesson Plan in English 5

Grade: 5
Quarter: Third _ Week: 8_ Day: 4

I.OBJECTIVES:
A. Content Demonstrates command of the conventions of standard English
Standard grammar and usage when writing or speaking
B. Performance Uses the correct function of nouns, pronouns, verbs, adjectives
Standard and adverbs in general and their functions in various discourse
(oral and written)
C. Learning Use a particular kind of sentence for a specific purpose and
Competency audience – expressing opinions/emotions EN5G – IIIh – 1.8.10

II. CONTENT Using a particular kind of sentence for a specific purpose and
audience – expressing opinions/emotions
III. Learning
Resources
A. References Factual texts, IM Hat, flashcards, task card
1. Teacher’s Guide Joy in Learning English 5, p. 168
Pages
2. Learner’s Material Joy in Learning English 5, pp. 263 – 264
Pages
3. Textbook Pages
4. Additional
Learning
Materials from
Learners Potral
B.Other Learning https://www.footprintseducation.in/blog/helping-preschoolers-
Resources handle-strong-emotions/
https://www.istockphoto.com/ca/vector/winning-at-work-
businessman-with-strong-emotions-on-his-face-is-jumping-holding-
the-gm648372384-117746481
https://www.commonsensemedia.org/blog/help-preschoolers-handle-
strong-emotions
https://societalproblem.wordpress.com/2016/08/28/dirty-
surroundings/
IV. PROCEDURE Advanced Learners Average Learners
A. Review previous Show different pictures to pupils. Have them express their
lesson/present new feelings and opinions about the pictures. (See attachment A)
lesson
B. Establish a purpose Say: Today you will learn how to use a particular kind of
for the lesson sentence expressing opinion/emotions.

C. Presenting Read these sets of sentences:

examples/ instances of
the new lesson A. I guess it’s time to visit Bali, Indonesia.
Maybe it will be good to experience Boracay Island first. I
believe that reading books is still the wisest thing to do.
B. We won the first game!
Don’t leave me, please!
I think I’m lost. Where are the others?
D. Discuss new ASK: Which set of sentences expresses opinions?
concepts and Why did you say so? What expressions were used? Can
practicing new skills you give other expressions to signal opinions?
#1 Which set of sentences express strong feeling or
emotion? How did you know? What punctuation mark
particularly signal this kind of sentence?
E. Discuss new SAY:
concepts and  Sentences that express opinions show a person’s feelings
practicing new skills about an idea or a situation. These sentences can also be
#2 judgments or predictions based on given facts. When you
state your opinions, start by saying:
I think that.... Perhaps.....
I guess that.... I would say that....
Maybe... To my mind....
As far as I’m concerned... Personally speaking.... I
feel that..... Probably....
 Sentences that are used to express strong feelings or
emotions end with exclamation point (!). When you are
ecstatic, frightened, amazed, hurt, worried, excited, or
surprised, you use these particular sentences.
F. Developing Group Activity: Group Activity:
Mastery (leads to Group pupils into four. Have Group pupils into four. Have
formative them choose their leader. them choose their leader.
assessment #3) Group 1 and 2. Share with Group 1. Use the following
the members of the group expressions in sentences
your opinions on any of these that express opinions:
issues. I guess that... I
Remember to begin your feel that.....
statements with the suggested Maybe....
expressions. As far as I’m concerned...
 Air pockets shake the Group 2. Use the following
airplane you are flying expressions in sentences that
in. express opinions:
 Smartphones are now a I think that......
necessity, not anymore I believe that..... Perhaps.....
a luxury. Personally speaking....
 It is better to read Group 3 and 4. Make 5
books about places sentences that express
than to travel to see strong feelings or emotions.
these places.
Group 3 and 4. Write a
sentence that expresses
emotion in each of the
situation below.
1. Your stomach suddenly
aches.
2. You receive a free
ticket to Hongkong
Disneyland.

G. Finding Practical You got 1st place in the Regional Press Conference. Give at
Application of least 2 sentences that give strong emotion and opinion.
concepts and skills
in daily living
H. Making
How will you express opinions? How will you start your
Generalization and
sentences?
abstraction about the
What are some of the emotions that express feelings?
lesson
I. Evaluating Write a sentence that expresses opinion in each of these issue:
Learning 1. Campaign against drugs by Pres. Duterte.
2. No segregation of trash, no collection.
3. No read no pass policy should be implemented in
schools.
Write a sentence that expresses emotion in each situation:
4. You received a brand new Samsung J10.
5. A friend treated you badly.

J. Additional activity Write three sentences that express opinion about bullying in
for application your school.
/remediation
V. REMARKS

VI. REFLECTIONS:
A. No. of learners who
earned 80% on the
formative
assessment
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
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
teachers?
ATTACHMENT A
https://beam.land/travel/boracay-island-shut-down-by-filipino-government-for-6-months-
1284
 Detailed Lesson Plan in English 5

Grade: 5
Quarter: Third _ Week: 8_ Day: 5

I.OBJECTIVES:
A. Content  Demonstrates understanding of various verbal elements in
Standard orally communicating information
 Demonstrates understanding that English language is stress
timed to support comprehension
B. Performance  Orally communicates information, opinions, and ideas
Standard effectively to different audiences using a variety of literary
activities
 Reads with sufficient accuracy and fluency to support
comprehension
C. Learning Observe accuracy, appropriate rate and proper expressions in
Competency choral, echo and shadow reading
EN5F – IIIh – 1.3 and 1.7
II. CONTENT Performance Task
III. Learning
Resources
A. References
1. Teacher’s Joy in Learning English 5, p. 158 and 220
Guide Pages
2. Learner’s Joy in Learning English 5, pp. 250
Material Pages
3. Textbook
Pages
4. Additional
Learning
Materials from
Learners Potral
B. Other Learning
Resources
IV. PROCEDURE Advanced Learners Average Learners
A. Review previous Say: For the past weeks, you learned some techniques on how to
lesson/present read with accuracy, appropriate rate and proper expressions and
new lesson gestures.

B. Establish a Say: Today, you will be tested on how accurate and appropriate
purpose for the are you in reading with proper expressions and gestures.
lesson

C. Making What are the things you should remember in Reader’s Theater?
Generalization (Refer to Joy in Learning English 5, textbook on page 250)
and abstraction
about the
lesson
D. Evaluating Performance Task #3
Learning The performance task for 10 points will follow the GRASPS.
 Goal: This activity will test how good you are in reading
text with accuracy, appropriate rate, proper expressions,
gestures and body movements.
Role: Let us pretend that you will audition in a stage play, like
Lea Salonga of “Miss Saigon”.
Audience: Your audience will be your classmates, and
teacher.
Situation: You will be divided into 4 members each group.
Performance: You and your groupmates should be able to read
the text/script with accuracy, fluency, emotions and gestures.
Standard/Rubric: You and your groupmate will be graded with
this rubric.

(Please refer to Joy in Learning English 5, TM on page 220

Appendix)

V. REMARKS

VI. REFLECTIONS:
A. No. of learners who
earned 80% on the
formative
assessment
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
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
teachers?