School: PAGKAKAISA ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: MARY GRACE R. OAFERINA Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 4 – 8, 2019 (WEEK 2) Quarter: 3RD QUARTER

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Content Standard The learner demonstrates understanding ...
of various linguistics nodes to comprehend various texts.
of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience command of the conventions of standard English
grammar and usage when writing or speaking
of different formats to write for a variety of audiences and purpose. of verbal and non-verbal elements of communication to respond back.

Performance Standard The learner…

Analyzes text types to effectively understand information/message(s)
Prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their own clearly and persuasively Uses linguistic cues
to appropriately construct meaning from a variety of purposes.
Speaks and writes using good command of the conventions of standard English Edit texts using appropriate text types for a variety of audiences and
purpose.
Uses a variety of strategies to provide appropriate feedback

Learning Competencies EN6LC-IIIa-2.2 Note significant details EN6RC-IIIa-3.2.8 Distinguish text type EN6SS-IIIa-4 Use a particular kind of EN6WC-IIIa-1.1.6.1 Plan a EN6A-IIIa-17 Show tactfulness when
in the story according to purpose and language sentence for a specific purpose and audience composition using an outline/other communicating with others
EN6OL-IIIa-1.27 Provide evidences features through enumeration -asking permission graphic organizers
using opinion

II. CONTENT Noting significant details in the story Distinguishing text type according to Relaying Commands and Request Using Organizing Ideas Using Graphic Aids Show tactfulness when communicating
and express opinions using evidences. purpose and language features through Indirect Discourse with others.
“The Boastful Shrimp” enumeration
“The Fox in the Well”

III. LEARNING Elementary English p. 309 Pictures, copy of the selection

Elementary English pp.303-307 Elementary English Elementary English
RESOURCES A copy of the story, The Fox in the Well, Laptop, LCD projector, powerpoint
A copy of the story “The Boastful pp.239-244 pp.423-429
short stories Comic strips, flash cards, Show Me Boards Graphics organizer, map or globe presentation
Shrimp”, a tablespoon, charts
Laptop, LCD projector, powerpoint Laptop, LCD projector, powerpoint Laptop, LCD projector, powerpoint Laptop, LCD projector, powerpoint
presentation
Presentation presentation presentation
IV. PROCEDURES
A. Review previous lesson or Recapitulation of the previous lesson Review the summary of the story that was Recapitulation on the characteristics of a -What is the difference between a -What is a graphic organizer?
presenting the new lesson on the Varieties of Sentences; read yesterday. fable. command and a request?
-Compound Sentence - The command plainly gives an order -How does it help the beginners to write a
-Simple Sentence -What important values did you get from What is the purpose of the fable? while a request asks a favor to do or act selection?
-Complex Sentence the story? at a certain task.
With the use of proper conjunctions. What is the most important lesson you Why should we be familiar with graphic
learned from the selection? -What is a direct and indirect discourse? organizers?

1. John said, “wash the dishes Anna.”

-John ordered Anna to wash the dishes.

2. “Please give me a piece of

advice.” Jay said.
-Jay asked me to give him a piece of
advice.

How do you deliver a direct and indirect

discourse?

In the reported command, the verb

“said” is not used, instead, “told”. The
word “to” is added before the verb.

-In reporting request, the verb “asked”

or “requested” is used instead of “told”
. The word “please” is dropped.
B. Establishing a purpose for the The teacher shows a spoon Recall an instance in your life when you Use flash cards/show me boards. Write R if Show a video clip about the children Show a picture of a true friend.
lesson -It is used for eating. Aside from it is did a certain thing without thinking of the the statement states request and C if it shows from the different parts of the world.
used as eating utensil, it can be used in consequences. Command. Let them share opinion. -Do you have a friend?
several ways. Give some of its uses. 1. Listen attentively.
Examples: ice cream scooper, taking in What do you think will happen if you did a 2. Please keep your things in order. -Compare the Filipino Children with the -What do you like most about your friend?
medicines, can opener, as a pestle etc. certain thing without thinking of the 3. Avoid making too much noise. Children of the world.
consequences? 4. Stop going around please. -What do you dislike about him/ her?
5. Observe silence. -The teacher presents a semantic web.
Have the pupils relate their experiences. What word can you associate with the If you want to say an honest mistake of
word CHILDREN? your friend how do you do it?
Enhance vocabulary words through body -Play a game: Simon says. (Teacher uses Original File Submitted and
language. command or request. Formatted by DepEd Club Member -
CHILDREN
visit depedclub.com for more
 1. Go to the wash room.
-Read the words aloud 2. Keep right!
3. Kindly speak in a soft voice.
A. Hind legs 4. Please lend me your ears.
5. Come with us.
Fore legs
B.

C. leap

D. Without the second thought

 Answers may vary.
Unlock vocabulary words. Match
column A with column B and write the
letter of the correct answer.

A B
1. rebozos a. a pendant braid
2. kimono of hair at the head
3. queue b. an Eskimo
4. igloo house
5. fleet c. boat house
6. hut d. cottage
e. a Japanese
lose robe
fastened with
a sash
f. a long scarf of
silk worn
wrapped about
the head and
shoulder and
sometimes over
face

C. Presenting examples/instances B. Do you have a pet? Share a heroic -Have you seen a fox? Ask the pupils to read and analyze the comic A. Motive Questions: A. Motive Question:
of the new lesson deed it has done for you or for others. (Yes/ Not yet strip. 1. How do children from around Why do we need to be tactful all the time?
Unlocking of Difficulties: Synonym hunt the world differ from each other?
through multiple choice. Encircle the 2. How do children differ in complexion.
letter of the correct answer -What are the qualities of the fox in some Mother: “Lock your room before leaving, 3. How do you compare the clothing’s
1. The sharp protrusion of a shrimp is common stories? Jim”. of the children from around the
used to fight against its enemies. (Often times fox is wise and bad) world?
a. a part of the body that is pointed Jim: “Yes, Mother”. 4. Can you make distinctions as the
b. a part of the body that is hidden. -Let us find out if the fox is still the fox we types of houses in which children
c. a part of the that is plain. have known before. Rina: Mother told Jim to lock his door before from around the world lives?
d. a part of the body that is dull. leaving. 5. What do they have in common?

2. Nothing can pierce an iron shield Ms.Aguila: “Please polish the floor, Mang
even an iron sword. Ambo.”
a. to rip of c. to crush
b. to spin d. to go through Mang Ambo: “Yes Maám”.

3. The beautiful white pearl is Ricky: Ms. Aguila requested Mang Ambo to
glistening under the rays of the sun. polish the floor.
a. shine c. flash
b. bright d. all the above
4. The boastful man shows off his
knowledge about martial arts.
 a. humble c. naughty
b. overly confident d. shy

5. His colorful lantern has scorched

because of the constant raining.
a. dried c. dyed
b. worn d. a and b

Motive Question: Why is that the story

titled the Boastful Shrimp?
D. Discussing new concepts and The teacher uses the popcorn reading Read the story. What kinds of sentences were used? Read the poem:
practicing new skills #1 strategy while the other pupils listen Read the dialogues.
very carefully The Boastful The Fox in the Well -Study the charts of direct and indirect Children Around the World
Shrimp discourse (by Jo Feniford) Joana: Hey, Susan! It smells stinky, Is
Once there was a shrimp who A fox once fell into the well. He tried to that you Susan!
thought he was the most handsome jump out but each time he did, he fell -Differentiate a direct and indirect discourse. Some children are brown like newly
shrimp in the world. In fact, he believed back down. baked bread, Susan: No! (She cried and ran outside.)
that he was more handsome than any By and by a goat passed by. Looking -Differentiate command from request based
other creatures on earth. into the well, he saw the fox. “Hello,” he on their usage. Some children are yellow and some are Joana: Oh! I don’t mean to hurt you, I just
“Just look at my sword,” he proudly called. “What are you doing down there?” red, want to be frank!
told the other young shrimps, pointing “Drinking some water of course!” Point out also their similarities.
to the sharp pointed protrusion at the replied the fox. “Is it good?” asked the Some children are white and some B.
end of his nose. Of course, as far as goat. almost blue, Frieda: Hi, Jenna. Can we talk outside?
shrimps were concerned, the end of the “Good? It is the best water I ever tasted
nose was the most natural place for the in my whole life,” answered the fox, Their colors are different, the children Jenna: Sure! Perhaps it is a very
sword to be. drinking a gulp of water. like you. important matter right?
“And look at my thick, smooth Without a second thought, the goat
shield,” Like other shrimps he carried jumped in. After drinking some water, he Some children wear sweaters and Frieda: Yes Jenna. I am your friend and I
his shield,” he would continue. “Nothing looked about for a way to get out of the some rebozos am concern about your wellness. Being a
can pierce the shield,” like other well. “How do we get out of here? “he teenager we must be concern with our
shrimps he carried his shield on his asked the fox? Some children wear furs and some personal hygiene. Taking a bath everyday
head. All he needed to do to show off “I know what we can do,” said the fox. kimonos’ will help a lot. It is more of loving and
his head was to hold his head high. Looking at the goat from the corner of his respecting ourselves.
“You are indeed a handsome eye. “Stand on your hind legs. Plant your Some children go naked, and wear only
shrimp,” said an old experienced fore legs firmly against the side of the their queue, Jenna: Thank you Frieda, indeed you are
shrimp. “But you are just reaching well. I’ll climb on your back, and I’ll step a true friend. Thank you, and I appreciate
adulthood and have had no experience on your horns. Then I can get out. When it very much.
of the world. Do not display yourself too I’m out, I’ll help you get out too.” Their clothes may be different, the
much or else one of those humans “That’s a good idea!” said the goat children like you. Comprehension Check:
might grab you,” said the old shrimp happily as he did what the fox told him to
pointing with one of his many legs to a do. Some children have houses of stone in How did Susan react to Joana’s
young man swimming nearby. The fox climbed on the goat’s back the streets, statement?
“Grab me? Who? That soft- and horns. Then he jumped out of the well Do you think Joana’s action is right?
skinned two – legged creature? and started on his way. Some lived in igloos and some lived in If you were Susan, will you feel the
“scoffed the young shrimp. “He does “Hey!” shouted the goat. “Help me out fleets, same?
not even have a proper shell. He has of here. You promised to help me.” In the dialogue B, How did Frieda
those funny little bits of shell on the “You silly goat,” said the fox. You Some lived in old straw huts and some approach Jenna?
ends of his fingers and toes, which do should have thought of that before you in new, Did Jenna got angry? Did she feel
not protect him at all, as far as I can tell. jumped in. Next time, look before you embarrassed? Why?
All I need to do is stab him with my leap.” Their homes may be different, the If you were Jenna, will you get mad at
sharp sword, and that will be end of children like you. Frieda?
him. Someday, he and other two- -Answer the Comprehension Check. Why?
legged humans will look at me and Some children are Finnish, and some If you will choose between Joana and
admire me!” said the young shrimp. 1. Where did the story happen? from Japan, Frieda, who will you choose? Why?
“Well if you won’t listen to my
advice,” said the old shrimp, “you will 2. Who fell into the well? Some are Norwegian and some from
have to learn your lessons the hard Sudan.
way.” 3. Who jumped into the well?
The young shrimp soon forget Oh yes, we have children in valley, or
about the old shrimp’s advice. He 4. Why do you think the goat believed pike,
continued his habit of looking for groups the fox? Explain.
of other young shrimps his age and Their countries are different-the children
showing off before them. He would 5. How did the fox get out of the well? alike.
engage in shrimp gymnastics, bending
his body this way and that, to let them 6. Why did the goat decided to jump into Oh if they could dance and if they could
see how strong his muscles inside his the well? play
beautifully glistening white shell, which
hardly had any dark dots or lines on 7. If you were the goat, will you do the Altogether what a wonderful day!
them, unlike the other shrimps around same?
him. Some could come sailing and some
One day, a fishing boat passed by, 8. If you were the fox, will you do the could just hike!
with fisherman on board looking for a same?
good catch. The boastful shrimp saw So much would be different- The
his chance to display his athletic form children alike.
before them. He swam to the surface of 9. What is the moral of the story?
the water. The fisherman saw him. -Using the Clustering Organizer,
They cast their net and in a few discuss how children from different
minutes, the boastful young shrimp was B. Enumerate the story grammar of the parts of the world differ from each other.
caught in the net, along with other selection read.
shrimps and fish.
That day, at lunch time, the -Characters: The Fox and the Goat
boastful shrimp was seen on the end of yel Color r

-Settings: at the well

lo

a barbeque stick, his shell now in of

beautiful colors of pink, red and brown

with some scorched spots from the -Plot: The goat saw the Fox dinking at the hu

coals over which he was roasted. well so the goat did the same without
“What a fine, fat shrimp!” giving a second thought. In the end the
Childr
explained the persons around the goat left at the well all by himself. Types of en
Country
of

dining table. Shelter

Aroun

“It’s the best shrimp I’ve ever -What does the author want us to feel?
tasted!” said the person who picked up fl

the barbeque stick and cut up the -What do you think is the purpose of the
shrimp, after putting a little portion in his author in writing the story?
mouth. The boastful, young shrimp got kim
Forms of
Clothing

his wish at last to be admired by

humans.
 B. Answer the Comprehension Check-
up. -Let pupils label the sub clusters.
1. Describe the Shrimp based on his
outer and inner appearance. Can you give reasons why they have
2. Why did the old shrimp advised the different complexions?
boastful shrimp not to display the (They came from different parts of the
latter’s shell too much? world)
3. Did the boastful shrimp listen to his
advice? Why? Cite countries and their skin color.
4. What happened to him? ( Filipinos have brown complexion,
5. What lesson did you learn from the China and Japan have yellow
selection? complexion, Americans have white
-Explain answers by giving one’s complexion, Africans have black
opinion and supporting idea complexions)

-Locate using map or globe where

these children are found.

E. Discussing new concepts and Group Work What is a Fable? Present a Bubble Talk. Use your own graphic organizer, and Group Work:
practicing new skills #2 Each group will have the review of the Teacher calls on three pupils to act out the supply the missing details asked by Each group will share an instance in their
selection listened to. (The Fable is a short fictional story that is dialogue and complete the indirect command each sub topic. life when they experienced the
A graphic organizer is used in characterized by animals and it always or request. A. SHELTER tactlessness of a certain person.
presenting and developing the skill. The gives us a lesson in life.) A. B. CLOTHES How they reacted on it.
teacher asks each group on action Grandfather: “Obey your parents, Jojo”. C. COLOR OF THE SKIN
taken by the boastful shrimp and later -What is the purpose of a fable? D. COUNTRY ORIGIN
asks for inferences on alternative Jojo: “Yes Lolo”. .
actions. (The purpose of a fable is to entertain and Children Around
-What did we do to be able to give to inform.) Shiella: Obey your parents, Jojo.
the world
alternative actions to the action taken
by the character in the story they read. -What makes it unique? B.
-Presentation of each group
(It is characterized by animals having the Millie: “Rizza, Please help me finish my
attributes of humans.) homework”.

Rizza: “Sure”.
The teacher reads 10 statements and the
pupils will identify whether it is a fact or a Raffy:
bluff. (FACT OR BLUFF CARD) Millie Rizza finish project
Answer:
Bluff 1. The animals can think.
Millie asked Rizza to help her finish her
Bluff 2. The goat is a friend to the fox. project.

Fact 3. The fox belongs to the dog family.

Fact 4. The goat is a hog.

Fact 5. The fable is fictional.

 Fact 6. Animals have their own ways of
communicating with one another.

Fact 7. All fables give a lesson in life.

Bluff 8. Talking animals like humans is

true.

Bluff 9. A fox is smarter than a goat.

Fact 10. In the story, the fox is

representing the smart people.
F. Developing mastery Enumerate the characters in the story. Enumerate the different purposes of a The teacher gives request and command GROUP WORK Create a simple skit that shows
( The Shrimp, The Old Shrimp) selection. statements. Present a Fishbone Mapping Graphic tactfulness in school.
Organizer. Checking.
-What line in the story tells about the -to entertain Fill in the blanks the missing words to Provide the needed data or details to
characteristics of the shrimp? complete the sentences. Letters A to D conclude the general concept of
-to inform children of the world similarities and
-What part of the story you liked best? A. Rico said, “Eric waters the plants”. differences.
-to persuade Similarities and differences of the
-Rico water the Children of the World
Plants.

B. Liza said, “Please check the papers for

me, Annie.”

-Liza Annie the papers for

.

C. Mr. Mirasol said, “Jose, submit your

project early tomorrow.”

-Mr. Mirasol Jose project early

tomorrow.

D. The maid said, “Please stay in your room,

children.”
Each group will present each work.
- The maid the children stay in
Explain why they chose the said
room.
 organizer.
Answers:
1. Rico ordered Eric to water the plants.
2. Liza asked Annie to check the papers for
her.
3. Mr. Mirasol told Jose to submit his project
 early tomorrow.
4. The maid requested the children to stay in
their room.
G. Finding practical applications of A. FIND THE GEMS: ACT ME OUT: A. WORKING IN TANDEM: LET’S DO IT! Look for a tandem/ partner and think of a
concepts and skills in daily living -Read the story of the selection The Prepare an outline about how you want situation.
Story of the Tiny Frog. - Group the pupils into 3 to role play the Find a partner and create a usual scenario in to spend your Christmas using the Deliver a one minute dialogue using the
GROUP WORK: Group the pupils into selection below. class that shows the use of a command and clustering of ideas. tactful way of communicating with others.
four. -Group I to entertain request in direct and indirect discourse. Checking after immediate submission of The teacher checks the activity
-Group I is assigned to look for the Each tandem is expected to present their work. immediately using the RUBRIC.
Characters in the story. -Group II to persuade or convince. work in one minute.
-Group II is assigned to look for the -Group III to inform
Settings. The teacher checks the pupils work
-Group III is assigned to look for the A Raven and a Swan immediately. Using the Rubric for making a
Plot by sequencing the events in the e dialogue.
story in five sentences. A Raven, which you know is black as
- Group IV is assigned to look for the coal, was envious of the Swan, because
Theme of the Story. her feathers were as white as the purest
-Write each output in the Manila Paper snow. The foolish bird got the idea that if
and each groupo will assign a presentor he lived like the Swan, swimming and
in front of the class. diving all day long and eating the weeds
-The teacher gives the final correction/ and plants that grow in the water, his
clarification after each presentor. feathers would turn white like the Swan's.
The Story of The Tiny Frog So he left his home in the woods and
There once was a bunch of tiny frogs fields and flew down to live on the lakes
who got together to arrange a and in the marshes. But though he
competition to reach to the top of the washed and washed all day long, almost
highest tower in town. drowning himself at it, his feathers
As the date for the competition was remained as black as ever. And as the
announced, the news spread water weeds he ate did not agree with
everywhere and crowd in large him, he got thinner and thinner, and at
numbers gathered around the tower to last he died.
see this interesting competition and
cheer on the contestants. The crowd B. The teacher uses the Rubrics below
did not really believe any of these little for checking the role play.
frogs were going to make it to the top of
the tower. Yet they were curious… Role-Play Rubric BLM G–17 Name:
The competition began, the frogs
quickly started to ascend and the crowd Date: Activity:
cheered! Role
As a few moments passed, someone played:
from the crowd shouted, "Not a chance Assessment done by:
that they will succeed! The tower is too
high!" Criteria: Rating: Speech
Another spectator said, "Yes, they will was clear with appropriate volume and
never make it to the top. It's way too inflection. 5 4 3 2 1 Role was played in a
difficult!" convincing, consistent manner. 5 4 3 2 1
As the competition continued, some of Arguments and viewpoints expressed fit
the tiny frogs began collapsing. One by role played. 5 4 3 2 1 Costumes and
 one… tired… exhausted… But the race props were effectively used. 5 4 3 2 1
continued… as those who still had the Role-play was well prepared and
fight left, passionately continued to organized. 5 4 3 2 1 Role-play captured
climb higher and higher… and maintained audience interest. 5 4 3 2
In the excitement and anxiety the crowd 1 Additional Criteria:
continued to yell, "It is too difficult. No
one will make it!"
More tiny frogs got tired and gave up.
They all continued to give up one by
one, until there was only ONE little frog
left in the competition who continued to
climb higher and higher and higher…
This one wouldn’t give up!
This one tiny frog who, after a big effort Comments:
was the only one who reached the top!
This little soul was the winner! He made
it! He got the glory!
Naturally, everyone wanted to know
how this one tiny frog managed to pull it
off when every other contestant gave
up. Everybody wanted to know how this
tiny frog had found the strength to
reach this goal that everyone else
thought it was impossible. So, they
asked questions.
It turned out that the winner was deaf

H. Making generalizations and Ask: How do we get the significant Pupils will state the Fable’s concepts. Ask: What is Command? What is Request? Ask: What is the importance of Ask; How do we show tactfulness in
abstractions about the lesson details in the story read? -What is a direct discourse? organizing ideas through graphic communicating with others?
Concept Formation: -What is indirect discourse? organizer? Concept Formation:
Concept Formation: Noting the Fable is a fictional story that has a Concept Formation: The clustering 1. Be honest but always consider the
significant detail is reading between the purpose of entertaining and informing the Concept Formation: graphic organizer shows and separates feelings of others. There are many ways
lines to get the main idea of the story, readers. It is peopled by animals that are In the reported command, the verb “said” is the developed ideas from other ideas. in communicating without hurting the
how it started, developed and ended capable of talking and expressing feelings not used, instead, “told”. The word “to” is The use of the CGO provides the feelings of others.
with the help of the characters and as humans added before the verb. organization of ideas easy to
other elements of the story. understand, making learning more
-In reporting request, the verb “asked” or enjoyable
“requested” is used instead of “told”. .
The word “please” is dropped.

The quotation marks are dropped.

Necessary changes are made in the

pronouns.

Examples:
Direct:
 1. “Put down your bag,”
mother said to Leo.

2. “Please try the other button,” Lyka said.

I. Evaluating learning Number each statement according on The teacher will read the selections orally Read the short paragraph below. Follow what Use a graphic aid to organize the ideas Write T if it shows tactfulness for each
how the story happened. and the pupils will identify its purpose. you are asked to do. in the given paragraph. situation.
The old shrimp advised the 1. Ultra was lying down on the back porch
handsome shrimp not to show off too when suddenly his friend Kitten went to It was vacation time. Being the eldest, Provide a Title to the paragraph. 1. Kindly do your work on time
much. him and she invited him to visit their friend Lina was assigned by her mother to clean the pp.428-429 because it can help in our performance
When one day a fisherman was Sky at the pen. house. In order to finish early, she called her rating.
looking for a good catch. 2. The Frog went out for she hate himself brothers and sisters to help her. 1. The Filipino is a very respectful
The handsome Shrimp starts for being useless. He couldn’t croak and person. He shows due respect to his 2. Work fast, you waste our time.
to brag about his handsomeness and jump. After he fell into a deep well and Identify her statement if it is a command or parents, elders and to people in
athletic figure. was about to face his death, he was able request then transform each into a reported authority. He never misses saying the 3. We can finish the task on time
He was caught by fishing net of to bring his best and did even better. He form. word “po” and “opo”. This is a Filipino if we will help each other.
the fisherman. is certain that no one could help us except way 4. It is much better if we are
The boastful shrimp was cooked our own self. 1. “Kevin, please dust the furniture”. Of showing respect, which we are very a help than a burden to other,
and eaten at lunch. 3. The Free Bird cried, “My Darling 2. “Susie, arrange the books and proud of. He kisses the hands of
sing the song of the woodlands.” magazines”. parents and grandparents as a unique 5. Speak like no one is listening
The caged bird said, “Sit by my side; I’ll 3. “Husk the floor, Ruben.” way of showing respect to elders. He to you.
teach you the speech of the learned.” 4. “Help me put some plants inside, calls his older brother “Kuya and his
4. There was a turtle that couldn’t stop Roy”. older sister “ate”.
talking and the geese made a challenge 5. “Please be careful with the plates,
to bring her to the nice place if she could Susie”.
promise not to talk because she will be
carrying a stick on her mouth. The turtle
agreed and so they flew to the place.
They heard people saying something
about them and the turtle spoke. She fell
dead on the ground.
5. The monkey who was so wise ate all
the bananas and went down without
noticing the thorns planted by his
friend
turtle. His selfishness ruined him.
J. Additional activities for Read a short story or dialogue. Write SWBS: Plot Chart AUTHOR: Read and tell what the person in each Write a paragraph from the given topics Cut out a comic strip and compose a
application or remediation the plot in 5 sentences. TITLE: sentence said. and present it to the class using a comic balloon for each conversation.
PURPOSE graphic organizer. Always use a tactful way of
-Be ready to share it in class. _ 1. Father said, “Avoid playing near the pool, A. Effect of Smoking on One’s Health communicating your thoughts and
S-Somebody John”. B. Students’ Addiction to Internet feelings.
W- Wanted 2. “Please help me with my toy, Sandy”, Gaming
B- But Sam said. C. How Do You Celebrate Christmas?
S- So 3. “Pray before sleeping Ela”, aunt Norma
said.
4. Estella said, “Please allow me to visit my
Read another fable and fill up the SWBS friend, Grandma.”
Chart meeting the details in the story. 5. “Proceed to my office” the Principal said.
V. REMARKS
VI. REFLECTION ______ GEN. ______ INT. ______ GEN. ______ INT. ______ GEN. ______ INT. ______ GEN. ______ INT. ______ GEN. ______ INT.
A. No. of learners who earned 80% in _____% of the pupils got 80% mastery _____%
_____%of the
of the
pupils
pupils
gotgot
80%80%
mastery
mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
the evaluation. ___ of Learners who require additional activities for ______
of of
Learners
Learnerswho
whorequire
require additional
additional activities for
for
___ of Learners who require additional activities for ___ of Learners who require additional activities___ for of Learners who require additional activities for
remediation remediation
remediation remediation remediation remediation
___Yes ___No ___Yes
___Yes
___No___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____
____
of Learners
of Learners
whowhocaught
caught
up the
up the
lesson
lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
___ of Learners who require additional activities for ______
of of
Learners
Learnerswho
whorequire
require additional
additional activities for
for
___ of Learners who require additional activities for ___ of Learners who require additional activities___ for of Learners who require additional activities for
remediation remediation
remediation remediation remediation remediation
B. No. of learners who require _____% of the pupils got 80% mastery _____%
_____% of of
thethe pupils
pupils gotgot
80%80% mastery
mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
additional activities for remediation ___ of Learners who require additional activities for ______
of ofLearners
Learnerswho
whorequire
require additional
additional activities for
for
___ of Learners who require additional activities for ___ of Learners who require additional activities___ for of Learners who require additional activities for
who remediation remediation
remediation remediation remediation remediation
scored below 80%. ___Yes ___No ___Yes
___Yes ___No___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____
____ of Learners
of Learners whowho caught
caught up the
up the lesson
lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
___ of Learners who require additional activities for ______
of ofLearners
Learnerswho
whorequire
require additional
additional activities
activitiesfor
for
___ of Learners who require additional activities for ___ of Learners who require additional activities___ for of Learners who require additional activities for
remediation remediation
remediation remediation remediation remediation
C. Did the remedial lessons work? No. _____% of the pupils got 80% mastery _____% of the
_____% pupils
of the gotgot
pupils 80%80%
mastery
mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
of learners who have caught up ___ of Learners who require additional activities for ______
of of
Learners
Learnerswho
whorequire
require additional
additional activities for
for
___ of Learners who require additional activities for ___ of Learners who require additional activities___ for of Learners who require additional activities for
remediation remediation
remediation remediation remediation remediation
with the lesson.
___Yes ___No ___Yes ___No
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners
____ whowho
of Learners caught up the
caught lesson
up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
___ of Learners who require additional activities for ______
of of
Learners
Learnerswho
whorequire
require additional
additional activities for
___ of Learners who require additional activities
activities for for ___ of Learners who require additional activities___ for of Learners who require additional activities for
remediation remediation
remediation remediation remediation remediation
D. No. of learners who _____% of the pupils got 80% mastery _____%
_____% of of
thethe pupils
pupils gotgot
80%80% mastery
mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
continue to require ___ of Learners who require additional activities for ______of ofLearners
Learnerswhowhorequire
require additional
additional activities for ___ of Learners who require additional activities for ___ of Learners who require additional activities___
for for of Learners who require additional activities for
remediation remediation
remediation remediation remediation remediation
remediation.
___Yes ___No ___Yes
___Yes ___No___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____
____ of Learners
of Learners whowho caught
caught up the
up the lesson
lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
___ of Learners who require additional activities for ______of ofLearners
Learnerswhowhorequire
require additional
additional activities
activities for
___ of Learners who require additional activities for ___ of Learners who require additional activities___
for for of Learners who require additional activities for
remediation remediation
remediation remediation remediation remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___ Games ___ Group collaboration ___ Games ___ Group collaboration ___ Games ___ Group collaboration ___ Games ___ Group collaboration ___ Games
___ Power PointPresentation ___ Answering preliminary ___ Power PointPresentation ___ Answering ___ Power PointPresentation ___ Answering ___ Power PointPresentation ___ Answering ___ Power PointPresentation ___ Answering
activities/exercises preliminary preliminary preliminary preliminary
___ Discussion ___ Case Method activities/exercises activities/exercises activities/exercises activities/exercises
___ Think-Pair-Share (TPS) ___ Rereading of ___ Discussion ___ Case Method ___ Discussion ___ Case Method ___ Discussion ___ Case Method ___ Discussion ___ Case Method
Paragraphs/Poems/Stories ___ Think-Pair-Share (TPS) ___ Rereading of ___ Think-Pair-Share (TPS) ___ Rereading of ___ Think-Pair-Share (TPS) ___ Rereading of ___ Think-Pair-Share (TPS) ___ Rereading of
___ Differentiated Instruction ___ Role Playing/Drama Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories
___ Discovery Method ___ Lecture Method ___ Differentiated Instruction ___ Role ___ Differentiated Instruction ___ Role ___ Differentiated Instruction ___ Role ___ Differentiated Instruction ___ Role
Why? Playing/Drama ___ Discovery Method ___ Playing/Drama ___ Discovery Method ___ Playing/Drama ___ Discovery Method ___ Playing/Drama ___ Discovery Method ___
___ Complete Ims Lecture Method Lecture Method Lecture Method Lecture Method
___ Availability of Materials ___ Pupils’ eagerness to learn Why? Why? Why? Why?
___ Group member’s Cooperation in doing their tasks ___ Complete Ims ___ Complete Ims ___ Complete Ims ___ Complete Ims
___ Availability of Materials ___ Pupils’ eagerness ___ Availability of Materials ___ Pupils’ eagerness to ___ Availability of Materials ___ Pupils’ ___ Availability of Materials ___ Pupils’
to learn ___ Group member’s Cooperation in learn ___ Group member’s Cooperation in doing eagerness to learn ___ Group member’s eagerness to learn ___ Group member’s
doing their tasks their tasks Cooperation in doing their tasks Cooperation in doing their tasks
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal or supervisor __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful Ims __ Colorful Ims __ Colorful Ims __ Colorful Ims __ Colorful Ims
can help me solve?
__ Unavailable Technology Equipment (AVR/LCD) __ Unavailable Technology Equipment (AVR/LCD) __ Unavailable Technology Equipment (AVR/LCD) __ Unavailable Technology Equipment (AVR/LCD) __ Unavailable Technology Equipment (AVR/LCD)
__ Science/ Computer Internet Lab __ Science/ Computer Internet Lab __ Science/ Computer Internet Lab __ Science/ Computer Internet Lab __ Science/ Computer Internet Lab
__ Additional Clerical works __Reading Readiness __ Additional Clerical works __Reading __ Additional Clerical works __Reading Readiness __ Additional Clerical works __Reading __ Additional Clerical works __Reading
__Lack of Interest of pupils Readiness __Lack of Interest of pupils __Lack of Interest of pupils Readiness __Lack of Interest of pupils Readiness __Lack of Interest of pupils
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
which I __ Making use big books from views of the locality __ Making use big books from views of the locality __ Making use big books from views of the locality __ Making use big books from views of the locality __ Making use big books from views of the locality
__ Recycling of plastics to be used as Instructional Materials __ Recycling of plastics to be used as Instructional Materials __ Recycling of plastics to be used as Instructional Materials __ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as Instructional Materials
wish to share with other teachers?
__ local poetical composition __Flashcards __ local poetical composition __Flashcards __ local poetical composition __Flashcards Materials __ local poetical composition __Flashcards
__ local poetical composition __Flashcards