School: Calaogao Elem School Grade Level: VI

GRADES 1 to 12 Teacher: Lyka G. Magan Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 27-March 3, 2023 (WEEK 3) Quarter: 3RD QUARTER

I. OBJECTIVES MOND TUESDAY WEDNESDAY THURSDA FRID

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

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

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

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

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 Use flash cards/show me boards. Write R Show a video clip about the Show a picture of a true friend.
lesson -It is used for eating. Aside from it is you did a certain thing without if the statement states request and C if it children from the different parts
used as eating utensil, it can be thinking of the consequences. shows Command. of the world. Let them share -Do you have a friend?
used in several ways. Give some of 1. Listen attentively. opinion.
its uses. What do you think will happen if you 2. Please keep your things in order. -What do you like most about your
Examples: ice cream scooper, did a certain thing without thinking of 3. Avoid making too much noise. -Compare the Filipino Children with friend?
taking in medicines, can opener, as the consequences? 4. Stop going around please. the Children of the world.
a pestle etc. 5. Observe silence. -What do you dislike about him/ her?
Have the pupils relate their experiences. -The teacher presents a semantic
web. What word can you associate If you want to say an honest
with the word CHILDREN? mistake of your friend how do you
do it?
Enhance vocabulary words through -Play a game: Simon says. (Teacher
body language. uses command or request.
CHILDREN
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.

B. Fore legs

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 B. Do you have a pet? Share a -Have you seen a Ask the pupils to read and analyze the A. Motive Questions: A. Motive Question:
examples/instances of the new heroic deed it has done for you or fox? (Yes/ Not yet comic strip. 1. How do children from around Why do we need to be tactful all the
for others. Unlocking of Difficulties: the world differ from each time?
lesson
Synonym hunt through multiple other?
choice. Encircle the letter of the -What are the qualities of the fox in Mother: “Lock your room before 2. How do children differ in
some common stories? leaving, Jim”. complexion.
correct answer
(Often times fox is wise and bad) 3. How do you compare the
1. The sharp protrusion of
clothing’s of the children from
a shrimp is used to fight Jim: “Yes, Mother”.
around the world?
against its enemies. -Let us find out if the fox is still the fox
a. a part of the body that is pointed 4. Can you make distinctions as
we have known before. Rina: Mother told Jim to lock his door
b. a part of the body that is hidden. the types of houses in which
before leaving.
c. a part of the that is plain. children from around the world
d. a part of the body that is dull. lives?
5. What do they have in common?
2. Nothing can pierce an iron Ms.Aguila: “Please polish the floor,
shield even an iron sword. Mang 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

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

end of a barbeque stick, his shell

now in beautiful colors of pink, red -Plot: The goat saw the Fox dinking at
and brown with some scorched the well so the goat did the same hu

spots from the coals over which he without giving a second thought. In the
was roasted. end the goat left at the well all by Types of
Childr
en
Country
of

“What a fine, fat shrimp!” himself. Shelter Aroun

explained the persons around

the dining table. -What does the author want us to feel? fl

“It’s the best shrimp I’ve ever

tasted!” said the person who picked -What do you think is the purpose of
the author in writing the story?
Forms of

up the barbeque stick and cut up the kim

Clothing

shrimp, after putting a little portion in

his mouth. The boastful, young
shrimp got
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
2. Why did the old shrimp advised have different complexions?
the boastful shrimp not to display (They came from different parts of
the latter’s shell too much? the world)
3. Did the boastful shrimp listen to
his advice? Why? Cite countries and their skin
4. What happened to him? color. ( Filipinos have brown
5. What lesson did you learn from complexion, China and Japan
the selection? have yellow complexion,
-Explain answers by giving Americans have white
one’s opinion and supporting complexion, Africans have
idea black complexions)

-Locate using map or globe

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

Rizza: “Sure”.
The teacher reads 10 statements and
the pupils will identify whether it is a Raffy:
fact or a bluff. (FACT OR BLUFF Millie Rizza finish
CARD) project Answer:
Bluff 1. The animals can think.
Millie asked Rizza to help her finish
Bluff 2. The goat is a friend to the fox. her 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 Enumerate the different purposes The teacher gives request and GROUP WORK Create a simple skit that
story. ( The Shrimp, The Old of a selection. command statements. Present a Fishbone Mapping shows tactfulness in school.
Shrimp) Graphic 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
characteristics of the shrimp? complete the sentences. Letters A to D details to conclude the general
-to inform concept of children of the world
-What part of the story you liked best? A. Rico said, “Eric waters the plants”. similarities and differences.
-to persuade Similarities and differences of
-Rico water the Children of the World
the 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
room. said 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 A. FIND THE GEMS: ACT ME OUT: A. WORKING IN TANDEM: LET’S DO IT! Look for a tandem/ partner and think
applications of concepts and -Read the story of the selection Prepare an outline about how you of a situation.
The Story of the Tiny Frog. - Group the pupils into 3 to role play Find a partner and create a usual want to spend your Christmas using Deliver a one minute dialogue using
skills in daily living GROUP WORK: Group the pupils the selection below. scenario in class that shows the use of a the clustering of ideas. the tactful way of communicating with
into four. -Group I to entertain command and request in direct and Checking after immediate others. The teacher checks the
-Group I is assigned to look for indirect discourse. submission of work. activity immediately using the
the Characters in the story. -Group II to persuade or convince. Each tandem is expected to present
-Group III to inform RUBRIC.
-Group II is assigned to look for the their work in one minute.
Settings.
-Group III is assigned to look for A Raven and a Swan
e The teacher checks the pupils work
the Plot by sequencing the immediately. Using the Rubric for making
A Raven, which you know is black as
events in the story in five a dialogue.
coal, was envious of the Swan,
sentences.
- Group IV is assigned to look for the because her feathers were as white
Theme of the Story. as the purest snow. The foolish bird
-Write each output in the Manila got the idea that if he lived like the
Paper and each group will assign a Swan, swimming and diving all day
presenter in front of the class. long and eating the weeds and plants
-The teacher gives the final that grow in the water, his feathers
correction/ clarification after each would turn white like the Swan's. So
presenter. he left his home in the woods and
The Story of The Tiny Frog fields and flew down to live on the
There once was a bunch of tiny lakes and in the marshes. But though
frogs who got together to arrange he washed and washed all day long,
a competition to reach to the top almost drowning himself at it, his
of the highest tower in town. feathers remained as black as ever.
As the date for the competition was And as the water weeds he ate did not
announced, the news spread agree with him, he got thinner and
everywhere and crowd in large thinner, and at last he died.
numbers gathered around the tower
to see this interesting competition B. The teacher uses the Rubrics
and cheer on the contestants. The below for checking the role play.
crowd did not really believe any of Role-Play Rubric BLM G–17 Name:
these little frogs were going to make
it to the top of the tower. Yet they Date:
were curious…
The competition began, the frogs
quickly started to ascend and the Activity:
crowd cheered!
As a few moments passed, Role
played:
someone from the crowd shouted,
Assessment done by:
"Not a chance that they will
succeed! The tower is too high!"
Another spectator said, "Yes, they Criteria: Rating:
will never make it to the top. It's Speech was clear with appropriate
way too difficult!" volume and inflection. 5 4 3 2 1 Role
As the competition continued, some was played in a
of the tiny frogs began collapsing. convincing, consistent manner. 5 4 3
One by 2 1 Arguments and viewpoints
expressed fit
role played. 5 4 3 2 1 Costumes and
 one… tired… exhausted… But the props were effectively used. 5 4 3 2
race continued… as those who still 1 Role-play was well prepared and
had the fight left, passionately organized. 5 4 3 2 1 Role-play
continued to climb higher and captured
higher… and maintained audience interest. 5 4 3
In the excitement and anxiety the 2
crowd continued to yell, "It is too 1 Additional Criteria:
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 was the only one who reached
the top! This little soul was the Comments:
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 Ask: How do we get the Pupils will state the Fable’s concepts. Ask: What is Command? What is Request? Ask: What is the importance Ask; How do we show
significant details in the story -What is a direct discourse? of organizing ideas through tactfulness in communicating
and abstractions about the -What is indirect discourse?
read? Concept Formation: graphic organizer? with others?
lesson
Fable is a fictional story that has a Concept Formation: The clustering Concept Formation:
purpose of entertaining and informing Concept Formation:
Concept Formation: Noting the graphic organizer shows and 1. Be honest but always consider the
In the reported command, the verb “said”
significant detail is reading between the readers. It is peopled by animals separates the developed ideas from feelings of others. There are many
is not used, instead, “told”. The word “to” is
the lines to get the main idea of the that are capable of talking and other ideas. The use of the CGO ways in communicating without
added before the verb.
story, how it started, developed and expressing feelings as humans provides the organization of ideas hurting the feelings of others.
ended with the help of the -In reporting request, the verb easy to understand, making learning
characters and other elements of “asked” or “requested” is used more enjoyable
the story. instead of “told”. The word “please” is .
dropped.

The quotation marks are dropped.

Necessary changes are made in

the pronouns.

Exampl
es:
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 The teacher will read the selections Read the short paragraph below. Follow Use a graphic aid to organize the Write T if it shows tactfulness for
on how the story happened. orally and the pupils will identify its what you are asked to do. ideas in the given paragraph. each situation.
The old shrimp advised the purpose.
handsome shrimp not to show off 1. Ultra was lying down on the back It was vacation time. Being the eldest, Provide a Title to the 1. Kindly do your work on
too much. porch when suddenly his friend Kitten Lina was assigned by her mother to clean paragraph. pp.428-429 time because it can help in our
When one day a fisherman went to him and she invited him to visit the house. In order to finish early, she performance rating.
was looking for a good catch. their friend Sky at the pen. called her brothers and sisters to help her. 1. The Filipino is a very respectful
The handsome Shrimp 2. The Frog went out for she hate person. He shows due respect to 2. Work fast, you waste our
starts to brag about his himself for being useless. He couldn’t Identify her statement if it is a his parents, elders and to people time.
handsomeness and athletic figure. croak and jump. After he fell into a command or request then transform in authority. He never misses
He was caught by fishing deep well and was about to face his each into a reported form. saying the word “po” and “opo”. 3. We can finish the task on
net of the fisherman. death, he was able to bring his best This is a Filipino way time if we will help each other.
The boastful shrimp was and did even better. He is certain that 1. “Kevin, please dust the Of showing respect, which we are 4. It is much better if we
cooked and eaten at lunch. no one could help us except our own furniture”. very proud of. He kisses the hands are a help than a burden to other,
self. 2. “Susie, arrange the books of parents and grandparents as a
3. The Free Bird cried, “My Darling and magazines”. unique way of showing respect to 5. Speak like no one is
3. “Husk the floor, Ruben.” elders. He calls his older brother listening to you.
sing the song of the woodlands.”
4. “Help me put some plants
The caged bird said, “Sit by my side; I’ll “Kuya and his older sister “ate”.
inside, Roy”.
teach you the speech of the learned.”
5. “Please be careful with the
4. There was a turtle that couldn’t
plates, Susie”.
stop talking and the geese made a
challenge to bring her to the nice
place if she could 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 Read a short story or dialogue. Read and tell what the person in Write a paragraph from the given Cut out a comic strip and
for application or Write the plot in 5 sentences. each sentence said. topics and present it to the class compose a comic balloon for each
remediation using a graphic organizer. conversation. Always use a tactful
-Be ready to share it in class. 1. Father said, “Avoid playing near the A. Effect of Smoking on One’s Health way of communicating your
pool, John”. B. Students’ Addiction to thoughts and feelings.
2. “Please help me with my toy, Sandy”, Internet Gaming
Sam said. C. How Do You Celebrate Christmas?
3. “Pray before sleeping Ela”, aunt
Norma said.
4. Estella said, “Please allow me to visit
Read another fable and fill up the my friend, Grandma.”
5. “Proceed to my office” the Principal said.
SWBS Chart meeting the details in
the story.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who
scored below 80%.
C. Did the remedial lessons work?
No.
of learners who have caught up
with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching strategies
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
materials did I use/discover
which I
wish to share with other teachers?