School: SAN VICENTE E/S Grade Level: V

GRADES 1 to 12 Teacher: NICKO D. DAAG Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: JANUARY 15 – 19, 2024 (WEEK 9) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of 1. Demonstrates The learner demonstrates
the oral standards of English in the oral standards of English in the oral standards of understanding of non- understanding of
order to participate in various oral order to participate in various English in order to participate in verbal communication to different
communication demands oral communication demands various oral communication communicate with others. formats to write for a
(situation, purpose and audience (situation, purpose and audience demands (situation, purpose and 2. Demonstrates variety of audiences and
audience) understanding that English purposes.
language is stress timed to
support comprehension
B.Performance Standards Prepares for and participates Prepares for and participates Prepares for and participates 1. Applies knowledge of The learner
effectively in a range of effectively in a range of effectively in a range of non-verbal skills to rewrites/revises texts
conversations and collaboration conversations and collaboration conversations respectfully give the using appropriate
with diverse partners, building on with diverse partners, building on and collaboration with diverse speaker undivided text types for a variety of
others’ ideas and expressing their others’ ideas and expressing their partners, building on others’ attention and audiences and purposes.
own opinion clearly and own opinion clearly and ideas and acknowledge the message.
persuasively persuasively expressing their own clearly and 2. Reads with sufficient
persuasively. accuracy and fluency to
support comprehension
C.Learning Competencies/Objectives 1. Make a stand about national 1. Make a stand about national Make a stand( EN5OL-IIi-4)  Observe politeness at all Revise writing for clarity.
issues issues times. - appropriate punctuation
2. Show tactfulness when 2. Show tactfulness when  Read grade level text marks
communicating with others communicating with others with accuracy, appropriate Show tactfulness when
3. Observe politeness at all times 3. Observe politeness at all times rate and proper communicating with
EN5OL-Iii-4 EN5OL-Iii-4 expression (EN5F-IIj-1.3), others
(EN5F-IIj-1.6), (EN5F-IIj- Observe politeness at all
1.7), (EN5A-IIh-16 times EN5WC-IIi-1.8.1,
EN5A-IIi-16, EN5A-IIi-17
II.CONTENT Giving opinion/ Making a stand Giving opinion/ Making a stand Making a stand Observing politeness at all Revise writing for clarity
times Apropriate punctuation
 Reading grade level text marks
with accuracy, appropriate
rate and
proper expression
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p. CG p. CG p. CG p. CG p.
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning resource http://www.philstar.com/ http://www.philstar.com/ http://www.edu.gov.mb.ca/k12/ http:// tp://
(LR) portal https:// https:// cur/socstud/frame_found_sr2/ www.write4fun.net/view- www.skillsyouneed.com/
ph.news.search.yahoo.com/ ph.news.search.yahoo.com/ tns/tn-13.pdf entry/138585, Meriam write/punctuation1.html
search; search; https://www.youtube.com/ Webster Dictionary, https://
watch?v=zbC5xsO5Pow http:// www.youtube.com/
https://www.youtube.com/ www.write4fun.net/view- watch?v=nyiMo5loaGs
watch?v=vw7s61h7L1U entry/138585 https://
https://www.shsu.edu/~agr.../ www.youtube.com/
ETP_3_CLASSROOM_DEBATE_RU watch?v=UWDuPkj0Cn0
BRIC.doc
B.Other Learning Resource Chart or tarpapel, pictures, Chart or tarpapel, pictures, Original File Submitted and powerpoint presentation, Strips of cartolina, charts,
newspaper, laptop newspaper, laptop Formatted by DepEd Club activity cards, flash cards, video presentation
Member - visit depedclub.com charts,
for more laptop
IV.PROCEDURES
A.Reviewing previous lesson or presenting A. Reviewing previous A. Reviewing previous How do you distinguish fact from A. Drill A. Review on basic
the new lesson lesson/Presenting new lesson lesson/Presenting new lesson opinion? Practice reading silent W. punctuation marks
Direction: Tell whether if the given Direction: Tell whether if the silent T, Silent H Activity: Body Language
statement is fact or opinion. given statement is fact or Silent W Silent T Silent H Teacher will show strips
1. Pres. Rodrigo R. Duterte opinion. wrote witch what of cartolina containing
delivered his first SONA last July 1. Pres. Rodrigo R. Duterte wrestling castle sen
25, 2016. delivered his first SONA last July when tences without
2. I think the Philippines will 25, 2016. wrinkle fasten punctuation marks at the
become a great nation again. 2. I think the Philippines will where end. Pupils will
3. Someday, I will finish my studies become a great nation again. whole soften be the one to give the
and fulfill my dreams. 3. Someday, I will finish my white proper punctuation mark
4. There is a corruption in the studies and fulfill my dreams. two often using
Phillipines. 4. There is a corruption in the rhythm their body.(the teacher
5. Maybe, our population will be Phillipines. wrap listen will show first how to do
lessened if everybody will be 5. Maybe, our population will be hour it)
knowledgeable about family lessened if everybody will be wrist Christmas 1. The policeman help the
planning knowledgeable about family honest old woman crossing the
planning street
2. Hurray we won the
game
3. Would you like to go
with me
4. Wow its amazing
5. What is your project in
English
B.Establishing a purpose for the lesson Teacher presents a word map. Teacher presents a word map. Have you aver participated in a Let the students watch a Would you like to know
Think of words that can be Think of words that can be debate or in a round-table video clip of a song with a more about other
 associated with the given name associated with the given name discussion? title punctuation marks?
Who among you are familiar with Who among you are familiar with Do you know the standards or “Be Polite”-“Good Manner
this name? this name? mechanics for a debate or rou d- Song”. Let them sing the
Are you familiar with this issue? Are you familiar with this issue? the song with
What facts or idea can you give What facts or idea can you give –table discussions? emotions, accuracy, and
about him? about him? fluency.
Give your opinion about this issue. Give your opinion about this (https://
issue. www.youtube.com/
watch?v=VLYIo_sLqH0)
1. What was the song
about?
2. What polite words were
in the song?
3. Why should we use
polite words?
4. Do you use polite
words?
C.Presenting Examples/ instances of the new Pupils will be grouped into four to Pupils will be grouped into four Today, we are going to deal on Teacher will read the story Today you will learn
lesson perform the activity. to perform the activity. “Making a stand” based on the “Princess Polite” with about other punctuation
What can you say about this issue? What can you say about this facts and opinions presented. accuracy, marks that will help
Do you think government’s choice issue? But first, let’s watch a sample appropriate rate and you revise writing for
to bury the remains of late Do you think government’s video how debate is facilitated proper expression clarity.
Ferdinand Marcos is a good choice to bury the remains of late Princess Polite
decision? Ferdinand Marcos is a good SETTING STANDARDS FOR FILM Once there was a girl
Are you also in favor of decision? VIEWING. called Princess Polite but
Pres.Duterte’s decision? Why or Are you also in favor of https://www.youtube.com/ people in her castle
Why not? Pres.Duterte’s decision? Why or watch?v=vw7s61h7L1U called her Polly or Polly
Why do you think the government Why not? Polite. One day a super
decided to bury the remains of Why do you think the star came to her castle.
late Marcos at Libingan ng mga government decided to bury the Polly
Bayani? remains of late Marcos at said “Why have you come
Give your own opinion or stand Libingan ng mga Bayani? here? And what is your
about this issue. Give your own opinion or stand name?” The super star
about this issue. said“ My name is Sarah
Jones. I’m here to rock out
on your castles stage!”
Polly said “I don’t have a
stage in my castle!”
“Ooooh dear!” Sarah cried.
Polly said “I will make a
grand stage just
for you and I will name it
Stage Sarah.” Sarah said
“You don’t have to call it
stage Sarah.” Polly called
for the best builders in the
land to come build the
stage.
The building started. It
took them two years to
build it! Polly called
Sarah on the phone. “It’s
finished come see!” Polly
said. “Sure, I’ll be there as
soon as possible!” Super
star Sarah said. Sarah
brought a prince with her.
Polly said “Where did you
find him and what’s his
name?”
“James Sammy and I met
him at a wedding.” Sarah
said. “Oh how
sweet!” Polly said. “Nice to
meet you Polly Polite.” the
handsome prince said.
“You smell like tuna!’ Polly
said. “Oh.” He said. “We
are here to get married!”
Sarah said.
“Wait, I thought we were
here to see you rock out. I
don’t want to marry
you!” James said, “I want
to marry Polly!” Polly
married the prince. The
rock
star rocked out on the
stage but was crying the
whole time. She stopped
crying for a moment then
she cried into a bucket it
had a thousand drips in it
and it went all the way up
to the top. She had to tip it
out and start all over
again.
The prince and the
 princess lived happily ever
after. The rock star
spent the rest of her life
crying a million tears into a
bucket and starting all
over again and again and
again and again and again
and again and again
and again.
http://
www.write4fun.net/view-
entry/138585
D.Discussing new concepts and practicing Comprehension questions. Comprehension questions. What can you say/conclude Comprehension Check-up: Video presentation about
new skills #1 1. What is your opinion about this 1. What is your opinion about about a debate? What have you 1. Who is the main using appropriate
issue? this issue? noticed? character in the story? punctuation marks.
2. Who are in favor with the 2. Who are in favor with the How do ou start a debate? How 2. Where did the story https://
President’s decision? President’s decision? do you end it? happen? www.youtube.com/
3. What are the reasons why you 3. What are the reasons why you How are the exchange of ideas 3. Why was the princess watch?v=nyiMo5loaGs
are favorable with this? are favorable with this? facilitated? called Princess Polite
4. Who do not favor with the 4. Who do not favor with the How would you make a stand? 4. What is the request of
President’s decision? Why? President’s decision? Why? After watching the video, let’s super star when she came
5. Will the Philippine Government 5. Will the Philippine Government now apply what you have to Princess Polite’s
benefit from this? benefit from this? learned. castle?
You are going to form two 5. Do you think it’s nice to
groups. An idea will be presented be like Sarah? Why?
and 6. Why does the Prince
you will have to make a stand want to marry Poly Polite
whether you agree or disagree instead of Sarah, the
with the idea presented. super star?
Support your propositions with
FACTS.
(Decide on a topic and make a
draw lots to decide who is pro
and anti-proposition)
Your main task for this day is to
gather /research information that
will support your stand.
E. Discussing new concepts and practicing 1. Do you have the same stand? 1. Do you have the same stand? Another video
new skills #2 2. What can you say about the 2. What can you say about the presentation will be
opinions of others? opinions of others? shown to the pupils
3. What did you do to support 3. What did you do to support further knowledge about
your stand? your stand? punctuation marks.
4. How do you value the opinion 4. How do you value the opinion https://
of others? of others? www.youtube.com/
 watch?v=UWDuPkj0Cn0
F.Developing Mastery Pupils will be grouped into three. Pupils will be grouped into three. Read more topics at Buzzle: Rewrite the following
On each corner, national issues On each corner, national issues http://www.buzzle.com/articles/ RASA BASA INTEGRATION sentences using the
written on the metacards are written on the metacards are debatetopics- Read the story, 1st group correct punctuation
posted. posted. for-elementary-students.html will read the first marks.
Pupils will to go to the corner that Pupils will to go to the corner paragraph guided by 1. Mr. Robles please
best describes how they feel about that best describes how they feel the teacher and so on. submit your report now
that issue. What is your stand on about that issue. What is your said the principal.
this issue? Write your answer in 3- stand on this issue? Write your 2. Are you willing to join
5 sentences to make your answer in 3-5 sentences to make the contest
opinion/persuasion strong. your opinion/persuasion strong. 3. My family and I went
a. Extra Judicial Killings in the a. Extra Judicial Killings in the to Enchanted Kingdom
Philippines Philippines last Sunday
b. Heavy Traffic b. Heavy Traffic 4. Oh what a beautiful
c. Corruption and Poverty c. Corruption and Poverty garden it was
5. Get out of my room
now
G.Finding Practical application of concepts Who among you have been Who among you have been RASA BASA INTEGRATION Daily Living Group the pupils into
and skills in daily living confined in the private hospital? confined in the private hospital? Debate or round- the -table Group story presentation; three. Each group will be
Did your parents give an initial Did your parents give an initial discussion make a script or dialogue given an
downpayment before admission ? downpayment before Possible Topics based in the envelope containing their
What is your opinion regarding admission ? What is your opinion  Books are better than story. Make it sure to task.
this issue? In two to three regarding this issue? In two to computers. recite the lines with Group I- Draw and Cut
sentences, give your stand three sentences, give your stand  Should computers replace accuracy and proper Me
whether it should be implemented whether it should be teachers? expression. (Role Playing) Draw the punctuation
or not implemented or not  Are school uniforms needed? marks learned
 Should mobile phones be in a cardboard and cut
allowed in schools? them out.
 Are sports and games as Group II- Fill Me Up
important as studies? Put the appropriate
punctuation marks in
each
sentence.
Group III- Sing-“galing”
Compose a song about
different punctuation
marks then sing it
H.Making generalization and abstraction What should we remember in What should we remember in A debate is a discussion or Using polite words signifies Remember
about the lesson giving stand or opinion to certain giving stand or opinion to certain structured contest about an issue that someone has good Punctuation is the system
issue? issue? or manners or respect for of signs or symbols given
a resolution. A formal debate other people. to a reader to
involves two sides: one Reading with accuracy, show how a sentence is
supporting a appropriate rate and constructed and how it
resolution and one opposing it. proper should be read.
Such a debate is bound by rules expression means to read Sentences are the
previously agreed upon. Debates without making mistakes, building blocks used to
may be judged in order to declare with construct written
a winning side. Debates, in one proper speed within a accounts. They are
form or another, are commonly given time and emotions complete statements.
used in democratic societies to Punctuation shows how
explore and resolve issues and the sentence should be
problems. Decisions at a board read and the
meeting, public hearing, basic signs of Punctuation
legislative the comma ,
assembly, or local organization the full stop .
are often reached through the exclamation mark !
discussion and debate. Indeed, the question mark ?
any discussion of a resolution is a the semi-colon ;
form of debate, which may or the colon :
may not follow formal rules (such the apostrophe '
as quotation marks “ ”
Robert’s Rules of Order).
In the context of a classroom, the
topic for debate will be
guided by the knowledge, skill,
and value outcomes in the
curriculum. Structure for Debate
A formal debate usually involves
three groups: one supporting a
resolution (affirmative team), one
opposing the resolution
(opposing team), and those who
are judging
the quality of the evidence and
arguments and the performance
in
the debate. The affirmative and
opposing teams usually consist of
three members each, while the
judging may be done by the
teacher,
a small group of students, or the
class as a whole. In addition to
the
three specific groups, there may
an audience made up of class
members not involved in the
formal debate. A specific
 resolution is
developed and rules for the
debate are established.
I.Evaluating learning RASA BASA INTEGRATION RASA BASA INTEGRATION Evaluating learning/ Rubric Using Fish bowl, the Rewrite the following
Direction: Give your opinion/stand Direction: Give your Assessment teacher will call pupils to sentences with
on the following articles. MANILA, opinion/stand on the following read the story appropriate punctuation
Philippines - Sen. Ferdinand articles. MANILA, Philippines - with accuracy, appropriate marks.
"Bongbong" Marcos Jr. perceives Sen. Ferdinand "Bongbong" rate and proper expression 1. Are you fond of
the Philippines' rejection of Marcos Jr. perceives the watching movies
bilateral talks with China as a Philippines' rejection of bilateral 2. Oh my gosh I lost my
wasted opportunity to resolve the talks with China as a wasted wallet at the concert
maritime dispute over the South opportunity to resolve the 3. We have no classes
China Sea. "China opened the door maritime dispute over the South tomorrow, Mrs. Ramos
and we shut it. The Chinese said China Sea. "China opened the told her pupils
let's talk and we snubbed them," door and we shut it. The Chinese 4. Atlanta is the capital of
Marcos said during a media forum, said let's talk and we snubbed Georgia
adding that the country failed to them," Marcos said during a 5. I live in Malibu Tuy
take advantage of the given media forum, adding that the Batangas
opportunity. China to Philippines: country failed to take advantage
Let's sit down and talk According of the given opportunity. China to
to the senator, there are only Philippines: Let's sit down and
three ways to resolve the said talk According to the senator,
dispute: by war, adjudication or there are only three ways to
multilateral or bilateral resolve the said dispute: by war,
agreements. Marcos ruled out war adjudication or multilateral or
and arbitration since the Chinese bilateral agreements. Marcos
would not recognize the latter. "So ruled out war and arbitration
talk, and tell them: we are not since the Chinese would not
happy with what you are doing recognize the latter. "So talk, and
and we do not agree with what tell them: we are not happy with
you are doing. But the next thing what you are doing and we do
you say is: how do we fix this?" not agree with what you are
the senator said. The Senate doing. But the next thing you say
Committee of Foreign Relations is: how do we fix this?" the
chair noted that the Philippines senator said. The Senate
will not lose anything if accept Committee of Foreign Relations
China's invitation to a dialogue on chair noted that the Philippines
the maritime dispute. "We should will not lose anything if accept
talk to China bilaterally because it China's invitation to a dialogue on
is still the best option. Our Filipino the maritime dispute. "We should
businessmen can also help by talk to China bilaterally because it
reaching out to their Chinese is still the best option. Our
counterparts and friends in China Filipino businessmen can also
and try to come up with a solution help by reaching out to their
 that will persuade both Chinese counterparts and friends
governments to, at least, sit down in China and try to come up with
and negotiate, or at most, resolve a solution that will persuade both
the problem outright," Marcos governments to, at least, sit
said. Marcos stressed that the down and negotiate, or at most,
Philippines should not be resolve the problem outright,"
"snobbish" in dealing with Marcos said. Marcos stressed
"superpower" China. He added that the Philippines should not be
that he cannot see any reason not "snobbish" in dealing with
to talk with China. "We're "superpower" China. He added
strategically important to any that he cannot see any reason
great power in Asia- Pacific, but not to talk with China. "We're
we have to play that role even- strategically important to any
handedly. We have to stop great power in Asia- Pacific, but
thinking in terms of kakampi ko we have to play that role even-
ang Chinese, kakampi ko ang handedly. We have to stop
Kano. Ang kakampi mo lang thinking in terms of kakampi ko
Pilipino," the senator added. The ang Chinese, kakampi ko ang
Philippines sent a delegation to Kano. Ang kakampi mo lang
the United Nations Arbitral Pilipino," the senator added. The
Tribunal to defend its stand Philippines sent a delegation to
against China's nine-dash line the United Nations Arbitral
claim over the South China Sea. Tribunal to defend its stand
against China's nine-dash line
claim over the South China Sea.
J.additional activities for application or The teacher together with the The teacher together with the Write down 1 sentence
remediation pupils discuss the outputs made pupils discuss the outputs made using each punctuation
mark appropriately
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on ___Lesson carried. Move on
evaluation next objective. next objective. next objective. to the next objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery 80% mastery
B.No.of learners who require additional activities ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find
for remediation answering their lesson. answering their lesson. answering their lesson. difficulties in answering their difficulties in answering their
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson. lesson.
answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson answering their lesson. in answering their lesson.
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills ___Pupils did not enjoy the ___Pupils did not enjoy the
and interest about the lesson. and interest about the lesson. and interest about the lesson. lesson because of lack of lesson because of lack of
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the knowledge, skills and interest knowledge, skills and
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties about the lesson. interest about the lesson.
encountered in answering the encountered in answering the encountered in answering the ___Pupils were interested ___Pupils were interested
 questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. on the lesson, despite of on the lesson, despite of
___Pupils mastered the lesson despite ___Pupils mastered the lesson ___Pupils mastered the lesson some difficulties encountered some difficulties
of limited resources used by the despite of limited resources used by despite of limited resources used by in answering the questions encountered in answering
teacher. the teacher. the teacher. asked by the teacher. the questions asked by the
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Pupils mastered the teacher.
their work on time. their work on time. their work on time. lesson despite of limited ___Pupils mastered the
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their resources used by the lesson despite of limited
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary teacher. resources used by the
behavior. behavior. behavior. ___Majority of the pupils teacher.
finished their work on time. ___Majority of the pupils
___Some pupils did not finish finished their work on time.
their work on time due to ___Some pupils did not
unnecessary behavior. finish their work on time due
to unnecessary behavior.

C.Did the remedial work? No.of learners who have ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
caught up with the lesson above above above 80% above 80% above

D.No. of learners who continue to require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
remediation activities for remediation additional activities for remediation additional activities for remediation additional activities for additional activities for
remediation remediation

E.Which of my teaching strategies worked well? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught
lesson lesson lesson up the lesson up the lesson
F.What difficulties did I encounter which my ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who ___ of Learners who
principal or supervisor can helpme solve? require remediation require remediation require remediation continue to require continue to require
remediation remediation
G.What innovation or localized materials did Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
used/discover which I wish to share with other ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: well: well:
teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note ___Metacognitive ___Metacognitive
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and Development: Examples: Self Development: Examples:
vocabulary assignments. vocabulary assignments. vocabulary assignments. assessments, note taking and Self assessments, note
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- studying techniques, and taking and studying
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory vocabulary assignments. techniques, and vocabulary
charts. charts. charts. ___Bridging: Examples: assignments.
Think-pair-share, quick- ___Bridging:Examples:
writes, and anticipatory Think-pair-share,quick-
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
charts. writes,andanticipatorycharts
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw .
learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects.
___Schema-Building: __Schema-Building:
Examples: Compare and Examples: Compare and
___Contextualization: ___Contextualization: ___Contextualization: contrast, jigsaw learning,
contrast, jigsaw learning, peer
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, teaching, and projects. peer teaching, and projects.
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local ___Contextualization:
opportunities. opportunities. opportunities. ___Contextualization: Examples: Demonstrations,
Examples: Demonstrations, media, manipulatives,
media, manipulatives, repetition, and local
___Text Representation: ___Text Representation: ___Text Representation:
repetition, and local opportunities.
Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings,
opportunities. ___Text Representation:
videos, and games. videos, and games. videos, and games.
Examples: Student created
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
___Text Representation: drawings, videos, and
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the
games.
language you want students to use, language you want students to use, language you want students to use, Examples: Student created
and providing samples of student and providing samples of student and providing samples of student drawings, videos, and games. ___Modeling: Examples:
work. work. work. Speaking slowly and clearly,
___Modeling: Examples:
modeling the language you
Speaking slowly and clearly, want students to use, and
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies
modeling the language you providing samples of student
used: used: used:
want students to use, and work.
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
providing samples of student Other Techniques and
___ Group collaboration ___ Group collaboration ___ Group collaboration
work. Strategies used:
___Gamification/Learning throuh play ___Gamification/Learning throuh ___Gamification/Learning throuh
___ Answering preliminary play play ___ Explicit Teaching
Other Techniques and ___ Group collaboration
activities/exercises ___ Answering preliminary ___ Answering preliminary
Strategies used: ___Gamification/Learning
___ Carousel activities/exercises activities/exercises
___ Explicit Teaching throuh play
___ Diads ___ Carousel ___ Carousel
___ Group collaboration ___ Answering preliminary
___ Differentiated Instruction ___ Diads ___ Diads
___Gamification/Learning activities/exercises
___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction
throuh play ___ Carousel
___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama
___ Answering preliminary ___ Diads
___ Lecture Method ___ Discovery Method ___ Discovery Method
activities/exercises ___ Differentiated
Why? ___ Lecture Method ___ Lecture Method
___ Carousel Instruction
___ Complete IMs Why? Why?
___ Diads ___ Role Playing/Drama
___ Availability of Materials ___ Complete IMs ___ Complete IMs
___ Differentiated Instruction ___ Discovery Method
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials
___ Role Playing/Drama ___ Lecture Method
___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Discovery Method Why?
collaboration/cooperation ___ Group member’s ___ Group member’s
___ Lecture Method ___ Complete IMs
in doing their tasks collaboration/cooperation collaboration/cooperation
Why? ___ Availability of Materials
___ Audio Visual Presentation in doing their tasks in doing their tasks
___ Complete IMs ___ Pupils’ eagerness to
of the lesson ___ Audio Visual Presentation ___ Audio Visual Presentation
___ Availability of Materials learn
of the lesson of the lesson
___ Pupils’ eagerness to learn ___ Group member’s
___ Group member’s collaboration/cooperatio
collaboration/cooperation n
in doing their tasks in doing their tasks
___ Audio Visual Presentation ___Audio Visual
of the lesson Presentation
of the lesson