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School: File Submitted by DepEd Club Member - depedclub.

com Grade Level: V


GRADES 1 to 12 Teacher: File created by Ma’am EDNALYN D. MACARAIG Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and Time: JANUARY 15 – 19, 2018 (WEEK 1) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES Restate sentences heard in one’s own words
A. Content Standards The learner…

listens critically to different text types; expresses ideas logically in oral and written forms;

B. Performance Standards The learner…

demonstrates interest in reading to meet various needs.


C. Learning Competencies/Objectives 1. Restate sentences heard in one’s 1.Identify different meanings of 1. Distinguish text-types according to . Use compound sentences to Infer target audience.
Write the LC code for each own words. content specific words (denotation features (structural and language) – show cause and effect. EN5RC-IVa-3.2.8
2. Use appropriate facial and connotation) Enumeration 2. Show tactfulness when EN5F-IVa –1.6
expressions. EN5V-IVa-20.1 2. Read aloud grade level appropriate communicating with others. EN5SS-Iva-1.8
3. Observe politeness at all times. EN5V-Iva – 20.2 text with an accuracy rate of 95 – EN5G-IVa-1.8.1
EN5LC-IVa-3.11/EN5OL-IVa-2.6.1 100%. EN5VC-IVa –3.7
EN5A-IVa-16/Page 76 of 164 3. Take down relevant notes EN5A-Iva-17
EN5RC-IVa-3.2.8
EN5F-IVa –1.6
EN5SS-Iva-1.8
II. CONTENT 1.Restating Sentences Heard in Identifying Different Meanings of 1.Distinguishing Text-Type According 1.Using Compound Sentences to A.Topic: Inferring Target Audience
One’s Own Words. Content Specific Words (Denotation to Features (Structural and Language) Show Cause and Effect
2.Using Appropriate Facial and Connotation) –Enumeration
Expressions. 2.Reading Aloud Grade Level
Appropriate Text with an Accuracy
Rate of 95-100%.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Teacher’s Guide/week 1
2. Learner’s Material pages
3. Textbook pages EN5LC –Iva-3.11 EN5V-IVa-20.1 Website/Internet- Types of Text
EN5OL-Iva-2.6.1 EN5V-Iva – 20.2 Structures in Informational
EN5A-Iva-16 Texts(Balance Literacy,2nd Grade)
Curriculum Guide p, 76
Internet (for emoticon)
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources Flashcard Flashcard Flashcard Flashcard
Pictures, Charts, flashcards, Charts Charts Charts Charts
emoticons (different facial Pictures Pictures Pictures Pictures
expressions dictionary Website/Internet (Youtube)
Video Clips (Youtube) Dictionary
Vocabulary Worksheet
Cause and Effect Chart
Two Travelers and the Bear
IV. PROCEDURES
A. Reviewing previous lesson or . Identify appropriate facialexpression Denotation and Connotation Different text type and its example Checking of assignment
presenting the new lesson Cause and Effect

B. Establishing a purpose for the lesson . A.Setting the stage: Display the chart on the board.Ask A.Setting the stage: a.Show the picture to the pupils. 1.Setting the stage:
1.Show the following faces: pupils: What comes into your mind 1.Show the word “text type” on the b.Ask: What do you think the boy Ask the pupils the following
when you see the word “light”? What board. is doing? questions:
comes into your mind when you see Ask: Do you know what is a text type? Why the boy looks dizzy? What is inferring?
the word “dark”? Examine the Let the pupils give their opinions What is target?
a.Do you know who’s in the definition of the words “light and about text type. When we say “audience”, to
picture? dark” in the meaning lists at the Say :The phrase ‘text type’ is a way of whom do we refer it?
b.What can you say about picture? learning materials. Ask: What other classifying and defining different types
c.What emotions each words can you give for lights and of language interaction, both spoken
pictures dark? and written. It refers to the
expressed? purpose of a text and the way it is
written

2.Show again the emoticons to the


pupils.
a.Ask the pupils to name each
emoticon (based on their facial
expressions).
b.Let them name other facial
expressions and draw them on the
board.

C. Presenting examples/instances of the Today, we’re going to learn the At the end of the lesson, you will be Tell the pupils that at the end of At the end of the lesson, pupils are
new lesson Present a short story on the board. different meanings of content specific able to distinguish text-type according the lesson, they will learn to use able to infer the target audience
(The Donkey) words (denotation and connotation to features (structural and language); compound sentences to show Original File Submitted and
Ask: Who are the characters in the read aloud grade level appropriate cause and effect and be tactful in Formatted by DepEd Club
story? text with an accuracy communicating others. Member - visit depedclub.com
How each animal expressed their rate of 95 – 100% and take down
for more
feeling? relevant notes.

D. Discussing new concepts and Teacher reads the short story. 2.Explaining the students what to
practicing new skills #1 Pupils will listen. 1.Ask the pupils to point out what the 1..Show the powerpoint presentation 1.Present the chart on the board. do
The Donkey two words’ definitions have in about the topic. 2.Ask pupils to study what is Let the pupils study the picture.
A donkey found the skin of a dead common. Students will likely point ..\TEXT TYPS.ppt written in the chart. Discuss with them how to infer
lion. He put it on and frightened all out that they are both adjectives. 2..Discuss and explain to the Compound sentences are made up target audience.
the animals but did not make a Continue the comparison and pupils the text type according to of two simple sentences Ask the following questions:
sound. One dog was suspicious; the contrast of the two words until they features(structural and connected by a coordinating -What is audience?
donkey tried to roar to frighten the come up with which word has the language).Refer pupils to the conjunction. These conjunctions -Who should be the audience?
dog but brayed instead. When the positive and negative meanings, then learners’ manual are also known as FANBOYS: -What are the key aspects would
dog heard the donkey braying, he introduce the denotation and F - For have been chosen to appeal on the
laughed and laughed. connotation A - And target market?
N - Nor
B - But
O - Or
Y - Yet
S– So

Cause is the reason why something


happens.
Effect is the result when
something happens..
Compound sentences show cause
and effect.
a.What is a compound sentence?
b.What is cause? Effect?
c.FANBOYS is an acronym for the
coordinating conjunction, what
does it means?
E. Discussing new concepts and Why do you think the dog laughed 2.Modeling for students: C.Modeling for Students 3.Modeling for Students 3.Modeling for Students
practicing new skills #2 and laughed at the donkey? Tell the pupils that they will watch a Let the pupils answer the exercises on a.Ask pupils to analyze the 1.Show the video clips to the
Was the donkey able to frighten video clips about denotation and Learners’ Material sentence in flashcards pupils...\Inferring Audience
the animals? Why? connotation. It was raining so hard outside so I (1).mp4
Show the facial expression of the Remind them to observe the standard put on my raincoat. 2.Have them answer the exercises
following characters rules in watching or viewing video The horse jumped at the lake given in “Try and Learn”
The dog was suspicious clips because she feel dirty.
The dog heard the donkey brays 3.Viewing video clips about The football player slipped and he
The dog laughed and laughed denotation and connotation fell on the grass.
Call volunteer/s to restate How is the sentence formed?
sentences heard on his own words. https://youtu.be/0juB4IFlFrc What are the two ideas formed in
Ask: What values you should (Reference: Youtube…Connotation the sentence?
observed during listening to a story and Denotation
and class discussions?
F. Developing mastery Restate the sentences heard on D.Guided Practice 4.Guided Practice 4.Guided Practice
(Leads to Formative Assessment 3) one’s own words and give the 4.Comprehension Check-up: Below are eight different text types Encircle the two ideas expressed in Students are given a copy of
facial expression/s based on the and the purpose of those texts, but a compound sentence then Advertising Inferences worksheet .
feeling/s expressed. a.What is denotation? Give examples they are mix up. Decide what the underline once the cause and Teacher plays 2 more
His mother became worried when purpose of each text type is and drag twice the effect. commercials, soliciting student
she didn't hear from him for two of denotation. it to the correct text type to the left. a.The dog barked at me because input . Students and teacher
days. _______ Match the items on the right to the she was hungry. complete 2 sections of the
David is quite shy so he doesn't like b.What is connotation? Give items on the left b.It was my mom’s birthday today worksheet together .Teacher plays
talking to people he doesn't know. so I make her a card. 2 more commercials and students
_______ examples of connotation. A c.She didn’t sleep well last night so work with their group to complete
A year after being fired from his Explanation she feels weak today. 2 sections of the worksheet.
job, Alan is still very bitter. He has a c.Using Venn’s diagram, give the Narrative d.All her clothes were dirty
lot of resentment towards his Discussion because her mother did not 5.Group Activity
former boss. __________ comparison or contrast of the word Argumentative (Exposition) washed their clothes. The teacher will group the pupils
Even though I am accustomed to Report e.Arnold dives in swimming pool into four. Each group will be given
denotation and connotation.
traveling for business, I still get Procedure (Instruction) and his head bump near the side an envelope containing pictures of
homesick if I am away from my Recount of the pool. different commercials or TV ads.
home for more than a week. Description They will infer who the target
__________ audience in each pictures.
I am absolutely furious!! I cannot B Let them give the following date:
believe that my dog chewed my To relate past experience or events, Target audience:
favorite shoes. Now they're ruined! either real or imagined. _______________________
____________ To persuade the reader to agree with Age:
the writer’s position/opinion. _______________________
To instruct the reader how to make or Gender:
do something. _______________________
To explore more than one side of an Interest:
issue/To inform and persuade. _______________________
To show how things work and why
things happen.
To present a record of information
after careful observation and analysis.
To entertain through telling a story.
To help the reader create a picture of
scenes, events, people, etc....
G. Finding practical applications of F.Independent Practice 6.Independent Practice 6.Independent Practice
concepts and skills in daily living The teacher will show the flashcard Guided Practice: Ask pupils to answer the work sheet Let the pupils do the activity at “ Directions: Infer the target
with sentence/s. The teacher will on learners’ manual. Learn some more” Encircle the two audience. Match the words in
The teacher will guide the pupils in Tell :To help you better understand ideas expressed in compound column A to the words
call someone to read the the concept of text types try to match sentences then underline once the in column B.
answering the exercises on LM. the examples of particular texts on the cause and twice the effect. A
sentence/s. Then the pupil who
right with the text types on the left by 1.The dog barked at me because
read the sentence/s will call Below are examples of denotative connecting them to the correct text she was hungry. 1.Seminar/Training Workshop of
type. 2.It was my mom’s birthday today Teachers in Math
another pupil to restate the and connotative meanings of words. so I make her a card. 2.How to Make a House
3.She didn’t sleep well last night so 3. Making Pastries, Cakes and
sentences on his/her own words
Choose inside the box the word being she feels weak today. Breads
and use/ show the appropriate 4.All her clothes were dirty 4. Snow White and the Beast
referred by the denotative and because her mother did not wash 5. Wrestling
facial expressions stated on the their clothes. B
connotative meaning. Write your
sentence/s. 5.Arnold dives in swimming pool a. Carpenters
answer on the first column. and his head bump near the side b. . Bakers
of the pool. c. Teachers
Cats are so curious that they often 6.Tara didn’t understand the d. Men
Shark hot crazychick homework assignment, so she e. Little boys and girls
get into trouble. Once, my cat fell
dead cool asked a friend for help.
into the bath tub because she 7.The students tried to prepare for
the test but they didn't realize how
wanted to know what was inside! D.Group Activity:: difficult the test was.
8.We needed some groceries for
When Dave found out that the 1.Organize the class into small groups the week so we went to the
supermarket.
plumber charged him double the or teams with no more than five 9.It was raining so hard outside so I
put on my raincoat.
normal amount to fix his toilet, he members in each group. Then hand
10.The horse jumped at the lake
felt cheated. each group a blank “Connotation and because she feel dirty.

Denotation Chart”
After his grandmother passed

away, Ken was so grief-stricken he 2.Explain to the groups that you are

couldn't get out of bed. about to distribute a list of 10

adjective words listed in a random


When Emily has a lot of work to do
order. When you scream “Go” it will
and feels stressed, she becomes
be each group’s job to sort the words
very tense and cannot relax.
into a list of 5 pairs pupils need to
Our friend Lily makes us feel left accurately complete the

out when she has a party but “Connotation and Denotation Chart”

doesn't invite us. by correct identifying the word in

each pair. The first team that sings


H. Making generalizations and Ask the pupils about what they have What have learned from today’s Connectors such as because, for Ask the pupils about what they
abstractions about the lesson What have you learned from learned from today’s lesson. lesson? this reason, that is why, so, have learned from the topic.
today’s lesson? (Game )Pupils will pass a ball while therefore, for, and since can be
singing a song. When the song stops, used to show cause-and-effect
the one who holds the ball will give relationships.
what he/she learned from the day’s A cause-and-effect relationship
topic. describes something that happens
Different text types and explains why it happens.
Text types as to structures
Text types as to language Compound sentences are made up
of two simple sentences
connected by a coordinating
conjunction. These conjunctions
are also known as FANBOYS:
I. Evaluating learning H. Evaluation Directions: Complete the following 8.Evaluation
Restate the sentences heard on G.Evaluation: Directions: Give the meaning of the sentences. You may use a word or Pupils will be asked to do the
one’s own words. Draw following text type. Write your a group of words as signals for following activity:
Identify the meaning of words if it is a answer on the box opposite of the cause-and-effect relationships. 1.Think of a commercial or TV Ads
appropriate facial expressions after words you like. Answer the date below:
connotation, write C, and if it is a TEXT TYPE 1. The clouds were turning
the sentences.
denotation, write D. Write your dark, _______________ we started Name of commercial/TV Ads :
packing our picnic baskets. _________________________
answer on the blank. 2. Road blocks were set up Target Audience:
Grandpa was very proud of me
by the military, ______________ __________________________
when I got a promotion at work. He Blue they could catch the terrorists. Age:
____ a. Mommy, please buy me a 3. Tourists flock to Boracay __________________________
took me out to dinner to celebrate. blue bike. ____________they are amazed of Gender:
______b. Linda got low score in her its white sand ___________________________
I'm a little doubtful about whether tst. She is blue. 4. The diligent son worked Interest:
2.Snake in the morning and studied at ___________________________
to get married or not.. _____ a. Lito saw a big snake in their night ___________ his father died
backyard. three years ago.
_____ b. Mario is a snake. He spank 5. The economy of the
We are delighted that you will be
the little boy. country is improving
coming to visit us. It will be so nice _______________ dedicated
3.Cool government officials worked hard.
to have you here. ______a. The weather is verycool. 6. The wind blew and the
______b. I like your jacket. It is very papers were scattered on the
After waiting in line for an hour at cool. floor.
7. He opened the box and a
the bank, the woman grew 4.Cheap letter fell into his hands.
______a. Linda goes with different 8. The rain stop and the
impatient and left.
man that’s why she is being called rainbow appeared in the sky.
cheap. 9. Maria steps on a banana
They were shocked to learn that ______b. The dress in the store is feeling and she fell on the ground.
cheap. MEANING 10. Juan accidentally broke
their beloved neighbor, Miss Ann,
the flower base, his mother got
had stolen their car. angry.
5.Rats
______a. Rats lived in a dark places.
______b. Rats! I left my pocket book
in the car.

J. Additional activities for application or Pupils will restate the sentences Write I example of each text type Directions: Do the following Watch a television commercial at
remediation heard on one’ own words. Then, Ask the pupils to answer the activities: home or find an ad in a newspaper
show to the class the appropriate activities under “Do and Learn or magazine
facial expressions expressed in the Activity 1: Read the compound Then , write one paragraph
sentence. sentence silently. describing the ad, making an
Even in hard times when I don't . Activity 2: Write five (5) compound inference about who the target
have a lot of money, I stay hopeful sentences. Underline once the audience is, and explaining why
and believe that next month will be cause and twice the effect . they think this.
better. Encircle the conjunction used in
When I see that puzzled look on the sentence.
your face, I know that you didn't
understand my question.
Wow! I'm really impressed that
Ashley can speak 7 languages,
whereas I only speak one!
Ugh! I don't have anything to do.
I'm so bored!!
After Kylie had her heart broken by
her ex-boyfriend, she felt so down
and blue. She is very sad.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the
in the evaluation next objective. next objective. next objective. next objective. next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery mastery
B. No. of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties
additional activities for remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
who scored below 80% ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
because of lack of knowledge, because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, because of lack of knowledge,
skills and interest about the lesson. and interest about the lesson. and interest about the lesson. skills and interest about the skills and interest about the
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the lesson. lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on the ___Pupils were interested on the
encountered in answering the encountered in answering the encountered in answering the lesson, despite of some difficulties lesson, despite of some difficulties
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. encountered in answering the encountered in answering the
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson despite questions asked by the teacher. questions asked by the teacher.
despite of limited resources used despite of limited resources used by of limited resources used by the ___Pupils mastered the lesson ___Pupils mastered the lesson
by the teacher. the teacher. teacher. despite of limited resources used despite of limited resources used
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished by the teacher. by the teacher.
their work on time. their work on time. their work on time. ___Majority of the pupils finished ___Majority of the pupils finished
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their their work on time. their work on time.
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary ___Some pupils did not finish their ___Some pupils did not finish their
behavior. behavior. behavior. work on time due to unnecessary work on time due to unnecessary
behavior. behavior.

C. Did the remedial lessons work? No. of ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
learners who have caught up with the above above above above above
lesson
D. No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
require remediation additional activities for remediation additional activities for remediation activities for remediation additional activities for additional activities for
remediation remediation

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

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File created by Ma’am EDNALYN D. MACARAIG

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