Edited ExemplarDLL Q1 W1 English

GRADE 5 School Grade Level V
Teacher Quarter FIRST

DAILY LESSON Dates and Time Week 1
LOG Day 1
Time Schedule: ENGLISH 5

Subject/s:
I. OBJECTIVES (Layunin)
A. Content Standards (Pamantayang  demonstrates understanding of various linguistics notes to comprehend
Pangnilalaman) various texts.
 demonstrate understanding of various verbal elements in orally
communicating information
 demonstrates understanding of non-verbal communication to
communicate with others
B. Performance Standards  analyzes text types to effectively understand information/ message(s)
(Pamantayan sa Pagganap)  orally communicates information, opinions, and ideas effectively to
different audiences using a variety of literary activities
 applies knowledge of non-verbal skills to respectfully give the speaker
undivided attention and acknowledge the message
C. Learning Competencies (Mga  Note significant details (EN5LC-Ia-2.1)
Kasanayan sa Pagkatuto)  Use appropriate facial expressions (EN5OL-Ia-2.6.1)
 Observe politeness at all times (EN5A-Ia-16)
II. CONTENT (Nilalaman) Observe politeness at all times Note significant details
(Subject Matter) Use appropriate facial expressions
Observe politeness at all times
III. LEARNING RESOURCES
(Kagamitang Panturo)
A. References (Sanggunian)
1. Teacher’s Guide pages (Mga Pahina CG in English; W1 p. 101
sa Gabay ng Guro) BOW FOR ENGLISH 5 W1 p.1-2
Teacher’s Manual for English 5 p. 1-3
2. Learner’s Material pages (Mga Joy in Learning English 5 Lesson 1 p. 1-4
Pahina sa Kagamitang Pang-mag-
aaral)
3. Textbook pages (Mga Pahina sa Joy in Learning English 5 Lesson 1 p. 1-4
Teksbuk)
4. Additional Materials from Learning Selections
Resource LR portal (Karagdagang Pictures of people/animals/facial expression images, videos, word cards,
Kagamitan mula sa portal ng phrase cards, and lapel
Learning Resources)
B. Other Learning Resources (Iba pang Google.com
Kagamitang Panturo)
IV. PROCEDURE (Pamamaraan)
A. Reviewing previous Lesson or One Wish _ Word of the Day
presenting new lesson (Balik-aral sa * dullness – n. (du-nus) – without sharpness or clearness of edge or point
nakaraang aralin at/o pagsisimula ng
Direct the pupil’s attention to the lesson title. Ask: Why does being a steward
aralin) of creation mean? Ask pupil to read the big idea and another to read the
verse. Ask: Does the verse say what being a steward of creation means?
Tell the pupils that at the end of the lesson, they should be able to explain
how they could be stewards creation.
B. Establishing a purpose for the lesson The teacher will show a picture of people with their pets/people with animals.
(Paghahabi sa layunin ng aralin)
Modeling: The teacher will read each line aloud with the proper facial
expression. Ask: How do you think these people feel being around their pets?
Being around their animals? Why should we take care of our pets and other
animals?
C. Presenting examples/ instances of the Tell the pupils to listen very well as you read the dialogue on TG page 3.
new lesson. (Pag-uugnay ng mga
halimbawa sa bagong aralin)
Have them listen to the dialogue.

D. Discussing new concepts and Let the learners read the dialogue silently and feel the emotions expressed by
practicing new skills.#1(Pagtalakay sa the speakers.
bagong konsepto at paglalahad ng
bagong kasanayan #1)
E. Discussing new concepts and Answer the ff. questions in Talk About These.
practicing new skills #2. (Pagtalakay sa
F. Developing Mastery Can you now note the significant details from a dialogue? Will it help you in
(Lead to Formative Assessment your daily living? How?
3)(Paglinang sa Kabihasaan)
G. Finding practical application of Ask the pupils to pick a partner and read the dialogue on Oral Language
concepts and skills in daily living Practice page 4 and identify the emotions expressed in each line.
(Paglalapat ng aralin sa pang-araw-
araw na buhay)
H. Making Generalizations and Abstraction What is a dialogue?
about the Lesson. (Paglalahat ng
Aralin) Direct the pupils to page 4 and tell them to read the definition of a dialogue. A
dialogue or dialog is a literary and theoretical description of the written or
spoken conversational exchange between two or more people.
What are the different appropriate facial expressions to be used when talking
about a chosen topic? Show some examples of facial expressions.
I. Evaluating Learning (Pagtataya ng The learners listen critically to different text types; expresses ideas logically in
aralin) oral and written forms
The pupils will present the dialogue in front of the class. They will be
evaluated based on the Oral Presentation Rubric (see Appendix)
J. Additional Activities for Application or Read the selection: “Two Were Left” and answer the given questions on
Remediation (Karagdagang Gawain Think It Over.
para sa takdang aralin at remediation)
V. REMARKS (Mga Tala)
VI. REFLECTION (Pagninilay)

A. No. of learners earned 80% in the No. of Learners who earned 80% above
evaluation. (Bilang ng ma-aaral na Section No. Of learners
nakakuha ng 80% sa pagtataya)
B. No. of learners who required additional No.of Learners who require additional activities for remediation
activities for remediation who scored Section No. Of learners
below 80% (Bilang ng mag-aaral na
nangangailangan ng iba pang gawain
para sa remediation)
C. Did the remedial lesson work? No. of
learners who have caught up with the Section YES NO
lesson. (Nakatulong ba ang
remedial? Bilang ng mag-aaral na
nakaunawa sa aralin)
No. of Learners who caught up the lesson

Section No. Of learners
D. No. of learner who continue to require No. of Learners who continue to require remediation
remediation (Bilang ng mga mag-aaral Section No. Of learners
na magpatuloy sa remediation)
E. Which of my teaching strategies ___MetacognitiveDevelopment Examples:Self assessments, note taking

worked well? Why did these works? and studying techniques, and vocabulary assignments.
(Alin sa mga istratehiyang panturo ang ___Schema-Building Examples: Compare and contrast, jigsaw learning,
nakatulong nang lubos? Paano ito peer teaching, and projects.
nakatulong?)
___Contextualization Examples: Demonstrations, media, manipulatives,
repetition, and local opportunities.
___Modeling Examples: Speaking slowly and clearly, modeling the language
you want pupils to use, and providing samples of pupils’ work.
___Bridging Examples: Think-pair-share, quick-writes, and anticipatory
charts.
___Text Representation Examples: Pupil created graphs, drawings, videos,
and games.
Other Techniques and Strategies used:
___ Explicit Teaching ___ Group collaboration
___Games/Learning through play___ Answering preliminary
activities/exercises
___ Carousel ___ Diads
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction ___ Role Playing/Drama
___ Discovery Method ___ Lecture Method
Why?
___ Complete Ims ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Grouping of classes
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
F. What difficulties did I encounter which
my principal or supervisor can help me __ Bullying among pupils __ Pupils’ behavior/attitude
solve? (Anong suliranin ang aking __ Colorful IMs __ Unavailable Technology
naranasang nasolusyonan sa tulong Equipment (AVR/LCD)
ng aking punongguro at superbisor?) __ Laptop/Computer/
Internet Lab __ Additional Clerical works
G. What innovation or localized materials Planned Innovations:

did I used/discover which I wish to __Contextualized/Localized and Indigenized IM’s
share with other teachers?(Anong __ Localized Videos
kagamitang panturo ang aking __ Making big books from
nadibuho na nais kong ibahagi sa mga views of the locality
kapwa kong guro?) __ Recycling of plastics to be used as Instructional Materials
__ Local poetical composition
LOG Day 2

Subject/s:
A. Content Standards (Pamantayang  demonstrates understanding that printed words are made up of
Pangnilalaman) interconnected letters with separate sounds that are blended together to
form coherent pattern of sounds
 demonstrates understanding that English language is stress timed to
support comprehension
B. Performance Standards  uses knowledge of phonics (analytic and synthetic) to effectively decode
(Pamantayan sa Pagganap) grade-appropriate words
 reads with sufficient accuracy and fluency to support comprehension
C. Learning Competencies (Mga  Infer the meaning of unfamiliar words (compound) based on given
Kasanayan sa Pagkatuto) context clues (synonyms, antonyms, word parts) and other strategies
(EN5V-Ia-12; EN5V-Ia-13)
 Self-correct when reading (EN5F-Ia-2.9)
II. CONTENT (Nilalaman) Infer the meaning of unfamiliar words (compound) based on given context
(Subject Matter) clues (synonyms, antonyms, word parts) and other strategies
Self-correct when reading
2. Learner’s Material pages (Mga Joy in Learning English 5 Lesson 1 p. 6-7
aaral)
3. Textbook pages (Mga Pahina sa Joy in Learning English 5 Lesson 1 p. 6-7
Teksbuk)
4. Additional Materials from Learning Picture, chart, word cards, phrase cards, selection, and lapel
Resource LR portal (Karagdagang
Kagamitan mula sa portal ng
Learning Resources)
B. Other Learning Resources (Iba pang google.com
Kagamitang Panturo)
presenting new lesson (Balik-aral sa * wounding – adj. (woon-ding) Causing physical or especially psychological
injury
aralin) Ask the pupils about the significant of noting details when reading/listening a
short story; and the importance of using appropriate facial expression when
delivering the lines of the character.
Ask: What do you usually do when you misread some words while you are
reading a text aloud?
B. Establishing a purpose for the lesson Show the word iceberg using a flashcard. Tell the pupils that it is a compound
(Paghahabi sa layunin ng aralin) word. Direct them to the definition of a compound word on page 6. Ask: Can
you guess what words iceberg is made of? Show the pupils how iceberg is
divided into two words by separating the of the flash card into ice and berg.
C. Presenting examples/ instances of the Go back with the example above.

new lesson. (Pag-uugnay ng mga Ask: How many words you can form from these word? What are these
halimbawa sa bagong aralin) words?
Show the pupils how iceberg is divided into two words by separating the parts
of the flashcard into ice and berg. Determine the meaning of each word.
Give more examples as possible.
Unlocking of difficulties:
marooned, slab, gnawing, wedged
Present the words using word cards and displayed on a pocket chart. Have
the pupils read the words aloud? Draw out the meaning of the words using
context clues and/or pictures. Then, have the pupils practice reading the
phrases taken from the selection.
D. Discussing new concepts and
practicing new skills.#1(Pagtalakay sa Direct the pupils to the types of compound words.
bagong konsepto at paglalahad ng Tell the pupils that there are three types of compound word; closed, open,
or hyphenated.
bagong kasanayan #1) Have the pupils think of a compound words and write them on the board
on the proper column.
From the example given by the pupils have them identify the definition of
each compound words.
Ask: How are the three types of compound words different from one
another? Who can you explain the meaning of each compound word?
E. Discussing new concepts and Focus Skill/Competency check
practicing new skills #2. (Pagtalakay sa Ask: What do you usually do when you misread some words while you are
bagong konsepto at paglalahad ng reading a text aloud?
Explain that it is okay to self-correct while reading to convey the message of
the text correctly.
F. Developing Mastery Let the pupils answer the Independent Practice on page 7 on their
(Lead to Formative Assessment evaluation folder.
G. Finding practical application of Facilitate the practice described on page 6 of the textbook. Instruct the pupils
concepts and skills in daily living to read aloud the passage with their partners. Take note of the words that
(Paglalapat ng aralin sa pang-araw- their partner finds difficulty to read. Remind him/her to self –correct while
araw na buhay) reading.
H. Making Generalizations and Abstraction Ask: What is a compound word? Direct the pupils on Remember part on page
about the Lesson. (Paglalahat ng 7.
Aralin)
What are the three types?
Why is self-correction while reading a text aloud necessary?
Explain that it is okay to self-correct while reading to convey the message of

the text correctly.
I. Evaluating Learning (Pagtataya ng Informative Assessment:

aralin) Identify the words that make up the following compound word. Provide the
meaning for each individual word and for each compound word. Then, use
the compound word in a sentence.
1. basketball
2. fireplace
3. land bridge
4. best friend
5. brother-in-law
J. Additional Activities for Application or
Remediation (Karagdagang Gawain Give 2 examples for each type of compound words. Then, give the
para sa takdang aralin at remediation) meaning. To be passed tomorrow. (½ crosswise piece of paper).




nakatulong?)
charts.
and games.
Poems/Stories
Why?
of the lesson

LOG Day 3

Subject/s:
A. Content Standards (Pamantayang  demonstrates understanding of different formats to write for a variety of
Pangnilalaman) audiences and purposes
 demonstrates understanding of the forms and conventions of print, non-
print, and digital materials to understand various viewing texts
B. Performance Standards  draft texts using appropriate text types for a variety of audiences and
(Pamantayan sa Pagganap) purposes
 applies knowledge of the various forms and conventions of print, non-
print, and digital materials to appropriately comprehend print, non-print,
film and moving texts
C. Learning Competencies (Mga  Plan a two to three-paragraph composition using an outline/ other graphic
Kasanayan sa Pagkatuto) organizer (EN5WC-Ia-1.1.6.1)
 Describe different forms and conventions of film moving pictures (lights,
blocking, direction, characterization, acting, dialogue, setting or set-up)
(EN5VC-Ia-5.1)
II. CONTENT (Nilalaman) Plan a two to three-paragraph composition using an outline/ other graphic
(Subject Matter) organizer
Describe different forms and conventions of film moving pictures (lights,
2. Learner’s Material pages (Mga Joy in Learning English 5 pages 26-27

aaral)
3. Textbook pages (Mga Pahina sa Joy in Learning English 5 pages 26-27
Teksbuk)
4. Additional Materials from Learning Word cards, pocket chart, story chart, graphic organizer chart, video, laptop,
Resource LR portal (Karagdagang speaker, and lapel
Learning Resources)
B. Other Learning Resources (Iba pang Google.com
Kagamitang Panturo)
presenting new lesson (Balik-aral sa * frisky – adj. (fris-kee) Playful like a lively kitten
Yesterday, you have learned how to infer the meaning of unfamiliar words
aralin) (compound) based on given context clues (synonyms, antonyms, word parts)
and other strategies. Today, we are going to write paragraphs based on
outline/ other graphic organizers.
B. Establishing a purpose for the lesson Have pupils read the story “Thundering Water.” On page 18. Then Ask:
(Paghahabi sa layunin ng aralin) Which parts of the story made you feel something? Which part made you
imagine something vividly? Which parts made you feel as if you were really
there? Use pupils’ answers as a springboard to define what a personal
narrative is. Have pupils describe what is happening in the classroom using
their senses.
C. Presenting examples/ instances of the Tell the pupils that they will be making a personal narrative. Say that in order
new lesson. (Pag-uugnay ng mga to help them organize their thoughts, they will be using a Sandwich Organizer
halimbawa sa bagong aralin) and explain its components.
D. Discussing new concepts and Let the pupils watch the movie The Little Mermaid. Tell them to pay attention
practicing new skills.#1(Pagtalakay sa to the sound and light in the movie.
Remind pupils to take note of sensory details when listing down their ideas.
bagong kasanayan #1) Tell the pupils to keep only the important details when writing their sentences.
E. Discussing new concepts and Show the pupils an image of Sandwich Organizer.
Have pupils copy the Sandwich Organizer on a piece of paper (page 27) Let
F. Developing Mastery them plan their narrative compositions by listing their ideas in it.
(Lead to Formative Assessment
After watching the movie, have the pupils form groups and discuss the
G. Finding practical application of answers to the questions on page 28. (Sound Effects and Lighting Effects)
concepts and skills in daily living
araw na buhay)
H. Making Generalizations and Abstraction Why is it important for all of us to understand the films and movies that we
about the Lesson. (Paglalahat ng are watching?
Aralin)
Have pupils recall their narratives and let them share sentences which
showed sensory details of sound and sight. Tell them that such sensory
details are present in films and help tell the story better.
I. Evaluating Learning (Pagtataya ng Using the details of the semantic web, plan a two-paragraph composition.
aralin)
Answer teachers made test.
J. Additional Activities for Application or List down your favorite movie characters and explain why you like them?
Remediation (Karagdagang Gawain


nakatulong?)
charts.
and games.
Poems/Stories
Why?
of the lesson

LOG Day 4

Subject/s:
A. Content Standards (Pamantayang  demonstrates command of the conventions of standard English grammar
Pangnilalaman) and usage when writing or speaking
B. Performance Standards  uses the correct function of nouns, pronouns, verbs, adjectives, and
(Pamantayan sa Pagganap) adverbs in general and their functions in various discourse (oral and
written)
C. Learning Competencies (Mga  Compose clear and coherent sentences using appropriate grammatical
Kasanayan sa Pagkatuto) structures (EN5G-Ib-3.3)
II. CONTENT (Nilalaman) Compose clear and coherent sentences using appropriate grammatical
(Subject Matter) structures

sa Gabay ng Guro) BOW FOR ENGLISH 5 W1 p. 5
2. Learner’s Material pages (Mga Joy in Learning English Teacher’s Manual p.33
aaral)
3. Textbook pages (Mga Pahina sa Joy in Learning English p.10-12
Teksbuk)
4. Additional Materials from Learning
Learning Resources)
B. Other Learning Resources (Iba pang Word cards, pocket chart, story chart, graphic organizer chart, and lapel
Kagamitang Panturo)
presenting new lesson (Balik-aral sa * palm – v. (paa(I)m) Touch, lift, or hold with the hands
Let the pupil recall what are the different forms and conventions of film
aralin) moving pictures?
B. Establishing a purpose for the lesson Using the Simple Aspects of Verbs. Show the pupils the ff. sentences:
(Paghahabi sa layunin ng aralin) 1. Noni loves Nimuk very much.
2. Noni and Nimuk struggled to survive on the floating ice island.
3. Noni and Nimuk will live as true friends.
C. Presenting examples/ instances of the Tell the pupils that all of the sentences show the simple aspect of verbs. The
new lesson. (Pag-uugnay ng mga pupils may be used to give their own sentences with a verb form similar to
halimbawa sa bagong aralin) each given sentence.
D. Discussing new concepts and Discuss the different aspects of verbs shown on pages 10-12. Have the
practicing new skills.#1(Pagtalakay sa pupils give more examples for each.
E. Discussing new concepts and Direct the pupils to the Remember part on page 11.
Have pupils answer the practices and exercise on page 11 after reading the
Remember part for each aspect.
F. Developing Mastery
(Lead to Formative Assessment
G. Finding practical application of
concepts and skills in daily living
araw na buhay)
H. Making Generalizations and Abstraction Ask: What is the aspect of verbs? Tense refers to time as in present, past,
about the Lesson. (Paglalahat ng and future. Aspect has to do with the form or structure of the action
Aralin) happening at any time.
I. Evaluating Learning (Pagtataya ng Answer the Guided and Independent Practice on page 12.
aralin)




nakatulong?)
charts.
and games.
Poems/Stories
Why?
of the lesson

LOG Day 5

Subject/s:
A. Content Standards (Pamantayang The learner listens critically; communicates feelings and ideas orally and in
Pangnilalaman) writing with a high level of proficiency; and reads various text types materials
to serve learning needs in meeting a wide range of life’s purposes.
B. Performance Standards The learner listens critically; communicates feelings and ideas orally and in
(Pamantayan sa Pagganap) writing with a high level of proficiency; and reads various text types materials
to serve learning needs in meeting a wide range of life’s purposes.
C. Learning Competencies (Mga  Note significant details (EN5LC-Ia-2.1)
Kasanayan sa Pagkatuto)  Use appropriate facial expressions (EN5OL-Ia-2.6.1)
 Observe politeness at all times (EN5A-Ia-16)
 Infer the meaning of unfamiliar words (compound) based on given
context clues (synonyms, antonyms, word parts) and other strategies
(EN5V-Ia-12; EN5V-Ia-13)
 Self-correct when reading (EN5F-Ia-2.9)
 Plan a two to three-paragraph composition using an outline/ other graphic
organizer (EN5WC-Ia-1.1.6.1)
 Describe different forms and conventions of film moving pictures (lights,
(EN5VC-Ia-5.1)
 Compose clear and coherent sentences using appropriate grammatical
structures (EN5G-Ib-3.3)
II. CONTENT (Nilalaman) PERFORMANCE TASK

(Subject Matter)

1. Teacher’s Guide pages (Mga Pahina BOW FOR ENGLISH 5, W1 p. 5
sa Gabay ng Guro)
2. Learner’s Material pages (Mga Joy in Learning English 5, Week 1
aaral)
3. Textbook pages (Mga Pahina sa Joy in Learning English 5, Week 1
Teksbuk)
4. Additional Materials from Learning Teacher’s made test
Learning Resources)
B. Other Learning Resources (Iba pang Individual Answer Sheets
Kagamitang Panturo) Test Papers
presenting new lesson (Balik-aral sa * The teacher will let the learners recall the word of the day being taught from
Monday to Thursday.
aralin) The teacher will review the class about the following:
o Note significant details
o Use appropriate facial expressions
o Observe politeness at all times
o Infer the meaning of unfamiliar words (compound) based on
given context clues (synonyms, antonyms, word parts) and other
strategies
o Self-correct when reading
o Plan a two to three-paragraph composition using an outline/
other graphic organizer
o Describe different forms and conventions of film moving pictures
(lights, blocking, direction, characterization, acting, dialogue,
setting or set-up)
o Compose clear and coherent sentences using appropriate
grammatical structures
B. Establishing a purpose for the lesson What is the importance of having a test?
(Paghahabi sa layunin ng aralin)
C. Presenting examples/ instances of the Today, we are going to have our First Summative test.
new lesson. (Pag-uugnay ng mga
halimbawa sa bagong aralin)
D. Discussing new concepts and Preliminary Activities
practicing new skills.#1(Pagtalakay sa - Classroom management
bagong konsepto at paglalahad ng (Arrange the order of sits)
bagong kasanayan #1) - Present the guidelines in taking the test
- Read and explain the directions in the test.
- Distribute the testing materials
Test Proper
- The teacher checks on the pupils while taking/answering the test.
Post-Activities
- Checking of Answer Sheets
- Identify the Least Mastered Skill/s
E. Discussing new concepts and

F. Developing Mastery
(Lead to Formative Assessment Let the pupils answer the Independent Practice on page 7 on their
3)(Paglinang sa Kabihasaan) evaluation folder.
G. Finding practical application of Ask: What is the importance of honesty during the test?
concepts and skills in daily living As a pupil, how will you apply honesty in your daily living?
araw na buhay)
H. Making Generalizations and Abstraction Ask: What is the coverage of the test?
about the Lesson. (Paglalahat ng
Aralin) Tell the pupils that the coverage of test are the lesson for the past 4days.
I. Evaluating Learning (Pagtataya ng Checking of the answer sheets by the pupils.

aralin) Getting of the frequency of scores.
Identifying the test items.




nakatulong?)
charts.
and games.
Poems/Stories
Why?
of the lesson


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GRADE 5 School Grade Level V

Teacher Quarter FIRST

Time Schedule: ENGLISH 5

Have them listen to the dialogue.

VI. REFLECTION (Pagninilay)

No. of Learners who caught up the lesson

E. Which of my teaching strategies ___MetacognitiveDevelopment Examples:Self assessments, note taking

G. What innovation or localized materials Planned Innovations:

Time Schedule: ENGLISH 5

C. Presenting examples/ instances of the Go back with the example above.

marooned, slab, gnawing, wedged

What are the three types?

Why is self-correction while reading a text aloud necessary?

Explain that it is okay to self-correct while reading to convey the message of

I. Evaluating Learning (Pagtataya ng Informative Assessment:

V. REMARKS (Mga Tala)

VI. REFLECTION (Pagninilay)

C. Did the remedial lesson work? No. of

No. of Learners who caught up the lesson

E. Which of my teaching strategies ___MetacognitiveDevelopment Examples:Self assessments, note taking

G. What innovation or localized materials Planned Innovations:

Time Schedule: ENGLISH 5

2. Learner’s Material pages (Mga Joy in Learning English 5 pages 26-27

VI. REFLECTION (Pagninilay)

C. Did the remedial lesson work? No. of

No. of Learners who caught up the lesson

G. What innovation or localized materials Planned Innovations:

Time Schedule: ENGLISH 5

III. LEARNING RESOURCES

VI. REFLECTION (Pagninilay)

C. Did the remedial lesson work? No. of

No. of Learners who caught up the lesson

E. Which of my teaching strategies ___MetacognitiveDevelopment Examples:Self assessments, note taking

G. What innovation or localized materials Planned Innovations:

Time Schedule: ENGLISH 5

II. CONTENT (Nilalaman) PERFORMANCE TASK

III. LEARNING RESOURCES

E. Discussing new concepts and

I. Evaluating Learning (Pagtataya ng Checking of the answer sheets by the pupils.

VI. REFLECTION (Pagninilay)

C. Did the remedial lesson work? No. of

No. of Learners who caught up the lesson

E. Which of my teaching strategies ___MetacognitiveDevelopment Examples:Self assessments, note taking

G. What innovation or localized materials Planned Innovations:

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