GRADES 1 to 12 Paaralan GERONA NORTH CENTRAL ELEMENTARY SCHOOL Baitang/Antas One

DAILY LESSON LOG Guro Araw Lunes

Petsa/ Oras Markahan Ikatlo

Edukasyon sa Mother Tongue-Based Filipino Arangling Panlipunan Matematika MAPEH English

Pagpapakatao
I. lAYUNIN
A. Pamantayang Naipapamalas ang Nakabibigkas ng Naiuulat nang pasalita Ang mga mag-aaral ay The learners... The learner… The learner…
pangnilalaman pag-unawa sa kuwento, ang mga naobserbahang naipamamalas ang pang- demonstrates Demonstrates demonstrates
kahalagahan ng alamat,pabula, biro, pangyayari sa paaralan o unawa sa mga understanding of understanding of the understanding of
pagiging masunurin, patalastas, at iba pa na mula sa sariling alituntuning ipinatutupad continuous and basic concepts of concepts of nouns and
pagpapanatili ng may wastong bills, karanasan ng paaralan. repeating pattern and dynamics adjectives for
kaayusan, kapayapaan kawastuhan, diin, at mathematical sentence. identification and
at kalinisan sa loob ng paghahati (paghahati, description
tahanan at paaralan pagtitigil, diin)
Demonstrates
understanding of
concepts of verbs,
pronouns, and
prepositions in
meaningful messages

B. Pamantayan sa Naisasagawa nang Nakakabasa sa unang Nagagamit ang mga Ang mga mag-aaral ay The learners… The learner… The learners…
Pagganap may kusa ang mga kita ng mga salitang salitang kilos sap ag- nakapagpapakita ng Is able to apply Creatively interprets Correctly names people,
kilos at Gawain na nasa talaan sa dagdag uusap tungkol sa iba’t pagsunod at pagtupad sa knowledge of with body movements objects, places and
nagpapanatili ng na dahoon ng aklat ibang, paaralan, at mga alituntunin ng continuous and the dynamic levels to things through theme-
kanisan, kaayusan at pamayanan paaralan. repeating patterns and enhance poetry, charts, based activities
katahimikan sa loob ng number sentences in drama, and musical
tahanan at paaralan various situations. stories Constructs grammatically
correct- simple sentences
in theme-based
conversations using
verbs, pronouns, and
prepositions
C. Mga Kasanayan sa EsP1PPP-IIIf-h-4 MT1VCD-IIIa-i-2.1.1  F1PS-IIc-3 AP1PAA-III.g-12 M1AL-IIIg-2 MU1DY-IIIg-h-5 ENIOL-IVd-1.3.4 (OL)
Pagkatuto Nakatutulong sa (VCD) Naiuulat nang pasalita Determines the missing The leader applies the Talk about topics of
pagpapanatili ng Give meaning of words ang mga Nahihinuha ang term/s in a given concepts of the interest. (likes and
Isulat ang code ng kalinisan at kaayusan through; a picture clues naobserbahang kahalagahan ng repeating pattern using dynamic levels to dislikes)
bawat kasanayan. sa loob ng tahanan at b. context clues alituntunin sa paaralan at one attribute (letters, enhance poetry, ENIOL-IIIa-b-1.17 (OL)
pangyayari sa paaralan
paaralan para sa sa buhay ng mfa numbers, colors, chants, drama, and Talk about oneself and
mabuting kalusugan MT1F-III-Iva-i-1.4 (F) (o mula sa sariling magaaral. figures, sizes, ect). musical stories one’s family.
Pagtulong sa paglilinis Read grade 1 level karanasan) - Nakapagbibigay ng ENIOL-IIIa-e-5 (V)
ng tahanan pagtulong texts with an accuracy  F1Wg-IIIe-g-5 halimbawa ng mga 9.1 small movement- Use worda that are
sa paglilinis ng rate of 95 – 100% Nagagamit ang mga paglabag sa mga soft related to self, family,
paaralan pag-iwas sa salitang kilos sap ag- alituntunin sa silid- 9.2 big movement-loud school, community and
pagkakalat uusap tungkol sa iba’t aralan. concepts such as the
- Paglabag sa paggawa names of colors, shapes
ibang Gawain sa
ng takdang aralin. and numbers.
tahanan, paaralan, at ENILC-IIIa-j-1.1 (LC)
pamayanan Listen to short
 F1PP-IIIh-1.4 stories/poems and relate
Natutukoy ang story events to one’s
kahulugan ng salita experience
batay sa
kasingkahulugan

II. NILALAMAN

KAGAMITANG PANTURO

A. Sanggunian
1. Mga pahina sa gabay TG. Pahina 453-459 TG. Pahina 362-368 TG. Pahina 127-145 C.G.pah. 10 Basa pilipinas 1- English
ng guro pp. 132-136
2. Mga pahina sa L.M. pp. 31-54 Teacher’s Guide/week pp.25-28 Pah. 2-6
kagamitan 1
3. Mga pahina sa
teksbuk
4. Karagdagang EN5LC –Iva-3.11 Website/Internet DEPED
kagamitan mula sa EN5OL-Iva-2.6.1 TAMBAYAN ,1St Grade)
portal ng learning EN5A-Iva-16
resource Curriculum Guide p, 76
Internet (for emoticon)

B. Iba pang Kagamitang CG.p.12 Flashcard Charts CG page 13

Pturo Charts Pictures
Pictures
 Website/Internet
(Youtube)
Dictionary
Vocabulary Worksheet
Cause and Effect Chart
Two Travelers and the
Bear
III. PAMAMARAN

A. Balik-aral sa Muling balikan ang Paghahawan ng Gamitin ang takdang – Ano ang dapat mong Kilalanin ang Ano ang dynamics?
nakaraang araln at/o kahalagahan ng balakid mabilis aralin para sa bahaginan gawin kung sumusunod na pattern.
pagsisimula ng pagpaparaya at tumakbo – (sa ngayon araw. Tulungan pansamantalang umalis Iguhit ito.
bagong aralin. pagpapakumbaba pamamagigan ng kilos) ang mag-aaral sa ang inyong guro sa silid- 1.
nasirang hawakan ng paglalakad kung paano aralan?
bag- (tunay na bagay) nila magagamit ang
2.
natanggal na sintas ng kanilang hilig gawin
sapatos – (tunay na upang matulungan ang
bagay) masayang kanilang pamilya,
naglalaro – (larawan) komunidad, o bansa
Mahilig akong _______.
Makatutulong ito sa aking
________dahil puwede
akong ________.
B. Paghahabi sa layunin Madalas ka nang Magpapakita ang giro Nagbigay ng sariling Nakaranas na ba kayong Ipakita ang chart ng Pagpapakitang kilos Sing a song (refer to the
ng aralin nasasabihan ng iyong ng larawan ng halimbawang mapagsabihan ng inyong mga hugis? Ang- anong muli ng bawat grupo sa daily activities)
nanay na tumulong sa dalawang batang pangungusap upang mas guro? Anong alituntunin huging nauulit? awit na nilapatan niloa
paglilinis ng inyong nakasakay sa bisikleta. maintindihan ng mgav ang hindi mo sinunod? ng kilos.
bahay? Hayaan pag-usapan ng mag-aaral ang kanilang Inulit mo pa ba ng
Pinapaalalahanan ka mga bata kung ano ang gagawin pagbabahagi. paglabag na iyon? Bakit?
ba ng iyong tatay na kanilang nakikita sa Halimbawa; “mahilig
itapon mo sa tamang larawan. hikayatin ang akong magbasa ___________________
basurahan ang mga mga bata na magbigay makatutulong ito sa aking
balat ng kendi o ng kanilang sariling komunidad dahil puwede
anumang kalat? ideya tungkol sa nais akong magbabasa ng
ipahiwatig ng larawan. kuwento para sa mga
mas nakababata kaysa ___________________
sa akin.”
C. Pag-uugnay ng mga .bakit kailangang gawin Ipakita ang pabalat ng Tumawag ng tatlong Ano ang dapat gawin sa Tignan mabuti ang Tawagin muli ang apat Sharing information (refer
halimbawa sa bagong moa ng mga ito? aklat. mag-aaral na hindi pa mga mag-aaral na disenyo mula kaliwa na grupo at pabuuin to the daily activities)
aralin Ano ang gusto ninyong gaano nakapagsasalita lumalabag sa mga pakanan. Tingnan sila ng angkop na kilos
malaman tungkol dito? sa klase upang tuntunin ng silid-aralan? ninyo ang pagbabago? para sa tula na
magbahagi ng kanilang Alin ang hindi kanilang inihanda.
idiya. Tulungan sila sa nagbago?
pagbubuo ng kanilang
pangungusap kung
kinakailangan.

D. Pagmasdan ang Pagbasa ng guro sa Ilahad sa mga magaaral Babasahin ng guro ang Ano ang dapat mong Sharing Information (refer
larawan. kuwento; SINA PEDRO ang tema para sa isang maikling kuwento. gawin para makilala to the daily activities)
AT PABLO linggong ito at ahanda “ang paggawa ng ang disenyo o pattern?
sila para sa aklat na bookmark” Pareho baa ng mga
babasahin bukas. hugis? Pareho baa ng
mga kulay? Alin ang
nagbago? Ano kaya
ang sumusunod?

Ano ang ginagawa ng

dalawang bata? Bakit
mahalaga ang
pagtulong sa gawaing-
bahay?
Bakit dapat panatilihin
ang kalinisan ng ating
tahanan?
E. Pagtakay ng bagong Sinu-sino ang mga Isulat ang sumusunod na Pre-reading activities
konsepto at paglalahad tauhan sa kwento mga salita sa pisara; Ano ang takdang-aralin activating prior
ng bagong kasanayan saanb nagana pang tungkulin, alituntunin, ng mga bata? Bakit ayaw knowledge teacher asks
#1 kwento? Bakit pasiga-siga, lumapit ni Efren sa guro? pupils questions to
nagpunta ang nakahambing,bumubuga, stimulate interest
Ano ang masasabi mo dalawang bata sa kapaligiran, karangalan.
sa silid na ito? Ano plasa? Ano ang nagyari
kaya ang maaaring habang nasa plasa ang
magyari kung walang dalawang bata? Anong
kaayusan sa isang laro ang ginawa ng
lugar tulad nito? dalawa? Ano ang
naramdaman ng
 dalawang batahabang
sila ay nagkakarera?

F. Paglinang sa Tanungin ang klase kung Anong paglabag ang Pagsasagawa ng tula During reading activities
kabihasaan (tungo sa Gumuhit ng isang may nais sumubok na kanyang ginawa? Tama na may kilos ng bawat teacher reads the story
formative assessment) medalya na ihahandog basahin nang malakas ba grupo. and unlocks the meaning
sa batang nanalo sa ang mga salitang isinulat Iyon? Bakit? Gagayahin of the words
laro ninyo sa pisara . tawagin ba ninyo ang ginawa ni
ang nais na magbasa Efren? Bakit?
para sa klase. Tulungan
Ano kaya ang maaaring sila sa pamamagitan ng
magngyari kung pagbibigay ng paalala
palaging marumi tungkol sa pagsasatunog
anginyong bakuran ng mga letra kung
kinakailangan.
G. Paglalapat ng aralin May iniatas na Gawain Pasagutan ang KWL Tulungan ang mga Pagsasadula sa mga Iguhit ang sumusunod Paano nyo nalalaman After reading activities
sa pang-araw-araw na bahay sa iyo ang iyong chart batang tuklasin ang kuwentong narinig na pattern kung anong kilos ang teachr asks pupils
buhay magulang ano ang kahulugan ng mga ilalapat sa isang tula? questions about the story
dapat mong gawin? salitang nasa pisara sa Kaylan ka dapat
pamamagitan ng kumilos ng mabilis?
pagbasa at pagtalakay mabagal

H. Paglalahat ng aralin Tandaan: Tulungan ang mga bat sa Anong halimbawa ng Paano nakikilala ang Say the word after I read
Bilang isang bata, ikaw paglalahat ng aralin alituntunin sa silid – isang disenyo o each one.
ay may tungkulin din sa aralan ang nilabag at pattern? Tandaan; a. Hiding
iyong kapaligiran. Mas narinig o nabasa? nagkakaroon ng b. Feed
maaliwalas ang Tandaan; may ibatibang repeating pattern kung c. Office
kapaligiran kung ito ay alituntuning ipinapatupad may dalawang d. Cabinet
palaging malinis at sa inyong silid aralan. magkamukang bagay e. Pile
maayos. Mahalagangsumunod sa na inuulit ng maraming What does each words
mga alituntunin upang beses:maaring itong means?
mapanatili ang kaayusan hugis, kulay, bilang o
at katahimikan sa oryentasyon.
paaralan ang hindi
paggawa ng takdang
aralin ay isa sa paglabag
sa mga alituntunin sa
silid aralan.
I. Pagtataya ng aralin Bilugan ang titik ng Kilalanin ang susunod Punan ang patlang; 1. ____ is a thing where
Pag aralan ang bawat Ipabasa sa mga bata tamang sagot na pattern. Iguhit sa you can store objects.
1. antok na antok kana kahon ang sumusunod. Ginagamit ang___ ng 2. ____it is to put
pangungusap. Ano ang ng isa isa.
pero hindi patapos ang mga musikero para objects on top of one
dapat gawin sa bawat inyong ginagawang malinaw na maipadama another.
- Ayan na ang ulan takdang aralin. Ano ang ang emosyon at 3. ____it is where a
sitwasyon? Ipaliwanag gagawin mo? maipahayag ang manager works.
- Ulan huminto kan a. matutulog kana lang damdamin ng awit o 4. ____this is what you
ang iyong sagot. b. ipapagawa sa nanay tula do when you give
- Ulan ulan ulan c. papasok ng walang ___________________ food to animals.
1. Nakakakalat ang - Bilisan mo Pablo ginawang takdang aralin 5. ____it is what you do
when you don’t want
sapatos ng iyong - Mabuhay nanalo 2. may kahirapan ang to be seen.
inyong takdang aralin
kapatid ang bisikleta ko kaya
a. hindi mo nalang
2. Nakakakalat ang
tatapusin
laruan ng iyong b. hihingi ng tulong sa
kapad pero ikaw parin
kapatid. ang gagawa
c. mangongopya nalang
sa kaklase kinabukasan.
J. Karagdagang Iguhit at kulayan ang Ibigay ang sumusunod Itanong sa mga bata Gumawa ng isang tula Ask the pupils about what
Gawain para sa Nakita mong basta na bisikleta ni Pablo at na takdang aralin; kung ano ang kanilang tungkol sa isang batang they have learned from
takdang aralin at pedro sa inyong basahin para sa inyong natutunan sa tinalakay sumasayaw today’s lesson.
lang itinapon ng iyong
remediation notebook. magulang ang talataan Pagong at eroplano
nakababatang kapatid para sa araw na ito .
tanungin sala kung ano
ang mga basura sa ito . tanungin sila kung
ano sa tingin nila ang
likod ng ng inyong kinalaman ng mga
salitang ito sa pagiging
bahay a. sasabihan ko
mabuting mamamayan
siya na sa tamang

basurahan niya dapat

itapon ang basura

b. sasabihan ko siya na

sa tabi ng bahay ng
 aming kapit bahay

itapon ang basura

c. sasabihan ko siya na

sa bubung itapon ang

basura.
IV. MGA TALA
V. PAGNINILA
Y
A. Bilang ng mga ___Lesson carried. ___Lesson carried. ___Lesson carried. Move ___Lesson carried. ___Lesson carried. Move
mag-aaral na Move on to the next Move on to the next on to the next objective. Move on to the next on to the next objective.
80% sa pagtataya objective. objective. ___Lesson not carried. objective. ___Lesson not carried.
___Lesson not carried. ___Lesson not carried. _____% of the pupils got ___Lesson not carried. _____% of the pupils got
_____% of the pupils _____% of the pupils 80% mastery _____% of the pupils 80% mastery
got 80% mastery got 80% mastery got 80% mastery
B. Bilang ng mga ___Pupils did not find ___Pupils did not find ___Pupils did not find ___Pupils did not find ___Pupils did not find
mag-aaral na difficulties in answering difficulties in answering difficulties in answering difficulties in answering difficulties in answering
nangangailangan their lesson. their lesson. their lesson. their lesson. their lesson.
ng iba pang ___Pupils found ___Pupils found ___Pupils found ___Pupils found ___Pupils found
Gawain para sa difficulties in answering difficulties in answering difficulties in answering difficulties in answering difficulties in answering
remediation. their lesson. their lesson. their lesson. their lesson. their lesson.
___Pupils did not enjoy ___Pupils did not enjoy ___Pupils did not enjoy ___Pupils did not enjoy ___Pupils did not enjoy
the lesson because of the lesson because of the lesson because of the lesson because of the lesson because of
lack of knowledge, lack of knowledge, lack of knowledge, skills lack of knowledge, lack of knowledge, skills
skills and interest about skills and interest about and interest about the skills and interest about and interest about the
the lesson. the lesson. lesson. the lesson. lesson.
___Pupils were ___Pupils were ___Pupils were ___Pupils were ___Pupils were
interested on the interested on the interested on the lesson, interested on the interested on the lesson,
lesson, despite of some lesson, despite of some despite of some lesson, despite of some despite of some
difficulties encountered difficulties encountered difficulties encountered in difficulties encountered difficulties encountered in
in answering the in answering the answering the questions in answering the answering the questions
questions asked by the questions asked by the asked by the teacher. questions asked by the asked by the teacher.
teacher. teacher. ___Pupils mastered the teacher. ___Pupils mastered the
___Pupils mastered the ___Pupils mastered the lesson despite of limited ___Pupils mastered the lesson despite of limited
lesson despite of limited lesson despite of limited resources used by the lesson despite of limited resources used by the
resources used by the resources used by the teacher. resources used by the teacher.
teacher. teacher. ___Majority of the pupils teacher. ___Majority of the pupils
finished their work on finished their work on
time. time.
 ___Majority of the ___Majority of the ___Some pupils did not ___Majority of the pupils ___Some pupils did not
pupils finished their pupils finished their finish their work on time finished their work on finish their work on time
work on time. work on time. due to unnecessary time. due to unnecessary
___Some pupils did not ___Some pupils did not behavior. ___Some pupils did not behavior.
finish their work on time finish their work on time finish their work on time
due to unnecessary due to unnecessary due to unnecessary
behavior. behavior. behavior.

C. Nakatulong baa ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
ng remedial? earned 80% above earned 80% above earned 80% above earned 80% above earned 80% above
Bilang ng mag-
aaral na
nakaunawa sa
aralin.
D. Bilang ng mga ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
mag-aaral na require additional require additional require additional require additional require additional
magpapatuloy sa activities for activities for activities for remediation activities for remediation activities for remediation
remediation. remediation remediation

E. Alin sa mga ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
istratehiyang ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who
pagtuturo caught up the lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson
nakatulong ng
lubos?paano ito
nakatulong?
F. Anong suliranin ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
ang aking continue to require continue to require continue to require continue to require continue to require
naranasan na remediation remediation remediation remediation remediation
solusyunan sa
tulong ng aking
punungguro at
superbisor?
G. Anong kagamitan Strategies used that Strategies used that Strategies used that work Strategies used that Strategies used that work
panturo ang aking work well: work well: well: work well: well:
nadibuho na nais ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive  ___Metacognitive
kong ibahagi sa Development: Development: Development: Development: Development:
mga kapwa ko Examples: Self Examples: Self Examples: Self Examples: Self Examples: Self
guro? assessments, note assessments, note assessments, note taking assessments, note assessments, note taking
taking and studying taking and studying and studying techniques, taking and studying and studying techniques,
techniques, and techniques, and and vocabulary techniques, and and vocabulary
assignments. assignments.
 vocabulary vocabulary  ___Bridging: Examples: vocabulary  ___Bridging: Examples:
assignments. assignments. Think-pair-share, quick- assignments. Think-pair-share, quick-
 ___Bridging:  ___Bridging: 
writes, and anticipatory ___Bridging: writes, and anticipatory
Examples: Think-pair- Examples: Think-pair- charts. Examples: Think-pair- charts.
share, quick-writes, and share, quick-writes, and  share, quick-writes, and 
anticipatory charts. anticipatory charts. anticipatory charts.
 ___Schema-Building:  ___Schema-Building:
  Examples: Compare and  Examples: Compare and
 ___Schema-Building: ___Schema-Building: 
contrast, jigsaw learning, ___Schema-Building: contrast, jigsaw learning,
Examples: Compare Examples: Compare peer teaching, and Examples: Compare peer teaching, and
and contrast, jigsaw and contrast, jigsaw projects. and contrast, jigsaw projects.
learning, peer teaching, learning, peer teaching,  learning, peer teaching, 
and projects. and projects. and projects.
 ___Contextualization:  ___Contextualization:
  
 Examples:  Examples:
 ___Contextualization: ___Contextualization: Demonstrations, media,  ___Contextualization: Demonstrations, media,
 Examples:  Examples: 
manipulatives, repetition, Examples: manipulatives, repetition,
Demonstrations, media, Demonstrations, media, and local opportunities. Demonstrations, media, and local opportunities.
manipulatives, manipulatives,  manipulatives, ___Text
repetition, and local repetition, and local repetition, and local Representation:
opportunities. opportunities.  ___Text opportunities.
Representation:  Examples: Student
   created drawings, videos,
 Examples: Student
 ___Text  ___Text 
created drawings, videos, ___Text and games.
Representation: Representation: and games. Representation:  ___Modeling: Examples
 Examples: 
Student Examples: Student  ___Modeling: Examples  Examples: Student : Speaking slowly and
created drawings, created drawings, : Speaking slowly and created drawings, clearly, modeling the
videos, and games. videos, and games. clearly, modeling the videos, and games. language you want
students to use, and
 ___Modeling: Exampl ___Modeling: Exampl language you 
want ___Modeling: Exampl
es: Speaking slowly es: Speaking slowly students to use, and es: Speaking slowly and providing samples of
and clearly, modeling and clearly, modeling providing samples of clearly, modeling the student work.
the language you want the language you want student work. language you want Other Techniques and
students to use, and students to use, and students to use, and Strategies used:
providing samples of providing samples of Other Techniques and providing samples of ___ Explicit Teaching
student work. student work. Strategies used: student work. ___ Group collaboration
___ Explicit Teaching ___Gamification/Learning
Other Techniques and Other Techniques and ___ Group collaboration Other Techniques and throuh play
Strategies used: Strategies used: ___Gamification/Learning Strategies used: ___ Answering
___ Explicit Teaching ___ Explicit Teaching throuh play ___ Explicit Teaching preliminary
___ Group collaboration ___ Group collaboration ___ Answering ___ Group collaboration activities/exercises
___Gamification/Learni ___Gamification/Learni preliminary ___Gamification/Learni ___ Carousel
ng throuh play ng throuh play activities/exercises ng throuh play ___ Diads
___ Answering ___ Answering ___ Carousel ___ Answering ___ Differentiated
preliminary preliminary ___ Diads preliminary Instruction
activities/exercises activities/exercises ___ Differentiated activities/exercises ___ Role Playing/Drama
___ Carousel ___ Carousel Instruction ___ Carousel ___ Discovery Method
___ Diads ___ Diads ___ Role Playing/Drama ___ Diads ___ Lecture Method
___ Differentiated ___ Differentiated ___ Discovery Method ___ Differentiated Why?
Instruction Instruction ___ Lecture Method Instruction ___ Complete IMs
___ Role ___ Role Why? ___ Role ___ Availability of
Playing/Drama Playing/Drama ___ Complete IMs Playing/Drama Materials
___ Discovery Method ___ Discovery Method ___ Availability of ___ Discovery Method ___ Pupils’ eagerness to
___ Lecture Method ___ Lecture Method Materials ___ Lecture Method learn
Why? Why? ___ Pupils’ eagerness to Why? ___ Group member’s
___ Complete IMs ___ Complete IMs learn ___ Complete IMs collaboration/cooperation
___ Availability of ___ Availability of ___ Group member’s ___ Availability of in doing their tasks
Materials Materials Materials ___AudioVisual
___ Pupils’ eagerness ___ Pupils’ eagerness collaboration/cooperation ___ Pupils’ eagerness Presentation
to learn to learn in doing their tasks to learn of the lesson
___ Group member’s ___ Group member’s ___ Audio Visual ___ Group member’s
Presentation
collaboration/cooperati collaboration/cooperati of the lesson collaboration/cooperatio
on on n
in doing their tasks in doing their tasks in doing their tasks
___ Audio Visual ___ Audio Visual ___ Audio Visual
Presentation Presentation Presentation
of the lesson of the lesson of the lesson