School: Tandoc Elementary School
GRADES 1 to 12
DAILY LESSON LOG
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies
II.CONTENT
III.LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B. Other Learning Resource
IV.PROCEDURES
A. Elicit
Grade Level:
Teacher: Jovy C. De Vera
Teaching Dates and Time: (WEEK 7)
MONDAY TUESDAY
The interactions for survival among living and non-living things that take place in estuaries and intertidal zones.
The learners should be able to create a hypothetical community to show how organisms interact and reproduce to survive.
The learners should be able to The learners should be able to
describe the importance of understand the reason why we
estuaries and intertidal zones to need to protect and conserve
living things (S5LT-Ii-j-10) estuaries and intertidal zones
(S5LT-Ii-j-10)
Lugagay S. (2020) Science – Grade Lugagay S. (2020) Science – Grade
5 ADM, Quarter 2 – Module 9-10: 5 ADM, Quarter 2 – Module 9-10:
Protecting and Conserving Our Protecting and Conserving Our
Intertidal Zones and Estuaries, Intertidal Zones and Estuaries,
First Edition. pp 1-8 First Edition. pp 1-8
Cayobit A. (2020) Science – Grade Cayobit A. (2020) Science – Grade
5 ADM, Quarter 2 – Module 7: 5 ADM, Quarter 2 – Module 7:
Conservation and Protection of Conservation and Protection of
Estuaries and Intertidal Zones, Estuaries and Intertidal Zones,
First Edition. pp 1-13 First Edition. pp 1-13
Science 5 Beyond Borders pp. 101 Science 5 Beyond Borders pp. 102
https://www.youtube.com/ https://www.youtube.com/
watch?v=PATPcXW99fQ watch?v=K10qnzCYH54
PowerPoint Presentation, DLP, PowerPoint Presentation, DLP,
Activity sheets Activity sheets
Learners will recall their previous Learners will recall their previous
understanding about interactions understanding by answering the
among living things and non-living riddles:
things. 1. I am a habitat where salty
water and fresh water meet.
5
WEDNESDAY
The learners should be able to
explain the need to protect and
conserve estuaries and intertidal
zones (S5LT-Ii-j-10)
Lugagay S. (2020) Science – Grade
5 ADM, Quarter 2 – Module 9-10:
Protecting and Conserving Our
Intertidal Zones and Estuaries,
First Edition. pp 1-8
Cayobit A. (2020) Science – Grade
5 ADM, Quarter 2 – Module 7:
Conservation and Protection of
Estuaries and Intertidal Zones,
First Edition. pp 1-13
Science 5 Beyond Borders pp. 103
https://www.youtube.com/
watch?v=hUQlRNmNZCg
PowerPoint Presentation, DLP,
Activity sheets
Learners will recall their previous
understanding by forming the
following jumbled letters.
1. TUESARISE
Learning Area: SCIENCE
Quarter:
THURSDAY
The learners should be able to
enumerate ways of conserving
and protecting our estuaries and
intertidal zones. (S5LT-Ii-j-10)
Lugagay S. (2020) Science – Grade
5 ADM, Quarter 2 – Module 9-10:
Protecting and Conserving Our
Intertidal Zones and Estuaries,
First Edition. pp 1-8
Cayobit A. (2020) Science – Grade
5 ADM, Quarter 2 – Module 7:
Conservation and Protection of
Estuaries and Intertidal Zones,
First Edition. pp 1-13
Science 5 Beyond Borders pp. 104
https://www.youtube.com/
watch?v=K3mKnJWzjTM
PowerPoint Presentation, DLP,
Activity sheets
Learners will recall their previous
understanding by playing “bato,
bato, pick”
1. Two learners will form a pair.
2ND QUARTER
FRIDAY
The learners should be able to
discover methods on how they
can conserve and protecting our
estuaries and intertidal zones
(S5LT-Ii-j-10)
Lugagay S. (2020) Science – Grade
5 ADM, Quarter 2 – Module 9-10:
Protecting and Conserving Our
Intertidal Zones and Estuaries,
First Edition. pp 1-8
Cayobit A. (2020) Science – Grade
5 ADM, Quarter 2 – Module 7:
Conservation and Protection of
Estuaries and Intertidal Zones,
First Edition. pp 1-13
Science 5 Beyond Borders pp. 105
https://www.youtube.com/
watch?v=0H4XFlbL11A
PowerPoint Presentation, DLP,
Activity sheets
The learners will play “The Last
Man Standing”
1. Three volunteer learners will
come in front
2. Each learner will have to say a
Directions: Identify the biotic and What am I? 2. LADNTIREIT 2. Each pair will play bato, bato word (as fast as s/he could)
abiotic factors that are found in 2. I am a kind of habitat where 3. SSYECOTME pick. The loser will ask question related to the topic last meeting
intertidal zones. four zones meet. What am I? 4. NAGMEVOR about the topic yesterday and if
1. Coral reefs 5. TONICNVOERSA the winner answered correctly The player who couldn’t say a
2. Waves she will advance to the next word will be eliminated until only
3. Mangrove forest round one player is remaining and will
4. Salinity 3. The winner who advances to also be acknowledge as “the last
5. Temperature the next round will look for man standing”.
another winner to play bato,
bato, pick again, and the same
thing goes on. Until only one
player remains and will be hailed
as the winner!!!
B. Engage 1. Learners will perform
motivational activity “WORD
HUNT”
Mechanics:
● List down words as many as
possible, that you can find/ hunt
from the words “ESTUARIES”
● The word should be at least in
three letters.
● You will be given 5 minutes to
perform this activity.
● The more words you can find,
the better! Good luck!
2. State the objective of the
lesson
C. Explore The learners will perform an
experiment “A Vow to the
Environment”
Science Skills: Communicating
Materials:
 Manila paper
 Coloring material
 Marker
 Band-Aid shaped paper
Procedure:
1. Learners will execute a game 1. The learners will play 1. The learners will engage in the 1. The learners will play an
“Look for Me” “4pics1word” activity “Crossword puzzle” interactive online game
“Kahoot!”
Directions: Find and encircle all Mechanics: The teacher will show
the words that are given on the pictures and the learners will The Class will be divided into 4
box below. identify the correct answer based groups.
on the pictures. Each group will have their phone
Conservation
Ecosystem
that will be connected to the
Estuary internet.
Intertidal The teacher will facilitate the
Protection Down:
game.
1.Are bodies of water that are formed
when freshwater from rivers flow and mix
with salt water from the sea or ocean.
3.Nonliving factors in the environment
5.A body of water that can also be an
estuary
7.the relationship between biotic and
abiotic factors in a certain place
9.responsible in protecting and conserving
the intertidal zones and estuaries
10.”Now is the right ______ to save
Mother Earth”.
CONSERVATION
2. State the objective of the Across
2. area which is directly affected by tides
2. State the objective of the lesson 4.the type of water in estuaries
lesson 6.Movement of the surface of water
8.trees which grow in saltwater areas
2. State the objective of the
lesson
The learners will watch a video on The learner will read and The learners will compare and The learners will have a group
human impacts on the understand the poem entitled the contrast figure A with figure B activity: “The Day After
environment. “Mother Nature” Tomorrow”
I. Problem: What are the reasons
https://www.youtube.com/ After reading the poem, answer why we need to protect and
watch?v=K10qnzCYH54 the following guide questions: conserve estuaries and intertidal
zones?
Guide Questions: 1. What is the poem all about? II. Materials: Pictures of damaged
1. What are the impacts of 2. In the poem, what are the Guide Questions: estuaries and intertidal zones
human activities to our rivers? human activities that can harm 1. Which of these pictures III. Procedures:
show a healthy body of 1. Use the picture provided to
 1. Write on the Band-Aid
shaped paper a promise to
save and protect estuaries
and intertidal zones.
2. Paste the Band-Aid shaped
papers containing your
promises onto a big drawing
of the earth on a one whole
sheet of manila paper.
Guide Questions:
1. Why are estuaries and
intertidal zones important?
2. What can you do to protect
ecosystem?
D. Explain The teacher will use an inquiry-
based approach, so the discussion
will be aided by the following set
of questions:
1. What are the importance of
estuaries and intertidal zones?
- Source of Food, Natural
Habitats, Natural Barriers,
Ecotourism and Livelihood and
Industry
2. How do estuaries and
intertidal zones contribute as a
food source?
- Provide food for many organism
including humans. They are home
to various animals and plants that
are part of nourishment of people
especially those living in nearby
areas.
3. How do estuaries and
intertidal zones contribute as a
natural habitat?
- They are natural habitat to
2. What are the impacts of
throwing away your trash on our
oceans?
The teacher will use an inquiry-
based approach, so the discussion
will be aided by the following set
of questions:
1. What are the causes of
environmental destruction in
estuaries and intertidal zone?
- Deforestation
- Land and Water Pollution
- Burning of Fossil Fuels.
2. What are the effects of
damaged estuaries and intertidal
zone?
- Poor water quality
- Destroyed Habitats
- Strengthening Typhoon.
3. What are the reasons why we
need to protect and conserve
estuaries and intertidal zone?
- We need to protect estuaries
and inter tidal zones because of
its significance to all living
organism including us. They
the environment like
intertidal zones and estuaries?
3. Why do we need to take good
care of our environment?
4. How can you help protect and
conserve our mother nature?
The teacher will use a small group
discussion, that will be aided by
the following set of questions:
Group 1: What do you think will
be the worst consequence to our
safety if people cut mangrove
trees and beach forests along and
near estuaries and intertidal
zones?
Group 2: What should you do
when you go boat riding with
your friends so that you won’t
disturb or damage the marine
life?
Group 3: What will you do if you
see products made from
endangered marine animals being
sold in the market?
water and which shows an
unhealthy one?
2. What do you think are the
factors that can lead to the
destruction of these bodies
of water?
3. How can we maintain them
to be clean, pristine, and
thriving ecosystems?
The teacher will use debate as a
discussion, that will be aided by
the following scenario.
“Is putting dolomite sand on
Manila bay beneficial or harmful
to our estuaries and intertidal
zones?”
complete the table below.
2. Infer the reasons why we need
to protect and conserve the
estuaries and intertidal zones.
3. Record your answers in the
table below.
Ecosystem
Causes of Destruction
Effects of Destruction
Estuaries
Intertidal Zone
Questions:
What are the reasons why we
need to protect and conserve
estuaries and intertidal zones?
The teacher will use an inquiry-
based approach, so the discussion
will be aided by the following set
of questions:
1. What are the things you can
do at your home to protect and
conserve your local estuaries and
intertidal zones?
✓ As much as possible, avoid
using synthetic fertilizers. Plants
do not absorb them completely
and it can wash off our streams
and waterways.
✓ Use natural fertilizers instead.
Trimmed grass clippings from
your lawn can be used as a
natural fertilizer.
✓ Cut grass moderately. A little
height can make the roots move
deeper and may lessen erosion.
✓ Grow plants in your garden.
 many diverse and unique
organisms which includes
mangroves, fishes, and shells.
They provide a home to many
organisms that are endangered
such as hornbill and kingfisher.
4. How do estuaries and
intertidal zones serve as a
natural barrier?
- They protect coastal villages
from too much destruction. They
are natural barriers to strong
waves brought by earthquakes
and typhoons.
5. How do estuaries and
intertidal zones promotes
ecotourism and livelihood?
- The areas can be used for
recreational purposes like
swimming, surfing, and camping.
This can bring economic
opportunities and source of
livelihood to the communities
nearby.
6. How do estuaries and
intertidal zones supports the
industry?
- They provide raw materials for
different purposes. Examples
include wood for fuel, shell for
decoration and sand for
construction can be obtained
from these areas.
E. Elaborate Complete the concept web by
served as source of food, natural
habitat for aquatic animals,
natural barriers from storm and
typhoon, promotes ecotourism
and livelihood and also supports
our industry.
“My promises to the
Using 20 words explain why there
Choose plants that are native to
your area, so that it would need
less water and fertilizer.
✓ Dispose toxic products
properly. Improper disposal may
pollute coastal rivers and
estuaries.
✓ Remind you parents to pump
your septic tanks at least every
three years.
✓ Use non-toxic pesticides.
Examples of which is a mixture of
soap, water and chili pepper.
Excessive use of toxic pesticides
can pollute nearby waterways.
✓ Look for natural alternatives to
chemical-based household
products. Example of which are
table salt and baking soda.
✓ Always clean up after your
pet’s waste. Never let their waste
be washed up to waterways and
end up polluting our estuaries.
2. When going to the beach,
what are the things you can do
to protect and conserve your
local estuaries and intertidal
zones?
✓ Leave our beaches clean.
Always pick up you trash and
dispose it properly.
✓ Do not disturb or keep animals
that you found along the
shoreline.
✓ Avoid using motorized boats in
sensitive habitats. Use canoe or
kayak if you
want to snorkel near the coral
reefs.
✓ When o a boat, avoid throwing
your trash out to the sea.
Enumerate five ways of Write a slogan on how can you
 identifying and explaining the
importance of estuaries and
intertidal zones.
environment” is a need to protect intertidal and protecting and conserving contribute to the community in
estuaries. intertidal zones and estuaries? protecting intertidal zone and
Procedure: 1. ________________________ estuary in your local area.
1. Write on the heart below your 2. ________________________
promises on how to save and 3. ________________________
protect our intertidal zones and 4. ________________________
estuaries. 5. ________________________
2. Color the hearts.

F. Evaluate Learners should reach mastery
and meaningful learning. This
means that they’re able to
answer very satisfactorily the
following:
Learners should reach mastery
and meaningful learning. This
means that they’re able to
answer very satisfactorily the
following:
Learners should reach mastery
and meaningful learning. This
means that they’re able to
answer very satisfactorily the
following:
Learners should reach mastery
and meaningful learning. This
means that they’re able to
answer very satisfactorily the
following:
Learners should reach mastery
and meaningful learning. This
means that they’re able to
answer very satisfactorily the
following:

Directions: Match Column A with Directions: Write TRUE if the Directions: Draw a happy face 😊 Directions: Put a (✔) if the Directions: Choose the letter of
Column B. statement is correct and FALSE if if the statement tells a way of statement is correct and put an the correct answer.
A B the statement is incorrect. protecting and conserving (✘) if not.
1. Provide food for a. Ecotourism estuaries and intertidal zones. If it 1. Which of the following
many organism & Livelihood
1. The wild animals will no longer does not, draw a sad face 😞 1. Improperly disposed household situations DOES NOT show way
including human
2. They provide a have shelter. chemicals can harm our water of protecting and conserving
b. Food
home to many Source 2. The wild animals will be in 1. I dispose toxic products supply. estuaries and intertidal zones?
organisms extinct. A. Arnel dumps his wastes in a
properly. 2. Homes of vital marine life like
3. They provide raw
c. Industry 3. The ecosystem will be affected. 2. We will use disposable plastic estuaries should be treated with proper container.
materials for
different purposes 4. The reproduction of wild bags rather than reusable ones. carelessness. B. Maggy limits the use of plastic
4. This can help grow d. Natural animals will be affected. 3. Let us encourage fishermen not 3. Planting appropriate products.
the economy Barrier 5. The ecosystem will be the C. Nico uses synthetic fertilizer for
to engage in dynamite for fishing. mangroves improves our
5. They protect
same 4. Let your pet’s waste be washed estuaries and intertidal zones. his crops.
coastal villages from
e. Natural D. Rose recycles old things.
too much up to waterways. 4. Disposal of solid and liquid
Habitat
destruction 5. Respect animals that you find wastes in rivers and streams 2. Maya and her friends went to
along the seashore. helps keep estuaries healthy. the beach. They brought food for
5. Overfishing harms estuaries them to eat. After swimming and
and intertidal zones. eating, most of her friends left
their wastes scattered on the
beach. As a friend who values
protection of environment, what
would you tell them?
A. “It’s okay to throw garbage on
the beach.”
B. “Do not leave your wastes on
the beach because it can cause
pollution.”
C. “Do not bring any food when
going to the beach again.”
D. “I’ll tolerate what you have
done today but never do it
again.”
3. Mang Berting is a fisherman.
Fishing is his way of living to
provide the needs of his family.
He usually uses dynamite when
he goes fishing even though he
knows that it is prohibited. If you
are a fisherman, will you do the
same as Mang Berting? Why or
why not?
A. Yes, because it is easy to catch
fish using dynamite.
B. No, because many aquatic
animals will die.
C. Yes, because it is the only way I
can do to provide food for my
family.
D. No, because I am scared to be
caught by the authorities.
4. If you are a leader in the
community, what would be the
best title of a project that you
will implement about
conservation of bodies of water?
A. Live Wild and Free
B. Stay Safe and Healthy
C. Save Water, Save Life
D. Live the Life You Choose

5. As a grade 5 pupil, in what


G. Extend
V.REMARKS
VI.REFLECTION
A.No. of learners who earned
80% in the evaluation
B.No.of learners who require
additional activities for
remediation
Look for old magazines or
newspapers. Cut three (3)
pictures of activities that you
think contribute to the
destruction of the environment.
Explain each picture of how it
affects the environment.
Pictures Explanation
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on the
lesson, despite of some
difficulties encountered in
Write a short essay on how you
can protect and conserve the
intertidal zone and estuaries.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on the
lesson, despite of some
difficulties encountered in
Suppose that you are the mayor
of the city with an intertidal zone
and estuary, what kind of policies
will you enact to protect it?
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on the
lesson, despite of some
difficulties encountered in
Make a poster slogan
enumerating the different ways
of protecting and conserving the
intertidal zone and estuaries.
Make it catchy and colorful.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on the
lesson, despite of some
difficulties encountered in
way can you protect estuaries
and intertidal zones?
A. Join organizations that
promote conversion of estuaries
and intertidal
zones to commercial areas.
B. Practice actions that could put
estuaries at risk.
C. Take part in coastal clean-up
drives and disseminate
information on
the proper care of estuaries.
D. Dispose oil and other
household waste on waterways.
Performance Task:
Compose a jingle about the
methods on how you can
conserve and protecting our
estuaries and intertidal zones
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some
difficulties encountered in

C.Did the remedial work? No.of
learners who have caught up
with the lesson
D.No. of learners who continue
to require remediation
E.Which of my teaching
strategies worked well? Why
did these work?
F.What difficulties did I
encounter which my principal
or supervisor can helpme
solve?
G.What innovation or localized
materials did used/discover
which I wish to share with
other teachers?
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives, repetition,
and local opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson