GRADES 1 to 12 School: SAN FRANCISCO XAVIER HIGH SCHOOL Grade Level: 10

DAILY LESSON Teacher: ROSALINFDA D. DELOS SANTOS Learning Area: ENGLISH

LOG Teaching Dates and
Time: March 21-25, 2022 Quarter: Third (Module 6)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Grade Level Standards:
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing
content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
The learner demonstrates communicative competence through his/ her understanding of literature and
other texts types for a deeper appreciation of World Literature, including Philippine Literature.

B.Performance Standards: The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-
verbal strategies and ICT resources.

C.Most Essential Learning Module 6: Critiquing a Literary Selection Based on Structuralist /Formalist, Moralist and Marxist
Competencies/Objectives Approach
: Objectives:
Write the MELC Code for 1. compare and contrast Structuralist/Formalist, Moralist, and Marxist approaches;
each 2. identify lines or parts of the story essential for a specific approach; and
3. decode truths and values using moralistic criticism.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach.
In the CG, the content can be tackled in a week or two.
II. CONTENT
Critiquing a Literary Selection Based on Structuralist /Formalist, Moralist and Marxist Approach

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest
III. LEARNING in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well
RESOURCES as paper-based materials. Hands-on learning promotes concept development.

A.References
Self-Learning Module 6: Critiquing a Literary Selection Based on Structuralist /Formalist, Moralist and
Marxist Approach

B.Other Learning Resources PowerPoint, Self-Learning Module no.6


IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing Purpose for the
Lesson
C. Presenting Examples/
Instances of the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
IV.PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students
will learn well. Always be guided by demonstration of learning by the students which you can infer
from formative assessment activities. Sustain learning systematically by providing students with
multiple ways to learn new things, practice their learning, question their learning processes, and
draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
There will be a review of the past lesson, the different approaches used in critiquing a literary text
Let the learner answer the activities for what I Know and What’s New
The teacher will present the table consists of different information about the three approaches. Feminist, Historical,
and Reader-Response
The teacher will discuss the table in their module to show comparison and contrast of the given
approaches used in critiquing a selection.
 Approaches Approaches
 Proponents Critical Questions
 Meaning Examples
The students familiarize themselves to the differences of Literary Approaches- Feminist, Historical
and Reader-Response Approach by giving examples in each approach.
Teacher will ask students the following questions:
What are the Critical Approaches discussed for today?
Differentiate Literary Approaches- Feminist, Historical and Reader-Response Approaches to one
another.
Remember:
A literary piece cannot only analyze using Critical Approaches. A text can be analyzed using a varied
perspective or a combination of different critical approaches to further interpret, evaluate, and
appreciate a literary work.
Let the students cite ways how these Critical Approaches -Feminist, Historical or Reader-Response
Approaches help them in Literary Analysis. Students will give the advantages of knowing these
Critical Approaches
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations
and Abstractions about
the Lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V. VALUE FOR THE WEEK
Students will enumerate the Critical approaches with its definition or description.
What’s New – Let’s Match It
Independent Activity: 1: Is it a FACT or a BLUFF?
Independent Assessment: 1 CHOOSE to be a FEMINIST!
Independent Activity 2: Let’s be HISTORICAL by traveling the past!
Independent Assessment: 2: Which is which?
Students will continue to answers the given activities in each module.
OPTIMISM- From the Critical approaches discussed by the subject teacher.
In what way, could we show our positive outlook in life?

VI. REMARKS Gets familiar with Feminist, Historical, Reader-Response as approaches that can be used in critiquing a selection
Compare and contrast the three approaches, Feminist, Historical, Reader-Response
Understand the Values for the Week
Learn the process/steps in Critiquing a Literary Selection
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week.
VII. REFLECTION What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons 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 work well? Why did this work?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovations or localized materials did I use/discover which I wish to share with
other teachers?
Prepared by: Noted:

ROSALINDA D. DELOS SANTOS CYNTHIA C. CENTENO

Subject Teacher School Principal I

GRADES 1 to 12 School: SAN FRANCISCO XAVIER HIGH SCHOOL Grade Level: 10

DAILY LESSON Teacher: ROSALINFDA D. DELOS SANTOS Learning Area: ENGLISH
LOG Teaching Dates and March 28 – April 1, 2022 Quarter: Third (Module 7)
 Time:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

V. OBJECTIVES
D. Grade Level Standards:
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing
content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how world literature and other text types serve as sources
of wisdom in expressing and resolving conflicts among individuals, groups and nature; also, how to use
evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns and
structures of modification.

E.Performance Standards: The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-
verbal strategies and ICT resources.

F.Most Essential Learning Module 7: Critiquing a Literary Selection Based on Feminist, Historical and Reader-Response Approach
Competencies/Objectives 1. compare and contrast Feminist, Historical, and Reader-response approaches;
: 2. analyze the given literary selections using the approaches; and
Write the MELC Code for 3. identify lines or parts of the story essential for a specific approach
each .
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach.
In the CG, the content can be tackled in a week or two.
VI. CONTENT
Module 7: Critiquing a Literary Selection Based on Feminist, Historical and Reader-Response Approach

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest
VII. LEARNING in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well
RESOURCES as paper-based materials. Hands-on learning promotes concept development.

C.References Self-Learning Module 7: Critiquing a Literary Selection Based on Feminist, Historical and
Reader-Response Approach

D.Other Learning Resources PowerPoint, Self- Learning Module

VIII. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students
will learn well. Always be guided by demonstration of learning by the students which you can infer

C.Reviewing Previous Lesson or
Presenting the New Lesson
D. Establishing Purpose for the
Lesson
C. Presenting Examples/
Instances of the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment)
F. Finding Practical Applications of
Concepts and Skills in Daily Living
V. PROCEDURES
E.Making Generalizations
from formative assessment activities. Sustain learning systematically by providing students with
multiple ways to learn new things, practice their learning, question their learning processes, and
draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
Unlocking of Difficulties where the Approaches will be defined to better understand the lesson
Let the learner read the story, The Necklace and gather details based on what are being asked. Have
them answer the questions that follow. (It is an example of Marxist Approach)
Let the learner read the story, The World is An Apple by Alberto S. Florentino, on page 9 and gather
details on what are being asked. Then, instruct the learner to answer the activity that follows on page
10.
The teacher will discuss the table in their module to show comparison and contrast of
Structuralist/Formalist, Moralist, and Marxist approaches using the story, “The Necklace”
 Introduction Approach
 Summary Proponent
 Analysis Definition
 Conclusion
Allow the students to give their analysis about the differences of the three approaches
Structuralist/Formalist, Moralist, and Marxist.
Teacher will ask students the following questions:
What are the Parts of a Critique?
What are the Critical Approaches discussed today?
Differentiate each critical approach to one another.
Remember:
A literary piece cannot only analyze using Critical Approaches. A text can be analyzed using a varied
perspective or a combination of different critical approaches to further interpret, evaluate, and
appreciate a literary work.
The student will answer “What I Can Do”.
Direction: Read the stories below and identify the literary approach dominant in each story.
Story no. 1. My Father Goes to Court by Carlos Bulosan
Story no. 2. We Filipinos are Mild Drinkers by Alejandro Roces
Story no. 3. How My Brother Leon Brought Home a Wife by Manuel
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
The students will begin their answers to the given expressions.
 and Abstractions about I learned that _________________________________.
the Lesson These are important because ____________________.
The different literary lenses are ______________________.
F. Evaluating Learning The students will answer Independent Activity: 1 A Match Made in Structure

G.Additional Activities for Students will answer additional activity. Students will read the given stories, then, identify the literary
Application or approach dominant in each story.
Remediation
JUSTICE- From the Critical approaches discussed by the subject teacher. From the story the necklace,
V. VALUE FOR THE WEEK do you think justice was served for the husband, Mathilde, and friend Jeanne?
How about in the story, the World is an Apple, was justice served to Mario?

VI. REMARKS Gets familiar with the themes and approaches used in the story, The Necklace” and “The World is an Apple”
Compare and contrast the three approaches, Structuralist/Formalist, Moralist, and Marxist.
Understand the Values for the Week
Learn the process/steps in Critiquing a Literary Selection

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week.
What works? What else needs to be done to help the students learn? Identify what help your instructional
VII. REFLECTION
supervisors can provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation
C. Did the remedial lessons 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 work well? Why did this work?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovations or localized materials did I use/discover which I wish to share with
other teachers?
Prepared by: Noted:

ROSALINDA D. DELOS SANTOS CYNTHIA C. CENTENO

Subject Teacher School Principal I

GRADES 1 to 12 School: SAN FRANCISCO XAVIER HIGH SCHOOL Grade Level: 10

DAILY LESSON Teacher: ROSALINFDA D. DELOS SANTOS Learning Area: ENGLISH
LOG Teaching Dates and April 4 - 8, 2022 Quarter: Third (Module 7)
 Time:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IX.OBJECTIVES
G. Grade Level Standards:
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing
content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how world literature and other text types serve as sources
of wisdom in expressing and resolving conflicts among individuals, groups and nature; also, how to use
evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns and
structures of modification.

H. Performance The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-
Standards: verbal strategies and ICT resources.

I. Most Essential Learning Module 7: Critiquing a Literary Selection Based on Feminist, Historical and Reader-Response Approach
Competencies/Objectives 1. analyze the given literary selections using the approaches; and
: 2. identify lines or parts of the story essential for a specific approach
Write the MELC Code for 3. Differentiate life in America and in the Philippines.
each
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach.
In the CG, the content can be tackled in a week or two.
X. CONTENT
Module 7: Critiquing a Literary Selection Based on Feminist, Historical and Reader-Response Approach

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest
in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well
XI. LEARNING RESOURCES as paper-based materials. Hands-on learning promotes concept development.

4. References Self-Learning Module 7: Critiquing a Literary Selection Based on Feminist, Historical and
Reader-Response Approach
America is in the Heart – Carlos Bulosan
5. Other Learning Resources PowerPoint, Self- Learning Module, Pictures, Graphic Organizer

XII. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students

H.Reviewing Previous Lesson or
Presenting the New Lesson
I. Establishing Purpose for the
Lesson
C. Presenting Examples/
Instances of the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment)
F. Finding Practical Applications of
Concepts and Skills in Daily Living
VI.PROCEDURES
J. Making Generalizations
and Abstractions about
the Lesson
will learn well. Always be guided by demonstration of learning by the students which you can infer
from formative assessment activities. Sustain learning systematically by providing students with
multiple ways to learn new things, practice their learning, question their learning processes, and
draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
State reasons why Filipinos want to work abroad/in other countries.
Let the learner read the story, “America is in the Heart” by Carlos Bulosan and gather details based
on what are being asked. Have them answer the questions that follow. (It is an example of Feminist
Approach)
Let the learner analyze the elements presented in the story. Then, instruct the learner to answer the
activity that follows.
The teacher will discuss the two stories for better understanding of its structure
Short Story Elements Analysis of “The Wedding Dance”
Allow the students to give their analysis the purpose of getting married in the Philippines
Teacher will ask students the following questions:
1. Are you in love right now?
2. What are the things you are willing to give up for the one you love?
3. Should women always be the ones to sacrifice themselves for the one they love?
What are the expectations for men in Awiyao’s culture? What about for women?
2. How does your culture influence your decisions? Does it affect your plans for your future?
3. Is it true that love conquers all? When might this be untrue?
4. How important is having children to you? How important is it in your family? What about in your
culture?
5. What is your legacy?
6. If you were Lumnay, will you sacrifice your own happiness because the society told you to do so?
Why or why not?
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
The students will begin their answers to the given expressions.
I learned that _________________________________.
These are important because ____________________.
The different literary lenses are ______________________.
K. Evaluating Learning Let the students accomplish the following activities
1. Answer the story board
2. Story Elements Analysis
L. Additional Activities for The students will answer Independent Activity:
Application or Test 1 (Give the correct answers)
Remediation Test 2 (Identify What kind of Symbolic Elements)
HUMILITY: From the performance of each character in the story The Wedding Dance, on what part of
V. VALUE FOR THE WEEK the story did they show that they are humble? Justify your answer.

VI. REMARKS Gets familiar with the themes and approaches used in the story, “The Wedding Dance”
Identify the approach used in the story
Understand the Value for the Week
Learn to analyze a story
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week.
VII. REFLECTION What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons 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 work well? Why did this work?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovations or localized materials did I use/discover which I wish to share with other teachers?
Prepared by: Noted:

ROSALINDA D. DELOS SANTOS CYNTHIA C. CENTENO

Subject Teacher School Principal I
GRADES 1 to 12 School: SAN FRANCISCO XAVIER HIGH SCHOOL Grade Level: 10
DAILY LESSON Teacher: ROSALINFDA D. DELOS SANTOS Learning Area: ENGLISH
LOG Teaching Dates and
Time: April 4 - 8, 2022 (2nd hour) Quarter: Third (Module 7)

XIII. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing

J. Grade Level Standards:
content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how world literature and other text types serve as sources
of wisdom in expressing and resolving conflicts among individuals, groups and nature; also, how to use
evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns and
structures of modification.

K. Performance The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-
Standards: verbal strategies and ICT resources.

L. Most Essential Learning Module 7: Critiquing a Literary Selection Based on Feminist, Historical and Reader-Response Approach
Competencies/Objectives 1. analyze the given literary selections using the approaches; and
: 2. identify lines or parts of the story essential for a specific approach
Write the MELC Code for 3. Differentiate America and Philippines in terms of cultural diversity, kinship, respect for elders. .
each
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach.
In the CG, the content can be tackled in a week or two.
XIV. CONTENT
Module 7: Critiquing a Literary Selection Based on Feminist, Historical and Reader-Response Approach

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest
XV. LEARNING in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well
RESOURCES as paper-based materials. Hands-on learning promotes concept development.

4. References Self-Learning Module 7: Critiquing a Literary Selection Based on Feminist, Historical and
Reader-Response Approach
America Is In The Heart: Chapter 13
The parable of the Good Samaritan

5. Other Learning Resources PowerPoint, Self- Learning Module, Pictures, Graphic Organizer

XVI. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students
will learn well. Always be guided by demonstration of learning by the students which you can infer
from formative assessment activities. Sustain learning systematically by providing students with
multiple ways to learn new things, practice their learning, question their learning processes, and

M. Reviewing Previous Lesson
or Presenting the New Lesson
N. Establishing Purpose for the
Lesson
C. Presenting Examples/
Instances of the Lesson
D. Discussing New Concepts and
Practicing Skills #1
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment)
F. Finding Practical Applications of
Concepts and Skills in Daily Living
VII. PROCEDURES
O. Making
Generalizations and
Abstractions about the
Lesson
P. Evaluating Learning
Q. Additional Activities
for Application or
Remediation
draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
State reasons why two individuals of opposite sex get married
Let the learner read the story, “America Is In The Heart, Chapter 13” and gather details based on
what are being asked. Have them answer the questions that follow. (It is an example of Historical
Approach)
Let the learner analyze the elements presented in the story. Then, instruct the learner to answer the
activity that follows.
The teacher will discuss the two stories for better understanding of its structure
Short Story Elements Analysis of “America Is In The Heart- Chapter 13, The Parable of the Good
Samaritan”
Allow the students to give the difference between the life in the Philippines and the life of Filipinos in
other countries particularly in America. How act of Kindness can be shown to other people?
Teacher will ask students the following questions:
1. If you will be given a chance to work/travel in other countries, where is it and why?
2. What are the reasons of many Filipinos in going to other countries?
3. For the Parable: What commandment do you strictly follow? Why? Explain your answer
1. What approach is used in the story; “America is in the Heart?”
“The Parable of the Good Samaritan”
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
The students will begin their answers to the given expressions.
I learned that _________________________________.
These are important because ____________________.
The different literary lenses are ______________________.
Let the students accomplish the following activities
1. What Are Similarities Between American and Filipino Culture? Please see the Table below:
2. What are the ten Commandments
The students will answer the Reflective Questions
 CHARITY: According to the story of the Good Samaritan, how can an individual show charity or act of
V. VALUE FOR THE WEEK kindness to other people. Prove that, “it is better to give than to receive”

VI. REMARKS Gets familiar with the themes and approaches used in the story, ““America is in the Heart?”
“The Parable of the Good Samaritan
Identify the approach used in the story
Understand the Value for the Week Learn to analyze a story
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week.
VII. REFLECTION What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons 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 work well? Why did this work?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovations or localized materials did I use/discover which I wish to share with
other teachers?
Prepared by: Noted:

ROSALINDA D. DELOS SANTOS CYNTHIA C. CENTENO

Subject Teacher School Principal I