School: Marilao Central Integrated School
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
Grade Level: 9
Teacher: Ms. Aira Jane N. Cruz Learning Area: English
Teaching Dates and Time: WEEK 9 (October 17-21, 2022) Quarter: 1st Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
(October 17) (October 18) (October 19) (October 20) (October 21)
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also, how to use
processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to
enable him/her to participate actively in a speech choir.
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice,
Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.
Employ the appropriate Employ the appropriate Employ the appropriate Employ the appropriate Employ the appropriate
communicative styles for communicative styles for communicative styles for communicative styles for communicative styles for
various situations various situations various situations various situations various situations
(intimate, casual, formal, (intimate, casual, formal, (intimate, casual, formal, (intimate, casual, formal, (intimate, casual, formal,
consultative, frozen) consultative, frozen) consultative, frozen) consultative, frozen) consultative, frozen)
Language Registers Language Registers Language Registers Language Registers Language Registers
A Journey through Anglo- A Journey through Anglo- A Journey through Anglo- A Journey through Anglo- A Journey through Anglo-
American Literature Learner’s American Literature Learner’s American Literature Learner’s American Literature Learner’s American Literature Learner’s
Material for English Material for English Material for English Material for English Material for English
The teacher introduces the The teacher introduces the The teacher introduces the The teacher introduces the The teacher introduces the
five language registers to the five language registers to the five language registers to the five language registers to the five language registers to the
class. With the schema the class. With the schema the class. With the schema the class. With the schema the class. With the schema the
students have, the teacher students have, the teacher students have, the teacher students have, the teacher students have, the teacher
makes them try to answer makes them try to answer makes them try to answer makes them try to answer makes them try to answer
which language register is which language register is which language register is which language register is which language register is
present in each scenario. present in each scenario. present in each scenario. present in each scenario. present in each scenario.
The five language registers The five language registers The five language registers The five language registers The five language registers
are: frozen/static, casual, are: frozen/static, casual, are: frozen/static, casual, are: frozen/static, casual, are: frozen/static, casual,
formal/academic, intimate formal/academic, intimate formal/academic, intimate formal/academic, intimate formal/academic, intimate
and consultative. and consultative. and consultative. and consultative. and consultative.
 1.The student is talking to
the teacher during a class.
(formal/academic)
2. Best friends are talking
about their weekend plans.
(casual)
3. A sick patient is asking for
the doctor’s opinion.
(consultative)
4. The crowd recites the
Preamble of the Constitution.
(frozen or static)
5. A newly-wed couple is
talking about their
honeymoon plans. (intimate)
B. Establishing a purpose for Based on the answers and the
the lesson students’ observation in the
activity, the teacher asks
these relevant and related
questions to the class:
 What do you observe
with the way an
individual speaks in each
situation? Are they the
same?
 What are the unique
characteristics when the
language register varies
from being frozen/static,
casual, formal/academic,
intimate, consultative?
C. Presenting With the students’ answers,
Examples/Instances of new the teacher establishes the
lesson importance of the topic and
introduce it to the class:
Language register is the
level of formality with which
you speak. Different
situations and people call for
different registers.
1.The student is talking to
the teacher during a class.
(formal/academic)
2. Best friends are talking
about their weekend plans.
(casual)
3. A sick patient is asking for
the doctor’s opinion.
(consultative)
4. The crowd recites the
Preamble of the Constitution.
(frozen or static)
5. A newly-wed couple is
talking about their
honeymoon plans. (intimate
Based on the answers and the
students’ observation in the
activity, the teacher asks
these relevant and related
questions to the class:
 What do you observe
with the way an
individual speaks in each
situation? Are they the
same?
 What are the unique
characteristics when the
language register varies
from being frozen/static,
casual, formal/academic,
intimate, consultative?
With the students’ answers,
the teacher establishes the
importance of the topic and
introduce it to the class:
Language register is the
level of formality with which
you speak. Different
situations and people call for
different registers.
1.The student is talking to
the teacher during a class.
(formal/academic)
2. Best friends are talking
about their weekend plans.
(casual)
3. A sick patient is asking for
the doctor’s opinion.
(consultative)
4. The crowd recites the
Preamble of the Constitution.
(frozen or static)
5. A newly-wed couple is
talking about their
honeymoon plans. (intimate
Based on the answers and the
students’ observation in the
activity, the teacher asks
these relevant and related
questions to the class:
 What do you observe
with the way an
individual speaks in each
situation? Are they the
same?
 What are the unique
characteristics when the
language register varies
from being frozen/static,
casual, formal/academic,
intimate, consultative?
With the students’ answers,
the teacher establishes the
importance of the topic and
introduce it to the class:
Language register is the
level of formality with which
you speak. Different
situations and people call for
different registers.
1.The student is talking to
the teacher during a class.
(formal/academic)
2. Best friends are talking
about their weekend plans.
(casual)
3. A sick patient is asking for
the doctor’s opinion.
(consultative)
4. The crowd recites the
Preamble of the Constitution.
(frozen or static)
5. A newly-wed couple is
talking about their
honeymoon plans. (intimate
Based on the answers and the
students’ observation in the
activity, the teacher asks
these relevant and related
questions to the class:
 What do you observe
with the way an
individual speaks in each
situation? Are they the
same?
 What are the unique
characteristics when the
language register varies
from being frozen/static,
casual, formal/academic,
intimate, consultative?
With the students’ answers,
the teacher establishes the
importance of the topic and
introduce it to the class:
Language register is the
level of formality with which
you speak. Different
situations and people call for
different registers.
1.The student is talking to
the teacher during a class.
(formal/academic)
2. Best friends are talking
about their weekend plans.
(casual)
3. A sick patient is asking for
the doctor’s opinion.
(consultative)
4. The crowd recites the
Preamble of the Constitution.
(frozen or static)
5. A newly-wed couple is
talking about their
honeymoon plans. (intimate
Based on the answers and the
students’ observation in the
activity, the teacher asks
these relevant and related
questions to the class:
 What do you observe
with the way an
individual speaks in each
situation? Are they the
same?
 What are the unique
characteristics when the
language register varies
from being frozen/static,
casual, formal/academic,
intimate, consultative?
With the students’ answers,
the teacher establishes the
importance of the topic and
introduce it to the class:
Language register is the
level of formality with which
you speak. Different
situations and people call for
different registers.

D. Discussing new concepts
and practicing new skills #1
There are five language
registers or styles. Each level
has an appropriate use that
is determined by differing
situations. It would certainly
be inappropriate to use
language and vocabulary
reserve for a boyfriend or
girlfriend when speaking in
the classroom.
Thus, the appropriate
language register depends
upon the audience (who),
the topic (what), purpose
(why) and location (where).
The class discuss each
language register. The
teacher asks the students for
further examples as the
lesson progress.
LANGUAGE REGISTERS
Frozen/Static Register:
rarely or never changes.
- Pledge of Allegiance
- Preamble to the
Constitution
Formal/Academic
Register: includes academic
language from speeches,
proclamations and formal
announcements
Consultative Register:
formal and acceptable
speech often used in
professional settings
- discourse between teachers
and students
- judges and lawyer
- doctors and patients
There are five language
registers or styles. Each level
has an appropriate use that
is determined by differing
situations. It would certainly
be inappropriate to use
language and vocabulary
reserve for a boyfriend or
girlfriend when speaking in
the classroom.
Thus, the appropriate
language register depends
upon the audience (who),
the topic (what), purpose
(why) and location (where).
The class discuss each
language register. The
teacher asks the students for
further examples as the
lesson progress.
LANGUAGE REGISTERS
Frozen/Static Register:
rarely or never changes.
- Pledge of Allegiance
- Preamble to the
Constitution
Formal/Academic
Register: includes academic
language from speeches,
proclamations and formal
announcements
Consultative Register:
formal and acceptable
speech often used in
professional settings
- discourse between teachers
and students
- judges and lawyer
- doctors and patients
There are five language
registers or styles. Each level
has an appropriate use that
is determined by differing
situations. It would certainly
be inappropriate to use
language and vocabulary
reserve for a boyfriend or
girlfriend when speaking in
the classroom.
Thus, the appropriate
language register depends
upon the audience (who),
the topic (what), purpose
(why) and location (where).
The class discuss each
language register. The
teacher asks the students for
further examples as the
lesson progress.
LANGUAGE REGISTERS
Frozen/Static Register:
rarely or never changes.
- Pledge of Allegiance
- Preamble to the
Constitution
Formal/Academic
Register: includes academic
language from speeches,
proclamations and formal
announcements
Consultative Register:
formal and acceptable
speech often used in
professional settings
- discourse between teachers
and students
- judges and lawyer
- doctors and patients
There are five language
registers or styles. Each level
has an appropriate use that
is determined by differing
situations. It would certainly
be inappropriate to use
language and vocabulary
reserve for a boyfriend or
girlfriend when speaking in
the classroom.
Thus, the appropriate
language register depends
upon the audience (who),
the topic (what), purpose
(why) and location (where).
The class discuss each
language register. The
teacher asks the students for
further examples as the
lesson progress.
LANGUAGE REGISTERS
Frozen/Static Register:
rarely or never changes.
- Pledge of Allegiance
- Preamble to the
Constitution
Formal/Academic
Register: includes academic
language from speeches,
proclamations and formal
announcements
Consultative Register:
formal and acceptable
speech often used in
professional settings
- discourse between teachers
and students
- judges and lawyer
- doctors and patients
There are five language
registers or styles. Each level
has an appropriate use that
is determined by differing
situations. It would certainly
be inappropriate to use
language and vocabulary
reserve for a boyfriend or
girlfriend when speaking in
the classroom.
Thus, the appropriate
language register depends
upon the audience (who),
the topic (what), purpose
(why) and location (where).
The class discuss each
language register. The
teacher asks the students for
further examples as the
lesson progress.
LANGUAGE REGISTERS
Frozen/Static Register:
rarely or never changes.
- Pledge of Allegiance
- Preamble to the
Constitution
Formal/Academic
Register: includes academic
language from speeches,
proclamations and formal
announcements
Consultative Register:
formal and acceptable
speech often used in
professional settings
- discourse between teachers
and students
- judges and lawyer
- doctors and patients
 - superior and a subordinate - superior and a subordinate - superior and a subordinate - superior and a subordinate - superior and a subordinate

Casual Register: used Casual Register: used Casual Register: used Casual Register: used Casual Register: used
among friends and peers, among friends and peers, among friends and peers, among friends and peers, among friends and peers,
and includes informal and includes informal and includes informal and includes informal and includes informal
language including slang and language including slang and language including slang and language including slang and language including slang and
colloquialisms. Casual colloquialisms. Casual colloquialisms. Casual colloquialisms. Casual colloquialisms. Casual
register is often used among register is often used among register is often used among register is often used among register is often used among
friends, teammates, etc. friends, teammates, etc. friends, teammates, etc. friends, teammates, etc. friends, teammates, etc.

Intimate Register:
reserved for close family
members such as parents
and children and siblings, or
intimate people such as
spouses.
Intimate Register:
reserved for close family
members such as parents
and children and siblings, or
intimate people such as
spouses.
Intimate Register:
reserved for close family
members such as parents
and children and siblings, or
intimate people such as
spouses.
Intimate Register:
reserved for close family
members such as parents
and children and siblings, or
intimate people such as
spouses.
Intimate Register:
reserved for close family
members such as parents
and children and siblings, or
intimate people such as
spouses.

E. Discussing new concepts Language register: What Language register: What Language register: What Language register: What Language register: What
and practicing new skills #2 is it and why does it is it and why does it is it and why does it is it and why does it is it and why does it
matter in matter in matter in matter in matter in
communication? communication? communication? communication? communication?

Many teachers and parents
today lament a lack of
formality in student
language, especially writing.
Ask any educator about the
use of so-called "texting
language" in student writing,
and you will likely see eye
rolls, a pained look on their
face, hear a sigh or
complaint about the decline
in language.
Many teachers and parents
today lament a lack of
formality in student
language, especially writing.
Ask any educator about the
use of so-called "texting
language" in student writing,
and you will likely see eye
rolls, a pained look on their
face, hear a sigh or
complaint about the decline
in language.
Many teachers and parents
today lament a lack of
formality in student
language, especially writing.
Ask any educator about the
use of so-called "texting
language" in student writing,
and you will likely see eye
rolls, a pained look on their
face, hear a sigh or
complaint about the decline
in language.
Many teachers and parents
today lament a lack of
formality in student
language, especially writing.
Ask any educator about the
use of so-called "texting
language" in student writing,
and you will likely see eye
rolls, a pained look on their
face, hear a sigh or
complaint about the decline
in language.
Many teachers and parents
today lament a lack of
formality in student
language, especially writing.
Ask any educator about the
use of so-called "texting
language" in student writing,
and you will likely see eye
rolls, a pained look on their
face, hear a sigh or
complaint about the decline
in language.

What students may not What students may not What students may not What students may not What students may not
understand, however, is understand, however, is understand, however, is understand, however, is understand, however, is
language register — different language register — different language register — different language register — different language register — different
language and levels of language and levels of language and levels of language and levels of language and levels of
formality are used in formality are used in formality are used in formality are used in formality are used in
different situations and different situations and different situations and different situations and different situations and
scenarios. While most people scenarios. While most people scenarios. While most people scenarios. While most people scenarios. While most people
have a working have a working have a working have a working have a working
understanding of the understanding of the understanding of the understanding of the understanding of the

F. Developing mastery
(Leads to Formative Assessment
concept, students may need
to be taught or reminded
that different scenarios call
for different language.
Frozen/Static Register as
you study social studies
primarily. The Preamble,
Pledge of Allegiance and
other examples are
exemplary resources in
history along with language
and word choice.
Speeches, lab reports and
other examples of the
Formal/Academic
Register are also prime
candidates for close reading
and analysis of text and
language.
Lastly, the Consultative
Register should be focused
on in schools as students
learn to interact with
teachers, administrators,
guest speakers and each
other.
Utilizing and practicing this
register allows students to
incorporate skills such as
interviewing a professional or
practicing being
interviewed for a job or
speaking formally to another.
The teacher will show
pictures of different scenarios
and situations. The students
will tell which of the speech
registers (intimate, casual,
formal, consultative or
concept, students may need
to be taught or reminded
that different scenarios call
for different language.
Frozen/Static Register as
you study social studies
primarily. The Preamble,
Pledge of Allegiance and
other examples are
exemplary resources in
history along with language
and word choice.
Speeches, lab reports and
other examples of the
Formal/Academic
Register are also prime
candidates for close reading
and analysis of text and
language.
Lastly, the Consultative
Register should be focused
on in schools as students
learn to interact with
teachers, administrators,
guest speakers and each
other.
Utilizing and practicing this
register allows students to
incorporate skills such as
interviewing a professional or
practicing being
interviewed for a job or
speaking formally to another.
The teacher will show
pictures of different scenarios
and situations. The students
will tell which of the speech
registers (intimate, casual,
formal, consultative or
concept, students may need
to be taught or reminded
that different scenarios call
for different language.
Frozen/Static Register as
you study social studies
primarily. The Preamble,
Pledge of Allegiance and
other examples are
exemplary resources in
history along with language
and word choice.
Speeches, lab reports and
other examples of the
Formal/Academic
Register are also prime
candidates for close reading
and analysis of text and
language.
Lastly, the Consultative
Register should be focused
on in schools as students
learn to interact with
teachers, administrators,
guest speakers and each
other.
Utilizing and practicing this
register allows students to
incorporate skills such as
interviewing a professional or
practicing being
interviewed for a job or
speaking formally to another.
The teacher will show
pictures of different scenarios
and situations. The students
will tell which of the speech
registers (intimate, casual,
formal, consultative or
concept, students may need
to be taught or reminded
that different scenarios call
for different language.
Frozen/Static Register as
you study social studies
primarily. The Preamble,
Pledge of Allegiance and
other examples are
exemplary resources in
history along with language
and word choice.
Speeches, lab reports and
other examples of the
Formal/Academic
Register are also prime
candidates for close reading
and analysis of text and
language.
Lastly, the Consultative
Register should be focused
on in schools as students
learn to interact with
teachers, administrators,
guest speakers and each
other.
Utilizing and practicing this
register allows students to
incorporate skills such as
interviewing a professional or
practicing being
interviewed for a job or
speaking formally to another.
The teacher will show
pictures of different scenarios
and situations. The students
will tell which of the speech
registers (intimate, casual,
formal, consultative or
concept, students may need
to be taught or reminded
that different scenarios call
for different language.
Frozen/Static Register as
you study social studies
primarily. The Preamble,
Pledge of Allegiance and
other examples are
exemplary resources in
history along with language
and word choice.
Speeches, lab reports and
other examples of the
Formal/Academic
Register are also prime
candidates for close reading
and analysis of text and
language.
Lastly, the Consultative
Register should be focused
on in schools as students
learn to interact with
teachers, administrators,
guest speakers and each
other.
Utilizing and practicing this
register allows students to
incorporate skills such as
interviewing a professional or
practicing being
interviewed for a job or
speaking formally to another.
The teacher will show
pictures of different scenarios
and situations. The students
will tell which of the speech
registers (intimate, casual,
formal, consultative or
 frozen) is used in each frozen) is used in each frozen) is used in each frozen) is used in each frozen) is used in each
picture. picture. picture. picture. picture.

G. Finding practical The teacher will group the The teacher will group the The teacher will group the The teacher will group the The teacher will group the
applications of concepts and class into five, one group for class into five, one group for class into five, one group for class into five, one group for class into five, one group for
skills in daily living each language register. Each each language register. Each each language register. Each each language register. Each each language register. Each
group will create a role play group will create a role play group will create a role play group will create a role play group will create a role play
showing or portraying each showing or portraying each showing or portraying each showing or portraying each showing or portraying each
language register assigned to language register assigned to language register assigned to language register assigned to language register assigned to
them. them. them. them. them.
H. Making generalizations and Answer the following Answer the following Answer the following Answer the following Answer the following
abstractions about the lesson questions using the concepts questions using the concepts questions using the concepts questions using the concepts questions using the concepts
you have learned. you have learned. you have learned. you have learned. you have learned.
1. What is the most 1. What is the most 1. What is the most 1. What is the most 1. What is the most
important thing to be important thing to be important thing to be important thing to be important thing to be
considered in considered in considered in considered in considered in
communication? communication? communication? communication? communication?
2. Why is it important to 2. Why is it important to 2. Why is it important to 2. Why is it important to 2. Why is it important to
understand and learn when understand and learn when understand and learn when understand and learn when understand and learn when
to use the speech registers? to use the speech registers? to use the speech registers? to use the speech registers? to use the speech registers?
3. What should you do now 3. What should you do now 3. What should you do now 3. What should you do now 3. What should you do now
that you have understood that you have understood that you have understood that you have understood that you have understood the
the importance of knowing the importance of knowing the importance of knowing the importance of knowing importance of knowing the
the different language or the different language or the different language or the different language or different language or speech
speech speech speech speech registers?
registers? registers? registers? registers?
I. Evaluating Learning Think of scenarios or Think of scenarios or Think of scenarios or Think of scenarios or Think of scenarios or
situation where the different situation where the different situation where the different situation where the different situation where the different
language registers are seen. language registers are seen. language registers are seen. language registers are seen. language registers are seen.
Give five examples each. Give five examples each. Give five examples each. Give five examples each. Give five examples each.
J. Additional activities for The role play for each The role play for each The role play for each The role play for each The role play for each
application and remediation language register will be language register will be language register will be language register will be language register will be
presented. presented. presented. presented. presented.
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned ____9-SOS
80% on the formative Diamond 12:30 – 2:30 Emerald 12:30 – 2:30 Ruby 12:30 – 2:30 Sapphire 12:30 – 2:30 ____9-Emerald
assessment SOS 3:00 – 5:00 Garnet 3:00 – 5:00 ____9-Diamond
____9-Emerald ____9-Sapphire ____9-Sapphire
____9-Diamond ____9-Ruby ____9-Ruby
____9-SOS ____9-Garnet ____9-Garnet

B. No. of learners who require ____9-SOS

additional activities for Diamond 12:30 – 2:30 Emerald 12:30 – 2:30 Ruby 12:30 – 2:30 Sapphire 12:30 – 2:30 ____9-Emerald
remediation who scored below SOS 3:00 – 5:00 Garnet 3:00 – 5:00 ____9-Diamond
80% ____9-Emerald ____9-Sapphire ____9-Sapphire
____9-Diamond ____9-Ruby ____9-Ruby
____9-SOS ____9-Garnet ____9-Garnet

C. Did the remedial lessons ____9-SOS

work? No. of learners who Diamond 12:30 – 2:30 Emerald 12:30 – 2:30 Ruby 12:30 – 2:30 Sapphire 12:30 – 2:30 ____9-Emerald
have caught up with the lesson SOS 3:00 – 5:00 Garnet 3:00 – 5:00 ____9-Diamond
____9-Emerald ____9-Sapphire ____9-Sapphire
____9-Diamond ____9-Ruby ____9-Ruby
____9-SOS ____9-Garnet ____9-Garnet

D. No. of learners who ____9-SOS

continue to require Diamond 12:30 – 2:30 Emerald 12:30 – 2:30 Ruby 12:30 – 2:30 Sapphire 12:30 – 2:30 ____9-Emerald
remediation SOS 3:00 – 5:00 Garnet 3:00 – 5:00 ____9-Diamond
____9-Emerald ____9-Sapphire ____9-Sapphire
____9-Diamond ____9-Ruby ____9-Ruby
____9-SOS ____9-Garnet ____9-Garnet

E. Which of my teaching Strategies used that work well:
strategies worked well? Why ___ Group collaboration
did this work? ___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method/Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
F. What difficulties did I ___Pupils did not find
encountered which my difficulties in answering their
principal or supervisor can lesson.
help me solve? ___Pupils found difficulties in
answering their lesson.
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method/Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method/Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method/Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method/Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.

G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
___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
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.
___Difficulty in the use of
localized IMs
___Students attitude is seen
as a problem
___Tardiness among students
___Strict adherence to school
rules
___Availability of technological
equipment
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
___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
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.
___Difficulty in the use of
localized IMs
___Students attitude is seen
as a problem
___Tardiness among students
___Strict adherence to school
rules
___Availability of technological
equipment
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
___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
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.
___Difficulty in the use of
localized IMs
___Students attitude is seen
as a problem
___Tardiness among students
___Strict adherence to school
rules
___Availability of technological
equipment
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
___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
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.
___Difficulty in the use of
localized IMs
___Students attitude is seen
as a problem
___Tardiness among students
___Strict adherence to school
rules
___Availability of technological
equipment
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
___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
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.
___Difficulty in the use of
localized IMs
___Students attitude is seen
as a problem
___Tardiness among students
___Strict adherence to school
rules
___Availability of technological
equipment
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition

Prepared by: Checked: Noted:

AIRA JANE N. CRUZ LOIDA M. ALCANTARA DR. EDELSON C. DELOS SANTOS

LSB Teacher MASTER TEACHER II School Principal IV