GRADE 6 School: Gulap Elementary School Grade Level: VI

Teacher: Mark Joven V. Lavides Learning Area: All Subjects

DAILY LESSON LOG
Teaching Dates and Time: September 11, 2023 Quarter: 1st QUARTER

WEEK 8 ESP ENGLISH FILIPINO MATH A.P. SCIENCE MAPEH- TLE

OBJECTIVES
A. Content Naipamamalas ang pag- The learner...
Standards unawa sa kahalagahan ng
pagsunod sa mga tamang
Demonstrates
hakbang bago makagawa
ng isang desisyon para sa understanding of various
ikabubuti ng lahat linguistics nodes to
comprehend various texts.
Demonstrates
understanding to text
types to listen for different
purposes from a variety of
texts.
Demonstrates
understanding of text
types in order to construct
feedback.
Naipamamalas ang
pagpapahalaga at ksanayan
sa paggamit ng wika sa
komunikasyob at pagbasa ng
iba’t ibang uri ng panitikan
B. Performance Naisasagawa ang tamang The learner...
Standards desisyon nang may
katatagan ng loob para sa
Analyzes text types to
ikabubuti ng lahat
effectively understand
information/message (s)
Uses linguistic cues to
effectively construct
meaning from a variety of
text for a variety of
purposes.
Uses literal information
from text heard to
construct an appropriate
Naipamamalas ang Naipapamalas ng The learners Demonstrates Demonstrates an
kakayahan sa mapanuring The learner demonstrates mapanuring pag- demonstrate understanding of understanding of
pakikinig at pag-unawa sa understanding of the four unawa at kaalaman sa understanding of personal health issues scientific practices in
napakinggan fundamental operations bahagi ng Pilipinas sa different types of and concerns and the planting trees and fruit
Naipamamalas ang involving fractions. globalisasyon batay sa importance of health
mixtures and their trees
kakayahan at tatas sa lokasyon nito sa appraisal procedures
characteristics
pagsasalita at mundo gamit ang mga and
pagpapahayag ng sariling kasanayang community resources in
ideya, kaisipan, pangheograpiya at ang preventing or managing
karanasan at damdamin ambag ng malayang them
Naisasagawa ang kaisipan sa pag-
mapanuring pagbasa sa usbong ng
iba’t ibang uri ng teksto at nasyonalismong
napalalawak ang Pilipini.
talasalitaan
Naipamamalas ang iba’t
ibang kasanayan upang
maunawaan ang iba’t
ibang teksto
Napauunlad ang
ksanayan sa pagsulat ng
iba’t ibang uri ng sulatin
Naipamamalas ang
kakayahan sa mapanuring
panood ng iba’t ibang uri
ng media
Nasasaulo ang isang The learner is able to Naipapamalas ang The learners should be practices self- Applies knowledge and
tula/awit na napakinggan apply the four pagpapahalaga sa able to prepare management skills in planting trees
at naisasadula ang isang fundamental operations kontribusyon ng beneficial and useful skills to prevent and and fruit trees
isyu o paksa mula sa involving fractions in Pilipinas sa isyung mixtures such as control personal health
tekstong napakinggan mathematical problems pandaigdig batay sa issues and
drinks, food, and
Nakasasali sa isang and real- lokasyon nito sa concerns
herbal medicines.
usapan tungkol sa isyu life situations. mundo
Nakabubuo ng sariling
diksiyunaryo ng mga
bagong salita mula sa
mga binasa;
naisasadula ang mga
maaaring mangyari sa
nabasang teksto
Nagagamit ang
nakalimbag at di-
nakalimbag na mga
kagamitan sa

C. Learning 1. Naisasagawa ang Analyze sound devices
Competencies / mga tamang hakbang (irony and hyperbole) in a
na makatutulong sa
Objectives
pagbuo ng isang
Write the LC code desisyon na makabubuti
for each sa pamilya
1.1. pagsusuri nang
mabuti sa mga bagay na
may kinalaman sa
Observe politeness at all
pangyayari
1.2. pagsang-ayon sa
pasya ng nakararami
kung nakabubuti ito
1.3. paggamit ng
impormasyon Code:
EsP6PKP-Ia-i-37
I. CONTENT Paksa: Pagyamanin ang
mapanuring pag-iisip Figurative Language
Kaugnay na
(Irony and Hyperbole)
Pagpapahalaga:
Mapanuring pag-iisip
(Critical thinking
II. LEARNING
feedback. pagsasaliksik
Nakasusulat ng reaksyon
sa isang isyu
Nakagagawa ng isang
blog entry tungkol sa
napanood
Naisasagawa ang pagsali sa
mga usapan at talakayan,
pagkukuwento, pagtula,
pagsulat ng sariling tula atr
kuwento
Nabibigyang-kahulugan
ang kilos ng mga tauhan
sa napakinggang pabula
text heard
F6PN-Ic-19
EN6LC-Ic-2.3.8
EN6LC-Ic-2.3.7
times
EN6LC-Ic-16
Pagbibigay-Kahulugan sa
Kilos ng mga Tauhan sa
Napakinggang Pabula
5. Nasusuri ang mga Describe the .Identify types of orchard
ginawa mg mg appearance and uses of discusses health farms in the country
M6NS-Ic-96.2 makabayang Pilipino uniform and non- appraisal procedures
(community)
The learner divides sa pagkamit ng uniform mixtures. during puberty .Prepares layout design
simple fractions and kalayaan. S6MT-Ia-c-1 H6PH-Ic-20 of an orchard garden
5.1 Natatalakay ang using the information
mixed
kilusan para sa gathered
fractions. sekularisasyon ng
TLE6AG-Oc-3-1.3.1
mga parokya at ang
TLE6AG-Oc-4-1.4
Cavite Mutiny (1872)
5.2 Naipapaliwanag
ang ambag ng
Kilusang
Propaganda sa
pagpukaw ng
damdaming
makabayan ng mga
Pilipino (hal. L Liga
Filipina, Asociacion
Hispano Filipino)
5.3 Natatalakay ang
pagtatag at
paglaganap ng
Katipunan
5.4 Nahihinuha ang
implikasyon ng
kawalan ng pagkakaisa
sa himagsikan/kilusan
at pagbubuo ng
Pilipinas bilang isang
bansa.
Division of Fractions and Sekularisasyon at ang Colloids Propagating trees and
Mixed Numbers Cavite Mutiny fruit trees
Undergoing Health
Appraisal
Procedures (height and
weight
measurement, breast
selfexamination for girls,
hearing
test, vision screening,
scoliosis
test and health and
dental
examinations
RESOURCES
1. References CG- AP6PMK-Ic-5
TG_____
LM_____
1. EASEI Modyul 8
2. Pilipinas Bansang
Papaunlad 6 2000.
Pp179-183,218-220
3. Pilipinas Isang
Sulyap at Pagyakap
(Batayang Aklat) I.
2006.pp123-
126,130-159
4. HEKASI para sa
mga batang
Pilipino 4.2000 pp
244-245
5. Pamana
5.1999pp.114-118
6. Ang Unang
Republika ng
Pilipinas (Philippine
Non-formal
Education
Program) 1998. Pp.
9-16
7. Huwg Kalimutan
Bayani ng Bayan
(Philippine Non-
formal Education
Program) 1998.pp
8-11
8. Ang Bayan Kong
Mahal 4.1999.194-
196
9. Pilipinas Bansang
Pinagpala,
(Batayang
Aklat)4,2000.pp
206-207
10. Pilipinas
Bansang Malaya
(Batayang Aklat)5.
2000.pp 97-102
11. Pilipino
Ako, Pilipinas ang
Bayang Ko,
(Patnubay ng Guro)
5 .1999 pp 65-68
12. Ang Bayan
Kong Mahal 5.
1999 pp. 77-82
13. Pilipinas an
gating Bansa,
(Batayang Aklat)5.
 2000 pp 76-78,80-
90
Pilipino Ako, Pilipinas
ang Bayan ko,
Batayang Aklat 5.
19999. Pp 82 89
2. Teacher’s Lesson Guide in
Guide Pages Elementary English pp.
222-224
3. Learner’s
Materials
Pages
4. Textbook English for All Times OHSP Health 1Q1
Pages Reading p. 145 Module 1 Reading 2 pp.
12-13
2.
EdukasyongPangkatawa
n,Kalusugan,at
Musika I. DepED. Abejo,
Mary Placid Sr. et.
al. 1991. pp.49-50;54-
59;69-71.
5. Additional MISOSA MISOSA Kahulugan ng BEAM LG Grade 6, OHSP TLE Agri-
Materials Matatalinghagang Salita Module 10 Fishery_ Quarter 1&2.
Module No. 3
from
Learning
Resource
(LR) Portal
6. Other Learning 1. EsP DLP, Unang pocket chart, activity cards, Teacher-made worksheets
Resources Markahan, Ikatlong CD, CD Player Videos:
Linggo - Aralin 3: https://youtu.be/hTIQd
Pagyamanin ang Rqh7eg
Mapanuring Pag-iisip, https://youtu.be/4aOVp
pahina 1-7 cBHeNM
2. Maaaring gamitin ang
video sa:
https://www.youtube.co
m/watch?
v=zJcTtetwB0E
3.
http://philosophy.hku.hk/
think/critical/ct.php
4. laptop, projector,
powerpoint presentation na
inihanda ng guro, mga
larawan para sa picture
analysis, manila paper na
may nakaguhit na graphic
organizer, metacards, pentel
pen
7. PROCEDURES
A. Reviewing previous Batiin ang mga mag-aaral Write S in the blank if the Itanong: Picture Equation: Pagpapakilala sa Teacher’s
lesson at itala ang bilang ng mga figure of speech is a Simile, Ano ang nauunawaan sa (Review of multiplying dalawang pangkat Instruction Review previous lesson
pumasok at lumiban. salitang salot? fractions) Students will ng mga pari - Charade. The
M if Metaphor. Then,
Tumawag ng ilang Ipagamit ito sa sariling be grouped into 5. Each Paring Regular at teacher should
write the two things being
 magaaral na magbabasa compared. pangungusap upang group will be given set of Paring Sekular sa prepare terms such
ng isinulat nila sa kanilang A. Her hair looks like the matiyak na naunawaan pictures illustrating pamamagitan ng mixtures,
TALAARAWAN. ito ng mag-aaral? various fractions. What mga larawan homogeneous,
sun’s rays.
the pupils will do is to heterogeneous, salt
1. find the pictures of solution, and other
2. _____ and ______ fractions that will give related terms.
B. The river is like a big the indicated product
crawling snake. when multiplied.
3.
Example: 2/ 3 𝑥 ¾
4. _____ and ______
C. The room was a beehive
of busy boys and girls.
5.
6. _____ and ______
B. Establishing a purpose Sumangguni sa EsP Arrange the jumbled Itanong: Ask the learners: 1. How Paghahambing sa Question of the Types of orchard
for the lesson DLP, words to form a sentence. Paano mo ipinapakita ang did you arrive with your dalawang uri ng day: What do you expect to 1. Seed Orchards
Unang Markahan, pagmamalasakit sa answer in each one? pangkat ng mga pari sa learn in our lesson ? According to the Food
1. mountain is a Mother
Ikatlong kapuwa? 2. How do we multiply pamamagitan ng Venn Gelatin is said to be a and Agriculture
Linggo - Aralin 3, pahina dishes of washing. Hayaang magbahagi ng fractions and mixed diagram mixture. What kind of Organization of the
2. 2. brain size a He pea of karanasan ang magaaral. numbers? mixture is it? United Nations, seed
has. 3. In what instances do we orchards focus primarily
3. me over You the feather need to divide fractions
on growing trees that
and mixed numbers?
knocked. produce seeds rather
Marie nobody is kind so be than nuts or fruit. These
friends her that. seeds are then sold to
commercial distributors
for resale to the public in
small seed packets. They
may also be sold to large
agricultural facilities or
used for food
production. Seed
orchards can further be
divided into two
categories based on how
they are established. In a
seedling orchard, trees
are selected through
controlled pollination. In
a clonal seed orchard,
seeds are distributed
through methods such as
cutting and tissue
culture, resulting in an
easier harvest overall.
2. Nut Orchards
Nut orchards include a
large variety of facilities
that produce nut-bearing
trees. These include
orchards that grow
popular nuts like pecans,
cashews, walnuts and
almonds. This category
 also includes cocoa and
chocolate-producing
nuts, as well as coconuts.
Some orchard owners
produce pine trees for
their edible pine nuts.
Orchards that focus on
this type of pine
production also fall
under this category.
3. Fruit Orchards
Fruit orchards include
any facility focused on
growing tree-bearing
fruits. Some popular
options include apples,
olives, dates and figs.
Citrus trees, such as
those bearing lemons,
limes or oranges, may be
grown all together in
large citrus orchards, or
individually in smaller
facilities. Plantations that
grow fruit-bearing
bushes generally don't
fall under this category.
These include berries
and other fruits not
grown on trees.

C. Presenting Sumangguni sa EsP DLP, Listening to a radio broad Sabihin ang pamagat ng Give an overview on Pagpapakita ng Teacher’s Game: Balloons Popping
examples / Unang Markahan, Ikatlong casting. kuwentong babasahin at dividing fractions through larawan ng tatlong Instruction Divide the class into four Inside the balloons a
Linggo - Aralin 3, pahina 2 itanong: video presentation. Direct paring martyr. Picture Analysis. word of types of orchard.
instances of Bakit hindi solution: Pagkilala sa mga tao at The teacher should Each member of the
(Picture Analysis). The pupils will say
the new nagkasundo ang (https://youtu.be/hTIQ kaganapan tungkol sa prepare various group will perform something about the
lesson dalawang pangkat ng dRqh7eg) Using bar larawan sa pictures of colloids Health Appraisal word that he get.
mga daga? model: pamamagitan ng such as milk, Procedures:
(https://youtu.be/4aOV pagkalap ng mga datos cheese,  height and
pcBHeNM) gamit ang mga mayonnaise, gelatin weight
downloaded and more. measurement
materials na inihanda  breast self
ng guro Guide Question : examination for
girls
What is common  hearing test
among these
 vision screening
pictures?
 scoliosis test
and
health and dental
examinations
D. Discussing new Group the class into four. Basahin nang Think-pair-share: Using Pagtatalakay sa mga Teacher’s This time, we are going
concepts and Give them activity card. malakas ang “At bar models, divide the pangyayaring Instruction to have an activity on
Nalunod ang mga following fractions. nagbigay daan sa Activity 3.1 “Crazy how to
practicing new Let them answer and
Salot,” pp. 3 – 4. 1. 8 ÷ 1/2 pagbuo ng Kilusan Colloid”.
skills #1 compare their work. 2. 5/6 ÷ 3 bunga ng layout .sample picture
 3. 4/6 ÷ 1/3 Sekularisasyon at using projector
4. 3 1/2 ÷ 1/3 Cavite Mutiny sa
5. 1/5 ÷ 2 1/5 pamamagitan ng
pangkatang pagbuo ng
Fact-storming web
E. Discussing new Say: Listen attentively. As I Balikan ang hinuha ng Collaborative Activity: The Pag-uulat sa klase. Group activities:
concepts and read the sentence, tell mag-aaral bago basahin class will work on this Each group will make a
ang kuwento. activity in groups. “Follow layout on orchard using
practicing new whether if its irony o
Isa-isahin ang mga ito at Me” Complete instruction soft drink straw, matches
skills #2 hyperbole. sabihin kung nangyari ba sa and activity sheets could be stick, used newspaper,
kuwento o hindi. found in BEAM LG Gr. 6 and ice drop stick
Module 10 pp. 22-28 Group 1 – soft drink
straw
Group II- matches stick
Group III- used
newspapers
Group IV- ice drop stick
F. Developing Listening through CD and Sino si Dagambu? Individual Activity: Find Palitang-kuro sa Group presentation
Mastery CD player. Paano siya naging pinuno each quotient. pamamagitan ng
ng mga dagang bukid? 1. 5/8 ÷ 2/3 Buzz session
(Leads to Formative Pupils will listen carefully.
Anong ginagawa ng mga 2. 3 1/3 ÷ 2/5
Assessment 3) Then, answer the given dagang bukid sa 3. 5 3/5 ÷ 4
questions. taniman? Tama ba ito? 4. 4 1/2 ÷ 2 1/3
Bakit hindi? Bakit nag-away 5. 7/9 ÷ 2 3/4
ang pangkat ng mga dagang
bukid at dagang lungsod?

Sino-sino ang tauhan sa

napakinggang kuwento?
Ano ang ikinilos ng bawat
isa?
Ano ang mensaheng
hatid ng ikinilos ng bawat
isa?

G. Finding Practical Cite examples of irony and Kung ikaw si Ask: In your everyday life, Pagsulat ng isang In doing those activities
applications of concepts hyperbole. Metromaws, gagawin mo how can the concept of sanaysay tungkol sa what should we
rin ba ang kaniyang dividing fractions be nagawa ng consider?
and skills ginawa? Pangatwiranan helpful to you? Explain the Sekularisasyon at
mo ang iyong sagot. reason of saying so. Cavite Mutiny sa
Ano ang kahalagahan ng pagbangon ng
pagkakaroon ng damdaming
pagmamalasakit sa makabayan ng mga
kapuwa? Pilipino
Paano mo ipinakikita ang
pagmamalasakit sa iyong
kapuwa?
A. H. Making What is irony and Anong magandang aral ang “How do we divide a Paano nakaapekto ang Teacher’s What did you do ? What are the types of an
generalizations and hyperbole? natutuhan mo sa kuwento? whole number by a paggarote sa tatlong Instruction orchard?
fraction? a fraction by pari sa pagusbong ng Four Corners. Using
abstractions about the another fraction? a makabayang Think-Look-Share, How are going to to
lesson mixed number by a damdamin ng mga the students will be layout your orchard?
fraction? a mixed Pilipino? asked for what they
number by a whole? learned in the
mixed numbers? a activity. Next, they
Fraction by a mixed need to find similar
number? answers to the
 question. Then, they
need to group
themselves in the
corners of the room.
Finally, the groups
will explain/share.

I. Evaluating Learning Draw a triangle ( ) in the Refer to worksheet No. 1 Malayang This is based on the Enumerate the type of
blank if the sentence is pagpapahayag ng activity sheet. orchard and prepare
saloobin tungkol sa your layout in an
irony and square ( ) if it is
sekularisasyon at orchard.
hyperbole. Cavite Mutiny sa
1. I really enjoy her pamamagitan ng
company but I can’t go sanaysay
with her anymore.
2. He’s so hungry that he
could eat a house.
3. Mother is washing a
mountain of dishes.
4. Marilou is so kind that
nobody befriends her.
5. He’s such a poor fellow
he could eat dish.

J. Additional activities for Read the poem “The Child Paggawa ng poster na If you were given a
application or in Me”. Pick out the nagpapakita na ang personal budget by your
sekularisasyon at parents more than what
remediation figurative languages that
Cavite Mutiny ang
are found in the poem. you really need, how will
naging dahilan ng you spend it?
pagbuo ng mga
kilusan tungo sa
pagkakamit ng
kalayaan
V. REMARKS
VI. REFLECTION
A. No. of learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners ___ of Learners ___ of Learners who ___ of Learners who
earned 80% in the earned 80% above earned 80% above earned 80% above earned 80% above who earned 80% who earned 80% earned 80% above earned 80% above
evaluation above above
B. No. of learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners ___ of Learners ___ of Learners who ___ of Learners who
require additional require additional require additional require additional require additional who require who require require additional require additional
activities for activities for activities for activities for activities for additional additional activities for activities for
remediation remediation remediation remediation remediation activities for activities for remediation remediation
remediation remediation
C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work? No. ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners ____ of Learners ____ of Learners who ____ of Learners
of learners who caught up the lesson caught up the lesson caught up the lesson caught up the lesson who caught up who caught up caught up the lesson who caught up the
have caught up the lesson the lesson lesson
with the lesson
D. No. of learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners ___ of Learners ___ of Learners who ___ of Learners
continue to require continue to require continue to require continue to require continue to require who continue to who continue to continue to require who continue to
 remediation remediation remediation remediation remediation require require remediation require remediation
remediation remediation
E. Which of my Strategies used that Strategies used that Strategies used that Strategies used that Strategies used Strategies used Strategies used that Strategies used that
teaching strategies work well: work well: work well: work well: that work well: that work well: work well: work well:
worked well? Why ___ Group ___ Group ___ Group ___ Group ___ Group ___ Group ___ Group ___ Group
did these work? collaboration collaboration collaboration collaboration collaboration collaboration collaboration collaboration
___ Games ___ Games ___ Games ___ Games ___ Games ___ Games ___ Games ___ Games
___ Answering ___ Answering ___ Answering ___ Answering ___ Answering ___ Answering ___ Answering ___ Answering
preliminary preliminary preliminary preliminary preliminary preliminary preliminary preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/ activities/ activities/exercises activities/exercises
___ Carousel ___ Think-Pair-Share ___ Think-Pair-Share ___ Think-Pair-Share exercises exercises ___ Think-Pair-Share ___ Think-Pair-
___ Think-Pair-Share (TPS) (TPS) (TPS) ___ Think-Pair- ___ Think-Pair- (TPS) Share (TPS)
(TPS) ___ Differentiated ___ Role ___ Differentiated Share (TPS) Share (TPS) ___ Differentiated ___ Differentiated
___ Differentiated Instruction Playing/Drama Instruction ___ Differentiated ___ Differentiated Instruction Instruction
Instruction ___ Role ___ Discovery Method ___ Role Instruction Instruction ___ Role ___ Role
___ Role Playing/Drama ___ Lecture Method Playing/Drama ___ Role ___ Role Playing/Drama Playing/Drama
Playing/Drama ___ Discovery Why? ___ Discovery Playing/Drama Playing/Drama ___ Discovery ___ Discovery
___ Discovery Method ___ Complete IMs Method ___ Discovery ___ Discovery Method Method
Method ___ Lecture Method ___ Availability of ___ Lecture Method Method Method ___ Lecture Method ___ Lecture Method
___ Lecture Method Why? Materials Why? ___ Lecture ___ Lecture Why? Why?
Why? ___ Complete IMs ___ Pupils’ eagerness ___ Complete IMs Method Method ___ Complete IMs ___ Complete IMs
___ Complete Ims ___ Availability of to learn ___ Availability of Why? Why? ___ Availability of ___ Availability of
___ Availability of Materials ___ Group member’s Materials ___ Complete IMs ___ Complete IMs Materials Materials
Materials ___ Pupils’ eagerness Cooperation in ___ Pupils’ eagerness ___ Availability of ___ Availability of ___ Pupils’ eagerness ___ Pupils’
___ Pupils’ eagerness to learn doing their tasks to learn Materials Materials to learn eagerness to learn
to learn ___ Group member’s ___ Group member’s ___ Pupils’ ___ Pupils’ ___ Group member’s ___ Group
___ Group member’s Cooperation in doing Cooperation in eagerness to eagerness to Cooperation in member’s
Cooperation in their tasks doing their tasks learn learn doing their tasks Cooperation in
doing their tasks ___ Group ___ Group doing their tasks
member’s member’s
Cooperation in Cooperation in
doing their tasks doing their tasks
F. What difficulties __ Pupils’ __ Pupils’ __ Pupils’ __ Pupils’ __ Pupils’ __ Pupils’ __ Pupils’ __ Pupils’
did I encounter behavior/attitude behavior/attitude behavior/attitude behavior/attitude behavior/attitude behavior/attitude behavior/attitude behavior/attitude
which my principal __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
or supervisor can __ Unavailable __ Unavailable __ Unavailable __ Unavailable __ Unavailable __ Unavailable __ Unavailable __ Unavailable
help me solve?
Technology Technology Technology Technology Technology Technology Technology Technology
Equipment Equipment Equipment Equipment Equipment Equipment Equipment Equipment
(AVR/LCD) (AVR/LCD) (AVR/LCD) (AVR/LCD) (AVR/LCD) (AVR/LCD) (AVR/LCD) (AVR/LCD)
__ Additional Clerical __ Additional Clerical __ Additional Clerical __ Additional Clerical __ Additional __ Additional __ Additional Clerical __ Additional
works works works works Clerical works Clerical works works Clerical works
G. What innovative or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Planned Planned Innovations: Planned
localized materials __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos Innovations: Innovations: __ Localized Videos Innovations:
did I use/discover __ Making big books __ Making big books __ Making big books __ Making big books __ Localized __ Localized __ Making big books __ Localized Videos
which I wish to from from from from Videos Videos from __ Making big
share with other views of the views of the views of the locality views of the __ Making big __ Making big views of the books from
teachers? locality locality __ Recycling of plastics locality books from books from locality views of the
__ Recycling of __ Recycling of to be used as __ Recycling of views of the views of the __ Recycling of locality
plastics to be used as plastics to be used as Instructional Materials plastics to be used as locality locality plastics to be used as __ Recycling of
Instructional Instructional __ local poetical Instructional __ Recycling of __ Recycling of Instructional plastics to be used
Materials Materials composition Materials plastics to be plastics to be Materials as Instructional
__ local poetical __ local poetical __ local poetical used as used as __ local poetical Materials
composition composition composition Instructional Instructional composition __ local poetical
Materials Materials composition
__ local poetical __ local poetical
composition composition