GRADE 1 to 12 School Grade Level 6

DAILY LESSON LOG Teacher Subject: ENGLISH

Date Quarter 1 – WEEK 7-8

OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content Standard The learner listens critically; The learner listens critically; The learner listens critically; The learner listens critically; The learner listens
B. Performance communicates feelings and communicates feelings and ideas communicates feelings and communicates feelings and critically; communicates
Standard feelings and ideas orally
ideas orally and in writing orally and in writing with a high ideas orally and in writing with ideas orally and in writing
with a high level of level of proficiency; and reads a high level of proficiency; and with a high level of and in writing with a
high level of
proficiency; and reads various reads various proficiency; and reads
proficiency; and reads
various text types materials to serve text types materials to serve various various
text types materials to serve learning needs in meeting a wide learning needs in meeting a text types materials to serve text types materials to
learning needs in meeting a range of life’s purposes. wide range of life’s purposes. learning needs in meeting a serve learning needs in
wide range of life’s purposes. wide range of life’s meeting a wide range of
purposes. life’s purposes.
C. Learning Analyze the characters used Analyze the characters used in Analyze the setting used in Analyze the setting used in
Competency/ in print, non- print, and print, non- print, and digital print, non- print digital materials print, non- print digital
Objectives
digital materials (age and materials (age and gender, race and (Urban or Rural; materials (Urban or Rural;
Write the LC code for gender, race and nationality, nationality, attitude and behavior). Affluent or Poor) Affluent or Poor)
each. attitude and behavior).
II. CONTENT Analysis of Characters Analysis of Characters Used in Setting Used in Print, Non-
Setting Used in Print, Non-
Used in Print, Non-Print Print, Non-Print and Digital
Print and Digital Materials
Print and Digital WEEKLY TEST
and Digital Materials Materials Materials
III. LEARNING
RESOURCES
A. References K-12 MELC- p.136 K-12 MELC- p.136 K-12 MELC- p.136 K-12 MELC- p.136 K-12 MELC- p.136
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional ADM / PIVOT 4A Modules ADM / PIVOT 4A Modules ADM / PIVOT 4A Modules ADM / PIVOT 4A Modules ADM / PIVOT 4A
Materials from Modules
Learning
Resource (LR)
portal
B. Other Learning Laptop, Audio-visual Presentation Laptop, Audio-visual Presentation Laptop, Audio-visual Presentation Laptop, Audio-visual Laptop, Audio-visual
Resource Presentation Presentation
III. PROCEDURES
A. Reviewing Examine the following pictures. Identify Recall past lesson Recall past lesson Recall past lesson
previous lesson or the type of set-up that it shows. Write A WEEKLY
presenting the new if
it is structured or built in a studio or B if
TEST
lesson
it is on location. Write your answer in
your notebook
B. Establishing a Let us learn about Analysis of
purpose for the Characters Used in Print, Non-Print
lesson and Digital Materials.
C. Presenting Here are pictures of famous fairy tale
characters. Write one description of his/her
examples/ instances attitude and/or physical attributes based on the
of the new lesson movie or book he/she starred. Pick out your
answers from the box. Not all descriptions fit
them.
D. Discussing new Read the story with understanding.
concepts and Then, fill out the table with the
practicing new needed
skills #1 information insofar as analyzing the
characters are concerned.
The Tale of the White Squash
Maximo D. Ramos
There once lived a couple who had a squash
plant that gave them food to eat every
day. Despite being childless both were happy
for they liked nothing so much as boiled
squash for dinner.
One day they discovered that they had eaten
their last squash. They waited
patiently but no new fruit came. Oh God! They
prayed for some more squash fruit. Not
long after, a white squash appeared. They were
astonished for it was the first white squash
they had ever seen. The couple could hardly
Let us learn about Analysis of Characters
Used in Print, Non-Print and Digital
Materials.
Read the story and answer the
questions that follow.
The Monkey and the Turtle
A monkey, looking very sad and dejected,
was walking along the bank of the river
one day when he met a turtle.
"How are you?" asked the turtle, noticing
that he looked sad.
The monkey replied, "Oh, my friend, I am
very hungry. The squash of Mr. Farmer
were
all taken by the other monkeys, and now I
am about to die from want of food."
"Do not be discouraged," said the turtle;
"take a bolo and follow me and we will
steal
some banana plants."
So they walked along together until they
We will be able to analyze and give the characters and setting
of the
story in print, the same way in non-print and digital materials.
Characters - refer to the people or Continue explaining the concept.
animals involved in a story. They are
categorized as
major or minor characters and are
analyzed through their age, gender,
race,
nationality, behavior and attitude.
Directions: Read the story and answer the questions that follow.
Carlo was a shy boy who did not find easy to make friends. He could not run as fast as
the other boys because one of his legs as limp. Also, Carlo was near-sighted and could
not see very far. So, the other boys made fun of him. He was also excluded from their
games.
One day, the boys decided to swim and fish in the river. Even though they did not want
Carlo to tag along, he managed to tail behind. Since he did not know how to swim,
Carlo
walked along the river’s edge until he reached a forested area. There he rested and feel
asleep. He had a long dream.
To his purpose, he found himself in a strange, bright place. It was as if light embraced
him and he felt energized by it. Suddenly, the light was gone.
Carlo woke from his dream. He could see everything clearly, as if every detail of his
beautiful surroundings were magnified for him own eyes to appreciate. Rising, he
discovered
himself standing firmly on both feet. He could even walk without a limp.
Excited and joyful, Carlo ran towards the other boys, exclaiming, “I am cured, I am
cured!”
 wait for the fruit to ripen as soon as
it was big enough, the husband said; “Wife,
pick the fruit.”
Before she opened it, she heard a voice from
coming from inside the squash. “Please
don’t hurt me” said the voice.
“Husband”, cried the woman. “Come here
because this squash can talk”
“Don’t be a fool”, replied her husband. “At
your age you ought to know that no squash
would talk”.
“But please do not hurt me”, said the voice.
Upon hearing it, the man took the knife
himself and carefully cut the fruit open.
Suddenly, right there, in front of them, came
out from the squash a beautiful baby. It stood
up and smiled.
“Thank you for letting me out”, said the baby.
After recovering from her astonishment, the
wife proceeded to fetch water from the well.
She spread a mat on the floor and laid the baby
on it. She started to bathe the baby, but
to her surprise, the water splashed on the
baby’s body. It rolled down to the mat and
became a sparkling piece of gold.
Gazing at the treasure, the husband said, “We
now have enough money to buy land”.
found some nice plants which they dug up,
and then they looked for a place to set them.
Finally the monkey climbed a tree and
planted
his in it, but as the turtle could not climb he
dug a hole in the ground and set his there.
When their work was finished they went
away, planning what they should do with
their
crop. The monkey said: "When my tree
bears fruit, I shall sell it and have a great
deal of
money."
And the turtle said: "When my tree bears
fruit, I shall sell it and buy three varas of
cloth
to wear in place of this cracked shell."
A few weeks later they went back to the
place to see their plants and found that that
of
the monkey was dead, for its roots had had
no soil in the tree, but that of the turtle was
tall
and bearing fruit.
"I will climb to the top so that we can get
the fruit," said the monkey. And he sprang
up
the tree, leaving the poor turtle on the
ground alone.
"Please give me some to eat," called the
turtle, but the monkey threw him only a
green
one and ate all the ripe ones himself.
When he had eaten all the good bananas,
the monkey stretched his arms around the
tree and went to sleep.
The turtle, seeing this, was very angry and
considered how he might punish the thief.
Having decided on a scheme, he gathered
Vocabulary:
limp – to walk favoring one leg
near-sighted – able to see near things more clearly than distant ones
tail behind - follow
forested – a dense growth of trees
magnified – became greater or bigger
cured – healed
Questions:
1. Who is the main character of the story?
A. a fairy named Diwata B. a boy named Carlo
B. a group of boys D. the trees in the forest
2. Where did the story happen?
A. In a place along a river B. In a crowded city
B. In a sandy beach D. In the woods
3. What is the idea or concept presented in the story?
A. The boys need to rest after the heavy exercise
B. Dreams can come true
C. We should not make fun of person with physical defects
D. Person with disabilities needs appreciation
4. Which is the climax of the story?
A. Carlo followed the other boys to the river
B. Carlo had a long dream about a bright light
C. Carlo discovered he could walk without a limp and see clearly
D. Carlo has positive outlook in life
5. How did the story end?
A. Carlo was able to swim in the river.
B. Carlo was healed.
C. Other boys made fun of Carlo
D. Other boys were punished of the things they did for Carlo.
(6-10) Arrange the events as they happened in the story. Write A, B, C, D, and E.
_____6. Carlo tailed the other boys to the river.
_____7. While he slept, he dreamed of being energized by light
_____8. He ran to the others and shouted the good news
_____9. Carlo discovered that his limp and nearsightedness were gone
_____10. He walked along the river’s edge and found a resting place
 E. Discussing new The items below will help
concepts and you analyze the story better.
practicing new
skills #2 Read with understanding
and answer the questions that
follow. Write the letter of the
correct answer.
1. The couple were very poor
that they
A. ate only squash for their
meals B. had no land to till
F. Developing
C. were childless D. live in
mastery (leads to
Formative the forest
Assessment 3) 2. One day they became sad
because
A. They had no child at all.
B. Their squash plant
withered and died.
C. God did not listen to their
prayers. D. They had eaten
the last squash.
3. All of the statements below
are true about the couple,
EXCEPT that they
A. prayed to God for a child
B. were poor but very happy
C. discovered a squash with a
baby inside D. bathe the baby
4. Which of the following is
NOT TRUE about the baby?
A. It came out of the squash.
B. It cried when the lady was
about to open the squash.
C. It grew to be a handsome
man.
D. It became gold.
5. What attitude of the
husband was revealed when
he said,” We now have
enough
money to buy land.”
A. lazy B. ambitious C. hard
some sharp bamboo which he stuck all
around under the tree, and then he
exclaimed: "Crocodile is coming! Crocodile
is coming!"
The monkey was so startled at the cry that
he fell upon the sharp bamboo and was
killed. Then the turtle cut the dead monkey
into pieces, put salt on it, and dried it in the
sun. The next day, he went to the mountains
and sold his meat to other monkeys who
gladly gave him squash in return. As he was
leaving them he called back: "Lazy fellows,
you are now eating your own body; you are
now eating your own body."
Then the monkeys ran and caught him and
carried him to their own home. "Let us take
a hatchet," said one old monkey, "and cut
him into very small pieces."
But the turtle laughed and said: "That is just
what I like. I have been struck with a
hatchet many times. Do you not see the
black scars on my shell?"
Then one of the other monkeys said: "Let us
throw him into the water." At this the turtle
cried and begged them to spare his life, but
they paid no heed to his pleadings and
threw
him into the water. He sank to the bottom,
but very soon came up with a lobster.
The monkeys were greatly surprised at this
and begged him to tell them how to catch
lobsters.
"I tied one end of a string around my
waist," said the turtle. "To the other end of
the
string I tied a stone so that I would sink."
The monkeys immediately tied strings
around themselves as the turtle said, and
when
all was ready they plunged into the water
never to tome up again.
And to this day monkeys do not like to eat
meat, because they remember the ancient
story.
 working D. both B and C
G. Finding practical
Directions: Read this story
application of and answer the
concepts and skills
in daily living comprehension check up in
your notebook:
Directions: The questions below will
make you understand the story better.
Answer
them by writing the letter of the correct
answer.
1. What made the lion very angry with
the mouse?
A. It jumped noisily in front of the
sleeping lion.
B. It awakened the sleeping lion.
C. It bit the lion’s tail.
D. It cried and cried of hunger.
2. Which of the following human
qualities has the lion shown?
A. political B. nature-loving
C. forgiving D. strong
3. The story proves that both the lion and
the mouse can _______________.
A. live in the forest B. not exist with
human beings
C. live in harmony in one place D. eat a
bountiful meal
4. The qualities of the lion and the
mouse suggest that …
A. people can also relate well with one
another despite differences
B. we all need to nurture our natural
resources especially in forests
C. we should not be afraid of lions and
mice, no matter what
D. lions and mice are capable of loving
other animals in the forest
Questions:
1. How old, most likely, were
Monkey and Turtle, the main
characters of the story?
A. 3-4 B. 5-6 C. 7-8 D. 9-10
2. From what country did the story
originate?
A. Philippines B. Malaysia C. India
D. China
3. Which of the following does
NOT prove the country of origin of
the story?
A. clothing of the characters B.
linguistic accent
C. actions and belief D. colourful
setting
4. Where did all the bananas of the
Monkey and the Turtle go?
A. sold to the market B. eaten by
the turtle
C. given to all the children D.
buried in his farm
5. What characteristic did the
monkey show?
A. business-minded B. hard
working
B. clever D. service-oriented
Directions: Focus on the story then answer the questions
that follow.
Joshua loved to tinker with gadgets and create many things Directions: Watch your
out of junk. For this
reason, his father built him a small room at the top of the favorite teleserye, “Ang
garage where Joshua could engage
in his hobby without messing up the house. Joshua dreamed Probinsyano.” Who among
that one day he would build a
robot, a robot that would help him create another useful the
robot.
One day, his father made him heir to an old but still usable characters do you like most?
computer. Imaginative
Joshua suddenly realized he was one step near his dream.
Why? Write your answer in
Restless and excited, he
dismantled the computer and examined all its parts. All
your notebook.
summer and more months afterwards,
he devoured all information he could get hold of about
computers.
One day, he simply pierced back together an old toy robot
and attached a microchip
inside its metal head. Viola! He had an operative robot.
Now, he thought, it was him to teach
robot to build other useful robots.
Questions:
1. Who is the main character of the story?
A. Junjie B. Joshua C. Jose D. Junrey
2. Who is the secondary character?
A. mother B. father C. robot D. computer
3. Where did the story happen? Is it an urban or rural
community?
A. At the junkyard B. At the small room
C. At the Science room D. At the top of a garage
4. When did the story happen?
A. During noon break B. During night time
C. During summer and after D. During weekend
5. What character trait does the main character possess?
A. Adventurous B. Imaginative C. Playful D. Boastful
6. Why did father decide to build a small room on top of
the garage?
A. To avoid accident B. To avoid messing up the house
C. To avoid friends from coming in D. To avoid wasting
materials
7. How did the character come up with an operative robot?
A. By attaching a battery on its head
B. By inserting a microchip on its metal head
C. By removing a piece of metal from a robot’s head
D. By adding more tools on a robot’s head
8. What did the character do with their old but usable
computer?
A. He sold it B. He neglected it
C. He dismantled it D. He put it in the corner of the garage
9. What is the climax of the story?
A. Joshua’s father gave him an old computer
B. Joshua learned everything about computer
C. Joshua created a functioning robot
D. Joshua planned of buying new robot
10. What is the ending of the story?
A. Joshua is about to train his new robot to train other
robots
B. Joshua is thinking of selling his robot
C. Joshua is dismantling another computer
D. Joshua became famous
 H.Making
generalizations
Remember this:
and abstractions Character  refers to the people or animals involved in the story.
about the lesson
Age
Gender
Race
Nationality
Attitude
I. Evaluating Directions: Write the letter of the correct
answer on your notebook.
learning 1. Which of the following is not an example of
a print text?
A. letter B. film
C. stage play D. delivery of a speech
2. Which of the following is an example of a
non- print text?
A. poem B. email
C. essay D. movie
3. The newspaper is an example of
A. print text B. non-print text
C. digital material D. Both B and C
4. Which of the following terms denote the
author’s collective description of the
personality, habits, likes and dislikes of the
characters in the story?
A. character flaws B. character traits
C. character details D. cartoon characters
5. Realizing the young girl couldn’t swim, the
onlooker dove into the cold, dark
water to save her. Which one best describes
the onlooker?
A. brave B. proud
C. angry D. athletic
6. Jenny has never been scared of anyone, yet
she could not look at the teacher in
the eyes after the latter has caught her telling a
lie. Jenny is …
A. class bully B. avoiding the teacher.
C. guilty of an act D. afraid of a failing grade
7. As soon as Nenita woke up on a Saturday,
she made her bed and then cooked
breakfast for her family. She swept the floor
and then watered the plants. How
would you describe Susie?
A. thrifty B. hard working
C. honest D. embarrassed
8. Which of the following takes place within
the mind of a character? The character
then struggles to make a decision, or take an
 refers to the length of time a person or a
thing has lived or existed
 refers the sexual category (male or
female)
 is a group of humans based on shared
physical or social qualities
into categories generally viewed as
distinct by society
 is the status of belonging to a particular
nation
 is a settled way of thinking or feeling
about someone or something,
typically one that is reflected in person’s
behaviour.
Directions: Read the story, “A
Father and His Sons” and
answer the questions about the
story on your notebook.
A Father and His Sons
Luke 15:11-32
Questions:
1. What is the country of origin of
“A Father and his Sons” story?
A. Japan B. Philippines C. Greece
D. Jerusalem
2. Which of the following does
NOT indicate the country of origin?
A. clothing of the characters B.
linguistic accent
C. presence of the sage D. the
Directions: Read it carefully and answer the
questions that follow.
A Lesson in the Farm
One day, the Science Class of Mrs. Ferrer had a
trip to the farm to observe the different
living things in the river, in the meadows and in
the rice field. They were grouped into three
and assigned to particular areas to be observed.
The members of each group helped one another in
identifying living things in their
assigned area. They were surprised to see the ants
that stop when they meet their way while
storing food for their colony. They seemed talking
with each other and then continued moving
on their way. Also, they looked and smiled at one
another, “They are like people who greet
each other when they meet at the street,” said Luis.
“And the best thing in them is that they helped one
another in storing their food for the
rainy days,” informed Mrs. Ferrer.
“Like us Ma’am, we also help one another to make
our work easier and lighter,” replied
the children.
Questions:
1. Where did the Science class go?
A. to the beach B. to the mall C. to the farm D. to
the garden
2. Why did they go to the farm?
A. to pick flowers B. to dig holes C. to observe
living things D. to cut trees
3. How did they identify living things?
A. by helping each other B. by guessing
C. by capturing D. by playing
4. What did they see that struck their attention?
A. The ants seemed to be talking to each other
before continuing their way
B. The animals in the meadow
C. The birds on the branches of trees
D. The flowers in the garden
5. Why do ants likened to people?
A. They help one another in making work easier
Directions: Read the following selection and
answer the questions below:
Jose had used his old computer and old toy
robot to create EX-TRA, his first real and
really working robot. Now, Jose wanted to
train EX-TRA to build other robots. For this,
Jose
needed another computer and a new toy
robot. So, he pestered his father once more.
The elder Jose challenged his son to
demonstrate the things that EX-TRA could
do. It
was a big challenge indeed, for EX-TRA
was proud and stubborn robot. Sometimes,
he would
do as Jose wished, but most of the time, he
would not.
This is what Jose decided to do instead. He
told his father that if he did not provide
him another computer and another toy robot,
he would dismantle EX-TRA. Then he
would
send back the pieces of the old computer to
his father.
What could Jose Sr. do? He did not want his
office turned into a shop full of Jose’s
junk.
So, he said, “Son, if do that, I will send you
to a ballet class!”
Jose was terrified. He rushed back to his
little room at the top of the garage.
Questions:
1. What is the major idea or concept
presented?
A. We cannot have all that we want.
B. One robot is better than none at all.
C. Ballet dancing is not good for little boys.
D. Old computers can be recycled.
2. Who is the main character?
A. Jose B. Robot C. Father D. EX-TRA
 action or overcome a feeling. and lighter 3. Where did the story happen?
A. Irony B. Internal conflict
workaholic monster B. They live in colony A. At a machine shop B. In a robot factory
C. External conflict D. Personification 3. What kind of person was the C. They store food during rainy days C. In a home of a rich family D. At the
9. Rosa always cared for plants and animals. D. They feed their young with dust backyard
One day she noticed that the plants son? 4. What is the climax?
outside of their house almost withered for lack A. full of vices B. lazy C. A. Jose beat and tortured EX-TRA for being
of water. She immediately got a stubborn
pail and a dipper, fetched water from the well, industrious D. both A and B B. The elder Jose threatened to send his son
then watered the plants. What 4. In what particular situation did to a ballet school
attitude of Rosa is shown here? C. Jose returned to his room at the garage
A. observant B. conscientious the son realize his wrongdoing? D. Old computer can be recycled
C. truthful D. strong 5. What is the ending of the story?
10. Due to the policy on home quarantine,
A. laziness B. hopelessness C. A. Jose gave in to his father
everyone was forced to stay inside the success D. stubbornness B. Jose went to his mother for help
house especially those below 21 and above 59; C. Jose sent EX-TRA to a junk shop
however, Stephanie, 12, and her 5. How does the story regard the D. Jose’s robots were sold
friends in the neighbourhood would always go male gender character? 6-10. Arrange the events in order as they
out after lunch to play in the appear in the story. Write A, B, C, D, E.
backyard and shouting at the top of their A. can work in the field B. major ____6. Jose rushed back to his room at the
voices, despite reminders from their decision maker top of the garage
parents. What attitude do they show? What ____7. Jose needed another computer and a
kind of children are they? C. rumour monger D. lives in the new robot
A. happy-go-lucky B. hard-headed ____8. Jose will be sent to a ballet class
C. teenagers D. playful
field all day ____9. The father challenged his son to
demonstrate what EX-TRA could do
____10. EX-TRA was a proud and stubborn
robot.
J. Additional
activities for
application or
remediation
IV. REMARKS
V. REFLECTION
A..No. of learners ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who
who earned 80% in above ___ of Learners who earned 80% above above earned 80% above
the evaluation
B.No. of learners ___ of Learners who require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who
who require additional activities for remediation activities for remediation activities for remediation additional activities for require additional activities
additional activities remediation for remediation
for remediation
who scored below
80%
C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work?
No. of learners who ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who
have caught up with lesson lesson the lesson caught up the lesson
the lesson
D. No. of learners ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who
who continue to require remediation remediation require remediation require remediation continue to require
require remediation remediation
E. Which of my Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
teaching strategies ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration well:
worked well? Why ___ Games ___ Games ___ Games ___ Games ___ Group collaboration
did these work? ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Games
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Solving
 activities/exercises
___ Carousel
___ Diads
___ 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 __ Bullying among pupils
did I encounter __ Pupils’ behavior/attitude
which my principal __ Colorful IMs
or supervisor can __ Unavailable Technology
help me solve? Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
G. What innovation Planned Innovations:
or localized __ Localized Videos
materials did I __ Making big books from
use/discover which I views of the locality
wish to share with __ Recycling of plastics to be used
other teachers? as Instructional Materials
__ local poetical composition
activities/exercises activities/exercises activities/exercises Puzzles/Jigsaw
___ Carousel ___ Carousel ___ Carousel ___ Answering
___ Diads ___ Diads ___ Diads preliminary
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) activities/exercises
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Carousel
Poems/Stories Poems/Stories Poems/Stories ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Think-Pair-Share
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama (TPS)
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Rereading of
___ Lecture Method ___ Lecture Method ___ Lecture Method Paragraphs/
Why? Why? Why? Poems/Stories
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Differentiated
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials Instruction
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Role Playing/Drama
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Discovery Method
doing their tasks doing their tasks in ___ Lecture Method
doing their tasks Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
Cooperation in
doing their tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’
__ Colorful IMs __ Colorful IMs __ Colorful IMs behavior/attitude
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Colorful IMs
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Unavailable
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ Technology
Internet Lab Internet Lab Internet Lab Equipment
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical
works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be __ Recycling of plastics to
Instructional Materials Instructional Materials used as Instructional Materials be used as Instructional
__ local poetical composition __ local poetical composition __ local poetical composition Materials
__ local poetical
composition