GRADES 5 School: Grade Level: V-2

DAILY LESSON LOG Teacher: Learning Area: ENGLISH

Teaching Dates
and Time: Quarter: 2ND QUARTER

H
O
L
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IA
I.OBJECTIVES

D
A.Content Standards
The learner demonstrates The learner demonstrates The learner demonstrates The learner

Y
understanding of various verbal understanding of text elements command of the conventions of demonstrates
elements in orally communicating to comprehend various texts. standard English grammar and understanding of the
information. usage when writing. various forms
The learner demonstrates The learner demonstrates and conventions
understanding that words are com- understanding of different materials to critically
posed of different parts to know that formats analyze
their meaning changes to write for a variety of the meaning
depending in context audiences and purposes constructed in print,
non-print, and
digital materials
B.Performance Standards
The learner orally communicates The learner use knowledge of The learner uses the correct The learner applies
information, opinions and ideas text types to correctly identify function of verbs in general and different views of the
effectively to different audiences using main idea, key sentence, and Their functions in various real
a variety of literary supporting details discourse (oral and written) world to effectively
activities. The learner writes a paragraph interpret
The learner uses strategies to decode using cause-effect relation- (deconstruct)
correctly the meaning of ship constructed
words. meaning in print,
non-print and digital
materials
C.Learning Competencies/Objectives
Give precise information on a given Identify main idea, key Compose clear and coherent Determine
topic sentences, and supporting sentences using images/ideas that
Identify meanings of content specific details in a given paragraph. appropriate grammatical are explicitly used to
words (connotation and EN5RC-IIb-2.21 structures: subject-verb influence
denotation.) agreement viewers.
EN5OL-IIb-1.26  intervening phrases Stereotypes, Points
EN5V-IIb-20.2.1 of View, Propaganda
Write paragraphs showing cause EN5VC-IIb-7, EN5VC-
and effect. IIb-7.1, EN5VC-IIb-7.2

II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
Giving Precise Information on a Given Identifying Main Idea, Key
Topic Sentences and Supporting
Identifying Meaning of Content Specific Details of a Given Paragraph
Word (Connotation and Denotation)
CG p.71 CG p.71
JILE P.115 JILE P.113
http://www.k12reader.com/
worksheet/find-the-main-idea-
planets/view/
Pictures, charts
Group the pupils into four . Give each How do we give precise
group three sets information on a given topic?
of words. Ask them to write the What are other ways of giving
synonym and antonym of meaning to a word?
the words in a manila paper.
EN5G-IIb-3.9
EN5WC-IIb-2.2.5
Subject-Verb Agreement
Writing Paragraphs Showing
Cause and Effect
CG p.71
JILE P.122
English Expressways Reading 5
p.134
English Expressways Language 5
p.123
http://
kanitasturdivant.wikispaces.com
/Intervening+Phrases
https://www.youtube.com/
watch?v=wSOGw6gDokI
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
video on subject-verb
agreement ;intervening phrases
metacards, chart with examples
on the rules of subject-
verb agreement, manila paper
Read the selection below.
Underline the key sentence
once and the supporting details
twice.
1. At age 5 Roselle dreamed of
becoming a doctor.
Unluckily, a mysterious ailment
damaged her eyesight
forever. Doctors and specialists
EN5VC-IIb-7.3
Determining
images/ideas that
are explicitly used to
influence viewers.
Stereotypes, Points
of View, Propaganda
https://www.youtub
e.com/watch?
v=Df3AJFIzapY
https://
www.youtube.com/
watch?
v=dWw_Xkt8EAo
Laptop, LED TV, DLP
Listen to the
following sentences.
Clap your hands once
if
the verb that you are
going to use is
singular or s-form
and clap twice if the
verb should be plural
 were baffled. Her or base- form.
family took her from one 1. Ana (dance,
hospital to another. She had a dances) gracefully
number of operations, but all of during the program.
them failed to restore 2. The grade five
her sight. She became totally pupils (finish,
blind at 7. finishes) their project
on time.
3. The teachers
(develop, develops)
the pupils’ multiple
Intelligences.
4. Mr. Cruz (talk,
talks) with the
visitors from Manila.
5. I (love, loves)
watching English
movies and programs
B.Establishing a purpose for the lesson “Today we are going to learn about Play a game of four-pics-one- Group Game. Pupils will be Showing video clips
giving precise word grouped into four. of a powdered juice
information on a given topic and Using a manila paper, have commercial.
defining words using them list as many verbs as https://
connotation and denotation” they can think of. Give the www.youtube.com/
winner a prize. watch?v=Df3AJFIzapY
What can you say
about the
commercial?
How do you feel
about this? What do
you want to do
after you have
watched this
commercial?
C.Presenting Examples/ instances of “Today we are going to learn Today we are going to learn Today we are going
the new lesson Read the 6.compass how to identify main idea, key about subject -verb agreement to learn how to
words orally. sentences, and supporting with intervening phrases. You determine
1.strange details of a given paragraph” will write sentences following images/ideas that
2. alternate 7. animate the are explicitly used to
3. articulate 8. dairy rules on subject-verb agreement influence viewers.
4. magnetic 9.worthwhile with intervening phrases. You are going to
5.entrepreneur 10. lawyer We will also study about cause watch some
2. Is the given meaning precise? and effect. You must commercials or TV
3. What other methods could we use be able to identify which part of ads. I want you to

D.Discussing new concepts and
practicing new skills #1
E.Discussing new concepts and
practicing new skills #2
to give meanings the sentence pay attention to the
to words? expresses cause and the effect.” ideas that the
commercial wants to
deliver.
A word’s denotation is its dictionary The Storm The teacher will present the Have the pupils
definition. But a word can also evoke The rain began early in the video about subject-verb watch the
certain thoughts and feelings. The morning. The sky was agreement with intervening commercial of Coco
thoughts and feelings associated with a full of dark purple clouds. phrases. Martin endorsing
certain word are called the Thunder began as a soft http:// Bearbrand Choco
connotation of the word. Words with rumble and became louder and kanitasturdivant.wikispaces.com Milk.
the same denotation can have louder.Lightning crashed every /Intervening+Phrases https://
different connotations. Connotations few Don't interchange a word in an www.youtube.com/
can be positive, negative or neutral. minutes, making the sky a intervening phrase watch?
Common Connotations brilliant white. for the subject of the sentence. v=dWw_Xkt8EAo
A dog connotes shamelessness or an What is the main idea? Circle Examples: The petals on the What is the
ugly face. the correct answer. flower are orange. The peppers commercial about?
A dove implies peace or gentility. A. The farms needed the rain. in the food are hot. If a singular What is the mother’s
Home suggests family, comfort and B. The thunder hurt the subject is linked to another problem with her
security. people’s ears. noun child?
Politician has a negative connotation of C. Lightning made the sky by a phrase, the subject is still What message does
wickedness and insincerity while a bright. considered Coco Martin try to
stateperson connotes sincerity. D. The storm was very strong singular. Expressions such as imply to the viewers?
Mom and Dad when used in place of Write three details found in the accompanied by,
mother and father connote loving story inside the hearts as well as, in addition to, plus,
parents What do you call the details and together
you wrote inside the hearts? with introduce phrases that
modify the subject without
changing its number. Examples
Sleet, in addition to snow, is a
driver's worst nightmare. Kim,
along with her cousins, goes to
the movies.
Directions: Each pair of phrases A Day at the Enchanted Now that you know about the Present another
includes synonyms with different Kingdom rule on subject-verb agreement commercial video
connotations. Put a + sign on the line Rigor and his sister, Krisha, had with intervening phrases, let us when the pupils can
next to the one with a positive a busy and exciting day study about cause and effect. recognize and
connotation, and a – on the line next at the Enchanted Kingdom last Teacher will present a video determine different
to the one with a negative connotation Saturday. They rode the merry- presentation about cause and images and ideas.
1. a strong 4. ratty go-round, the roller coaster effect relationship. https://
reek clothes and the Ferris wheel. Rigor ate www.youtube.com/
a strong casual clothes popcorn and barbecue. Krisha watch?
aroma drank “sago gulaman”and ate v=gHPfCAvXHpY
2. a 5. easy-going an apple. They took photos for Let the pupils take
 charismatic attitude their souvenirs.They were very
leader lazy attitude happy.They they went home
a pushy leader tired but happy.
3. thoughtful response Which of the following is the
calculated response main idea of the paragraph?
A. Rigor and Krisha were
hungry.
B. Rigor and Krisha did many
things at the Enchanted
Kingdom
C. The merry-go-round was
broken.
D. The Enchanted Kingdom was
on Saturday.
What is the key sentence in the
paragraph that leads you to
identify the main idea?
What are the supporting
details?
F.Developing Mastery Using your dictionary, copy the words Read the selection below.
below and its meaning Planets in the Solar System
on your notebook There are eight planets in the
1. suppose 6. capillary Solar System, and each one is
2. menu 7. essential very different. Some planets,
3. autumn 8. August like Jupiter and Saturn are very
4. flavor 9.denotation large. Others, like Mercury and
5. artery 10.connotation Mars are smaller. Jupiter has
moons that are larger than
Mercury. The planets also have
different atmospheres. Uranus,
Jupiter and Saturn have
atmospheres of hydrogen and
helium. The atmosphere on
Venus is made up of carbon
dioxide. Earth has a nitrogen
and oxygen atmosphere.
Neptune’s atmosphere is
mostly hydrogen. The
planets also have different
temperatures. Uranus is the
coldest and Venus is the
hottest.
http://www.k12reader.com/
worksheet/find-the-main-idea-
turns in giving their
own point of view
regarding the
commercial they
have watched
A. Mark out any intervening Group the class into
phrase or clause. Underline 5 . Give them a
the subject then box the correct product. Ask them to
verb form. create a short
1. The paper in those boxes (is, commercial
are) for the copy machine. about the product
2. Her computer plus her purse they got. Assign to
(was, were) left in her car. them also
3. The London Bridge, as well as the type of
several other bridges, advertisement they
(spans, span) the Thames River will use (stereotype,
4. A traffic light in front of point of view,
steady streams of traffic propaganda)
(keeps, keep) the movement of Examples:
vehicles under control. Group 1 – Shampoo
5. Each entry within the Group 2 – Detergent
guidelines (receives, receive) Soap
a thorough reading Group 3 – Bath Soap
B. Read the following sentences. Group 4 –
Box the cause and encircle Toothpaste
the effect. Group 5 – Powdered
1. I got a tummy ache when I ate Juice
too much ice cream.
2. Anne had cake for dessert
because it was her birthday.

G.Finding Practical application of
concepts and skills in daily living
Group Activity (Collaborative)
Group the pupils into five. Have a
contest ingiving meaning of words.
(teacher may give as many words)The
first group that
can post the meaning on the board
wins
planets/view/
Group Activity (Collaborative)
Pupils will be grouped into
three. Each group will be given
envelope containing their
tasks.
Group I Give the main idea of
the selection. Present your
answer through a song.
Group II Give the key sentence
of the selection. Write your
answer in a given strip of
cartolina and post it on the
board.
Group III Give the supporting
details found in the selection.
Present
it through a rap.
Read the selection below.
Then, give the main idea,key
sentence and supporting
details.
Various fossils have been
found. Once in a while, the
entire body of an animal may
be found preserved in a layer
of
rock. More often, we find
skeletons or parts of skeletons
of animals that roamed the
earth long ago. This is the kind
offossil
which has helped to know
what dinosaurs looked like. We
also find
fossils imprints of leaves.
Main idea_______________
Key Sentence___________
Supporting Details
1.____________________
2.___________________
3.______________________
3. Thomas was feeling sleepy
because he stayed up
late doing his homework.
4. Dee was hungry, so her
mother made her a
cheese sandwich.
5. Kevin went to dentist because
he had a toothache
Group Activity: Group the pupils into
A. Pupils will be grouped into 2 4 then let them
Each group will be given choose from the
metacards containing singular commercial or TV ads
and plural verbs. As the teacher that they have
gives the sentences, each watched earlier and
member of the group will take perform it .
turns in posting the metacards
on the board containing the
correct answer.
1. This batch of cute, little
kittens (is, are) ready to be sold.
2. The coach, as well as the fans,
(was, were)
disappointed in the team’s
performance.
3. The arrival of the new
costumes (has, have)
caused excitement among the
cast of the play.
4. The artwork, in addition to
the jewelry, (are, is)
to be auctioned off in May.
5. An acre of trees and
meadows (surrounds, surround)

H.Making generalization and
abstraction about the lesson
In giving precise information on a
given topic, we may do the following:
1. We must have a reliable source
which is verifiable. This
means that the information that we
get must be true and real, not made up
or unsure.
2. We must have supporting
information.
Connotations and denotations are two
principal methods of
describing the meaning of words.
Connotations refer to the wide array
of positive and
negative associations that most
naturally carry them while
denotation is the precise, literal
definition of a word that might be
found in a dictionary.
Key Sentence is the sentence
which states the topic of the
paragraph.
Supporting Details are the
sentences in the paragraph
which give information related
to the topic.
Main Idea of a paragraph tells
us what the paragraph is all
about.
the house.
B. Work in Pairs. Class will be
divided into two. The teacher
will prepare
strips of manila paper with
phrases containing causes and
effects. The first group to pick
up the causes and the second
group to pick up the effects. As
the teacher says “Go” the pupils
shall look for their partner to
come up with the correct
sentence containing cause-
effect relationship. (Teacher will
provide phrases depending on
the number of his/her pupils)
verb form agrees with the For us to determine
subject whether the the message of an
verb comes next to the subject image or idea we
or is separated must
from it by other words. Such first identify what
words and phrases image or idea was
do not change the number of used to influence the
the subject. viewer.
Therefore, be sure to make the There are certain
verb agree in ways how an image
number with the subject, not or idea is expressed
with the intervening as
phrase. follow:
Effect is defined as what Stereotype is a
happened. Cause is defined as widely held but fixed
why something happened. Clue and oversimplified
words that signal causal image or idea of a
relationships include: such as, particular type of
because, so, consequently, person or thing.
therefore, thus, and since. Example is the
To find an effect, readers ask, stereotype of a
What happened? woman is as “the
To find cause, readers ask Why carer" and a man as
did this happen? “the provider”
Point of view is the
particular attitude or
way of considering a
matter. It can also be

I.Evaluating learning Direction: Answer the following
questions precisely.
1. Who are your parents?
2. What is your father/mother’s work?
Where does he/she work?
3. In what barangay do you live? In
which purok?
4.What would you like to be when you
grow up?
5.Where would you like to spend your
vacation
Direction: Give the key
sentence, supporting details
and main idea of the selection.
The root is an important part of
the plant. It is responsible for
getting water and minerals
from the soil for the plant to
grow. It also holds the plant in
position. If roots are cut off
from the plant, it would die.
Main Idea:
___________________
Key Sentence____________
the position from
which something or
someone is
observed. Example,
two people are
seeing the same
image but each of
them have a different
point of view, they
may see or interpret
the image differently.
Propaganda
information,
especially of a biased
or misleading nature,
used to promote or
publicize a political
cause or point of
view. It is an
information that is
not impartial and is
used primarily to
influence an
audience and further
an agenda, often by
presenting facts
selectively to
produce an
emotional rather a
rational response to
the information
A. Direction: Choose the correct Have them watch the
verb form inside the parenthesis commercial “Tide:
to complete each sentence. Bossing sa Kaputian
1. A string on my electric guitar Kahit Tag-ulan” then
(is, are) out of tune. answer the questions
2. Days during summer (seem, that follow. Choose
seems) to pass very quickly. your answer from
3. All stars, just like our sun (has, the box
have) a system of planets. 1. Based on the video
B. Arrange the following causes clip, a mother is
and effects to form a short always and caring of
paragraph. (2 pts.) her child.
- the air is so polluted 2. In the video, they
 Supporting Details
a. ___________________
b. ______________
c. _____________________
J.additional activities for application or Look up for the meaning of the The Tsunami that hit Asia on
remediation following words. December 26, 2004, was
1. responsible especially cruel. It spared no
2. great one. Countless men, women
3. information and chidren, who lived all their
4. extravagant lives by the water but never
5. abundant learned how to swim, drowned
and died. Families were ripped
apart forever. It killed some
300,000 people across Asia. It
left thousands homeless and
poor.
Main Idea:
___________________
Key Sentence:
________________
Supporting Details:
_____________________
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the ___Lesson carried. Move on to
the evaluation next objective. the next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery
- there are many people see Bossing Vic as an
succumbing to respiratory image of .
diseases like asthma 3. The commercial
- the fish are dying was biased because
- oil spills and toxic waste 4. The message of
pollute the seas the video is that .
5. The commercial
was intended for to
buy.
a. protective
b. mothers
c.cleanliness
d.it was compared to
another product
e.cleanliness in
clothing shows love
for the family
Remediation Watch other
A. Write at least 5 sentences commercials/ TV ads,
with intervening phrases then write a short
using the following verbs. paragraph on how
1. write 2. has 3. is does it influence you
4. are 5. dances as a viewer.
B. Write a three to five-
sentence paragraph using cause-
effect relationship.
___Lesson carried. Move on to ___Lesson carried.
the next objective. Move on to the next
___Lesson not carried. objective.
_____% of the pupils got 80% ___Lesson not
mastery carried.
_____% of the pupils
 got 80% mastery
B.No.of learners who require ___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find difficulties ___Pupils did not
additional activities for remediation answering their lesson. difficulties in answering their in answering their lesson. find difficulties in
___Pupils found difficulties in lesson. ___Pupils found difficulties in answering their
answering their lesson. ___Pupils found difficulties in answering their lesson. lesson.
___Pupils did not enjoy the lesson answering their lesson. ___Pupils did not enjoy the ___Pupils found
because of lack of knowledge, skills ___Pupils did not enjoy the lesson because of lack of difficulties in
and interest about the lesson. lesson because of lack of knowledge, skills and interest answering their
___Pupils were interested on the knowledge, skills and interest about the lesson. lesson.
lesson, despite of some difficulties about the lesson. ___Pupils were interested on ___Pupils did not
encountered in answering the ___Pupils were interested on the lesson, despite of some enjoy the lesson
questions asked by the teacher. the lesson, despite of some difficulties encountered in because of lack of
___Pupils mastered the lesson despite difficulties encountered in answering the questions asked knowledge, skills and
of limited resources used by the answering the questions asked by the teacher. interest about the
teacher. by the teacher. ___Pupils mastered the lesson lesson.
___Majority of the pupils finished their ___Pupils mastered the lesson despite of limited resources ___Pupils were
work on time. despite of limited resources used by the teacher. interested on the
___Some pupils did not finish their used by the teacher. ___Majority of the pupils lesson, despite of
work on time due to unnecessary ___Majority of the pupils finished their work on time. some difficulties
behavior. finished their work on time. ___Some pupils did not finish encountered in
___Some pupils did not finish their work on time due to answering the
their work on time due to unnecessary behavior. questions asked by
unnecessary behavior. 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.

C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned ___ of Learners who
learners who have caught up with the above 80% above 80% above earned 80% above
lesson
D.No. of learners who continue to ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who
require remediation activities for remediation additional activities for additional activities for require additional
remediation remediation activities for
remediation
E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught up ____ of Learners who
lesson up the lesson the lesson caught up the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who
which my principal or supervisor can require remediation to require remediation to require remediation continue to require
helpme solve? remediation
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that
materials did used/discover which I work well:
wish to share with other teachers? ● ___Metacognitive Development:
● ___Metacognitive ● ___Metacognitive
Examples: Self assessments, note Development: Examples: Self Development: Examples: Self● ___Metacognitive
taking and studying techniques, and assessments, note taking and assessments, note taking and Development:
vocabulary assignments. studying techniques, and studying techniques, and Examples: Self
vocabulary assignments. vocabulary assignments. assessments, note
● ___Bridging: Examples:Think-pair- taking and studying
●
share, quick-writes, and anticipatory ___Bridging: Examples: Think-
● ___Bridging: Examples: Think- techniques, and
charts. pair-share, quick-writes, and pair-share, quick-writes, and vocabulary
anticipatory charts. anticipatory charts. assignments.
●
● ● ● ___Bridging:Example
● ___Schema-Building: Examples:
s:Think-pair-
●
Compare and contrast, jigsaw learning, ___Schema-Building: ● ___Schema-Building: Examples:
share,quick-
peer teaching, and projects. Examples: Compare and Compare and contrast, jigsaw writes,andanticipator
contrast, jigsaw learning, peer learning, peer teaching, and ycharts.
● teaching, and projects. projects.
● __Schema-Building:
● ___Contextualization: ● ●
Examples: Compare
● Examples: Demonstrations,media,
● ___Contextualization: ● ___Contextualization: and contrast, jigsaw
learning, peer
manipulatives, repetition, and local
● Examples: Demonstrations,
● Examples: Demonstrations, teaching, and
opportunities.
projects.
media, manipulatives, media, manipulatives,
● repetition, and local repetition, and local
● ___Contextualizatio
opportunities. opportunities. n:
● ___Text Representation:
● ● ● Examples:
● Examples: Student created drawings,
videos, and games. ● ___Text Representation: ● ___Text Representation: Demonstrations,
media,
● ___Modeling: Examples: Speaking
● Examples: Student created
● Examples: Student created manipulatives,
slowly and clearly, modeling the drawings, videos, and games. drawings, videos, and games. repetition, and local
language you want students to use, opportunities.
and providing samples of student ● ___Modeling: Examples: ● ___Modeling: Examples:
● ___Text
work. Speaking slowly and clearly, Speaking slowly and clearly,
 modeling the language you modeling the language you want Representation:
Other Techniques and Strategies used: want students to use, and students to use, and providing
___ Explicit Teaching providing samples of student samples of student work. ● Examples: Student
___ Group collaboration work. created drawings,
___Gamification/Learning throuh play Other Techniques and videos, and games.
___ Answering preliminary Other Techniques and Strategies used:
activities/exercises ● ___Modeling: Examp
Strategies used: ___ Explicit Teaching
___ Carousel ___ Explicit Teaching ___ Group collaboration les: Speaking slowly
___ Diads ___ Group collaboration ___Gamification/Learning and clearly, modeling
___ Differentiated Instruction ___Gamification/Learning throuh play the language you
___ Role Playing/Drama throuh play ___ Answering preliminary want students to use,
___ Discovery Method ___ Answering preliminary activities/exercises and providing
___ Lecture Method activities/exercises ___ Carousel samples of student
Why? ___ Carousel ___ Diads work.
___ Complete IMs ___ Diads ___ Differentiated Instruction Other Techniques
___ Availability of Materials ___ Differentiated Instruction ___ Role Playing/Drama and Strategies used:
___ Pupils’ eagerness to learn ___ Role Playing/Drama ___ Discovery Method ___ Explicit Teaching
___ Group member’s ___ Discovery Method ___ Lecture Method ___ Group
collaboration/cooperation ___ Lecture Method Why? collaboration
in doing their tasks Why? ___ Complete IMs ___Gamification/
___ Audio Visual Presentation ___ Complete IMs ___ Availability of Materials Learning throuh play
of the lesson ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Answering
___ Pupils’ eagerness to learn ___ Group member’s preliminary
___ Group member’s collaboration/cooperation activities/exercises
collaboration/cooperation in doing their tasks ___ Carousel
in doing their tasks ___ Audio Visual Presentation ___ Diads
___ Audio Visual Presentation of the lesson ___ Differentiated
of the lesson Instruction
___ Role
Playing/Drama
___ Discovery
Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness
to learn
___ Group member’s
collaboration/
cooperation
in doing their
tasks
___Audio Visual
Presentation
of the lesson