School:DANGAY ELEMENTARY SCHOOL Grade Level: V

Teacher: GRACEZYL U. MANLANGIT Learning Area: ENGLISH

GRADES 1 to 12
DAILY LESSON LOG Teaching Dates and Time: FEBRUARY 5 – 9, 2024 (WEEK 2) Quarter: 3 QUARTER
RD

I. OBJECTIVES M TUES WEDNESDAY TH F

O DAY UR R
N SD I
D AY D
AY A
Y
Content Standard The learner demonstrates understanding ...
of various linguistics nodes to comprehend various texts.
of the oral standards of English in order to participate in various oral communication demands (situation, purpose and
audience command of the conventions of standard English grammar and usage when writing or speaking
of different formats to write for a variety of audiences and purpose. of verbal and non-verbal
elements of communication to respond back

Performance The learner…

Standard Analyzes text types to effectively understand information/message(s)
Prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing
their own clearly and persuasively Uses linguistic cues to appropriately construct meaning from a variety of purposes.
Speaks and writes using good command of the conventions of standard English Edit texts using
appropriate text types for a variety of audiences and purpose.
Uses a variety of strategies to provide appropriate feedback

Learning EN6LC-IIIa-2.2 Note
Competencies significant details in the story
EN6OL-IIIa-1.27 Provide
evidences using opinion
II. CONTENT Noting significant details in
the story and express
opinions using evidences.
“The Boastful Shrimp”
III.
Elementary English pp.303-
LEARNI
307
EN6RC-IIIa-3.2.8
Distinguish text type
according to purpose and
language features through
enumeration
Distinguishing text type
according to purpose and
language features through
enumeration
“The Fox in the Well”
Elementary English p. 309
A copy of the story, The Fox
EN6SS-IIIa-4 Use a
particular kind of sentence
for a specific purpose and
audience
-asking permission
Relaying Commands and
Request Using Indirect
Discourse
El
e English pp.423-
EN6WC-IIIa-1.1.6.1 Plan a EN6A-IIIa-17 Show
composition using an tactfulness when
outline/other graphic communicating with others
organizers
Organizing Ideas Using Graphic Aids Show tactfulness when
communicating with
others.
Pictures, copy of the
Elementary
selection Laptop, LCD
NG A copy of the story in the Well, short stories projector, powerpoint
m 429
RESOU “The Boastful Shrimp”, Laptop, LCD projector, presentation
en Graphics organizer, map or globe
RCES a tablespoon, charts powerpoint
tar
presentation
y
En
gli
sh
pp
.2
39
-
24
4
Comic strips, flash cards,
Show Me Boards
Laptop, LCD projector, Laptop, LCD projector, Laptop, LCD projector, powerpoint
powerpoint powerpoint
presentation presentation presentation
IV.
PROCEDURE
S
A. Review Recapitulation of the Review the summary of the Recapitulation on the -What is the difference -What is a graphic organizer?
previous previous lesson on the story that was read yesterday. characteristics of a fable. between a command and a
lesson or Varieties of Sentences; request? -How does it help the
presenting -Compound Sentence -What important values did What is the purpose of the - The command plainly gives an beginners to write a selection?
-Simple Sentence you get from the story? fable? order while a request asks a favor to
the new -Complex Sentence do or act at a certain task.
lesson With the use of proper Why should we be familiar
conjunctions. What is the most with graphic organizers?
important lesson you -What is a direct and indirect
learned from the
selection?
 discourse?

1. John said, “wash the dishes

Anna.”
-John ordered Anna to wash the
dishes.

2. “Please give me a piece of

advice.” Jay said.
-Jay asked me to give him a
piece of advice.

How do you deliver a direct and

indirect discourse?

In the reported command, the

verb “said” is not used, instead,
“told”. The word “to” is added
before the verb.

-In reporting request, the verb

“asked” or “requested” is used
instead of “told”
. The word “please” is dropped.
B. Establishing The teacher shows a spoon Recall an instance in your life when Use flash cards/show me Show a video clip about the Show a picture of a true friend.
a purpose for -It is used for eating. you did a certain thing without boards. Write R if the children from the different parts
the lesson Aside from it is used as thinking of the consequences. statement states request of the world. Let them share -Do you have a friend?
eating utensil, it can be and C if it shows opinion.
used in several ways. What do you think will happen if you Command.
Give some of its uses. 1. Listen attentively. -What do you like most about
did a certain thing without thinking of -Compare the Filipino Children with your friend?
Examples: ice cream the consequences? 2. Please keep your the Children of the world.
scooper, taking in things in order.
medicines, can opener, 3. Avoid making too much -What do you dislike about him/
as a pestle etc. Have the pupils relate their noise. -The teacher presents a semantic her?
experiences. 4. Stop going around web. What word can you associate
please. with the word CHILDREN?
If you want to say an
5. Observe silence.
honest mistake of your
friend how do you do it?
Enhance vocabulary words through -Play a game: Simon Original File Submitted and
body language. says. (Teacher uses Formatted by DepEd Club
command or request. CHILDREN
 Member - visit
depedclub.com for more

1. Go to the wash room.

-Read the words aloud 2. Keep right!
3. Kindly speak in a soft
voice.
A. Hind legs 4. Please lend me your
ears.
5. Come with us.
B. Fore legs

C. leap

D. Without the second thought

 Answers may vary.
Unlock vocabulary words. Match column A
with column B and write the letter of the
correct answer.

A B
1. rebozos a. a pendant braid
2. kimono of hair at the head
3. queue b. an Eskimo
4. igloo house
5. fleet c. boat house
6. hut d. cottage
e. a Japanese lose
robe fastened with
a sash
f. a long scarf of silk
worn wrapped about
the head and
shoulder and
sometimes over face

C. Presenting B. Do you have a pet? Share a -Have Ask the pupils to A. Motive Questions: A. Motive
examples/instances of heroic deed it has done for you you seen read and analyze 1. How do children from around the world Question:
the new lesson or for others. Unlocking of a fox? the comic strip. differ from each other? Why do we
Difficulties: Synonym hunt (Yes/ Not 2. How do children differ in complexion. need to be
through multiple choice. Encircle yet 3. How do you compare the clothing’s of the tactful all the
the letter of the correct answer Mother: “Lock children from around the world? time?
1. The sharp protrusion of a your room 4. Can you make distinctions as the types of
shrimp is used to fight against -What are the qualities of the before leaving, houses in which children from around the
its enemies. fox in some common stories? Jim”. world lives?
a. a part of the body that is pointed (Often times fox is wise and 5. What do they have in common?
b. a part of the body that is hidden. bad) Jim: “Yes, Mother”.
c. a part of the that is plain.
d. a part of the body that is dull.
-Let us find out if the fox is Rina: Mother told
still the fox we have known Jim to lock his
before. door before
leaving.
2. Nothing can pierce an Ms.Aguila:
iron shield even an iron “Please polish
sword. the floor, Mang
 a. to rip of c. to crush
Ambo.”
b. to spin d. to go through

Mang Ambo: “Yes

Maám”.
3. The beautiful white pearl is Ricky: Ms. Aguila
glistening under the rays of the sun. requested Mang
a. shine c. flash Ambo to polish
b. bright d. all the above the floor.

4. The boastful man shows off his

knowledge about martial arts.

a. humble c. naughty
b. overly confident d. shy

5. His colorful lantern has

scorched
because of the constant raining.
a. dried c. dyed
b. worn d. a and b

Motive Question: Why is that the story

titled the Boastful Shrimp?
D. Discussing The teacher uses the popcorn
new concepts reading strategy while the other
and practicing pupils listen very carefully The
new skills #1 Boastful Shrimp
Once there was a shrimp who
thought he was the most handsome
shrimp in the world. In fact, he believed
that he was more handsome than any
other creatures on earth.
“Just look at my sword,” he proudly
told the other young shrimps, pointing
to the sharp pointed protrusion at the
end of his nose. Of course, as far as
shrimps were concerned, the end of
the nose was the most natural place for
the sword to be.
“And look at my thick, smooth
shield,” Like other shrimps he carried
his shield,” he would continue. “Nothing
can pierce the shield,” like other
shrimps he carried his shield on his
head. All he needed to do to show off
his head was to hold his head high.
“You are indeed a handsome
shrimp,” said an old experienced
shrimp. “But you are just reaching
adulthood and have had no experience
of the world. Do not display yourself too
much or else one of those humans
might grab you,” said the old shrimp
pointing with one of his many legs to a
young man swimming nearby.
“Grab me? Who? That soft-
skinned two – legged creature?
“scoffed the young shrimp. “He does
not even have a proper shell. He has
those funny little bits of shell on the
ends of his fingers and toes, which do
Read the story. What kinds of Read the poem:
sentences were Read the dialogues.
The Fox in the Well used? Children
Around the
Joana: Hey, Susan! It smells
A fox once fell into the well. He -Study the World (by stinky, Is that you Susan!
charts of Jo
tried to jump out but each time he
did, he fell back down. direct and Feniford)
indirect Susan: No! (She cried and ran
By and by a goat passed by. outside.)
Looking into the well, he saw the discourse Some children are
fox. “Hello,” he called. “What are brown like newly baked
you doing down there?” -Differentiate a direct bread, Joana: Oh! I don’t mean to hurt you, I
“Drinking some water of and indirect just want to be frank!
course!” replied the fox. “Is it discourse. Some children are
good?” asked the goat. yellow and some are B.
“Good? It is the best water I ever -Differentiate red, Frieda: Hi, Jenna. Can we talk
tasted in my whole life,” answered command from outside?
the fox, drinking a gulp of water. request based on
Without a second thought, the Some children are white
their usage. and some almost blue, Jenna: Sure! Perhaps it is a very
goat jumped in. After drinking
important matter right?
some water, he looked about for
a way to get out of the well. “How Point out also their Their colors are
similarities.
do we get out of here? “he asked different, the children Frieda: Yes Jenna. I am your friend
the fox? like you. and I am concern about your
“I know what we can do,” said wellness. Being a teenager we must
the fox. Looking at the goat from be concern with our personal
Some children wear
the corner of his eye. “Stand on hygiene. Taking a bath everyday will
sweaters and some
your hind legs. Plant your fore legs help a lot. It is more of loving and
rebozos
firmly against the side of the well. respecting ourselves.
I’ll climb on your back, and I’ll step
on your horns. Then I can get out. Some children wear furs Jenna: Thank you Frieda, indeed
When I’m out, I’ll help you get out and some kimonos’ you are a true friend. Thank you,
too.” and I appreciate it very much.
“That’s a good idea!” said the Some children go
goat happily as he did what the naked, and wear only Comprehension Check:
fox told him to do. their queue,
The fox climbed on the goat’s
back and horns. Then he jumped How did Susan react to
out of the well and started on his Joana’s statement?
way. Their clothes may be Do you think Joana’s action is
“Hey!” shouted the goat. “Help different, the children right? If you were Susan, will
me out of here. You promised to like you. you feel the same?
help me.” In the dialogue B, How did
“You silly goat,” said the fox. Some children have Frieda approach Jenna?
You should have thought of that houses of stone in the Did Jenna got angry? Did she feel
before you streets,

Some lived in igloos

and some lived in fleets,

Some lived in old straw

huts and some in new,
not protect him at all, as far as I can tell. All I need to do is stab him with my sharp jumped in. Next time, look before embarrassed? Why?
sword, and that will be end of him. Someday, he and other two- legged humans will look you leap.” Their homes may be If you were Jenna,
at me and admire me!” said the young shrimp. different, the children like will you get mad at
“Well if you won’t listen to my advice,” said the old shrimp, “you will have to learn -Answer the Comprehension Check. you. Frieda?
your lessons the hard way.” Why?
The young shrimp soon forget about the old shrimp’s advice. He continued his If you will choose
habit of looking for groups of other young shrimps his age and showing off before them. 1. Where did the story happen? Some children are Finnish, between Joana and
He would engage in shrimp gymnastics, bending his body this way and that, to let them and some from Japan, Frieda, who will you
see how strong his muscles inside his beautifully glistening white shell, which hardly had 2. Who fell into the well? choose? Why?
any dark dots or lines on them, unlike the other shrimps around him. Some are Norwegian and
One day, a fishing boat passed by, with fisherman on board looking for a good some from Sudan.
3. Who jumped into the well?
catch. The boastful shrimp saw his chance to display his athletic form before them. He
swam to the surface of the water. The fisherman saw him. Oh yes, we have children in
They cast their net and in a few minutes, the boastful young shrimp was caught in the 4. Why do you think the goat
valley, or pike,
net, along with other shrimps and fish. believed the fox? Explain.
That day, at lunch time, the boastful shrimp was seen on the end of a barbeque
stick, his shell now in beautiful colors of pink, red and brown with some scorched spots Their countries are different-the
5. How did the fox get out of the well?
from the coals over which he was roasted. children alike.
“What a fine, fat shrimp!” explained the persons around the dining table.
6. Why did the goat decided to
“It’s the best shrimp I’ve ever tasted!” said the person who picked up the barbeque Oh if they could dance and if
jump into the well?
stick and cut up the shrimp, after putting a little portion in his mouth. The boastful, young they could play
shrimp got
his wish at last to be admired by humans. 7. If you were the goat, will
Altogether what a
you do the same?
wonderful day!

8. If you were the fox, will

Some could come sailing
you do the same?
and some could just hike!

So much would be different-

9. What is the moral of the story? The children alike.

-Using the Clustering

B. Enumerate the story grammar of
the selection read.
-Characters: The Fox and the Goat
Organizer, discuss how
children from different parts
of the world differ from each
other.

-Settings: at the well

yel Color
-Plot: The goat saw the Fox dinking at
r
lo

of
the well so the goat did the same
without giving a second thought. In the
end the goat left at the well all by
himself.
hu

-What does the author want us to feel?

-What do you think is the purpose of

the author in writing the story?

Childr

Country
Types of en of

Shelter Aroun

fl

Forms of
Clothing

kim
 B. Answer the Comprehension
Check- up. -Let pupils label the sub clusters.
1. Describe the Shrimp based on
his outer and inner appearance.
2. Why did the old shrimp advised Can you give reasons why they
the boastful shrimp not to display have different complexions?
the latter’s shell too much? (They came from different parts of
3. Did the boastful shrimp listen to the world)
his advice? Why?
4. What happened to him? Cite countries and their skin
5. What lesson did you learn from color. ( Filipinos have brown
the selection? complexion, China and Japan
-Explain answers by giving one’s have yellow complexion,
opinion and supporting idea Americans have white
complexion, Africans have black
complexions)

-Locate using map or globe

where these children are found.
E. Discussing Group Work What is a Fable? Present a Bubble Talk. Use your own graphic organizer, Group Work:
new concepts Each group will have the review of the Teacher calls on three and supply the missing details Each group will share
and practicing selection listened to. (The Fable is a short pupils to act out the asked by each sub topic. an instance in their life
new skills #2 A graphic organizer is used in presenting fictional story that is dialogue and complete the A. SHELTER when they
and developing the skill. The teacher characterized by animals indirect command or B. CLOTHES experienced the
asks each group on action taken by the and it always gives us a request. C. COLOR OF THE SKIN tactlessness of a
boastful shrimp and later asks for lesson in life.) A. D. COUNTRY ORIGIN certain person.
inferences on alternative actions. Grandfather: “Obey your How they reacted on it.
-What did we do to be able to give parents, Jojo”. Children Around
alternative actions to the action taken -What is the purpose of a
fable? the world
by the character in the story they read. Jojo: “Yes Lolo”.
-Presentation of each group .
Shiella: Obey
(The purpose of a fable is
to entertain and to
your parents,
inform.)
Jojo. B.
-What makes it unique?
(It is characterized by Millie: “Rizza, Please
animals having the help me finish my
attributes of humans.) homework”.
Rizza: “Sure”.
The teacher reads 10
statements and the Raffy:
 pupils will identify Millie Rizza
whether it is a fact or a finish
bluff. (FACT OR BLUFF project
CARD) Answer:
Bluff 1. The animals can
think.
Millie asked Rizza to
Bluff 2. The goat is a friend help her finish her
to the fox. project.

Fact 3. The fox belongs to

the dog family.
Fact 4. The goat is a hog.

Fact 5. The fable is

fictional.

Fact 6. Animals have their

own ways of communicating
with one another.

Fact 7. All fables give a lesson in

life.

Bluff 8. Talking animals like

humans is true.

Bluff 9. A fox is smarter than a

goat.

Fact 10. In the

story, the fox is
representing the
smart people.
F. Enumerate the Enumerate the different The teacher gives request and GROUP WORK Create a simple
Developing characters in the purposes of a selection. command statements. Present a Fishbone Mapping Graphic skit that shows
mastery story. ( The Shrimp, Organizer. tactfulness in
The Old Shrimp) Provide the needed data or details to school.
conclude the general concept of children of Checking.
-What line in the story -to entertain Fill in the blanks the missing words to the world similarities and differences.
tells about the complete the sentences. Letters A to Similarities and differences of the
characteristics of the D Children of the World
shrimp?
-to inform
-What part of the story A. Rico said, “Eric waters the plants”.
you liked best?
-to persuade
-Rico

water the
Plants.
B. Liza said, “Please check the
papers for me, Annie.”

-Liza Annie the papers for

.
Each group will present each work.
C. Mr. Mirasol said, “Jose,
submit your project early
tomorrow.” Explain why they chose the said
organizer.
-Mr. Mirasol Jose
project early tomorrow.

D. The maid said, “Please stay in

your room, children.”

- The maid the children

stay in
room.
Answers:
1. Rico ordered Eric to water the
plants.
2. Liza asked Annie to check
the papers for her.
3. Mr. Mirasol told Jose to submit
his project
 early tomorrow.
4. The maid requested the children to stay in
their room.
G. Finding A. FIND THE GEMS: ACT ME OUT: A. WORKING IN TANDEM: LET’S DO IT! Look for a tandem/ partner and think of a
practical -Read the story of the Prepare an situation.
applications selection The Story of - Group the pupils into 3 to role Find a partner and create a usual scenario outline Deliver a one minute dialogue using the
of concepts the Tiny Frog. play the selection below. in class that shows the use of a command about how tactful way of communicating with others.
GROUP WORK: Group -Group I to entertain and request in direct and indirect discourse. you want to The teacher checks the activity
and skills in spend your immediately using the RUBRIC.
the pupils into four. Each tandem is expected to present
daily living -Group I is assigned Christmas
-Group II to persuade or convince. their work in one minute.
to look for the using the
Characters in the -Group III to inform clustering of
story. The teacher checks the pupils work ideas.
-Group II is assigned to A Raven and a Swan immediately. Using the Rubric for making a Checking
look for the e dialogue. after
Settings. A Raven, which you know is immediate
-Group III is assigned black as coal, was envious of submission
to look for the Plot by the Swan, because her feathers of work.
sequencing the events were as white as the purest
in the story in five snow. The foolish bird got the
sentences. idea that if he lived like the
- Group IV is assigned to Swan, swimming and diving all
look for the day long and eating the weeds
Theme of the Story. and plants that grow in the
-Write each output in the water, his feathers would turn
Manila Paper and each white like the Swan's. So he left
groupo will assign a his home in the woods and fields
presentor in front of the and flew down to live on the
class. lakes and in the marshes. But
-The teacher gives the though he washed and washed
final correction/ all day long, almost drowning
clarification after each himself at it, his feathers
presentor. remained as black as ever. And
The Story of The Tiny Frog as the water weeds he ate did
There once was a not agree with him, he got
bunch of tiny frogs thinner and thinner, and at last
who got together to he died.
arrange a competition
to reach to the top of B. The teacher uses the
the highest tower in Rubrics below for checking the
town.
As the date for the role play.
competition was Role-Play Rubric BLM G–17
announced, the news
spread everywhere and Name: Date: Activity:
crowd in large numbers
gathered around the Role
tower to see this played: Assessment
interesting competition done by:
and cheer on the
contestants. The crowd
did not really believe any Criteria: Rating:
of these little frogs were Speech was clear with
going to make it to the appropriate volume and
top of the tower. Yet they inflection. 5 4 3 2 1 Role was
were curious… played in a
The competition began, convincing, consistent manner.
the frogs quickly started 5 4 3 2 1 Arguments and
to ascend and the crowd viewpoints expressed fit
cheered! role played. 5 4 3 2 1 Costumes
As a few moments and
passed, someone from
the crowd shouted, "Not
a chance that they will
succeed! The tower is
too high!"
Another spectator said,
"Yes, they will never
make it to the top. It's
way too difficult!"
As the competition
continued, some of the
tiny frogs began
collapsing. One by
 one… tired… exhausted… props were
But the race continued… effectively used. 5
as those who still had the 4 3 2 1 Role-play
fight left, passionately was well
continued to climb higher prepared and
and higher… organized. 5 4 3 2
In the excitement and 1 Role-play
anxiety the crowd captured
continued to yell, "It is too and maintained
difficult. No one will make audience interest. 5 4
it!" 32
More tiny frogs got tired 1 Additional Criteria:
and gave up. They all
continued to give up one
by one, until there was
only ONE little frog left in
the competition who
continued to climb higher
and higher and higher…
This one wouldn’t give up!
This one tiny frog who,
after a big effort was the
only one who reached the
top! This little soul was the
winner! He made it! He got
the glory! Comments:
Naturally, everyone
wanted to know how this
one tiny frog managed to
pull it off when every other
contestant gave up.
Everybody wanted to know
how this tiny frog had
found the strength to reach
this goal that everyone
else thought it was
impossible. So, they asked
questions.
It turned out that the winner
was deaf
H. Making Ask: How do we get Pupils will state the Ask: What is Command? What is Request? Ask: What is the Ask; How do we
generalizations the significant details Fable’s concepts. -What is a direct discourse? importance of show tactfulness in
and abstractions in the story read? -What is indirect discourse? organizing ideas communicating with
about the lesson Concept Formation: through graphic others?
Concept Formation: Noting
the significant detail is
reading between the lines
to get the main idea of the
story, how it started,
developed and ended with
the help of the characters
and other elements of the
story.
Fable is a fictional Concept Formation: organizer? Concept Formation:
story that has a In the reported command, the verb “said” is not Concept Formation: The 1. Be honest but always
purpose of used, instead, “told”. The word “to” is added clustering graphic consider the feelings of
entertaining and before the verb. organizer shows and others. There are many
informing the separates the developed ways in communicating
readers. It is -In reporting request, the verb “asked” or ideas from other ideas. The without hurting the
peopled by animals “requested” is used instead of “told”. The use of the CGO provides feelings of others.
that are capable of word “please” is dropped. the organization of ideas
talking and easy to understand,
expressing feelings making learning more
as humans The quotation marks are dropped. enjoyable
.
Necessary changes are made in the
pronouns.
Examples:
Direct:
1. “Put down
your bag,”
mother said
to Leo.
2. “Please try the other button,”
Lyka said.
I. Evaluating learning Number each The teacher will read the Read the short paragraph below. Use a graphic aid to organize Write T if it shows
statement selections orally and the pupils Follow what you are asked to do. the ideas in the given tactfulness for each
according on how will identify its purpose. paragraph. situation.
the story 1. Ultra was lying down on It was vacation time. Being the
happened. the back porch when eldest, Lina was assigned by her Provide a Title to the 1. Kindly do
The old suddenly his friend Kitten mother to clean the house. In order to paragraph. pp.428-429 your work on time
shrimp advised went to him and she invited finish early, she called her brothers and because it can help
the handsome him to visit their friend Sky sisters to help her. in our performance
shrimp not to at the pen. 1. The Filipino is a very
respectful person. He shows rating.
show off too 2. The Frog went out for she
much. hate himself for being Identify her statement if it is a due respect to his parents,
When useless. He couldn’t croak command or request then transform elders and to people in 2. Work fast,
one day a and jump. After he fell into each into a reported form. authority. He never misses you waste our time.
fisherman was a deep well and was about saying the word “po” and
looking for a good to face his death, he was 1. “Kevin, please dust the “opo”. This is a Filipino way 3. We can
catch. able to bring his best and furniture”. Of showing respect, which we finish the task on time if
The did even better. He is 2. “Susie, arrange the are very proud of. He kisses we will help each other.
handsome certain that no one could books and magazines”. the hands of parents and 4. It is
Shrimp starts to help us except our own 3. “Husk the floor, Ruben.” grandparents as a unique way much better if we
brag about his self. 4. “Help me put some plants of showing respect to elders. are a help than a
handsomeness 3. The Free Bird cried, “My inside, Roy”. He calls his older brother “Kuya burden to other,
and athletic Darling sing the song of 5. “Please be careful with the and his older sister “ate”.
figure. the woodlands.” plates, Susie”. 5. Speak like
He was The caged bird said, “Sit by my
no one is listening to
caught by fishing side; I’ll teach you the speech of
you.
net of the the learned.”
fisherman. 4. There was a turtle
The that couldn’t stop
boastful shrimp talking and the geese
was cooked and made a challenge to
eaten at lunch. bring her to the nice
place if she could
promise not to talk
because she will be
carrying a stick on
her mouth. The turtle
agreed and so they
flew to the place.
They heard people
saying something
about them and the
turtle spoke. She fell
dead on the ground.
5. The monkey who
 was so wise ate all
the bananas and
went down without
noticing the thorns
planted by his friend
turtle. His selfishness ruined him.
J. Additional Read a short Read and tell what the person Write a paragraph from the Cut out a comic
activities for story or dialogue. in each sentence said. given topics and present it to the strip and compose
application Write the plot in class using a graphic organizer. a comic balloon for
or 5 sentences. 1. Father said, “Avoid playing near A. Effect of Smoking on each conversation.
the pool, John”. One’s Health Always use a tactful
remediation B. Students’ way of
-Be ready to share it 2. “Please help me with my toy,
in class. Sandy”, Sam said. Addiction to communicating your
3. “Pray before sleeping Ela”, Internet Gaming thoughts and
aunt Norma said. C. How Do You Celebrate feelings.
4. Estella said, “Please allow me Christmas?
to visit my friend, Grandma.”
5. “Proceed to my office” the Principal
Read another fable and fill up said.
the SWBS Chart meeting the
details in the story.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require additional activities for remediation who
scored below 80%.
C. Did the remedial lessons work? No.
of learners who have caught up with the lesson.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can help me solve?
G. What innovation or localized materials did I use/discover which I
wish to share with other teachers?