DON ANTONIO LEE CHI UAN INTEGRATED

School Grade Level VI SSES

SCHOOL
Teacher BRENDA O. SAWALLICH Learning Areas SCIENCE
Teaching Dates and
Quarter
Time ENGRACIA O. DAVID
GRADES 1 to 12 MARCH 11-15, 2024 (WEEK 7) HEAD TEACHER III
DAILY LESSON LOG rd
3 QUARTER
WEEK 7
Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners… The learners… The learners… The learners… The learners…
demonstrate understanding of of demonstrate understanding of of demonstrate understanding of of
demonstrate understanding of of motion in demonstrate understanding of of
motion in terms of distance and motion in terms of distance and motion in terms of distance and
terms of distance and time motion in terms of distance and time
time time time

B. Performance Standards The learners… The learners… The learners… The learners… The learners…

Measure motion in terms of Measure motion in terms of Measure motion in terms of distance and Measure motion in terms of Measure motion in terms of distance
distance and time distance and time time distance and time and time

C. Learning
The learners… The learners… The learners… The learners… The learners…
Competencies/Objectives
Write the LC code for each Uses appropriate measuring Uses appropriate measuring Uses appropriate measuring tools and Uses appropriate measuring tools Uses appropriate measuring tools and
tools and express measurements tools and express measurements express measurements using correct and express measurements using express measurements using correct
using correct standard units using correct standard units standard units correct standard units standard units

4. Concludes that velocity is 4. Concludes that velocity is 4. Concludes that velocity is

4. Concludes that velocity is achange of 4. Concludes that velocity is achange of
achange of distance over time achange of distance over time achange of distance over time with
distance over time with direction distance over time with direction
with direction with direction direction

II.
CONTENT
FORCE AND MOTION FORCE AND MOTION FORCE AND MOTION FORCE AND MOTION FORCE AND MOTION
 VELOCITY AND SPEED: Using VELOCITY AND SPEED: Using VELOCITY AND SPEED: Using speed to VELOCITY AND SPEED: Using speed VELOCITY AND SPEED: Using speed to
speed to describe motion speed to describe motion describe motion to describe motion describe motion

III.
LEARNING RESOURCES

A. References

1. Teacher’s Guide
pages
2. Learner’s Material pages
3. Textbook pages
Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E
Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M.

Science for Daily Use 4, Revised Science for Daily Use 4, Revised Science for Daily Use 4, Revised Edition Science for Daily Use 4, Revised Science for Daily Use 4, Revised Edition
Edition 2011 p. 146-160 Edition 2011 p. 146-160 2011 p. 146-160 Edition 2011 p. 146-160 2011 p. 146-160

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resources

IV.
PROCEDURES
 A. Reviewing previous
lesson or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the new lesson
Sing a song about time. Explain
the difference of hour, minutes
and seconds.
Discuss how to measure distance
by measuring point A to B.
Relate distance and time with
speed.
Explain the formula in getting
Average Rate (speed)=
distance/time and give
examples.
Show how to use a graph to
represent distance, time and rate
of speed.
Differentiate Average Speed and
Velocity.
Describe the motion of an object
by tracing and measuring its
change in position (distance
travelled) over a period of time
Activity 1:
Group pupils into 4 members. 1
member records the distance and
time members slides the toy cars
down the improvised slide. One
slide is raised 2 inches from the
Sing a song about time. Explain
the difference of hour, minutes
and seconds.
Discuss how to measure distance
by measuring point A to B.
Relate distance and time with
speed.
Explain the formula in getting
Average Rate (speed)=
distance/time and give
examples.
Show how to use a graph to
represent distance, time and rate
of speed.
Differentiate Average Speed and
Velocity.
Describe the motion of an object
by tracing and measuring its
change in position (distance
travelled) over a period of time
Activity 1:
Group pupils into 4 members. 1
member records the distance and
time members slides the toy cars
down the improvised slide. One
slide is raised 2 inches from the
Sing a song about time. Explain the
difference of hour, minutes and seconds.
Discuss how to measure distance by
measuring point A to B.
Relate distance and time with speed.
Explain the formula in getting Average Rate
(speed)= distance/time and give examples.
Show how to use a graph to represent
distance, time and rate of speed.
Differentiate Average Speed and Velocity.
Describe the motion of an object by tracing
and measuring its change in position
(distance travelled) over a period of time
Activity 1:
Group pupils into 4 members. 1 member
records the distance and time members
slides the toy cars down the improvised
slide. One slide is raised 2 inches from the
ground. The other is raised 1 inch from the
Sing a song about time. Explain the
difference of hour, minutes and
seconds.
Discuss how to measure distance
by measuring point A to B.
Relate distance and time with
speed.
Explain the formula in getting
Average Rate (speed)=
distance/time and give examples.
Show how to use a graph to
represent distance, time and rate
of speed.
Differentiate Average Speed and
Velocity.
Describe the motion of an object
by tracing and measuring its
change in position (distance
travelled) over a period of time
Activity 1:
Group pupils into 4 members. 1
member records the distance and
time members slides the toy cars
down the improvised slide. One
slide is raised 2 inches from the
Sing a song about time. Explain the
difference of hour, minutes and
seconds.
Discuss how to measure distance by
measuring point A to B.
Relate distance and time with speed.
Explain the formula in getting Average
Rate (speed)= distance/time and give
examples.
Show how to use a graph to represent
distance, time and rate of speed.
Differentiate Average Speed and
Velocity.
Describe the motion of an object by
tracing and measuring its change in
position (distance travelled) over a
period of time
Activity 1:
Group pupils into 4 members. 1
member records the distance and time
members slides the toy cars down the
improvised slide. One slide is raised 2
inches from the ground. The other is

D. Discussing new concepts
and practicing new skills #1
ground. The other is raised 1 inch
from the ground. The toy cars will
be released at the same time.
The other member accomplish
the distance formula table.
Calculate for speed by using the
formula.
Who has the fastest speed?
Activity 2:
In this activity, both slides are
raise 2 inches from the ground.
Place 5 pcs of P5 coin in one car,
and place 1 pc of P1 in the other
car.
Both cars will be released at the
same time.
The other member will
accomplish the distance formula
table.
Calculate for speed by using the
formula.
Who has the fastest speed?
ground. The other is raised 1 inch
from the ground. The toy cars will
be released at the same time.
The other member accomplish
the distance formula table.
Calculate for speed by using the
formula.
Who has the fastest speed?
Activity 2:
In this activity, both slides are
raise 2 inches from the ground.
Place 5 pcs of P5 coin in one car,
and place 1 pc of P1 in the other
car.
Both cars will be released at the
same time.
The other member will
accomplish the distance formula
table.
Calculate for speed by using the
formula.
Who has the fastest speed?
ground. The toy cars will be released at the
same time. The other member accomplish
the distance formula table.
Calculate for speed by using the formula.
Who has the fastest speed?
Activity 2:
In this activity, both slides are raise 2
inches from the ground.
Place 5 pcs of P5 coin in one car, and place
1 pc of P1 in the other car.
Both cars will be released at the same
time.
The other member will accomplish the
distance formula table.
Calculate for speed by using the formula.
Who has the fastest speed?
ground. The other is raised 1 inch
from the ground. The toy cars will
be released at the same time. The
other member accomplish the
distance formula table.
Calculate for speed by using the
formula.
Who has the fastest speed?
Activity 2:
In this activity, both slides are raise
2 inches from the ground.
Place 5 pcs of P5 coin in one car,
and place 1 pc of P1 in the other
car.
Both cars will be released at the
same time.
The other member will accomplish
the distance formula table.
Calculate for speed by using the
formula.
Who has the fastest speed?
raised 1 inch from the ground. The toy
cars will be released at the same time.
The other member accomplish the
distance formula table.
Calculate for speed by using the
formula.
Who has the fastest speed?
Activity 2:
In this activity, both slides are raise 2
inches from the ground.
Place 5 pcs of P5 coin in one car, and
place 1 pc of P1 in the other car.
Both cars will be released at the same
time.
The other member will accomplish the
distance formula table.
Calculate for speed by using the
formula.
Who has the fastest speed?
 E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical
applications of concepts and skills in
daily living
H. Making generalizations
and abstractions about the lesson
What factor/s affect the distance
and speed of the car?
-ACTIVITY-
-ACTIVITY-
Distance- is a numerical
description of how far apart
objects are. In physics or
everyday usage, distance
may refer to a physical
length, or an estimation
based on other criteria (e.g.
"two counties over").
Time- time is a real phenomenon
a continuous change through
which we live. Time becomes
evident through motion; sunrise
sunsets, night and day, the
changing seasons, the movement
of the celestial bodies all is
indicative of continuous change.
What factor/s affect the distance
and speed of the car?
-ACTIVITY-
-ACTIVITY-
Distance- is a numerical
description of how far apart
objects are. In physics or
everyday usage, distance
may refer to a physical
length, or an estimation
based on other criteria (e.g.
"two counties over").
Time- time is a real phenomenon
a continuous change through
which we live. Time becomes
evident through motion; sunrise
sunsets, night and day, the
changing seasons, the movement
of the celestial bodies all is
indicative of continuous change.
What factor/s affect the distance and
speed of the car?
-ACTIVITY-
-ACTIVITY-
Distance- is a numerical description
of how far apart objects are.
In physics or everyday usage,
distance may refer to a physical
length, or an estimation based on
other criteria (e.g. "two counties
over").
Time- time is a real phenomenon a
continuous change through which we live.
Time becomes evident through motion;
sunrise sunsets, night and day, the
changing seasons, the movement of the
celestial bodies all is indicative of
continuous change.
What factor/s affect the distance
and speed of the car?
-ACTIVITY-
-ACTIVITY-
Distance- is a numerical
description of how far apart
objects are. In physics or
everyday usage, distance
may refer to a physical
length, or an estimation
based on other criteria (e.g.
"two counties over").
Time- time is a real phenomenon a
continuous change through which
we live. Time becomes evident
through motion; sunrise sunsets,
night and day, the changing
seasons, the movement of the
celestial bodies all is indicative of
continuous change.
What factor/s affect the distance and
speed of the car?
-ACTIVITY-
-ACTIVITY-
Distance- is a numerical
description of how far apart
objects are. In physics or
everyday usage, distance may
refer to a physical length, or an
estimation based on other
criteria (e.g. "two counties
over").
Time- time is a real phenomenon a
continuous change through which we
live. Time becomes evident through
motion; sunrise sunsets, night and day,
the changing seasons, the movement
of the celestial bodies all is indicative of
continuous change.
Speed-The Italian
physicist Galileo Galilei is
credited with being the first
to measure speed by
considering the distance
covered and the time it
takes. Galileo defined
speed as the distance
covered per unit of time. In
equation form, this is
where r is speed, d is
distance, and t is time. A
cyclist who covers 30
metres in a time of 2
seconds, for example, has a
speed of 15 metres per
second. Objects in motion
often have variations in
speed (a car might travel
along a street at 50 km/h,
slow to 0 km/h, and then
reach 30 km/h).
What is the relation of mass,
distance, time to speed?
Speed-The Italian
physicist Galileo Galilei is
credited with being the first
to measure speed by
considering the distance
covered and the time it
takes. Galileo defined
speed as the distance
covered per unit of time. In
equation form, this is
where r is speed, d is
distance, and t is time. A
cyclist who covers 30
metres in a time of 2
seconds, for example, has a
speed of 15 metres per
second. Objects in motion
often have variations in
speed (a car might travel
along a street at 50 km/h,
slow to 0 km/h, and then
reach 30 km/h).
What is the relation of mass,
distance, time to speed?
Speed-The Italian physicist Galileo
Galilei is credited with being the
first to measure speed by
considering the distance covered
and the time it takes. Galileo
defined speed as the distance
covered per unit of time. In
equation form, this is where r is
speed, d is distance, and t is time. A
cyclist who covers 30 metres in a
time of 2 seconds, for example, has
a speed of 15 metres per second.
Objects in motion often have
variations in speed (a car might
travel along a street at 50 km/h,
slow to 0 km/h, and then reach
30 km/h).
What is the relation of mass, distance, time
to speed?
Speed-The Italian
Speed-The Italian
physicist Galileo Galilei is
physicist Galileo Galilei is
credited with being the first
credited with being the first to
to measure speed by
measure speed by considering
considering the distance
the distance covered and the
covered and the time it takes.
time it takes. Galileo defined
Galileo defined speed as the
speed as the distance covered
distance covered per unit of
per unit of time. In equation
time. In equation form, this is
form, this is where r is
where r is speed, d is
speed, d is distance, and t is
distance, and t is time. A
time. A cyclist who covers 30
cyclist who covers 30 metres
metres in a time of 2 seconds,
in a time of 2 seconds, for
for example, has a speed of 15
example, has a speed of 15
metres per second. Objects in
metres per second. Objects in
motion often have variations in
motion often have variations
speed (a car might travel along a
in speed (a car might travel
street at 50 km/h, slow to
along a street at 50 km/h,
0 km/h, and then reach
slow to 0 km/h, and then
30 km/h).
reach 30 km/h).
What is the relation of mass, What is the relation of mass, distance,
distance, time to speed? time to speed?
The standard unit for speed in
science is meters per second. If,
for example, a person runs 30
meters in 10 seconds, his speed is
3 meters per second. The
relationship for speed is the same
for any units, as long as the units
are consistent. If a car traveled
30 miles in an hour, the speed
would be 30 miles per hour.
If an object is moving at varying
speeds, then the relationship
between speed, distance and
time can only be used to
calculate the average speed. A
distance-time graph, which
shows the speed varying as the
time increases, is a good way to
see how the speed of an object
changes.
The standard unit for speed in
science is meters per second. If,
for example, a person runs 30
meters in 10 seconds, his speed is
3 meters per second. The
relationship for speed is the same
for any units, as long as the units
are consistent. If a car traveled
30 miles in an hour, the speed
would be 30 miles per hour.
If an object is moving at varying
speeds, then the relationship
between speed, distance and
time can only be used to
calculate the average speed. A
distance-time graph, which
shows the speed varying as the
time increases, is a good way to
see how the speed of an object
changes.
The standard unit for speed in science is
meters per second. If, for example, a
person runs 30 meters in 10 seconds, his
speed is 3 meters per second. The
relationship for speed is the same for any
units, as long as the units are consistent. If
a car traveled 30 miles in an hour, the
speed would be 30 miles per hour.
If an object is moving at varying speeds,
then the relationship between speed,
distance and time can only be used to
calculate the average speed. A distance-
time graph, which shows the speed varying
as the time increases, is a good way to see
how the speed of an object changes.
The standard unit for speed in
The standard unit for speed in science
science is meters per second. If, for
is meters per second. If, for example, a
example, a person runs 30 meters
person runs 30 meters in 10 seconds,
in 10 seconds, his speed is 3 meters
his speed is 3 meters per second. The
per second. The relationship for
relationship for speed is the same for
speed is the same for any units, as
any units, as long as the units are
long as the units are consistent. If a
consistent. If a car traveled 30 miles in
car traveled 30 miles in an hour,
an hour, the speed would be 30 miles
the speed would be 30 miles per
per hour.
hour.
If an object is moving at varying
If an object is moving at varying
speeds, then the relationship
speeds, then the relationship between
between speed, distance and time
speed, distance and time can only be
can only be used to calculate the
used to calculate the average speed. A
average speed. A distance-time
distance-time graph, which shows the
graph, which shows the speed
speed varying as the time increases, is
varying as the time increases, is a
a good way to see how the speed of an
good way to see how the speed of
object changes.
an object changes.
 The relationship between speed,
distance and time can be used to
calculate any of the three
variables, as long as the other
two are known. The time taken
for a journey, for example, is
equal to the distance divided by
the speed. Distance traveled can
be calculated by multiplying
speed and time together.
How do we differentiate Speed
from Velocity?
Speed is how fast an object is
going with respect to an
object. Velocity is a measure of
the speed in a given direction.
You can say the top speed of an
airplane is 300 kilometers per
hour (kph). But its velocity is 300
kph in a northeast direction.
I. Evaluating learning Calculate the speed of the
following situation and describe
the rate of travel. (2 points each)
1. Mary walks to school
everyday. Calculate her speed in
km/min if she takes 30 minutes
to go to 1.5 km.
2. It took us 5 hours to
walk 24 km.on moonland walk.
Calculate our average speed in
km/h.
3. A snail takes 3 seconds
to cover 4 meters. Give the
average speed of the snail.
J. Additional activities for
The relationship between speed,
distance and time can be used to
calculate any of the three
variables, as long as the other
two are known. The time taken
for a journey, for example, is
equal to the distance divided by
the speed. Distance traveled can
be calculated by multiplying
speed and time together.
How do we differentiate Speed
from Velocity?
Speed is how fast an object is
going with respect to an
object. Velocity is a measure of
the speed in a given direction.
You can say the top speed of an
airplane is 300 kilometers per
hour (kph). But its velocity is 300
kph in a northeast direction.
Calculate the speed of the
following situation and describe
the rate of travel. (2 points each)
1. Mary walks to school
everyday. Calculate her speed in
km/min if she takes 30 minutes
to go to 1.5 km.
2. It took us 5 hours to
walk 24 km.on moonland walk.
Calculate our average speed in
km/h.
3. A snail takes 3 seconds
to cover 4 meters. Give the
average speed of the snail.
ACTIVITY-
The relationship between speed, distance
and time can be used to calculate any of
the three variables, as long as the other
two are known. The time taken for a
journey, for example, is equal to the
distance divided by the speed. Distance
traveled can be calculated by multiplying
speed and time together.
How do we differentiate Speed from
Velocity?
Speed is how fast an object is going with
respect to an object. Velocity is a measure
of the speed in a given direction. You can
say the top speed of an airplane is 300
kilometers per hour (kph). But its velocity is
300 kph in a northeast direction.
Calculate the speed of the following
situation and describe the rate of travel. (2
points each)
1. Mary walks to school everyday.
Calculate her speed in km/min if she takes
30 minutes to go to 1.5 km.
2. It took us 5 hours to walk 24
km.on moonland walk. Calculate our
average speed in km/h.
3. A snail takes 3 seconds to cover 4
meters. Give the average speed of the
snail.
ACTIVITY-
The relationship between speed,
distance and time can be used to
calculate any of the three variables,
as long as the other two are
known. The time taken for a
journey, for example, is equal to
the distance divided by the speed.
Distance traveled can be calculated
by multiplying speed and time
together.
How do we differentiate Speed
from Velocity?
Speed is how fast an object is going
with respect to an
object. Velocity is a measure of the
speed in a given direction. You can
say the top speed of an airplane is
300 kilometers per hour (kph). But
its velocity is 300 kph in a northeast
direction.
Calculate the speed of the
following situation and describe
the rate of travel. (2 points each)
4. Mary walks to school
everyday. Calculate her speed in
km/min if she takes 30 minutes to
go to 1.5 km.
5. It took us 5 hours to walk
24 km.on moonland walk. Calculate
our average speed in km/h.
6. A snail takes 3 seconds to
cover 4 meters. Give the average
speed of the snail.
ACTIVITY-
The relationship between speed,
distance and time can be used to
calculate any of the three variables, as
long as the other two are known. The
time taken for a journey, for example,
is equal to the distance divided by the
speed. Distance traveled can be
calculated by multiplying speed and
time together.
How do we differentiate Speed from
Velocity?
Speed is how fast an object is going
with respect to an object. Velocity is a
measure of the speed in a given
direction. You can say the top speed of
an airplane is 300 kilometers per hour
(kph). But its velocity is 300 kph in a
northeast direction.
Calculate the speed of the following
situation and describe the rate of
travel. (2 points each)
7. Mary walks to school
everyday. Calculate her speed in
km/min if she takes 30 minutes to go to
1.5 km.
8. It took us 5 hours to walk 24
km.on moonland walk. Calculate our
average speed in km/h.
9. A snail takes 3 seconds to
cover 4 meters. Give the average speed
of the snail.
ACTIVITY-
application or remediation -ACTIVITY-
V.
REMARKS
VI.
REFLECTION
A. No. of learners who
___ of Learners who earned 80%
earned 80% in the evaluation
above
B. No. of learners who require
additional activities for remediation who ___ of Learners who require
scored below 80% additional activities for remediation
C. Did the remedial lessons ___Yes ___No
work? No. of learners who have caught up ____ of Learners who caught up the
with the lesson
lesson
D. No. of learners who continue ___ of Learners who continue to
to require remediation require remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? Why did these ___ Group collaboration
work? ___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
F. What difficulties did I __ Bullying among pupils
encounter which my principal or supervisor __ Pupils’ behavior/attitude
can help me solve? __ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
___ of Learners who earned 80% above ___ of Learners who earned 80% above
___ of Learners who require additional activities ___ of Learners who require additional
for remediation activities for remediation
___Yes ___No ___Yes ___No
____ of Learners who caught up the
____ of Learners who caught up the lesson
lesson
___ of Learners who continue to require ___ of Learners who continue to
remediation require remediation
Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration
___ Games ___ Games
___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises
___ Discussion ___ Discussion
___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
Why? Why?
___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s
Cooperation in doing their tasks Cooperation in doing their tasks
__ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
 __Reading Readiness
__Lack of Interest of pupils
G. What innovation or localized Planned Innovations:
materials did I use/discover which I wish to __ Localized Videos
share with other teachers? __ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures