Kindergarten School Tumauini West Central School-Tumauini South District Teaching Dates May 8-12, 2023

Daily Lesson Log Prepared by: Joan N. Dela Cruz

Aurora T. Cumigad Week No. 2
Checked by: Principal II
Content Focus Mga Halaman sa Ating Paligid Quarter Four
Most Essential - Name common plants (PNEKP-IIa-7)
Learning - Observe, describe, and examine common plants using their senses (PNEKP-IIb-1)
Competencies - Group according to certain characteristics, e.g., parts, kind, habitat (PNEKP-IIb-8)
- Identify the needs of plants and ways to care for plants (PNEKP-IIb-2)
- Identify and describe how plants can be useful (PNEKP-IIIf-4)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

BLOCKS OF TIME (May 8, 2023) (May 9, 2023) (May 10, 2023) (May 11, 2023) (May 12, 2023)
Arrival Time National Anthem
(7:15am-7:30am)

Opening Prayer Opening Prayer
(7:30am-7:40am) Exercise Exercise
Daily Routine Kumustahan Kumustahan
Activities Attendance Attendance
Balitaan Balitaan
Meeting Time 1
(7:40am-7:50am)
Messages Mayroong iba’t ibang Ang mga halaman ay may
halaman na makikita sa ating iba’t ibang uri. Matutukoy at
kapaligiran. Mayroon itong mailalarawan ang mga ito
iba’t ibang laki, hugis at gamit ang ating mga
kulay na nakadaragdag sa pandama.
ganda ng ating kapaligiran.
- Gamit ang mata ay
makikita natin ang hugis at
kulay ng mga halaman.
- Gamit ang ilong ay
maaamoy natin ang
nagbibigay ng mabango o
mabahong amoy.
- Gamit ang kamay ay
matutukoy natin ang
makikinis at magagaspang
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Ang mga halaman ay may
iba’t ibang bahagi tulad ng
dahon, ugat, bulaklak, sanga
at bunga. Ang bawat bahagi
nito ay may ginagampanang
tungkulin.
Natutukoy ang halaman ayon
sa katangian tulad ng puno,
baging, palumpon, at
halamang gamot.
Mayroong mga halaman na
nabubuhay sa lupa o tubig.
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Kailangan ng halaman ang
lupa, tubig, sikat ng araw at
hangin upang mabuhay.
Nakatutulong ang mga ito
upang lumaking maayos at
malusog ang mga halaman.
Bukod sa mga ito ay
kailangan din nila ang tamang
pag-aalaga.
Opening Prayer
Exercise
Kumustahan
Attendance
Balitaan
Maraming pakinabang na
dulot ang mga halaman sa
tao.
- Ang halaman ay
nagbibigay sa atin ng
pagkain.
- Gamit ang kahoy mula sa
mga puno ay maaaring
makagawa ng papel,
mesa, upuan, bahay at
marami pang iba.
- Mayroong mga halaman
na maaaring gamiting
gamot sa iba’t ibang uri
ng sakit.
 nitong tekstura.
- Ang mga puno ay
nagsisilbing lilim sa atin
at nagbibigay ng sariwang
hangin.

Questions  Ano ano ang mga halaman
na matatagpuan sa ating
kapaligiran? Kaya mo ba
itong pangalanan?
(Isulat ang sagot ng mga
bata.)
 Ano ano ang mga
pandama na maaari nating
gamitin sa pagtukoy ng uri
at katangian ng mga
halaman?
 Ano ano ang mga bahagi  Ano ang mga  Sa paanong paraan
ng halaman? pangangailangan ng nakatutulong ang mga
halaman upang ito ay halaman sa tao?
 Ano ang tungkuling mabuhay?
ginagampanan ng ugat,
dahon, sanga, bulaklak at
bunga ng halaman?

Competencies Name common plants (PNEKP-IIa-7)

Observe, describe, and examine common plants using their senses (PNEKP-IIb-1)
Group according to certain characteristics, e.g., parts, kind, habitat (PNEKP-IIb-8)
Identify the needs of plants and ways to care for plants (PNEKP-IIb-2)
Identify and describe how plants can be useful (PNEKP-IIIf-4)
Transition to Work The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to do their assigned tasks within the
Period 1 allotted time.
Work Period 1
(7:50am-8:35am)
Teacher-Supervised Experiment: Monggo Seed Nature Trip Parts of the Plants and Leaf Rubbing It’s a Match
Activity KTG, p. 478 KTG, p. 478-479 Functions KTG, p. 482 KTG, p. 480
KTG, p. 479

Competencies  Naipakikita ang
pagtulong at
pangangalaga sa
kapaligiran: pagdidilig
ng mga halaman, pag-
aalis ng mga damo at
kalat, hindi pagsira ng
halaman, pag-aalaga sa
hayop (KMKPKom-00-5)
 Tell the names of the
days in a week, months in
a year
(MKME-00-8)
 Use the senses to observe
 Name common plants
(PNEKP-IIa-7)
 Observe, describe, and
examine common plants
using their senses
(PNEKP-IIb-1)
 Nabibigyang-pansin ang
linya, kulay, hugis, at
tekstura ng magagandang
bagay na nakikita sa
kapaligiran tulad ng
sanga ng kahoy, bulaklak,
dibuho sa ugat, kahoy,
bulaklak, halaman
 Naisasagawa ang mga
sumusunod na
kasanayan: -
pagpilas/paggupit
/pagdikit ng papel
(KPKFM-00-1.3)
-pagbakat, pagkopya ng
larawan, hugis, at titik
(KPKFM-00-1.4)
 Nakagagawa ng modelo
ng mga pangkaraniwang
bagay sa paligid: dahon,
bato, buto, patpat, tansan
at iba pa
 Nabibigyang-pansin ang
linya, kulay, hugis at
tekstura ng magagandang
bagay na makikita sa
kapaligiran tulad ng
sanga ng puno, dibuho sa
ugat, dahon, kahoy;
bulaklak, halaman,
bundok, ulap, bato,
kabibe, at iba pa (SKPK-
00-2)
 Nakagagawa ng modelo
ng mga pangkaraniwang
bagay sa paligid: dahon,
 Identify and describe
how plants can be useful
(PNEKP-IIIf-4)
 Demonstrate an
understanding that
objects are made from
one or more materials
like metal, plastic, wood,
paper
(PNEKPP-00-2)
 the environment
(PNEKBS-Ic-5)
 Identify needs of plants
and ways to care for
plants
(PNEKP-IIb-2)
 Communicate changes
observed (e.g., shorter
pencil when sharpened,
ice to water, corn kernel
becomes popcorn)
(PNEKPP-00-3)
 Know the days of the
Learning Checkpoints week.
(SKPK-00-2) (SKMP-00-3)
 Nakasusunod sa mga  Nakagugupit at
itinakdang tuntunin at nakapagdidikit ng iba’t
gawain (routines) sa ibang hugis na may iba’t
paaralan at silid-aralan ibang tekstura
(SEKPSE-IIa-4) (SKMP-00-4)
 Observe, describe, and
examine common plants
using their senses
(PNEKP-IIb-1)
 Express simple ideas
through symbols (e.g.,
drawings, invented
spelling)
(LLKC-00-1)
 Know the parts of the  Identify the parts of the
plant. plant and their function.
bato, buto, patpat, tansan
at iba pa
(SKMP-00-3)
 Nakapagkikiskis (rubbing)
ng krayola sa papel na
nakapatong sa iba’t ibang
teksturang makikita sa
paligid: semento, banig,
medalya, basket, pera,
sahig
(SKMP-00-5)
 Notice the symmetry or  Identify and describe
patterns on leaves how plants can be useful.

 Plant Race (KTG, p. 480-481)

 Flower Cut-Outs (KTG, p. 481)
Independent Activities
 Syllable Count: Plants (KTG, p. 481-482)
 Garden Letter Hunt (KTG, p. 482)
 Napagsisikapang matapos ang sinimulang gawain sa itinakdang oras (KAKPS-00-1)
 akaguguhit, nakapagpipinta at nakapagkukulay ng iba’t ibang bagay o gawain (dekorasyon sa ‘name tag’, kasapi ng mag-anak, gawain ng bawat kasapi
ng mag-anak, mga alagang hayop mga halaman sa paligid) (SKMP-00-2)
 Arrange objects one after another in a series/sequence according to a given attribute (size, length) and describe their relationship (big/bigger/biggest or
Competencies long/ longer/longest) (MKSC-00-10)
 Napagsisikapang matapos ang sinimulang gawain sa itinakdang oras (KAKPS-00-1)
 Identify the letters of the alphabet (mother tongue, orthography) (LLKAK-Ih-3)
 Match an upper- to its lower-case letter (LLKAK-Ih-4)
 Tell the number of syllables in given spoken words (LLKPA-Ig-8)
 Plant Race: Sequence the letter from a-z.
 Flower Cut-outs: Make cut-outs of flower patterns and paste them on bond paper.
Learning Checkpoints
 Syllable Count: Plants: Count syllables correctly.
 Garden Letter Hunt: Match upper case and lowercase letters.
Transition to Meeting The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before Meeting Time 2. After 10 minutes, the teacher tells the
Time 2 learners to start packing away the materials they used and be ready for Meeting Time 2. A transition song or a countdown may be used.
Meeting Time 2
(8:35am-8:45am)
 Questions/Activity Poem: Mga Halaman sa Talk about the Nature Trip Pretend to be the parts of the Let the learners present their Poem: Gulay ay Kailangan
Kapaligiran activity and what plants the plant – roots sip nutrients work. KTG, p. 491
KTG, p. 491 learners saw outside. from the ground, stem holds
the plant upright, leaves sway
in the wind.
The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time/health break by sanitizing their
Transition to Health hands.
Break/
Quiet Time After their health break, the teacher reminds the children to pack away the things they used in recess time, clean up their eating area, throw their trash in the
trash bin, sanitize their hands, and have their Quiet Time.
Health Break/Quiet Time
(8:45am-9:10am)
Transition to Story While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to listen to a story. When the learners are ready, the teacher
Time proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
(9:10am-9:25am)
Story Alamat ng Ampalaya Alamat ng Ampalaya Si Emang Engkantada at ang Si Emang Engkantada at ang Si Joey at ang Gulay Gang
Tatlong Haragan Tatlong Haragan
Pre-reading Activity  Define difficult words  Show pictures of different  Define difficult words  Show pictures of ways how  Define difficult words.
using pictures. vegetables. using pictures. to care for plants and the
environment.  Do you love vegetables?
 What is your favorite  Song: Bahay Kubo  How will you show your
vegetable/s? care and love for the  Who among you eats
environment? vegetables?
 Do you eat ampalaya?
 What are your habits? Is it
good or bad?
During Reading Ask comprehension questions.
Post Reading  Who are the characters in  Sequence the story. Which  Who are the characters in  Sequence the story. Which  Who are the characters in
the story? happened first? Next? the story? happened first? Next? the story?
Last? Last?
 How will you describe  What is the habit of Pat  Why doesn’t Joey want to
Ampalaya? Kalat? Pol Putol? Paz eat vegetables?
Waldas?
 Did Ampalaya learn his  Why vegetables are good
lesson?  What have you learned for the body?
from the story?
Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells
Period 2 the learners to do their assigned tasks with the allotted time.
Work Period 2
(9:25am-10:05am)
Teacher-Supervised Seeds Around Us Leaf Seriation Origami Flowers Plant Graph Measuring Monggo Plant
 Activity KTG, p. 483 KTG, p. 485 KTG, p. 483-484 KTG, p. 485 KTG p. 486

 Describe objects based  Naisasagawa ang mga  Arrange objects one after  Collect data on one  Identify the 1st, 2nd, 3rd,
on attributes/properties sumusunod na kasanayan: another in a variable (e.g., sex/boys or up to 10th object in a
(shapes, size, its use, and - pagtiklop ng papel series/sequence girls) through given set
functions) (KPKFM-00-1.2) according to a given observation and asking (MKC-00-11)
(MKSC-00-4) - paglikha ng mga modelo attribute (size, length) questions  Compare objects based
 Group objects that are pangkaraniwang bagay and describe their (MKAP-00-1) on their size, length,
alike sa paligid relationship  Read and write numerals weight/mass
(MKSC-00-5) (KPKFM-00-1.6) (big/bigger/biggest or 0 to 10 (longer/shorter)
 Sort and classify objects  Divide a whole into two or long/ longer/longest) (MKC-00-3) (MKME-00-2)
according to one four equal parts (halves (MKSC-00-10)  Express simple ideas
attribute/property (shape, and fourths) through symbols (e.g.,
color, size, function/use) (MKAT-00-17) drawings, invented
(MKSC-00-6)  Recognize symmetry (own spelling)
 Read and write numerals body, basic shapes) (LLKC-00-1)
Competencies 0 to 10 (MKSC-00-11)
(MKC-00-3)
 Classify objects
according to observable
properties like size,
color, shape, texture, and
weight) (PNEKPP-00-1)
 Tell which
objects/pictures are the
same based on color,
shape, size, direction,
and other details (T-shirt
with collar and without
collar) (LLKVPD-Id-1)

 The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if the  The teacher checks if
learners were able to learners were able to learners were able to learners were able to the learners were able
sort and classify objects arrange objects one after divide a whole paper into write numerals from 0 to to compare objects
Learning Checkpoints according to an another in sequence two or four equal parts. 10. based on their height
observable attribute/ according to a given and identify the 1st,
property. attribute (size, length) 2nd, 3rd, up to 10th
(long/longer/ longest). objects in a given set.
 Comparing Number – Plants (KTG, p. 486)
 Roll, Add, and Build – Plants (KTG, p. 486-487)
Independent Activities
 Three in A Row (KTG, p. 487)
 Parts and Function Memory Game (KTG, p. 488)
  Compare two groups of objects to decide which is more or less, or if they are equal; Identify sets with one more or one less element (MKC-00-8)
 Use a variety of materials and communicate strategies used to determine answers to addition and subtraction problems listened to (MKAT-00-10)
 Add quantities up to 10 using concrete objects (MKAT-00-8)
 Naisasagawa ang mga sumusunod na kasanayan: pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 Tell the quantity of a set of objects does not change even though the arrangement has changed (MKSC-00-23)
Competencies
 Group, represent, and count sets of equal quantity of materials up to 10 (beginning of multiplication) (MKAT-00-15)
 Separate and represent groups of equal quantities using concrete objects up to 10 (beginning division) (MKAT-00-16)
 Divide a whole into two or four equal parts (halves and fourths) (MKAT-00-17)
 Match objects, pictures based on properties /attributes in one-to-one correspondence (MKAT-00-1)
 Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 Comparing Number - Plants: The teacher checks if the learners are able to compare two groups of objects and identify which is more or less, or if they are
equal.
 Roll, Add, and Build – Plants: The teacher will check if the learners are able to use a variety of materials and communicate strategies used to determine
answers to addition problems and add quantities up to 10 using concrete objects
Learning Checkpoints
 Three in A Row: The teacher checks if the learners are able to tell that the quantity of a set of objects does not change even though the arrangement has
changed.
 Parts and Function Memory Game: The teacher checks if the learners are able to match objects, and pictures based on properties /attributes in one-to-one
correspondence.
The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical Activity. After 10 minutes,
Transition to Indoor/
the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light Physical Activity. A transition song or countdown
Light Physical Activity
may be used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)
Fun indoors Fun indoors Fun indoors Fun indoors Fun indoors
Activities
 Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang  Naipakikita ang
pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos pagpapahalaga sa maayos
Competencies na pakikipaglaro na pakikipaglaro na pakikipaglaro na pakikipaglaro na pakikipaglaro
(KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19) (KAKPS-00-19)

Learning Checkpoints  Play manipulative toys or individual game which follows a set rule. Observe safety measures.
Transition to Meeting The teacher tells the learners to help pack away the materials they used in the Indoor Activity/Light Physical Activity time and get ready to do the wrap-up
Time 3 activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
(10:25am-10:30am)
 The learners name  The learners use their  The learners describe the  The learners describe the  The learners describe
different plants in the senses in describing and functions of each part of role of sunlight and water how plants help us.
Activities
environment. identifying plants. the plant. in growing plants.

Wrap-Up Questions/  The teacher takes note if  The teacher takes note if  The teacher takes note if  The teacher takes note if  The teacher takes note if
Activity the learners are able to the learners are able to use the learners are able to the learners are able to the learners are able to
 give the name or identify their senses in identifying articulate the use of each describe the importance of give different ways we use
different kinds of plants. different varieties of part of the plant for its sunlight and water to make or the roles of the plants
plants. growth. the plants grow. in our lives.

Dismissal Routine The teacher reminds the learners to sanitize their hands and to always follow the health protocols.

REMARKS
V. PAGNINILAY
A. Bilang ng mga mag aaral na
nakakuha ng 80% sapagtataya.
B. Bilang ng mag aaral na
nangangailangan ng iba pang
Gawain para sa remediation.
C. Nakatulong ba ang remedial?
Bilang ng mag aaral na
nakaunawa sa aralin.
D. Bilang ng mga mag aara na
magpapatuloy sa remediation.
E. Alin sa mga istratehiya sa
pagtututro ang nakatulong ng
lubos?
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
MONDAY
____ no of learners who
earned 80% and above.
____no. of learners who
requires 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
__Solving Puzzle/ Jigsaw
__ Answering preliminary
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
__ Pupil’s eagerness to learn
__Group member’s cooperation
in doing their task
TUESDAY
____ no of learners who
earned 80% and above.
____no. of learners who
requires 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
__Solving Puzzle/ Jigsaw
__ Answering preliminary
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
__ Pupil’s eagerness to learn
__Group member’s cooperation
in doing their task
WEDNESDAY
____ no of learners who
earned 80% and above.
____no. of learners who
requires 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
__Solving Puzzle/ Jigsaw
__ Answering preliminary
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
__ Pupil’s eagerness to learn
__Group member’s cooperation
in doing their task
THURSDAY
____ no of learners who
earned 80% and above.
____no. of learners who
requires 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
__Solving Puzzle/ Jigsaw
__ Answering preliminary
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
__ Pupil’s eagerness to learn
__Group member’s cooperation
in doing their task
FRIDAY
____ no of learners who
earned 80% and above.
____no. of learners who
requires 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
__Solving Puzzle/ Jigsaw
__ Answering preliminary
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
__ Pupil’s eagerness to learn
__Group member’s cooperation
in doing their task
 __ Bullying among pupils
__Pupil’s behavior/attitude
__ Unavailable Technlogy
Equipment (AVR/LCD)
__Science/Computer
__ Internet Lab
F. Anong suliranin ang __ Additional Clerical Works
aking naranasan na Planned Innovations:
nasolusyunan ng aking __ localized Videos
punong guro? __ Making big books from
views of the locality
__ Recycling of plastics to be
used as instructional Materials
__ Local Poetical composition
The lesson was successfully
delivered due to:
__ pupil’s eagerness to learn
__ Complete/varied IMs
__ Uncomplicated lesson
worksheets
Strategies used that work well:
__ Group collaboration
__ Games
G. Anong kagamitang __Solving Puzzle/ Jigsaw
panturo ang aking __ Answering preliminary
nadibuho na nais kong activities/exercises
ibahagi sa mga kapwa ko __ Carousel
guro? __Diads
__Think-Pair-Share (TPS)
__ Rereading of
paragraphs/Poems/Stories
__ Differentiated Instruction
__ Role Playing/Drama
__ Discovery Method
__Lecture Method
Why?
__ Complete IMs
__ Bullying among pupils
__Pupil’s behavior/attitude
__ Unavailable Technlogy
Equipment (AVR/LCD)
__Science/Computer
__ Internet Lab
__ Additional Clerical Works
Planned Innovations:
__ localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as instructional Materials
__ Local Poetical composition
The lesson was successfully
delivered due to:
__ pupil’s eagerness to learn
__ Complete/varied IMs
__ Uncomplicated lesson
worksheets
Strategies used that work well:
__ Group collaboration
__ Games
__Solving Puzzle/ Jigsaw
__ Answering preliminary
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
__ Bullying among pupils
__Pupil’s behavior/attitude
__ Unavailable Technlogy
Equipment (AVR/LCD)
__Science/Computer
__ Internet Lab
__ Additional Clerical Works
Planned Innovations:
__ localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as instructional Materials
__ Local Poetical composition
The lesson was successfully
delivered due to:
__ pupil’s eagerness to learn
__ Complete/varied IMs
__ Uncomplicated lesson
worksheets
Strategies used that work well:
__ Group collaboration
__ Games
__Solving Puzzle/ Jigsaw
__ Answering preliminary
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
__ Bullying among pupils
__Pupil’s behavior/attitude
__ Unavailable Technlogy
Equipment (AVR/LCD)
__Science/Computer
__ Internet Lab
__ Additional Clerical Works
Planned Innovations:
__ localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as instructional Materials
__ Local Poetical composition
The lesson was successfully
delivered due to:
__ pupil’s eagerness to learn
__ Complete/varied IMs
__ Uncomplicated lesson
worksheets
Strategies used that work well:
__ Group collaboration
__ Games
__Solving Puzzle/ Jigsaw
__ Answering preliminary
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
__ Bullying among pupils
__Pupil’s behavior/attitude
__ Unavailable Technlogy
Equipment (AVR/LCD)
__Science/Computer
__ Internet Lab
__ Additional Clerical Works
Planned Innovations:
__ localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as instructional Materials
__ Local Poetical composition
The lesson was successfully
delivered due to:
__ pupil’s eagerness to learn
__ Complete/varied IMs
__ Uncomplicated lesson
worksheets
Strategies used that work well:
__ Group collaboration
__ Games
__Solving Puzzle/ Jigsaw
__ Answering preliminary
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 __Availability of Materials __Availability of Materials __Availability of Materials __Availability of Materials
__ Pupil’s eagerness to learn __ Pupil’s eagerness to learn __ Pupil’s eagerness to learn __ Pupil’s eagerness to learn __ Pupil’s eagerness to learn
__Group member’s cooperation __Group member’s cooperation __Group member’s cooperation __Group member’s cooperation __Group member’s cooperation
in doing their task in doing their task in doing their task in doing their task in doing their task.

Joan N, Dela Cruz

Volunteer Teacher
Aurora T. Cumigad
Principal II