GRADES 1 to 12 School: Grade Level: V

Teacher: File Created by Ma’am EDNALYN D. MACARAIG Learning Area: ENGLISH

DAILY LESSON LOG
Teaching Dates and
Time: JULY 23-27, 2018 (WEEK 8) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Listening Oral Language Reading Comprehension Grammar/Language Vocabulary development
B.Performance Standards
C.Learning Distinguish reality from fantasy Recount events effectively from the Analyze figures of speech Compose clear and coherent
Competencies/Objectives EN5LC-Ih-2.3 selection listened to EN5OL-Ih-1.8 (hyperbole and personification) sentences using appropriate
Infer the meaning of unfamiliar in a given text grammatical structures-
words based on the context EN5RC-Ih-2.3 (correlative conjunctions)
clues(synonyms-antonyms) EN5V- EN5G-Ih-8.3/8.4
Ih-12-13
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p.70 CG p.70 CG p.70 CG p.70 CG p.70
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource charts, pictures, tarpapel for Charts, charts harts
exercises
IV.PROCEDURES
A.Reviewing previous lesson or Unlocking of Difficulties Look Back! Drill: Read the following Review: Unlocking of Difficulties
presenting the new lesson Give the synonym of the Read the sentences. Clap once, if sentences with fluency. What are conjunctions? Let’s Play
underlined words. the sentence uses simile and twice 1. I waited a long time to be What are the different kinds
a. It is hard to swallow food when if it uses metaphor. picked up from school. of conjunctions that we have
there is a sorethroat. 1. Loneliness is like a candle in the 2. I waited an eternity to be learned?
(reject, take through the mouth, dark. picked up from school. When do we use and? or?
throwaway) 2. Happiness is the laughter of a 3. Waiting is as boring as a but?
b. We used to hook our clothes at little child at play. speech.
the back of the door. 3. Ella is a dazzling firework.
(catch, get off, close) 4. Johnny is as calm as a waveless
c. The performance of the pupils ocean. a. F U L E A B U T I
really struck the fancy of the 5. Bethany sings like a nightingale. b. G E E L T A N
spectators. c. L I A P N T
(thrifty, extravagant, simple) d. T R A N F R A G
e. P A R K I N G L S
B.Establishing a purpose for the (Picture Analysis) Unlocking of Difficulties Use a topic wheel. Answer
lesson The teacher presents the rhymes Identify whether the pair of the question at the center.
and have the pupils read it with words is synonym or When the pupils are done
proper phrasing and intonation. antonym. answering the activity, let
a. Humpty Dumpty a. clever - dull them read orally all the
Sat on a wall b. remove - take off answers they have written
Humpty Dumpty c. funny - humourless
Had a great fall. d. shut - open
b. Three little kittens
The teacher shows picture.
They lost their mittens
What can you say about the
And they began to cry.
picture presented?
What idea comes to your mind
upon seeing this picture?
Most of us have read stories about
fairies or fantasy stories. Class, do
you really believe that there are
certain things that are impossible
to happen?
C.Presenting Examples/ instances of Today, you are going to listen to a I noticed that you are very Go over with the poem read in The teacher presents the Presentation
the new lesson poem about the old woman who interested to know more about the previous day. following sentences. Let the The pupils read the poem
swallowed the fly. Do you think it figurative language. Today, you will Teacher models in reading the pupils read the orally with the guidance of
could really happen? What other find it more enjoyable to read lines from the poem “The Old sentences correctly. the teacher
things would you like to find out in poems with another figurative Woman Who Swallowed a Fly” 1.I am removing both your MY NATIVE LAND
the poem? language. gun and your permit. How beautiful are her
2. It was neither clever nor mountains grand
funny. The peaceful valleys
3.Either go home or shut up between
Original File Submitted and Her sparkling sun and
Formatted by DepEd Club cooling rains
Member - visit depedclub.com That bathe the fertile plains
for more How graceful are her stately
plains
Her towering emerald trees
How pliant her rustling
bamboos green
Dancing blissfully in the
breeze
What are the beautiful
scenic spots found in our
country?
How pretty her white
sampaguitas
And fragrant orchids so rare
How modest and sweet her
 children
Who harvest the golden
grain
How I love her rainbow
birds
Her blue skies and shining
waves
How I love this dear
Philippines
Home on this troubled
earth.
By: Esmeraldo B. Pascua
D.Discussing new concepts and Present the poem to the pupils Let the pupils read the following Engagement Activities. 1. What are the two elements Comprehension Check-Up
practicing new skills #1 entitled” The Old Woman Who lines from some poems. Divide the class into groups being linked in the first a. What are found between
Swallowed a Fly” Slowly, silently now the moon DAY 3 sentence? grand mountains?
“The Old Woman Who Swallowed Walks the night in her silver shoes; Reading Comprehension (The equivalent elements b. How will you describe the
a Fly” This way and that, she peers and Group 1: “The Poets” being linked are your gun and plains? the sampaguita?
There was an old woman who sees Choral Reading of the poem your permit) c. Explain why bamboos are
swallowed a fly Silver fruits upon silver trees. The group will choose a leader to DAY 4 pliant?
Oh! My! Swallowed a fly? The birds have washed their faces lead the group Grammar / Vocabulary d. What is meant by pliant?
Poor old woman, I’ll think she’ll And cuddle in a row Group 2: “The Painters” Development e. Can you name three
die Upon a little frosty bush Illustrate what the poem tells What do you call these scenic spots you love most
There was an old woman That twinkles in the snow. you. phrases?(They are both noun in our country?
Who swallowed a spider. Let us study the lines from the Group 3: “The Writers” phrases.) f. What are the ways of
Right down inside her, poems. Pick out one phrase or one What words are used to link appreciating the beauty of
She swallowed a spider (Teacher models reading the poem) sentence from the poem above these two phrases?( our land? How can we help
She swallowed a spider to hook which you think is unbelievable. both…and) maintain the beauty of
the fly In one or two sentences, explain 2.In the second sentence, these places?
Oh! My! Swallowed a fly why you think it is impossible to what are the equivalent
Poor old woman, I think she’ll die happen? elements being linked?
There was an old woman who (The equivalent elements
swallowed a cat. being linked are clever and
Fancy that! Swallowed a cat! funny .They are both
She swallowed the cat to hook the adjectives.)
bird What words are used to link
She swallowed the bird to hook these phrases? (neither…nor)
the spider, 3.In the last sentence, what
She swallowed the spider to catch are the equivalent elements
the fly being linked?
There was an old woman who (The equivalent elements
swallowed a horse being linked are go home and
She died of course! shut up. They are both
imperative verbs.)
What words are used to
 connect two phrases?(
either…or)
4.What do you call these
words that linked two
equivalent elements?
(They are called correlative
conjunctions.)
The key learning point in
these examples is that
correlative
conjunctions link equivalent
elements. The most
commonly used
correlative conjunctions are
both…and, either…or,
neither…nor, not
only…but also)
E. Discussing new concepts and 1. Go back to the motive question. Groups 1 and 2: Choral Reading of Discussion Questions The teacher will further Teaching Modeling
practicing new skills #2 Have the pupils answer them the poem (Call group 1 to do the choral explain to the pupils the rules Read the following phrases
clearly. The group will choose a leader to reading) in using these beautiful mountains
2. Comprehension Check lead the group Let us see how good you are in correlative conjunctions pretty white sampaguitas
a. What are the animals Groups 3 and 4: Drawing some of reciting a poem graceful plains
mentioned in the poem? the things mentioned in the How did you recite the poem? Ask: What can you say
b. What did the old woman do? poem. What does the poem tell us? about the underlined
c. Do you believe that there is such Questions: (Ask group 2 to present their words?
an old woman who can swallow What is the poem all about? drawing) Do they show same or
animals like spider, cat, horse? What message does the poem try Ask: What did the oldwoman different meanings?
d. Was the poem believable? to convey? swallow? What do you call these
e. Do these really happen in real Why did she swallow the cat? the words that show similar or
life? bird? the spider? same meanings?
What happened to the What other pair of words
oldwoman when she swallowed can you find in the poem
the horse? that you have read a while
Do you think it could really ago?
happen? Say: These pair of words
(Call group 3 to present their have the same meaning.
written output) These are synonyms.
Which among those sentences or Let’s recall the story of an
phrases from the poem seemto old woman who swallowed
be unbelievable? the fly.
What does it tell us? An old woman swallowed
Why do you say so? the fly.
She rejected it out of her
mouth.
 An old woman swallowed
the cat to hook the bird.
She swallowed the bird to
catch the spider.
Ask: Look at the first two
underlined words. Do the
pair of words tell the same
meaning or different
meaning?
How about the second pair
of words? Are the meaning
similar or different?
Say: Words that have
different or opposite
meanings are antonyms.
F.Developing Mastery Engagement Activities Skill Development: Figurative Teacher asks the pupils to read These correlative conjunctions Here are some lines taken
Teacher will record another story. Language-Personification this part of the poem connect two balanced clauses, from the poem that you
Pupils will listen to the story and Go over with the lines of the poem. There was an old woman who phrases, or words.The two have read. Let me see if you
do the necessary activities a. In the first example of the swallowed a cat. elements that correlative can identify the meaning of
poem,what is the inanimate object? There was an old woman who conjunctions connect are the underlined word.
What human qualities are given to swallowed a horse. usually similar in length and 1. The grand mountain are
the moon? How did the poet express his grammatical structure. They beautiful.
(The moon can walk in her silver thoughts ? are used in pairs to join attractive radiant
shoes and can peer and see.) Do you think an old woman could sentences or phrases that marvelous
b. On the second example, what is really swallow a cat or a horse? carry the same general 2. How graceful are her
the inanimate object mentioned in What do these lines express? meaning and tone. They are stately plains!
the poem? Did the poet exaggerate his called correlative conjunctions willowy
c. What human qualities are given ideas? because they are always used obedient
to the birds in the second example? This is an exaggeration because together and convey the same charming
(washed their faces and cuddle in a nobody can eat a cat or a horse. relative meaning. The most 3. How pliant are her
row) The poet tells something that is commonly used correlative bamboos green.
Say: These lines show another kind greater than to what it really is. conjunctions are both…and, wavering
of figurative language. Inanimate This is another kind of figurative either…or, neither…nor, not elastic
objects like moon and birds are language which is called only…but also .We use obedient
given characteristics like a hyperbole. both…and if both ideas are 4. How pretty are her white
person.This figurative language is Let’s go over with these true, either…or if only one sampaguitas.
called personification. It brings to sentences that you have read a idea is tru or will happen, and lovely
life an inanimate object by giving to while ago. neither…nor, if both ideas are cheerful
it the qualities of a person. I waited a long time to be picked untrue ample
up from school. 5.How sweet and modest
I waited an eternity to be picked are her daughters who
up from school. harvest the
Waiting is as boring as a speech. golden grain.
Which among these lines show darling
 exaggeration? The second pure
sentence is an exaggeration. fragrant
Someone can't "wait an eternity."
This is an exaggeration. What
does waiting for an eternity
imply? Waiting for an eternity
implies that one waited for a long
time. So,this type of statement is
called hyperbole.
G.Finding Practical application of Write It Read the personifications below. Read the followingsentences. 1. Use the appropriate Identify the antonym of
concepts and skills in daily living With your group members, talk Encircle the inanimate object/thing Which among these sentences correlative conjunctions to each underlined word.
about the story listened to. Select and underline the action each does. use hyperbole? complete each sentence. a. 1. How peaceful the valleys
the event that may happen and a. The morning air bites our faces 1. I am so hungry I could eat a She is____ intelligent___ between her sparkling sun
event that would be impossible to and hands. horse. beautiful. b. I will ___ go for a and cooling rains.
happen in real life. Write your b. The train flew at lightning speed. 2. These are the worst pancakes I hike ____ stay home and a. violent
answer in a chart form c. The bird cautiously tiptoed in the have ever eaten. watch TV. c. Jerry is ____ b. disturbed
hall. 3. I like my teacher a lot. 4. It's rich____ famous. d. He c. noisy
Act it Out d. The stars veil their glow. taking you a million years to get is____intelligent,____very 2. How graceful are her
Select the part of the story which e. It is the jolliest house I’ve seen. ready. 5. I am so hungry I could funny. e. Would you____ go towering emerald trees.
you think is impossible to happen. eat a horse. shopping_____spend the day a. brief
Make a role play of it at the beach? b. low
Draw It c. little
Make an illustration of the events 3. How pretty are her
that happened in the story. fragrant orchids so rare.
Identify whether it is a fantasy or a. frequent
reality. b. repeated
c. common
4. How sweet and modest
her daughters are!
a. unchaste
b. boastful
c. shy
5. How I love dear
Philippines, home on this
troubled earth.
a. peaceful
b. restful
c. dignified
H.Making generalization and How will you distinguish Personification is a figure of speech A hyperbole is a figurative Construct clear and We infer the meaning of
abstraction about the lesson reality?Fantasy? which brings to life an inanimate language that describes meaningful sentences using unfamiliar words through
object by giving it the qualities of a something as better or worse the following conjunctions: synonyms and antonyms.
person. Personification is the giving than it really is. It is a figure of both…and, either…or, Synonyms are pair of words
of human qualities to animal, speech, which involves an neither…nor, not only...but that are similar in meaning.
objects and ideas. exaggeration of ideas for the sake also Antonyms are pair of words
 of emphasis. Hyperbole is a that are opposite in
figurative language technique meaning
where exaggeration is used to
create a strong effect. With
hyperbole, the notion of the
speaker is greatly exaggerated to
emphasize the point.
I.Evaluating learning Identify if the following is fantasy Read the following phrases. Think Find the specific part of the Write the appropriate A. From the word list, select
or reality. of appropriate word that will fit the sentence that makes it an correlative conjunctions to the synonyms of the
sentence toshow personification. exaggeration. complete the sentence. 1. underlined word in each
a. Slowed to crawl 1. This is the best pizza in the ____Alex _____Carlos applied sentence.
b. A friend who protects me whole wide world. for the job. ( both…and, either 1. Our ancestors fought
c. Yells at me every morning 2. This suitcase weighs a ton. 3. or) 2. I found ____my valiantly for our freedom.
d. Danced across the sky The baby's smile was a mile wide. homework ____my textbook 2. The victorious team was
e. Grumbling like it was angry 4. He is older than the hills. 5. She under my bed. ( both…and, recognized during the
nearly drowned in her tears. either or) 3. I can’t decide assembly.
_____I should take a French 3. The players’ faces
next year____take Korean. blushed with the
(either…or, whether or) 4. unexpected recognition.
____my brother____my sister 4. The injured climber was
can go to the game. saved by his companions.
(whether…or, neither…nor) 5. 5. The water vapor
___you clean your disappeared in the air
room_____you will stay home
this weekend. (either…or,
neither…or)
J.additional activities for application Write five examples of fantasy and Read the following sentences. Write phrases or sentences that Rewrite the sentences. Write the antonym of the
or remediation reality Underline the object personified use hyperbole. Underline the part Construct new one using following words. Construct
and encircle the word which tells that shows exaggeration. both…and, neither…nor, sentences using the
what the object does. either…or, not only...but also following pairs of words.
a. Hail pounded the houses and Ex: I like classical music and I 1. victorious
streets. also like pop music. I like both 2. saved
b. Midnight hears me cry. classical and pop music. a. Jj 3. disappeared
c. The tall trees moaned. does not speak French and 4.unseen
d. The moon faithfully controls the L.A. does not speak French. 5. gradually
tide’s ebb and flow. ________________________
e. My flowers were begging for ______________________ b.
water. Krizzy speaks Filipino and she
also speaks English.
________________________
______________________
c. Mary is not tall and she is
not thin.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried. Move on
in the evaluation next objective. next objective. the next objective. to the next objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery mastery 80% mastery
B.No.of learners who require ___Pupils did not find difficulties ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
additional activities for remediation in answering their lesson. answering their lesson. in answering their lesson. difficulties in answering their difficulties in answering
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson. their lesson.
answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the answering their lesson. in answering their lesson.
because of lack of knowledge, because of lack of knowledge, lesson because of lack of ___Pupils did not enjoy the ___Pupils did not enjoy the
skills and interest about the skills and interest about the lesson. knowledge, skills and interest lesson because of lack of lesson because of lack of
lesson. ___Pupils were interested on the about the lesson. knowledge, skills and interest knowledge, skills and
___Pupils were interested on the lesson, despite of some difficulties ___Pupils were interested on about the lesson. interest about the lesson.
lesson, despite of some difficulties encountered in answering the the lesson, despite of some ___Pupils were interested on ___Pupils were interested
encountered in answering the questions asked by the teacher. difficulties encountered in the lesson, despite of some on the lesson, despite of
questions asked by the teacher. ___Pupils mastered the lesson answering the questions asked by difficulties encountered in some difficulties
___Pupils mastered the lesson despite of limited resources used the teacher. answering the questions encountered in answering
despite of limited resources used by the teacher. ___Pupils mastered the lesson asked by the teacher. the questions asked by the
by the teacher. ___Majority of the pupils finished despite of limited resources used ___Pupils mastered the lesson teacher.
___Majority of the pupils finished their work on time. by the teacher. despite of limited resources ___Pupils mastered the
their work on time. ___Some pupils did not finish their ___Majority of the pupils finished used by the teacher. lesson despite of limited
___Some pupils did not finish their work on time due to unnecessary their work on time. ___Majority of the pupils resources used by the
work on time due to unnecessary behavior. ___Some pupils did not finish finished their work on time. teacher.
behavior. their work on time due to ___Some pupils did not finish ___Majority of the pupils
unnecessary behavior. their work on time due to finished their work on time.
unnecessary behavior. ___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 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned
learners who have caught up with above above above 80% above 80% above
the lesson
D.No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
require remediation additional activities for additional activities for remediation additional activities for additional activities for additional activities for
remediation remediation remediation remediation

E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
 the lesson lesson the lesson up the lesson caught up the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
which my principal or supervisor require remediation require remediation require remediation to require remediation continue to require
can 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 work Strategies used that work
materials did used/discover whichI ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive Development: well: well:
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note ___Metacognitive  ___Metacognitive
taking and studying techniques, taking and studying techniques, and taking and studying techniques, Development: Examples: Self Development: Examples:
and vocabulary assignments. vocabulary assignments. and vocabulary assignments. assessments, note taking and Self assessments, note
 ___Bridging: Examples: Think-  ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- studying techniques, and taking and studying
pair-share, quick-writes, and share, quick-writes, and pair-share, quick-writes, and vocabulary assignments. techniques, and vocabulary
anticipatory charts. anticipatory charts. anticipatory charts.  ___Bridging: Examples: Think- assignments.
   
pair-share, quick-writes, and ___Bridging:Examples:
anticipatory charts. Think-pair-share,quick-
 ___Schema-Building: Examples:  ___Schema-Building: 
Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw 
Compare and contrast, jigsaw writes,andanticipatorychart
s.
learning, peer teaching, and learning, peer teaching, and 
learning, peer teaching, and ___Schema-Building:
projects. projects. projects. Examples: Compare and  __Schema-Building:
   contrast, jigsaw learning, peer Examples: Compare and
teaching, and projects. contrast, jigsaw learning,
 ___Contextualization:  ___Contextualization:  ___Contextualization:
peer teaching, and projects.
 Examples: 
Demonstrations, Examples: Demonstrations, media,  Examples: 
Demonstrations,
 ___Contextualization:  ___Contextualization:
media, manipulatives, repetition, manipulatives, repetition, and local media, manipulatives, repetition,
and local opportunities. opportunities. and local opportunities.  Examples: Demonstrations,  Examples: Demonstrations,
media, manipulatives, media, manipulatives,
   repetition, and local
 ___Text Representation:  ___Text Representation:  ___Text Representation: repetition, and local
opportunities. opportunities.
 Examples: Student 
created Examples: Student 
created Examples: Student created  ___Text Representation:
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. 
 ___Text Representation:  Examples: Student created
 ___Modeling: Examples: Speaking  ___Modeling: Examples: Speaking  ___Modeling: Examples: drawings, videos, and
slowly and clearly, modeling the slowly and clearly, modeling the Speaking slowly and clearly,  Examples: Student created
games.
language you want students to language you want students to use, modeling the language you want drawings, videos, and games.
 ___Modeling: Examples:
use, and providing samples of and providing samples of student students to use, and providing  ___Modeling: Examples:
Speaking slowly and clearly,
student work. work. samples of student work. Speaking slowly and clearly,
modeling the language you
modeling the language you
want students to use, and
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies want students to use, and
providing samples of
used: used: used: providing samples of student
student work.
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching work.
Other Techniques and
___ Group collaboration ___ Group collaboration ___ Group collaboration
Strategies used:
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh Other Techniques and
___ Explicit Teaching
play play play Strategies used:
___ Group collaboration
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Explicit Teaching
___Gamification/Learning
activities/exercises activities/exercises activities/exercises ___ Group collaboration
throuh play
___ Carousel ___ Carousel ___ Carousel ___Gamification/Learning
___ Answering preliminary
___ Diads ___ Diads ___ Diads throuh play
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Answering preliminary activities/exercises
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama activities/exercises ___ Carousel
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Carousel ___ Diads
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Diads ___ Differentiated
Why? Why? Why? ___ Differentiated Instruction Instruction
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Role Playing/Drama ___ Role Playing/Drama
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Discovery Method ___ Discovery Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Lecture Method ___ Lecture Method
___ Group member’s ___ Group member’s ___ Group member’s Why? Why?
collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ Complete IMs ___ Complete IMs
in doing their tasks in doing their tasks in doing their tasks ___ Availability of Materials ___ Availability of Materials
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to
of the lesson of the lesson of the lesson ___ Group member’s learn
collaboration/cooperation ___ Group member’s
in doing their tasks
___ Audio Visual Presentation collaboration/cooperation
of the lesson in doing their tasks
___Audio Visual
Presentation
of the lesson