School: Grade Level: V

GRADES 1 to 12 Teacher: File created by Ma’am EDNALYN D. MACARAIG Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 19-23, 2024 (WEEK 4) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Demonstrates understanding of Demonstrates understanding of various Demonstrate understanding that Demonstrates command of the Catch-Up Friday
various verbal elements in orally verbal elements in orally words are composed of different conventions of standard English
communicating information and communicating information and parts to know that their meaning grammar and usage when writing
understand text types in order to understand text types in order to changes depending in context or speaking
construct feedback construct feedback Demonstrates understanding of text
elements to comprehend various
texts
B.Performance Standards Orally communicates information, Orally communicates information, Uses strategies to decode correctly Uses the correct function of
opinions, and ideas effectively to opinions, and ideas effectively to the meaning of words in isolation nouns, pronouns, verbs,
different audiences using a variety of different audiences using a variety of and in context adjectives, and
literary activities literary activities Uses linguistic cues to appropriately adverbs in general and their
construct meaning from a functions in various oral
variety of texts for a variety of discourse
purposes
C.Learning Competencies/Objectives Infer the speaker’s tone,mood and Infer the speaker’s tone,mood and Infer the meaning of unfamiliar Use a particular kind of sentence
purpose (EN5LC-IIId- purpose (EN5LC-IIId- words based on given context clues for a specific purpose and
2.8.1/2.8.2/2.8.3) 2.8.1/2.8.2/2.8.3) (EN5V-IIId-20.4 ) audience (EN5G-IIId-1.8.1 EN5G-
Link comments to the remarks of Link comments to the remarks of others Distinguish text-types according to IIId-1.8.2)
others (EN5OL-IIId- (EN5OL-IIId- features (structural and a. asking permission
2.8) 2.8) language) -Problem and solution b. responding to permission
Observe politeness at all times (EN5A- Observe politeness at all times (EN5A- (EN5RC-IIId-3.2.4) Observe politeness at all times
IIId-16) IIId-16) ( EN5A-IIId-16 )
II.CONTENT Inferring speaker’s tone, mood and Inferring speaker’s tone, mood and -Text-types according to features Asking and Responding to
purpose purpose ( Problem and Solution) Permission
-Context Clues
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages Confucius Confused” - Reading Confucius Confused” - Reading Marvels
Marvels 5 by Melchora D. 5 by Melchora D.
Bilgera et al. pp. 20-22 Bilgera et al. pp. 20-22
4.Additional materials from learning 1. http://www.wikipedia.com 1. http://www.wikipedia.com 1..http;// 1.
resource (LR) portal ( Confucius) 2.http;// ( Confucius) 2.http;// www.ereadingworksheet.com http://esl.about.com/od/smalltal
www.ereadingworksheet.com( Meani www.ereadingworksheet.com( Meanin 2. k/a/Asking-For-Permission-In-
ng of tone) 3. g of tone) 3. http://patternbasedwriting.com/ele English.htm( Conversations)
http://manila.coconuts.co/2016/07/2 http://manila.coconuts.co/2016/07/25/ mentary_writing_success/paragraph- 2.
5/5-great-quotes- president- rodrigo- 5-great-quotes- president- rodrigo- examples/ http://www.ecenglish.com/learn
dutertes-first-sona dutertes-first-sona 3. english/lessons/requests-and-
 4. http;// www.eteaching.com 4. http;// www.eteaching.com http://goldfieldsliteracy.wikispaces.c permission
om/file/view/Microsoft+Word+-
+Yvonne+text+types+table.pdf
4. http://www.merriam-
webster.com/dictionary/resources
B.Other Learning Resource Charts, pictures Charts, pictures Charts, meta cards,picture Picture, charts
IV.PROCEDURES
A.Reviewing previous lesson or presenting 1. Oral Language Development: 1. Oral Language Development: 1. Recall a line from the listening Identify the problem and the
the new lesson Ask pupils about people who are Ask pupils about people who are known text, “ Confucius Confused.” Identify solution in this literary text
known for their philosophies in life. for their philosophies in life. the tone expressed. According to Department of
Do you know Pilosopo Tasio? Why is Do you know Pilosopo Tasio? Why is he 2. Define tone and mood Health ( DOH), there is an
he called as such? Whom called as such? Whom increase in firework related
does Pilosopo Tasio represent? does Pilosopo Tasio represent? injuries every year during New
2. Unlocking of Difficulties 2. Unlocking of Difficulties Year‟s Celebration. Emergency
( Constructivisim) ( Constructivisim) rooms are often filled with
Let the pupils construct the meaning Let the pupils construct the meaning of children and adults suffering from
of the words based on the the words based on the wounds and burns due to
guide questions and picture clue. guide questions and picture clue. fireworks.
a. chariot a. chariot Authorities always say that there
Have you ridden in a chariot? What Have you ridden in a chariot? What is no need to suffer from these
does it look like? does it look like? injuries just to make New Year‟s
b. confused b. confused Celebration merry and loud.Keep
Show me a confused face. When do Show me a confused face. When do you yourself safe by staying away
you usually feel this usually feel this from fireworks and firecrackers. If
emotion? emotion? you see someone who is not a
c. scamper c. scamper professional in lighting fireworks,
What does this word mean? What will What does this word mean? What will take that as your cue to step
you do if there you do if there away. If everyone stayed away
is a barking dog at your back? is a barking dog at your back? from fireworks, there wouldn‟t
d. mischief d. mischief be any fireworks related injuries.
Are you watching “ Probinsyano”? Are you watching “ Probinsyano”? How You can‟t control everyone, but
How does the face of Don does the face of Don you can control yourself. If you
Emilio look like if there is something Emilio look like if there is something remember that accidents
malicious and evil that malicious and evil that happen, you can keep them from
lingers in his mind? What does it lingers in his mind? What does it happening to you.
suggest? suggest?
B.Establishing a purpose for the lesson Present different kinds of emoticons. Present different kinds of emoticons. Identify the meaning of the following Game ; May EYE ?
Which of the following emotions show Which of the following emotions show words using context clues. Call some volunteers to pick an
confusion? Have you been confusion? Have you been 1. problem ( Synonym context clue) eye and read the sentence
confused? What was the reason? confused? What was the reason? Everyone has his/ her own problem, written on it. Pay attention on
or source of perplexity and distress. how they read the sentences
2. solution ( Antonym context clue)
My friend always finds it hard to find
solution but I don‟t have difficulty
looking for answer or ways to deal
my problem
3. energy ( Explanation context clue)
Energy comes in many forms, it can
 be usable powers from heat,
electricity, sun and water.
4. resources(( Synonym context clue)
Our country is rich in its resources.
There are natural features in our
country that enhance the quality of
human life of every Filipino.
C.Presenting Examples/ instances of the new Do you know Confucius? What is his Do you know Confucius? What is his ( Integrative Teaching – Science) The sentences that you read are
lesson famous quotation/ or famous quotation/ or used to ask permission. Let‟s
Golden Rule? “ Do not do unto others Golden Rule? “ Do not do unto others read the conversation below and
what you don’t what what you don’t what Look at the pictures in the board. find out how we should ask
others do unto you.” others do unto you.” What form of energy is shown in permission correctly and politely.
Listen to the story of Confucius Listen to the story of Confucius each one? Put the correct word Pay attention as well on the way
under each picture the permission is answered
Solar wind water/hydro ( granted or denied).
Bioenergy geothermal Example Situations - Asking for
Using inquiry – based approach, let Permission which is Given
the pupils form questions regarding Jack: Hi Sam, do you think I could
the picture and its relevance to the use your cellphone for a
literary / reading text that will be moment? Sam: Sure, no problem.
presented. Here you are. Jack: Thanks buddy.
Fundamental questions ( what It will only be a
questions) should be established minute or two. Sam: Take your
first. time. No rush. Jack: Thanks!
Possible questions; Example Situations - Asking for
What source of energy is safe to the Permission which is Denied
environment? Employee: Would you mind if I
What kind/form of energy is given off came in late to work tomorrow?
by the sun? Boss: I'm afraid I'd prefer if you
What will happen if the sun dies? didn't.
What provinces use natural sources Employee: Hmmm. What if I work
of energy like wind, water and overtime
geothermal? tonight?
What are the advantages of using Boss: Well, I really need you for
natural sources of energy? the
What will happen if we run out of meeting tomorrow. Is there any
supply of fuels? way
Solar wind water/hydro you can do whatever it is you
Bioenergy geothermal need to do later.
Energy Sources: A Dilemma of the Employee: If you put it that way,
Twenty-First Century I'm sure I can figure something
Retrieved from: out.
www.dbe.metu.edu.tr/student/grou Boss: Thanks, I appreciate it.
ps/int/Prob.Solution%20Ss. 1. Which of the sentences in the
%20Copy.pd conversations were used to ask
On most part, energy is created by permission? 2. What were the
burning fossil fuels -- coal, natural answers to the request for
gas and oil. The problem with this is permission? 3. What verbs are
that these resources are finite. At the used for asking permission? 4.
current rate of use, it is expected Why is important to be polite in
that the world will run out of fossil asking for permission and in
fuels in thirty to forty years to come. answering the question?
As a result, it will no longer be
possible to generate power to
operate factories and vehicles or to
light and heat houses.
This world-wide problem can be
resolved through the implementation
of two possible solutions. The first
solution is to improve conservation
efforts. In order to do this,
governments can try to raise public
awareness, discourage over-
consumption and encourage
recycling.
For example, they can encourage the
installation of high-efficiency light
bulbs in homes and offices. They can
inform the public of the amount of
energy saved by simply turning off
lights that are not being used or by
using public transport more and cars
less. They can also pass laws
mandating the recycling of whatever
possible. Improvements in
conservation will surely extend the
life of current fuels but they are not
complete answers to what will
happen when fossil fuels eventually
run out. The second and better
solution, therefore, is to use
alternative sources of energy to meet
future needs. The current leading
alternatives to fossil fuels are solar
energy and fusion, which is the union
of atomic nuclei to form heavier
nuclei. Solar energy is directly
obtained from the sun so it is easily
accessible and pollution-free. It can
be used both to heat water and
buildings and to generate electricity
but mostly in countries that have
ample sunlight. Fusion, on the other
hand, will make it possible for
nuclear power plants to generate
enormous amounts of energy in
order to meet the energy needs of
 the planet indefinitely. In addition,
despite public concern about safety
and risk of contamination, fusion is a
safe and clean source of energy as
modern power plants take strict
safety measures to prevent potential
nuclear disasters and leaks. In
conclusion, in order to have sufficient
energy for the next century, it will be
necessary to devel
Comprehension Check-up
Go back to the questions formulated
by the pupils. Let them answer the
questions they raised
D.Discussing new concepts and practicing 1. Why did Confucius consider the boy 1. Why did Confucius consider the boy 1. Describe the text type used in the Find a partner and read the
new skills #1 uncommonly clever? uncommonly clever? selection.( Narrative using problem- following conversations correctly.
2. Was the boy really clever? Why do 2. Was the boy really clever? Why do solution) Observe politeness in asking and
you say so? you say so? 2. What words signal to show the answering permission
3. Was Confucius able to answer the 3. Was Confucius able to answer the purpose of the literary text? (as a Conversation 1
boy’s questions? boy’s questions? result, resolved, for example, in John and Sandra are a couple on
4. Why do you think Confucius 4. Why do you think Confucius decided addition, in conclusion) holiday in Puerto Galera and John
decided to pull around the little city to pull around the little city the boy 3. According to the selection, what is goes up to a stranger:
the boy was building? the problem? John : „Excuse me, sorry to
was building? Excerpts / sentences from the listening 4. Are there a solutions offered to bother you, would you mind
Excerpts / sentences from the text will be written in a strip of the problem aired in the literary taking our picture?‟
listening text will be written in a strip paper. Then, the teacher will let some text? Stranger: „No not at all. Where
of pupils read those lines with Fill in the graphic organizer to show would you like to stand?‟
paper. Then, the teacher will let some correct tone and expressions. the problem-solution type of literary Sandra : „Here‟s fine. In front of
pupils read those lines with The teacher will show some emoticons. text this boat.‟
correct tone and expressions. Some pupil- volunteers will Stranger „Great, say cheese.‟
The teacher will show some choose the correct mood expressed in Conversation 2
emoticons. Some pupil- volunteers will the lines / sentences read by Paul needs to ask his boss for
choose the correct mood expressed in their classmates permission to leave work early
the lines / sentences read by What are the tones expressed in the the next day:
their classmates sentences? What could be the Leo: „Mr Santos.‟
What are the tones expressed in the mood of the selection? What are the Mr . Santos: „Hi Leo, is everything
sentences? What could be the clue words/ context clues? fine?‟
mood of the selection? What are the What are the different tones in literary Leo: „Yes thank you, Sir. It‟s just,
clue words/ context clues? text? How do you differentiate do you mind if I leave early
What are the different tones in literary tone from mood? tomorrow?
text? How do you differentiate I need to take my sister to the
tone from mood? airport.‟
Mr. Santos: „No, of course not.
That‟s fine.”
Leo: „Thank you so much , Mr.
Santos.‟
E.Discussing new concepts and practicing Let’s FACE it Let’s FACE it TASK 2- SIMPLE
new skills #2 (Two Heads Together Strategy- (Two Heads Together Strategy- JIGSAW( Collaborative Approach)
Collaborative Collaborative SIMPLE JIGSAW: The teacher divides
Setting of Standards for Pair Activity Setting of Standards for Pair Activity a task into parts with all students
1. Each pupil will find his/ her partner. 1. Each pupil will find his/ her partner. from each LEARNING TEAM
2. Each pair will be given a strip of 2. Each pair will be given a strip of volunteering to become "experts" on
paper containing a line to be read. paper containing a line to be read. one of the parts. EXPERT TEAMS then
3. One will read accurately the 3. One will read accurately the sentence work together to master their part of
sentence while the other will identify while the other will identify the material and also to discover the
the tone or the mood expressed using the tone or the mood expressed using best way to help others learn it. All
different emoticons prepared different emoticons prepared experts then reassemble in their
by the teacher. by the teacher. home LEARNING TEAMS where they
4. Pupils take turn in presenting their 4. Pupils take turn in presenting their teach the other group members
task. task. Using the literary problem-solution
5. For reflection, pupils will have a 5. For reflection, pupils will have a narrative text-type below, one/two
checklist whether each pair checklist whether each pair members of the team will identify
performed the task correctly or not performed the task correctly or not the solution and the two others will
locate the solutions cited in the
reading text.
Group 1
Save the Tigers
http://
www.ereadingworksheets.com
Dr. Miller doesn‟t want the tigers to
vanish. These majestic beasts are
disappearing at an alarming rate. Dr.
Miller thinks that we should write to
our congress people. If we let them
know that we demand the
preservation of this species, maybe
we can make a difference. Dr. Miller
also thinks that we should donate to
Save the Tigers. Our donations will
help to support and empower those
who are fighting the hardest to
preserve the tigers. We owe it to our
grandchildren to do something.

Group 2
Fossil Mishap
http://
www.ereadingworksheets.com
It‟s important to think critically
about the information that you
receive, or else you may be led
astray.For example, the brontosaurus
is a type of dinosaur that never really
existed. Many people still believe in
the brontosaurus today, but the
“brontosaurus” is actually the body
of an apatosaurus with the head of a
camarasaurus. This concocted
creature was made from two
mismatched fossils. Had more people
thought critically about these
findings, analyzing the components
that were presented, entire
generations of school children may
not have been misinformed;
therefore, think critically about the
information that people tell you,
even if it‟s information you find on a
book or in a worksheet.
Group 3
Earthquake-proofing
http://
www.ereadingworksheets.com
Some countries, such as Japan, or
parts of a country, like California in
the United States, have a lot of
earthquakes. In these places it is a
good practice to build houses and
other buildings so they will not
collapse when there is an
earthquake. This is called seismic
design or "earthquake-proofing".
Group 4
Attendance
http://
www.ereadingworksheets.com
Having good attendance is important
because attendance determines the
school‟s funding. Some students
have poor attendance, and the
school has tried many ways of
addressing this: teachers have talked
to parents on the phone and the
school has mailed letters. Yet, some
students still maintain poor
attendance. Next, the staff will
attempt to schedule
parent/teacher/administrator
conferences with students who are
habitually absent. Hopefully, this will
help more students get to school
everyday
Group 5
Lost and Found
http://
www.ereadingworksheets.com
 A mobile phone is lost every second
by some estimates. A 2011 survey
shows that about 22% of Americans
have lost a mobile phone. When a
person loses their phone, they don‟t
just lose a device that may have cost
as much as $600, they lose phone
numbers, photos, and sensitive
information. If the phone isn‟t locked
and it gets lost or stolen, someone
may use it to commit identity theft.
Perhaps the worst part about this is
that it can be prevented. Today‟s
smart phones have free applications
that allow you to find your lost
phone using GPS signals. Even if you
cannot retrieve your phone, you can
use these applications to delete your
data so that you are less likely to
become a victim of identify theft.
Losing your phone feels horrible, but
if you take the time to install a
phone-finding app, you‟ll be much
better prepared to deal with it.
F.Developing Mastery TASK 2- GROUP Activity TASK 2- GROUP Activity Identify the problem and the Make / Construct sentences
Group 1: Writers in Action Group 1: Writers in Action solution/s in the literary text below when asking permission to .
Write some lines taken from your Write some lines taken from your It seems like there has been a surge • go out on a Friday night with
favorite television show. favorite television show. in teen pregnancies these days. Teen trusted friends
Then,identify the tone or mood Then,identify the tone or mood pregnancies make it very difficult for • use someone's book for
expressed in each line. expressed in each line. young mothers to pursue their researching
Group 2: Artists in Motion Group 2: Artists in Motion dreams and meet the demands of an • use Father‟s bicycle in going to
Draw the emotion or mood expressed Draw the emotion or mood expressed infant. Fortunately, most teen a classmate‟s house
in the following lines in the following lines pregnancies can be easily prevented • play someone's ball
Group 3: Poets in Line Group 3: Poets in Line by using birth control; however, even
Write a four-line poem that shows the Write a four-line poem that shows the birth control is not 100% effective.
following following The most effective way to prevent
moods/tones; light, playful and happy moods/tones; light, playful and happy teen pregnancies is abstinence,
Group 4: Actors on Camera Group 4: Actors on Camera which is 100% effective.
Act out some scenes from your Act out some scenes from your favorite
favorite movie. Then, let movie. Then, let
your classmates identify the tone or your classmates identify the tone or
mood shown in the mood shown in the
scenes. scenes.
Identify the tone or mood expressed Identify the tone or mood expressed in
in the following lines/ quotes the following lines/ quotes
taken from the SONA of President taken from the SONA of President
Rodrigo Roa Duterte. Select from Rodrigo Roa Duterte. Select from
the list of words inside the box the list of words inside the box
 Clear Clear
Optimistic Optimistic
Sentimental Sentimental
threatening threatening
Formal Formal
Hopeful Hopeful
Matter-of-fact Matter-of-fact
Serious Serious
Sad Sad
happy happy
pleading pleading
playful playful
1. "All of us want peace, not the peace 1. "All of us want peace, not the peace
of the dead, of course, but of the dead, of course, but
the peace of the living." the peace of the living."
2. "Courage knows no limits, 2. "Courage knows no limits, cowardice
cowardice does." does."
3. "In this quest, I will put at stake my 3. "In this quest, I will put at stake my
honor, my life, my presidency." honor, my life, my presidency."
4. "This will be a clean government." 4. "This will be a clean government."
5. "And the Filipino, discipline, 5. "And the Filipino, discipline, informed
informed and involved, shall rise from and involved, shall rise from
the rubbles of sorrow and pain." the rubbles of sorrow and pain."
6. "Abuse your authority and there will 6. "Abuse your authority and there will
be a hell to pay. For you will be a hell to pay. For you will
have become worse than criminality have become worse than criminality
itself." itself."
7. "If we cannot as yet love one 7. "If we cannot as yet love one another
another then in God’s name let us then in God’s name let us
not hate each other too much." not hate each other too much."
8. "This government does not condone 8. "This government does not condone
violence and repression of violence and repression of
media." media."
G.Finding Practical application of concepts Tone down your Mood! Tone down your Mood! ( Journal Writing – Reflective Your friend invited you to attend
and skills in daily living 1. You Mother is asking for a favor 1. You Mother is asking for a favor from Approach) her birthday party on Saturday.
from you. She tells you to clean you. She tells you to clean What are the most common How would you ask permission to
your room. What should be your your room. What should be your problems that you encounter in your mother? If your mother
answer? What should be your answer? What should be your school? denies your request, how would
tone? tone? How do you deal with it? What are you answer her? What would you
2. You got a perfect score in your test, 2. You got a perfect score in your test, your solutions? say and do?
how would you tell your how would you tell your
parents about it? Tell and show to the parents about it? Tell and show to the
class the proper class the proper
tone/mood. tone/mood.
H.Making generalization and abstraction Tone is the narrator’s attitude toward Tone is the narrator’s attitude toward What are the different text types that How do you ask permission?
about the lesson his or her subject. It his or her subject. It you remember from previous What would you answer if
is like tone of voice that people use in is like tone of voice that people use in lessons? How will you describe a your permission is granted ?
words to describe words to describe problem and solution literary text? What if it is denied? How
 them. them. How does it differ with cause - effect would you say?
Mood is the general atmosphere Mood is the general atmosphere relationship?
created by the created by the
author’s words. It is the feeling the author’s words. It is the feeling the
reader gets from reading reader gets from reading
I.Evaluating learning For each one identify the tone, what For each one identify the tone, what Weightlessness in Space Choose the correct sentence to
context clues are used to convey context clues are used to convey Astronauts face many problems in be used in the following
the tone, and the overall mood of the the tone, and the overall mood of the space caused by weightlessness. One situations.
literary text. literary text. of these problems is floating around 1.Two Batangueños in a bus
“The School” by Donald Barthelme: “The School” by Donald Barthelme: the cabin. To solve this problem,
“And the trees all died. They were “And the trees all died. They were astronauts wear wear shoes that are a. “ It‟s quite hot in here. Can I
orange trees. I don’t know why orange trees. I don’t know why coated with a special adhesive. This open the window?”
they died, they just died. Something they died, they just died. Something adhesive sticks to the floor of the b. “ It‟s quite hot in here. Do you
wrong with the soil possibly or wrong with the soil possibly or cabin. Serving food is another mind if I open the window?”
maybe the stuff we got from the maybe the stuff we got from the problem. It won't stay put on the 2) Two public school teachers at
nursery wasn’t the best. We nursery wasn’t the best. We table! Experts solved this problem by work:
complained about it. So we’ve got complained about it. So we’ve got thirty putting food and drinks in pouches a. “I forgot my pen today. Could I
thirty kids there, each kid had his or kids there, each kid had his or and tubes. It only needs to be mixed use yours for the day?”
her own little tree to plant and we’ve her own little tree to plant and we’ve with water. Weightlessness also b. I forgot my pen today. Give me
got these thirty dead trees. All got these thirty dead trees. All causes problems when an astronaut one of yours for the day.”
these kids looking at these little brown these kids looking at these little brown tries to work. The simple task of 3) At a Filipino restaurant:
sticks, it was depressing. sticks, it was depressing. turning a wrench or a doorknob can “Excuse me but do you mind if I
Tone________________________ Tone________________________ be difficult. Since there is no gravity take
Context Clues _________ Context Clues _________ to keep him down, when he exerts a this chair?”
Mood______________________ Mood______________________ force in one direction, the opposite a.“No, not at all.‟
Excerpt from “The Road Not Taken “ Excerpt from “The Road Not Taken “ by force may flip him over completely. b.“Yes, sure.”
by Robert Frost Robert Frost To solve this problem, he must be 4) Aling Ador to his neighbor
“I shall be telling this with a sigh “I shall be telling this with a sigh very careful about how much force a. Manong Jose, sorry to bother
Somewhere ages and ages hence: Somewhere ages and ages hence: he uses to do these simple tasks. you but it‟s almost midnight and I
Two roads diverged in a wood, and I, Two roads diverged in a wood, and I, Here on earth, life is much simpler, have to get up early. Do you mind
I took the one less traveled by, I took the one less traveled by, thanks to gravity. keeping the volume of the
And that has made all the difference.” And that has made all the difference.” Problem:________- videoke down?‟
Tone___________________________ Tone___________________________ Solution: b. Sorry Mang Jose, but the
Context Clues _________________ Context Clues _________________ 1. volume of your videoke is a little
Mood ___________ Mood ___________ 2. too loud. Could you keep it down,
3. please? It‟s late and I have to get
up early tomorrow.
5) A tourist in a Picnic Groove in
Tagaytay:
a. “Excuse me. How do I get to
Sky Ranch?”
b. “Excuse me. Could you tell me
how to get to Sky Ranch?”
J.additional activities for application or
remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to the
evaluation next objective. objective. next objective. the next objective. next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find difficulties in
activities for remediation answering their lesson. answering their lesson. answering their lesson. in answering their lesson. answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the ___Pupils did not enjoy the lesson
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of because of lack of knowledge,
and interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest skills and interest about the
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson. lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on ___Pupils were interested on the
encountered in answering the encountered in answering the encountered in answering the the lesson, despite of some lesson, despite of some difficulties
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in encountered in answering the
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson answering the questions asked by questions asked by the teacher.
of limited resources used by the of limited resources used by the despite of limited resources used by the teacher. ___Pupils mastered the lesson
teacher. teacher. the teacher. ___Pupils mastered the lesson despite of limited resources used
___Majority of the pupils finished ___Majority of the pupils finished their ___Majority of the pupils finished despite of limited resources used by the teacher.
their work on time. work on time. their work on time. by the teacher. ___Majority of the pupils finished
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished their work on time.
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary their work on time. ___Some pupils did not finish their
behavior. behavior. behavior. ___Some pupils did not finish work on time due to unnecessary
their work on time due to behavior.
unnecessary behavior.

C.Did the remedial work? No.of learners ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
who have caught up with the lesson above above above above

D.No. of learners who continue to require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
remediation activities for remediation activities for remediation additional activities for remediation additional activities for additional activities for
remediation remediation

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