School: SAN RAFAEL E/S
GRADES 1 to 12
DAILY LESSON LOG
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the
lesson
Teacher:
Teaching Dates and Time:
MONDAY
The learners demonstrate
understanding of the interactions for
survival among living and non-living
things that take place in estuaries and
intertidal zones
The learners should be able to create
a hypothetical community to show
how organisms interact and reproduce
to survive
The learners should be able to explain
the reasons why we need to
protect and conserve estuaries and
intertidal zones
Reasons why we need to protect and
conserve estuaries and intertidal
zones
CG p.32
Google.com
Answer the riddle:
I am a habitat where salty water and
fresh water meet. What am I?
I am a kind of habitat where four
zones meet. What am I?
Puzzle Building of Pictures of damaged
estuaries and intertidal zone
The group who could finish the
earliest time is the winner
Grade Level: V
JOHN HARRIES L. RILLON
OCTOBER 7-11, 2019 (WEEK 9)
TUESDAY
The learners demonstrate
understanding of the interactions for
survival among living and non-living
things that take place in estuaries
and intertidal zones
The learners should be able to create
a hypothetical community to show
how organisms interact and
reproduce to survive
The learners should be able to
explain the reasons why we need to
protect and conserve estuaries and
intertidal zones
Reasons why we need to protect and
conserve estuaries and intertidal
zones
CG p.32
Google.com
Answer the riddle:
I am a habitat where salty water and
fresh water meet. What am I?
I am a kind of habitat where four
zones meet. What am I?
Puzzle Building of Pictures of
damaged estuaries and intertidal
zone
The group who could finish the
earliest time is the winner
Learning Area:
WEDNESDAY
The learners demonstrate
understanding of the interactions
for survival among living and non-
living things that take place in
estuaries and intertidal zones
The learners should be able to
create a hypothetical community
to show how organisms interact
and reproduce to survive
The learners should be able to
explain the reasons why we need
to
protect and conserve estuaries
and intertidal zones
Reasons why we need to protect
and conserve estuaries and
intertidal zones
CG p.32
Google.com
Answer the riddle:
I am a habitat where salty water
and fresh water meet. What am I?
I am a kind of habitat where four
zones meet. What am I?
Puzzle Building of Pictures of
damaged estuaries and intertidal
zone
The group who could finish the
earliest time is the winner
SCIENCE
Quarter: 2ND QUARTER
THURSDAY FRIDAY
The learners demonstrate
understanding of the
interactions for survival among
living and non-living things that
take place in estuaries and
intertidal zones
The learners should be able to
create a hypothetical
community to show how
organisms interact and
reproduce to survive
The learners should be able to
explain the reasons why we
need to
protect and conserve estuaries
and intertidal zones
Reasons why we need to
protect and conserve estuaries
and intertidal zones
CG p.32 CG p.32
Google.com
Answer the riddle:
I am a habitat where salty
water and fresh water meet.
What am I?
I am a kind of habitat where
four zones meet. What am I?
Puzzle Building of Pictures of
damaged estuaries and
intertidal zone
The group who could finish the
earliest time is the winner
C.Presenting Examples/ instances of
the new lesson
D.Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F.Developing Mastery
Group Activity: “The Day After
Tomorrow”
I. Problem: What are the reasons why
we need to protect and
conserve estuaries and intertidal
zones?
II. Materials: Pictures of damaged
estuaries and intertidal zones
III. Procedures:
1. Use the picture provided to
complete the table below.
2. Infer the reasons why we need to
protect and conserve the estuaries
and intertidal zones.
3. Record your answers in the table
below.
Ecosystem
C auses of Destruction
Effects of Destruction
Estuaries
Intertidal Zone
Questions:
What are the reasons why we need to
protect and conserve estuaries and
intertidal zones?
IV. Conclusion
Group Reporting/ Presentation of the
Output
Sharing the results
Answer the following question:
a. What are the causes of
environmental destruction in estuaries
and intertidal zone?
b. What are the effects of damaged
estuaries and intertidal zone?
c. What are the reasons why we need
to protect and conserve estuaries and
intertidal zone?
Direction: Complete the Venn diagram
by giving the reasons why we need to
protect and conserve estuaries and
Group Activity: “The Day After
Tomorrow”
I. Problem: What are the reasons
why we need to protect and
conserve estuaries and intertidal
zones?
II. Materials: Pictures of damaged
estuaries and intertidal zones
III. Procedures:
1. Use the picture provided to
complete the table below.
2. Infer the reasons why we need to
protect and conserve the estuaries
and intertidal zones.
3. Record your answers in the table
below.
Ecosystem
C auses of Destruction
Effects of
Destruction
Estuaries
Intertidal Zone
Questions:
What are the reasons why we need
to protect and conserve estuaries
and intertidal zones?
IV. Conclusion
Group Reporting/ Presentation of the
Output
Sharing the results
Answer the following question:
a. What are the causes of
environmental destruction in
estuaries and intertidal zone?
b. What are the effects of damaged
estuaries and intertidal zone?
c. What are the reasons why we need
to protect and conserve estuaries
and intertidal zone?
Direction: Complete the Venn
diagram by giving the reasons why
we need to protect and conserve
Group Activity: “The Day After
Tomorrow”
I. Problem: What are the reasons
why we need to protect and
conserve estuaries and intertidal
zones?
II. Materials: Pictures of damaged
estuaries and intertidal zones
III. Procedures:
1. Use the picture provided to
complete the table below.
2. Infer the reasons why we need
to protect and conserve the
estuaries and intertidal zones.
3. Record your answers in the
table below.
Ecosystem
C auses of Destruction
Effects of
Destruction
Estuaries
Intertidal Zone
Questions:
What are the reasons why we
need to protect and conserve
estuaries and intertidal zones?
IV. Conclusion
Group Reporting/ Presentation of
the Output
Sharing the results
Answer the following question:
a. What are the causes of
environmental destruction in
estuaries and intertidal zone?
b. What are the effects of
damaged estuaries and intertidal
zone?
c. What are the reasons why we
need to protect and conserve
estuaries and intertidal zone?
Direction: Complete the Venn
diagram by giving the reasons why
we need to protect and conserve
Group Activity: “The Day After
Tomorrow”
I. Problem: What are the
reasons why we need to
protect and
conserve estuaries and
intertidal zones?
II. Materials: Pictures of
damaged estuaries and
intertidal zones
III. Procedures:
1. Use the picture provided to
complete the table below.
2. Infer the reasons why we
need to protect and conserve
the estuaries and intertidal
zones.
3. Record your answers in the
table below.
Ecosystem
C auses of Destruction
Effects of
Destruction
Estuaries
Intertidal Zone
Questions:
What are the reasons why we
need to protect and conserve
estuaries and intertidal zones?
IV. Conclusion
Group Reporting/ Presentation
of the Output
Sharing the results
Answer the following question:
a. What are the causes of
environmental destruction in
estuaries and intertidal zone?
b. What are the effects of
damaged estuaries and
intertidal zone?
c. What are the reasons why
we need to protect and
conserve estuaries and
intertidal zone?
Direction: Complete the Venn
diagram by giving the reasons
why we need to protect and

G.Finding Parctical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
intertidal zones
As a Grade V pupil, how could you
help in protecting and
conserving estuaries and intertidal
zone?
Based on the activity conducted, what
are the reasons why we need to
protect and conserve estuaries and
intertidal zone?
Background Information for the
Teacher
Human lives depend to some extent
on the abundant resources of
estuaries. Humans, therefore, need to
live in harmony with every component
of an ecosystem like estuary and
intertidal zone. Every individual has a
duty to use wisely and preserve the
resources that we find and enjoy on
every part of our planet. We must
realize that we do not own it.
The time for action to protect and
restore the estuary and intertidal zone
is now for tomorrow might be too late
every individual should take active
role in the implementation of
conservation programs to identify and
address water quality, pollution, and
habitat problems within estuaries. It is
the responsibility of the people to
examine their everyday activities and
think about how they might be
contributing to the pollution problem.
Here are some suggestions oh how the
people, including you, can make a
difference in the protection of the
habitat of organisms:
Be informed and get involved
o The people should be aware that
estuaries are sensitive habitat areas
o They should get involved in dealing
with habitat issues that affect the
community in which they live or work
o For pupils they can join tree –
planting programs, clean – up drive in
school and community
estuaries and intertidal zones
As a Grade V pupil, how could you
help in protecting and
conserving estuaries and intertidal
zone?
Based on the activity conducted,
what are the reasons why we need to
protect and conserve estuaries and
intertidal zone?
Background Information for the
Teacher
Human lives depend to some extent
on the abundant resources of
estuaries. Humans, therefore, need
to live in harmony with every
component of an ecosystem like
estuary and intertidal zone. Every
individual has a duty to use wisely
and preserve the resources that we
find and enjoy on every part of our
planet. We must realize that we do
not own it.
The time for action to protect and
restore the estuary and intertidal
zone is now for tomorrow might be
too late every individual should take
active role in the implementation of
conservation programs to identify
and address water quality, pollution,
and habitat problems within
estuaries. It is the responsibility of
the people to examine their everyday
activities and think about how they
might be contributing to the
pollution problem.
Here are some suggestions oh how
the people, including you, can make
a difference in the protection of the
habitat of organisms:
Be informed and get involved
o The people should be aware that
estuaries are sensitive habitat areas
o They should get involved in dealing
with habitat issues that affect the
community in which they live or work
o For pupils they can join tree –
estuaries and intertidal zones
As a Grade V pupil, how could you
help in protecting and
conserving estuaries and intertidal
zone?
Based on the activity conducted,
what are the reasons why we need
to protect and conserve estuaries
and intertidal zone?
Background Information for the
Teacher
Human lives depend to some
extent on the abundant resources
of estuaries. Humans, therefore,
need to live in harmony with every
component of an ecosystem like
estuary and intertidal zone. Every
individual has a duty to use wisely
and preserve the resources that
we find and enjoy on every part of
our planet. We must realize that
we do not own it.
The time for action to protect and
restore the estuary and intertidal
zone is now for tomorrow might
be too late every individual should
take active role in the
implementation of conservation
programs to identify and address
water quality, pollution, and
habitat problems within estuaries.
It is the responsibility of the
people to examine their everyday
activities and think about how
they might be contributing to the
pollution problem.
Here are some suggestions oh how
the people, including you, can
make a difference in the
protection of the habitat of
organisms:
Be informed and get involved
o The people should be aware that
estuaries are sensitive habitat
areas
o They should get involved in
conserve estuaries and
intertidal zones
As a Grade V pupil, how could
you help in protecting and
conserving estuaries and
intertidal zone?
Based on the activity
conducted, what are the
reasons why we need to
protect and conserve estuaries
and intertidal zone?
Background Information for
the Teacher
Human lives depend to some
extent on the abundant
resources of estuaries.
Humans, therefore, need to
live in harmony with every
component of an ecosystem
like estuary and intertidal
zone. Every individual has a
duty to use wisely and
preserve the resources that we
find and enjoy on every part of
our planet. We must realize
that we do not own it.
The time for action to protect
and restore the estuary and
intertidal zone is now for
tomorrow might be too late
every individual should take
active role in the
implementation of
conservation programs to
identify and address water
quality, pollution, and habitat
problems within estuaries. It is
the responsibility of the people
to examine their everyday
activities and think about how
they might be contributing to
the pollution problem.
Here are some suggestions oh
how the people, including you,
can make a difference in the
protection of the habitat of
organisms:
 Take full responsibility for one’s own
backyard
o Minimize the application of
fertilizers, herbicides, or pesticides in
your yard
o Use environment – friendly products
such as organic fertilizers and
biocontrols in place of pesticides to
safeguard the entry of harmful
substances into the waters and end up
in estuaries
o Conserve water in your daily life to
reduce runoff that may find its way
into the estuaries
o Preserve existing trees and plant
new trees and shrubs to help prevent
erosion
o Dispose your yard wastes and
chemicals properly
Practice good housekeeping at all
times
o In every household, each person is
encouraged to keep all forms of
garbage out of street gutters and
storm drains
o Install water-saving devices in
shower heads and toilet bowls
o Replace any dripping faucets of
leaky pipes
o Don’t dispose toxic wastes and
chemicals down your toilet bowl
o Buy and use non-toxic household
products
o Practice 5Rs: REDUCE, REUSE,
RECYCLE, REPAIR, and RECOVER
o Always follow label instructions for
the use and disposal of household
Give due respect and great concern
to estuary
o When you enter an estuary riding a
hired boat, be careful not to touch or
hurt the organisms there. Better still,
avoid entering sensitive habitat areas
such as estuaries
o Make sure you keep all waste
produced during picnics in a safe bag
and disposed properly when you’re
planting programs, clean – up drive
in school and community
Take full responsibility for one’s
own backyard
o Minimize the application of
fertilizers, herbicides, or pesticides in
your yard
o Use environment – friendly
products such as organic fertilizers
and biocontrols in place of pesticides
to safeguard the entry of harmful
substances into the waters and end
up in estuaries
o Conserve water in your daily life to
reduce runoff that may find its way
into the estuaries
o Preserve existing trees and plant
new trees and shrubs to help prevent
erosion
o Dispose your yard wastes and
chemicals properly
Practice good housekeeping at all
times
o In every household, each person is
encouraged to keep all forms of
garbage out of street gutters and
storm drains
o Install water-saving devices in
shower heads and toilet bowls
o Replace any dripping faucets of
leaky pipes
o Don’t dispose toxic wastes and
chemicals down your toilet bowl
o Buy and use non-toxic household
products
o Practice 5Rs: REDUCE, REUSE,
RECYCLE, REPAIR, and RECOVER
o Always follow label instructions for
the use and disposal of household
Give due respect and great concern
to estuary
o When you enter an estuary riding a
hired boat, be careful not to touch or
hurt the organisms there. Better still,
avoid entering sensitive habitat areas
such as estuaries
o Make sure you keep all waste
dealing with habitat issues that
affect the community in which
they live or work
o For pupils they can join tree –
planting programs, clean – up
drive in school and community
Take full responsibility for one’s
own backyard
o Minimize the application of
fertilizers, herbicides, or pesticides
in your yard
o Use environment – friendly
products such as organic fertilizers
and biocontrols in place of
pesticides to safeguard the entry
of harmful substances into the
waters and end up in estuaries
o Conserve water in your daily life
to reduce runoff that may find its
way into the estuaries
o Preserve existing trees and plant
new trees and shrubs to help
prevent erosion
o Dispose your yard wastes and
chemicals properly
Practice good housekeeping at
all times
o In every household, each person
is encouraged to keep all forms of
garbage out of street gutters and
storm drains
o Install water-saving devices in
shower heads and toilet bowls
o Replace any dripping faucets of
leaky pipes
o Don’t dispose toxic wastes and
chemicals down your toilet bowl
o Buy and use non-toxic household
products
o Practice 5Rs: REDUCE, REUSE,
RECYCLE, REPAIR, and RECOVER
o Always follow label instructions
for the use and disposal of
household
Give due respect and great
concern to estuary
o When you enter an estuary
Be informed and get involved
o The people should be aware
that estuaries are sensitive
habitat areas
o They should get involved in
dealing with habitat issues that
affect the community in which
they live or work
o For pupils they can join tree
– planting programs, clean – up
drive in school and community
Take full responsibility for
one’s own backyard
o Minimize the application of
fertilizers, herbicides, or
pesticides in your yard
o Use environment – friendly
products such as organic
fertilizers and biocontrols in
place of pesticides to
safeguard the entry of harmful
substances into the waters and
end up in estuaries
o Conserve water in your daily
life to reduce runoff that may
find its way into the estuaries
o Preserve existing trees and
plant new trees and shrubs to
help prevent erosion
o Dispose your yard wastes
and chemicals properly
Practice good housekeeping
at all times
o In every household, each
person is encouraged to keep
all forms of garbage out of
street gutters and storm drains
o Install water-saving devices
in shower heads and toilet
bowls
o Replace any dripping faucets
of leaky pipes
o Don’t dispose toxic wastes
and chemicals down your toilet
bowl
o Buy and use non-toxic
household products
 back on land
o Avoid dumping any chemicals like
gasoline and oil products, or heavy
metal into the waters of the estuary
I.Evaluating learning Direction: Write TRUE if the statement
is correct and FALSE if the
statement is incorrect.
1. The wild animals will no longer have
shelter.
2. The wild animals will be in extinct.
3. The ecosystem will be affected.
4. The reproduction of wild animals
will be affected.
5. The ecosystem will be the same
J.additional activities for application Interview your parents about their
or remediation opinion in protecting natural
resources.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the
the evaluation next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
produced during picnics in a safe bag
and disposed properly when you’re
back on land
o Avoid dumping any chemicals like
gasoline and oil products, or heavy
metal into the waters of the estuary
Direction: Write TRUE if the
statement is correct and FALSE if the
statement is incorrect.
1. The wild animals will no longer
have shelter.
2. The wild animals will be in extinct.
3. The ecosystem will be affected.
4. The reproduction of wild animals
will be affected.
5. The ecosystem will be the same
Interview your parents about their
opinion in protecting natural
resources.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
riding a hired boat, be careful not
to touch or hurt the organisms
there. Better still, avoid entering
sensitive habitat areas such as
estuaries
o Make sure you keep all waste
produced during picnics in a safe
bag and disposed properly when
you’re back on land
o Avoid dumping any chemicals
like gasoline and oil products, or
heavy metal into the waters of the
estuary
Direction: Write TRUE if the
statement is correct and FALSE if
the
statement is incorrect.
1. The wild animals will no longer
have shelter.
2. The wild animals will be in
extinct.
3. The ecosystem will be affected.
4. The reproduction of wild
animals will be affected.
5. The ecosystem will be the same
Interview your parents about their
opinion in protecting natural
resources.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
o Practice 5Rs: REDUCE,
REUSE, RECYCLE, REPAIR, and
RECOVER
o Always follow label
instructions for the use and
disposal of household
Give due respect and great
concern to estuary
o When you enter an estuary
riding a hired boat, be careful
not to touch or hurt the
organisms there. Better still,
avoid entering sensitive habitat
areas such as estuaries
o Make sure you keep all waste
produced during picnics in a
safe bag and disposed properly
when you’re back on land
o Avoid dumping any chemicals
like gasoline and oil products,
or heavy metal into the waters
of the estuary
Direction: Write TRUE if the
statement is correct and FALSE
if the
statement is incorrect.
1. The wild animals will no
longer have shelter.
2. The wild animals will be in
extinct.
3. The ecosystem will be
affected.
4. The reproduction of wild
animals will be affected.
5. The ecosystem will be the
same
Interview your parents about
their opinion in protecting
natural resources.
___Lesson carried. Move on to ___Lesson
the next objective. carried. Move
___Lesson not carried. on to the next
_____% of the pupils got 80% objective.
mastery ___Lesson not
carried.
 _____% of the
pupils got 80%
mastery
B.No.of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find ___Pupils did
additional activities for remediation answering their lesson. answering their lesson. answering their lesson. difficulties in answering their not find
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson. difficulties in
answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in answering their
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson answering their lesson. lesson.
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, ___Pupils did not enjoy the ___Pupils found
and interest about the lesson. and interest about the lesson. skills and interest about the lesson because of lack of difficulties in
___Pupils were interested on the ___Pupils were interested on the lesson. knowledge, skills and interest answering their
lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on the about the lesson. lesson.
encountered in answering the encountered in answering the lesson, despite of some difficulties ___Pupils were interested on ___Pupils did
questions asked by the teacher. questions asked by the teacher. encountered in answering the the lesson, despite of some not enjoy the
___Pupils mastered the lesson despite ___Pupils mastered the lesson questions asked by the teacher. difficulties encountered in lesson because
of limited resources used by the despite of limited resources used by ___Pupils mastered the lesson answering the questions asked of lack of
teacher. the teacher. despite of limited resources used by the teacher. knowledge,
___Majority of the pupils finished ___Majority of the pupils finished by the teacher. ___Pupils mastered the lesson skills and
their work on time. their work on time. ___Majority of the pupils finished despite of limited resources interest about
___Some pupils did not finish their ___Some pupils did not finish their their work on time. used by the teacher. the lesson.
work on time due to unnecessary work on time due to unnecessary ___Some pupils did not finish their ___Majority of the pupils ___Pupils were
behavior. behavior. work on time due to unnecessary finished their work on time. interested on
behavior. ___Some pupils did not finish the lesson,
their work on time due to despite of some
unnecessary behavior. difficulties
encountered in
answering the
questions asked
by the teacher.
___Pupils
mastered the
lesson despite
of limited
resources used
by the teacher.
___Majority of
the pupils
finished their
work on time.
___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
learners who have caught up with above above above 80% above who earned
the lesson 80% above

D.No. of learners who continue to ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners
require remediation activities for remediation additional activities for remediation additional activities for additional activities for who require
remediation remediation additional
activities for
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 the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught ____ of Learners
lesson lesson the lesson up the lesson who 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
which my principal or supervisor can require remediation require remediation require remediation to require remediation who continue to
helpme solve? require
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 well: Strategies used
materials did used/discover which I ___Metacognitive 
Development: ___Metacognitive Development: ___Metacognitive Development:  ___Metacognitive that work well:
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self ___Metacogniti
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, assessments, note taking and ve
vocabulary assignments. vocabulary assignments. and vocabulary assignments. studying techniques, and Development:
 ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair- vocabulary assignments. Examples: Self
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, 
and ___Bridging: Examples: Think- assessments,
charts. charts. anticipatory charts. pair-share, quick-writes, and note taking and
anticipatory charts. studying
   techniques, and
 ___Schema-Building: Examples: ___Schema-Building: Examples: 
___Schema-Building: Examples: vocabulary
Compare and contrast, jigsaw Compare and contrast, jigsaw 
Compare and contrast, jigsaw ___Schema-Building: assignments.
learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and Examples: Compare and
projects.

contrast, jigsaw learning, peer
___Bridging:
  Examples:
 teaching, and projects.
 ___Contextualization:  ___Contextualization: Think-pair-
 ___Contextualization:  share, quick-
 
Examples: Demonstrations, media, Examples: Demonstrations, media,
manipulatives, repetition, and local 
manipulatives, repetition, and local 
Examples: Demonstrations, media, ___Contextualization: writes, and
opportunities. opportunities. manipulatives, repetition, and Examples: Demonstrations, anticipatory
local opportunities. media, manipulatives, charts.
 
 repetition, and 
local
 ___Text Representation:  ___Text Representation:
 ___Text Representation:
opportunities.  ___Schema-
 
Examples: Student created drawings, Examples: Student created drawings,
 Building:
videos, and games. videos, and games.  Examples: Student created
Examples:
drawings, videos, and games.  ___Text Representation:
 ___Modeling: Examples: 
Speaking ___Modeling: Examples: Speaking Compare and
slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: Speaking Examples: Student created
contrast, jigsaw
language you want students to use, language you want students to use, slowly and clearly, modeling the drawings, videos, and games.
learning, peer
and providing samples of student and providing samples of student language you want students to  ___Modeling: Examples: teaching, and
work. work. use, and providing samples of Speaking slowly and clearly, projects.
student work. modeling the language you 
Other Techniques and Strategies Other Techniques and Strategies want students to use, and
used: used: Other Techniques and Strategies 
providing samples of student
___Contextualiz
ation:
___ Explicit Teaching ___ Explicit Teaching used: work.
___ Group collaboration ___ Group collaboration ___ Explicit Teaching  Examples:
___Gamification/Learning throuh play ___Gamification/Learning throuh ___ Group collaboration Other Techniques and Demonstrations,
___ Answering preliminary play ___Gamification/Learning throuh Strategies used: media,
activities/exercises ___ Answering preliminary play ___ Explicit Teaching manipulatives,
___ Carousel activities/exercises ___ Answering preliminary ___ Group collaboration repetition, and
___ Diads ___ Carousel activities/exercises ___Gamification/Learning local
___ Differentiated Instruction ___ Diads ___ Carousel throuh play opportunities.
___ Role Playing/Drama ___ Differentiated Instruction ___ Diads ___ Answering preliminary 
___ Discovery Method ___ Role Playing/Drama ___ Differentiated Instruction activities/exercises  ___Text
___ Lecture Method ___ Discovery Method ___ Role Playing/Drama ___ Carousel Representation:
Why? ___ Lecture Method ___ Discovery Method ___ Diads
___ Complete IMs Why? ___ Lecture Method ___ Differentiated Instruction
___ Availability of Materials ___ Complete IMs Why? ___ Role Playing/Drama  Examples:
Student created
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Complete IMs ___ Discovery Method
drawings,
___ Group member’s ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Lecture Method
videos, and
collaboration/cooperation ___ Group member’s ___ Pupils’ eagerness to learn Why?
games.
in doing their tasks collaboration/cooperation ___ Group member’s ___ Complete IMs
___ Audio Visual Presentation in doing their tasks collaboration/cooperation ___ Availability of Materials  ___Modeling: E
of the lesson ___ Audio Visual Presentation in doing their tasks ___ Pupils’ eagerness to learn xamples:
of the lesson ___ Audio Visual Presentation ___ Group member’s Speaking slowly
of the lesson collaboration/cooperation and clearly,
in doing their tasks modeling the
___ Audio Visual Presentation language you
of the lesson want students
to use, and
providing
samples of
student work.

Other
Techniques and
Strategies used:
___ Explicit
Teaching
___ Group
collaboration
___Gamification
/Learning
throuh play
___ Answering
preliminary
activities/exerci
 ses
___ Carousel
___ Diads
___
Differentiated
Instruction
___ Role
Playing/Drama
___ Discovery
Method
___ Lecture
Method
Why?
___ Complete
IMs
___ Availability
of Materials
___ Pupils’
eagerness to
learn
___ Group
member’s

collaboration/co
operation
in doing
their tasks
___ Audio Visual
Presentation
of the lesson

Prepared by: Checked by: Noted:

JOHN HARRIES L. RILLON JUVY R. SANCHEZ RUBY JOY R. CONCEPCION, Ed. D
Teacher I, Intermediate Teacher Master Teacher II School Principal II