School: DepEdClub.

com Grade Level: V

GRADES 1 to 12 Teacher: File Created by Ma’am EDNALYN D. MACARAIG Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and
Time: OCTOBER 7 – 11, 2019 (WEEK 9) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards The learners demonstrate understanding The learners demonstrate The learners demonstrate The learners demonstrate
of the interactions for survival among understanding of the interactions for understanding of the interactions understanding of the interactions
living and non-living things that take place survival among living and non-living for survival among living and non- for survival among living and non-
in estuaries and intertidal zones things that take place in estuaries and living things that take place in living things that take place in
intertidal zones estuaries and intertidal zones estuaries and intertidal zones
B.Performance Standards The learners should be able to create a The learners should be able to create The learners should be able to The learners should be able to
hypothetical community to show how a hypothetical community to show create a hypothetical community to create a hypothetical community
organisms interact and reproduce to how organisms interact and reproduce show how organisms interact and to show how organisms interact
survive to survive reproduce to survive and reproduce to survive
C.Learning Competencies/Objectives The learners should be able to explain the The learners should be able to explain The learners should be able to The learners should be able to
reasons why we need to the reasons why we need to explain the reasons why we need to explain the reasons why we need
protect and conserve estuaries and protect and conserve estuaries and protect and conserve estuaries and to
intertidal zones intertidal zones intertidal zones protect and conserve estuaries
and intertidal zones
II.CONTENT Reasons why we need to protect and Reasons why we need to protect and Reasons why we need to protect Reasons why we need to protect
conserve estuaries and intertidal zones conserve estuaries and intertidal and conserve estuaries and and conserve estuaries and
zones intertidal zones intertidal zones
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p.32 CG p.32 CG p.32 CG p.32 CG p.32
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning resource Google.com Google.com Google.com Google.com
(LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or presenting the Answer the riddle: Answer the riddle: Answer the riddle: Answer the riddle:
new lesson I am a habitat where salty water and fresh I am a habitat where salty water and I am a habitat where salty water I am a habitat where salty water
water meet. What am I? fresh water meet. What am I? and fresh water meet. What am I? and fresh water meet. What am
I am a kind of habitat where four zones I am a kind of habitat where four I am a kind of habitat where four I?
meet. What am I? zones meet. What am I? zones meet. What am I? I am a kind of habitat where four
zones meet. What am I?
B.Establishing a purpose for the lesson Puzzle Building of Pictures of damaged Puzzle Building of Pictures of damaged Puzzle Building of Pictures of Puzzle Building of Pictures of
estuaries and intertidal zone estuaries and intertidal zone damaged estuaries and intertidal damaged estuaries and intertidal
The group who could finish the earliest The group who could finish the zone zone
time is the winner earliest time is the winner The group who could finish the The group who could finish the
earliest time is the winner earliest time is the winner
C.Presenting Examples/ instances of the new Group Activity: “The Day After Tomorrow” Group Activity: “The Day After Group Activity: “The Day After Group Activity: “The Day After
lesson I. Problem: What are the reasons why we Tomorrow” Tomorrow” Tomorrow”
need to protect and I. Problem: What are the reasons why I. Problem: What are the reasons I. Problem: What are the reasons
 conserve estuaries and intertidal zones? we need to protect and why we need to protect and why we need to protect and
II. Materials: Pictures of damaged conserve estuaries and intertidal conserve estuaries and intertidal conserve estuaries and intertidal
estuaries and intertidal zones zones? zones? zones?
III. Procedures: II. Materials: Pictures of damaged II. Materials: Pictures of damaged II. Materials: Pictures of damaged
1. Use the picture provided to complete estuaries and intertidal zones estuaries and intertidal zones estuaries and intertidal zones
the table below. III. Procedures: III. Procedures: III. Procedures:
2. Infer the reasons why we need to 1. Use the picture provided to 1. Use the picture provided to 1. Use the picture provided to
protect and conserve the estuaries and complete the table below. complete the table below. complete the table below.
intertidal zones. 2. Infer the reasons why we need to 2. Infer the reasons why we need to 2. Infer the reasons why we need
3. Record your answers in the table protect and conserve the estuaries protect and conserve the estuaries to protect and conserve the
below. and intertidal zones. and intertidal zones. estuaries and intertidal zones.
Ecosystem 3. Record your answers in the table 3. Record your answers in the table 3. Record your answers in the
C auses of Destruction below. below. table below.
Effects of Destruction Ecosystem Ecosystem Ecosystem
Estuaries C auses of Destruction C auses of Destruction C auses of Destruction
Intertidal Zone Effects of Destruction Effects of Effects of
Questions: Estuaries Destruction Destruction
What are the reasons why we need to Intertidal Zone Estuaries Estuaries
protect and conserve estuaries and Questions: Intertidal Zone Intertidal Zone
intertidal zones? What are the reasons why we need to Questions: Questions:
IV. Conclusion protect and conserve estuaries and What are the reasons why we need What are the reasons why we
Original File Submitted and Formatted intertidal zones? to protect and conserve estuaries need to protect and conserve
by DepEd Club Member - visit IV. Conclusion and intertidal zones? estuaries and intertidal zones?
depedclub.com for more IV. Conclusion IV. Conclusion
D.Discussing new concepts and practicing Group Reporting/ Presentation of the Group Reporting/ Presentation of the Group Reporting/ Presentation of Group Reporting/ Presentation of
new skills #1 Output Output the Output the Output
Sharing the results Sharing the results Sharing the results Sharing the results
E. Discussing new concepts and practicing Answer the following question: Answer the following question: Answer the following question: Answer the following question:
new skills #2 a. What are the causes of environmental a. What are the causes of a. What are the causes of a. What are the causes of
destruction in estuaries and intertidal environmental destruction in estuaries environmental destruction in environmental destruction in
zone? and intertidal zone? estuaries and intertidal zone? estuaries and intertidal zone?
b. What are the effects of damaged b. What are the effects of damaged b. What are the effects of damaged b. What are the effects of
estuaries and intertidal zone? estuaries and intertidal zone? estuaries and intertidal zone? damaged estuaries and intertidal
c. What are the reasons why we need to c. What are the reasons why we need c. What are the reasons why we zone?
protect and conserve estuaries and to protect and conserve estuaries and need to protect and conserve c. What are the reasons why we
intertidal zone? intertidal zone? estuaries and intertidal zone? need to protect and conserve
estuaries and intertidal zone?
F.Developing Mastery Direction: Complete the Venn diagram by Direction: Complete the Venn diagram Direction: Complete the Venn Direction: Complete the Venn
giving the reasons why we need to protect by giving the reasons why we need to diagram by giving the reasons why diagram by giving the reasons
and conserve estuaries and intertidal protect and conserve estuaries and we need to protect and conserve why we need to protect and
zones intertidal zones estuaries and intertidal zones conserve estuaries and intertidal
zones
G.Finding Parctical application of concepts As a Grade V pupil, how could you help in As a Grade V pupil, how could you As a Grade V pupil, how could you As a Grade V pupil, how could
and skills in daily living protecting and help in protecting and help in protecting and you help in protecting and
conserving estuaries and intertidal zone? conserving estuaries and intertidal conserving estuaries and intertidal conserving estuaries and
zone? zone? intertidal zone?
H.Making generalization and abstraction Based on the activity conducted, what are Based on the activity conducted, what Based on the activity conducted, Based on the activity conducted,
about the lesson the reasons why we need to protect and are the reasons why we need to what are the reasons why we need what are the reasons why we
conserve estuaries and intertidal zone? protect and conserve estuaries and to protect and conserve estuaries need to protect and conserve
Background Information for the Teacher intertidal zone? and intertidal zone? estuaries and intertidal zone?
Human lives depend to some extent on Background Information for the Background Information for the Background Information for the
the abundant resources of estuaries. Teacher Teacher Teacher
Humans, therefore, need to live in Human lives depend to some extent Human lives depend to some extent Human lives depend to some
harmony with every component of an on the abundant resources of on the abundant resources of extent on the abundant
ecosystem like estuary and intertidal estuaries. Humans, therefore, need to estuaries. Humans, therefore, need resources of estuaries. Humans,
zone. Every individual has a duty to use live in harmony with every component to live in harmony with every therefore, need to live in
wisely and preserve the resources that we of an ecosystem like estuary and component of an ecosystem like harmony with every component
find and enjoy on every part of our planet. intertidal zone. Every individual has a estuary and intertidal zone. Every of an ecosystem like estuary and
We must realize that we do not own it. duty to use wisely and preserve the individual has a duty to use wisely intertidal zone. Every individual
The time for action to protect and restore resources that we find and enjoy on and preserve the resources that we has a duty to use wisely and
the estuary and intertidal zone is now for every part of our planet. We must find and enjoy on every part of our preserve the resources that we
tomorrow might be too late every realize that we do not own it. planet. We must realize that we do find and enjoy on every part of
individual should take active role in the The time for action to protect and not own it. our planet. We must realize that
implementation of conservation programs restore the estuary and intertidal zone The time for action to protect and we do not own it.
to identify and address water quality, is now for tomorrow might be too late restore the estuary and intertidal The time for action to protect
pollution, and habitat problems within every individual should take active zone is now for tomorrow might be and restore the estuary and
estuaries. It is the responsibility of the role in the implementation of too late every individual should take intertidal zone is now for
people to examine their everyday conservation programs to identify and active role in the implementation of tomorrow might be too late
activities and think about how they might address water quality, pollution, and conservation programs to identify every individual should take
be contributing to the pollution problem. habitat problems within estuaries. It is and address water quality, active role in the implementation
Here are some suggestions oh how the the responsibility of the people to pollution, and habitat problems of conservation programs to
people, including you, can make a examine their everyday activities and within estuaries. It is the identify and address water
difference in the protection of the habitat think about how they might be responsibility of the people to quality, pollution, and habitat
of organisms: contributing to the pollution problem. examine their everyday activities problems within estuaries. It is
Be informed and get involved Here are some suggestions oh how the and think about how they might be the responsibility of the people to
o The people should be aware that people, including you, can make a contributing to the pollution examine their everyday activities
estuaries are sensitive habitat areas difference in the protection of the problem. and think about how they might
o They should get involved in dealing with habitat of organisms: Here are some suggestions oh how be contributing to the pollution
habitat issues that affect the community Be informed and get involved the people, including you, can make problem.
in which they live or work o The people should be aware that a difference in the protection of the Here are some suggestions oh
o For pupils they can join tree – planting estuaries are sensitive habitat areas habitat of organisms: how the people, including you,
programs, clean – up drive in school and o They should get involved in dealing Be informed and get involved can make a difference in the
community with habitat issues that affect the o The people should be aware that protection of the habitat of
Take full responsibility for one’s own community in which they live or work estuaries are sensitive habitat areas organisms:
backyard o For pupils they can join tree – o They should get involved in Be informed and get involved
o Minimize the application of fertilizers, planting programs, clean – up drive in dealing with habitat issues that o The people should be aware
herbicides, or pesticides in your yard school and community affect the community in which they that estuaries are sensitive
o Use environment – friendly products Take full responsibility for one’s own live or work habitat areas
such as organic fertilizers and biocontrols backyard o For pupils they can join tree – o They should get involved in
in place of pesticides to safeguard the o Minimize the application of planting programs, clean – up drive dealing with habitat issues that
entry of harmful substances into the fertilizers, herbicides, or pesticides in in school and community affect the community in which
waters and end up in estuaries your yard Take full responsibility for one’s they live or work
o Conserve water in your daily life to o Use environment – friendly products own backyard o For pupils they can join tree –
reduce runoff that may find its way into such as organic fertilizers and o Minimize the application of planting programs, clean – up
the estuaries biocontrols in place of pesticides to fertilizers, herbicides, or pesticides drive in school and community
o Preserve existing trees and plant new safeguard the entry of harmful in your yard Take full responsibility for one’s
trees and shrubs to help prevent erosion substances into the waters and end up o Use environment – friendly own backyard
o Dispose your yard wastes and chemicals in estuaries products such as organic fertilizers o Minimize the application of
properly o Conserve water in your daily life to and biocontrols in place of fertilizers, herbicides, or
Practice good housekeeping at all times reduce runoff that may find its way pesticides to safeguard the entry of pesticides in your yard
o In every household, each person is into the estuaries harmful substances into the waters o Use environment – friendly
encouraged to keep all forms of garbage o Preserve existing trees and plant and end up in estuaries products such as organic
out of street gutters and storm drains new trees and shrubs to help prevent o Conserve water in your daily life fertilizers and biocontrols in place
o Install water-saving devices in shower erosion to reduce runoff that may find its of pesticides to safeguard the
heads and toilet bowls o Dispose your yard wastes and way into the estuaries entry of harmful substances into
o Replace any dripping faucets of leaky chemicals properly o Preserve existing trees and plant the waters and end up in
pipes Practice good housekeeping at all new trees and shrubs to help estuaries
o Don’t dispose toxic wastes and times prevent erosion o Conserve water in your daily
chemicals down your toilet bowl o In every household, each person is o Dispose your yard wastes and life to reduce runoff that may
o Buy and use non-toxic household encouraged to keep all forms of chemicals properly find its way into the estuaries
products garbage out of street gutters and Practice good housekeeping at all o Preserve existing trees and
o Practice 5Rs: REDUCE, REUSE, RECYCLE, storm drains times plant new trees and shrubs to
REPAIR, and RECOVER o Install water-saving devices in o In every household, each person is help prevent erosion
o Always follow label instructions for the shower heads and toilet bowls encouraged to keep all forms of o Dispose your yard wastes and
use and disposal of household o Replace any dripping faucets of garbage out of street gutters and chemicals properly
Give due respect and great concern to leaky pipes storm drains Practice good housekeeping at
estuary o Don’t dispose toxic wastes and o Install water-saving devices in all times
o When you enter an estuary riding a chemicals down your toilet bowl shower heads and toilet bowls o In every household, each
hired boat, be careful not to touch or hurt o Buy and use non-toxic household o Replace any dripping faucets of person is encouraged to keep all
the organisms there. Better still, avoid products leaky pipes forms of garbage out of street
entering sensitive habitat areas such as o Practice 5Rs: REDUCE, REUSE, o Don’t dispose toxic wastes and gutters and storm drains
estuaries RECYCLE, REPAIR, and RECOVER chemicals down your toilet bowl o Install water-saving devices in
o Make sure you keep all waste produced o Always follow label instructions for o Buy and use non-toxic household shower heads and toilet bowls
during picnics in a safe bag and disposed the use and disposal of household products o Replace any dripping faucets of
properly when you’re back on land Give due respect and great concern o Practice 5Rs: REDUCE, REUSE, leaky pipes
o Avoid dumping any chemicals like to estuary RECYCLE, REPAIR, and RECOVER o Don’t dispose toxic wastes and
gasoline and oil products, or heavy metal o When you enter an estuary riding a o Always follow label instructions chemicals down your toilet bowl
into the waters of the estuary hired boat, be careful not to touch or for the use and disposal of o Buy and use non-toxic
hurt the organisms there. Better still, household household products
avoid entering sensitive habitat areas Give due respect and great o Practice 5Rs: REDUCE, REUSE,
such as estuaries concern to estuary RECYCLE, REPAIR, and RECOVER
o Make sure you keep all waste o When you enter an estuary riding o Always follow label instructions
produced during picnics in a safe bag a hired boat, be careful not to touch for the use and disposal of
and disposed properly when you’re or hurt the organisms there. Better household
back on land still, avoid entering sensitive habitat Give due respect and great
o Avoid dumping any chemicals like areas such as estuaries concern to estuary
gasoline and oil products, or heavy o Make sure you keep all waste o When you enter an estuary
metal into the waters of the estuary produced during picnics in a safe riding a hired boat, be careful not
bag and disposed properly when to touch or hurt the organisms
you’re back on land there. Better still, avoid entering
o Avoid dumping any chemicals like sensitive habitat areas such as
gasoline and oil products, or heavy estuaries
metal into the waters of the estuary 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
I.Evaluating learning Direction: Write TRUE if the statement is Direction: Write TRUE if the statement Direction: Write TRUE if the Direction: Write TRUE if the
correct and FALSE if the is correct and FALSE if the statement is correct and FALSE if statement is correct and FALSE if
statement is incorrect. statement is incorrect. the the
1. The wild animals will no longer have 1. The wild animals will no longer have statement is incorrect. statement is incorrect.
shelter. shelter. 1. The wild animals will no longer 1. The wild animals will no longer
2. The wild animals will be in extinct. 2. The wild animals will be in extinct. have shelter. have shelter.
3. The ecosystem will be affected. 3. The ecosystem will be affected. 2. The wild animals will be in 2. The wild animals will be in
4. The reproduction of wild animals will be 4. The reproduction of wild animals extinct. extinct.
affected. will be affected. 3. The ecosystem will be affected. 3. The ecosystem will be affected.
5. The ecosystem will be the same 5. The ecosystem will be the same 4. The reproduction of wild animals 4. The reproduction of wild
will be affected. animals will be affected.
5. The ecosystem will be the same 5. The ecosystem will be the
same
J.additional activities for application or Interview your parents about their Interview your parents about their Interview your parents about their Interview your parents about
remediation opinion in protecting natural resources. opinion in protecting natural opinion in protecting natural their opinion in protecting
resources. resources. natural resources.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move
evaluation objective. next objective. next objective. the next objective. on to the 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
mastery mastery 80% 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
activities for remediation answering their lesson. answering their lesson. answering their lesson. in answering their lesson. difficulties in answering
___Pupils found difficulties in answering ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in their lesson.
their lesson. answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the in answering their lesson.
because of lack of knowledge, skills and because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of ___Pupils did not enjoy the
interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest lesson because of lack of
___Pupils were interested on the lesson, ___Pupils were interested on the ___Pupils were interested on the about the lesson. knowledge, skills and
despite of some difficulties encountered lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on interest about the lesson.
in answering the questions asked by the encountered in answering the encountered in answering the the lesson, despite of some ___Pupils were interested
teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in on the lesson, despite of
___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite ___Pupils mastered the lesson answering the questions asked by some difficulties
limited resources used by the teacher. of limited resources used by the despite of limited resources used by the teacher. encountered in answering
___Majority of the pupils finished their teacher. the teacher. ___Pupils mastered the lesson the questions asked by the
work on time. ___Majority of the pupils finished ___Majority of the pupils finished despite of limited resources used teacher.
___Some pupils did not finish their work their work on time. their work on time. by the teacher. ___Pupils mastered the
on time due to unnecessary behavior. ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished lesson despite of limited
work on time due to unnecessary work on time due to unnecessary their work on time. resources used by the
behavior. behavior. ___Some pupils did not finish teacher.
their work on time due to ___Majority of the pupils
unnecessary behavior. 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 learners who ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who
have caught up with the lesson above above above earned 80% 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
remediation activities for remediation activities for remediation additional activities for remediation additional activities for require additional activities
remediation for 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
lesson lesson lesson the lesson caught up the lesson
F.What difficulties did I encounter which my ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who
principal or supervisor can helpme solve? remediation require remediation require remediation require remediation continue to 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
used/discover which I wish to share with  ___Metacognitive 
Development: ___Metacognitive 
Development: ___Metacognitive Development:  ___Metacognitive Development: well:
other teachers? Examples: Self assessments, note taking Examples: Self assessments, note Examples: Self assessments, note 
Examples: Self assessments, note ___Metacognitive
and studying techniques, and vocabulary taking and studying techniques, and taking and studying techniques, and taking and studying techniques, Development: Examples:
assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments. Self assessments, note
 
___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-  
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- taking and studying
quick-writes, and anticipatory charts. share, quick-writes, and anticipatory share, quick-writes, and pair-share, quick-writes, and techniques, and vocabulary
charts. anticipatory charts. anticipatory charts. assignments.

    ___Bridging: Examples:
 ___Schema-Building: Examples: Compare
Think-pair-share, quick-
and contrast, jigsaw learning, peer ___Schema-Building: 
Examples: ___Schema-Building: 
Examples: ___Schema-Building: Examples:
writes, and anticipatory
teaching, and projects. Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
charts.
 learning, peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and
projects. projects. 
 ___Contextualization: 
   ___Schema-Building:
 Examples: Demonstrations, 
media, ___Contextualization:
Examples: Compare and

manipulatives, repetition, and local Examples: Demonstrations, media,  ___Contextualization:  ___Contextualization:
contrast, jigsaw learning,
opportunities. 
manipulatives, repetition, and local 
Examples: Demonstrations, media, Examples: Demonstrations, peer teaching, and
 opportunities. manipulatives, repetition, and local media, manipulatives, repetition, projects.
 opportunities. and local opportunities.
 ___Text Representation: 
  
 Examples: Student created drawings, ___Text Representation:  ___Contextualization:
  ___Text Representation:  ___Text Representation:
videos, and games. Examples: Student created drawings,  Examples: Demonstrations,
 ___Modeling: Examples: Speaking slowly videos, and games.  Examples: Student 
created Examples: Student created media, manipulatives,

and clearly, modeling the language you ___Modeling: Examples: Speaking drawings, videos, and games. drawings, videos, and games. repetition, and local
want students to use, and providing slowly and clearly, modeling the ___Modeling: Examples: Speaking  ___Modeling: Examples: opportunities.
samples of student work. language you want students to use, slowly and clearly, modeling the Speaking slowly and clearly,
and providing samples of student language you want students to use, modeling the language you want
 ___Text Representation:
Other Techniques and Strategies used: work. and providing samples of student students to use, and providing
 Examples: Student created
___ Explicit Teaching work. samples of student work. drawings, videos, and
___ Group collaboration Other Techniques and Strategies games.
___Gamification/Learning throuh play used: Other Techniques and Strategies Other Techniques and Strategies
___ Answering preliminary ___ Explicit Teaching used: used:  ___Modeling: Examples:
Speaking slowly and
activities/exercises ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching
clearly, modeling the
___ Carousel ___Gamification/Learning throuh play ___ Group collaboration ___ Group collaboration
language you want
___ Diads ___ Answering preliminary ___Gamification/Learning throuh ___Gamification/Learning throuh
students to use, and
___ Differentiated Instruction activities/exercises play play
providing samples of
___ Role Playing/Drama ___ Carousel ___ Answering preliminary ___ Answering preliminary
student work.
___ Discovery Method ___ Diads activities/exercises activities/exercises
___ Lecture Method ___ Differentiated Instruction ___ Carousel ___ Carousel
Other Techniques and
Why? ___ Role Playing/Drama ___ Diads ___ Diads
Strategies used:
___ Complete IMs ___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction
___ Explicit Teaching
___ Availability of Materials ___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama
___ Group collaboration
___ Pupils’ eagerness to learn Why? ___ Discovery Method ___ Discovery Method
___Gamification/Learning
___ Group member’s ___ Complete IMs ___ Lecture Method ___ Lecture Method
throuh play
collaboration/cooperation ___ Availability of Materials Why? Why?
___ Answering preliminary
in doing their tasks ___ Pupils’ eagerness to learn ___ Complete IMs ___ Complete IMs
activities/exercises
___ Audio Visual Presentation ___ Group member’s ___ Availability of Materials ___ Availability of Materials
___ Carousel
of the lesson collaboration/cooperation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Diads
in doing their tasks ___ Group member’s ___ Group member’s
___ Differentiated
___ Audio Visual Presentation collaboration/cooperation collaboration/cooperation
Instruction
of the lesson in doing their tasks in doing their tasks
___ Role Playing/Drama
___ Audio Visual Presentation ___ Audio Visual Presentation
___ Discovery Method
of the lesson of the lesson
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s

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