School: File Submitted by DepEd Club Member - depedclub.

com Grade Level: V

GRADES 1 to 12 Teacher: File created by Ma’am EDNALYN D. MACARAIG Learning Area: MAPEH
DAILY LESSON LOG Teaching Dates and Time: JANUARY 14 – 18, 2019 (WEEK 1) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner… The learner… The learner… The learner… The learner . . .
demonstrates
demonstrates understanding of demonstrates understanding of demonstrates understanding of understanding of basic demonstrates
concepts pertaining to volume in concepts pertaining to volume in colors, shapes, space, repetition, and first aid principles and understanding of
music music balance through sculpture and 3- procedures for common participation and
dimensional craft. assessment of physical
activity and physical
fitness
B. Performance Standards The learner… The learner… The learner… The learner… The learner . . .
demonstrates fundamental
applies dynamics to musical applies dynamics to musical construction skills in making a 3- practices appropriate first aid participates and assesses
selections selections dimensional craft that expresses principles and procedures for common performance in physical
balance, artistic design, and repeated injuries activities.
variation assesses physical fitness
of decorations and colors
1. papier-mâché jars with patterns
2. paper beads
constructs 3-D craft using primary
and secondary colors, geometric
shapes, space, and repetition of
colors to show balance of the
structure and shape
C. Learning Competencies/Objectives identifies the different dynamic Napahahalagahan ang Dynamics sa Natutukoy at naiisa-isa ang mga a.Naipaliliwanag ang mga layunin ng describes the Philippines
Write the LC code for each levels used in a song heard madamdaming pagpapahayag ng kagamitan sa paglikha ng 3 mga pangunang lunas physical activity pyramid
musika. dimensyonal craft na paper beads b.Naibibigay ang mga pangunahing
MU5DY-IVa-b-1 MU5DY-IVa-b-1 kasanayan sa pangunang lunas PE5PF-IVa-16/ Page 29 of 6
A5EL-IVa H5IS-IVa-34 / Page 35 of 66

II. CONTENT ANG PAGKAKAIBA-IBA NG MGA : Dynamics sa madamdaming Mga Kagamitansa Paggawa ng 3 Pinagmulan at Layunin ng mga Pagpapanatili at Pagpapaunlad ng
TEMPO GINAMIT SA AWITING pagpapahayag ng musika Dimensyonal Craft na Paper Beads Pangunang Lunas Physical Fitness
MUSIKAL

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages K to 12 Curriculum Guide,
2. Learner’s Material pages Umawit at Gumuhit 5
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources tsart ng mga awit, mga larawan, Paper ( magazine pages, wrapping
CD/CD player
paper, wallpaper, coloured and art
paper), Pencil, ruler, scissors, thin
wooden dowel, 2 soft paint brush,
glue, wooden sticks, varnish

IV. PROCEDURES
A. Reviewing previous lesson or Pakinggang mabuti ang awiting 1. Pagsasanay 1.Balik-aral Ipakita ang mga larawan ng isang Ano ang masasabi ninyo sa
presenting the new lesson “Kalesa”. a. Rhythmic Pagpapakita ng mga larawan ng mga masigla at malusog na pamilya na di imbentaryo ng inyong
i. Clapping/Paagpalakpak kagamitang ginamit sa paggawa ng 3 gumagamit ng gateway drugs. gawaing pisikal?
dimensyonal craft na paper mache.
IIsa-isahin muli ang mga ito sa
pamamagitan ng paglalagay ng
pangalan sa guhit na nasa ibaba ng
larawan.

B. Establishing a purpose for the identifies the different dynamic Gawain Pagpapakita ng larawan tungkol sa describes the Philippines
lesson levels used in a song heard 1.Pagganyak paunang panlunas. physical activity pyramid

Panoorin ang video ng awit Ako ay

Pilipino/ Pakinggan ang pyesa ng awit
Ako ay Pilipino.

Pagganyak
Pagpapakita ng larawan ng Paper
Beads
Itanong:
1.Ano ang nasa larawan?
2.Ano ang panagalan ng likhang –
sining na ito/
3.Ano-ano ang mga kagamitan
ginamit sa paglikha nito?
C. Presenting examples/instances of Anong uri ng transportasyon ang 2.Paglalahad 1.Paglalahad Pag-usapan sa klase ang larawan sa Nalilinang ba ng mga gawaing ito
the new lesson kalesa? Higit na gumaganda ang isang “Pag-usapan Natin” sa LM. ang mga sangkap ng skill-related
Sa anong uri ng pamayanan makikita awit o tugtugin kapag naipahayag ng Ang paggawa ng paper bead ay isang Pasagutan ang mga tanong sa ibaba fitness?
ang kalesa? maayos ang isinasaad sa gawaing nakakalibang na maaring Original File Submitted and
Ano ang mabuting naidudulot sa pagkakitaan kung gagamitan ng Formatted by DepEd Club Member
pamamagitan ng wastong paglakas at
kapaligiran ang paggamit ng kalesa? kaalaman sa paglikha ng mga - visit depedclub.com for more
Kung kayo ay mabibigyan ng paghina nito sa mga bahagi ng palamuti. Ito ay nagmula pa sa
pagkakataong makagamit pa ng komposisyon na kakikitaan ng antas. bansang Inglatera na kung saan ang
kalesa, nanaisin ba ninyo? Bakit? Ang pagsunod sa mga sagisag ng mga kababaihan ay matiyagang
 Paano ninyo maipakikita ang dynamics ay nagbibigay ng kakaibang nagbibilot ng maliliit na papel upang
pagpapahalaga sa kapaligiran? sigla at kahulugan nito makulayan at matuhog para gawing
Sa awiting “Kalesa”, ano ang inyong palamuti sa katawan gayundin upang
napansin sa tempo nito? maging palamuti sa bahay tulad
Aling bahagi ng awitin ang may kurtinang gawa sa tinuhog na beads.
mabagal na tempo? May mabilis na Nangangailangan ng
tempo? masusing at matiyagang pagbibilot o
pagrorolyo ng maliliit na papel upang
makalikha ng beads na kukulayan ng
pintura at didisenyuhan base sa nais.
Maaaring tuhugin at
gawing pulseras, kwintas, palawit sa
hikaw at iba pang palamuti sa
katawan at bahay ang nagawang
tinuhog na beads.

D. Discussing new concepts and Pakinggan ang mga sumusunod na Pagtalakay . mga kagamitan sa paggawa ng Pag-usapan sa klase ang larawan sa Muling bigyan ng pansin ang anim
practicing new skills #1 awitin at tukuyin ang tempo ng Pakinggang muli ang paper beads; “Pag-usapan Natin” sa LM. na sangkap ng skill-related fitness.
awiting napakinggan. awit ng Ako ay Pilipino Pasagutan ang mga tanong sa ibaba. Kagaya ng mga sangkap ng health-
habang sumusunod sa Iskor 1.Papel – magasin , art paper at Ang 3 pangunahing mga layunin ng related fitness, mahalaga ring
1. “Rikiting-kiting” C , so ng awit na nakasulat sa coloured ay maaaring gamitin paunang tulong-panlunas, na mas dapat pagtuunan ng pansin na
Manila Paper. 2.Lapis- para sa pagguhit sa korte ng kilala bilang 3 P (tatlong P) ang mga linangin ang skill-related fitness.
2. 4. “Rock-a-Bye Baby” F, la papel sumusunod: Ang mga sangkap na ito ang
3.Ruler- para sa pagsusukat kalimitang ginagamit sa mga
3. “Dandansoy” C, m
4.Gunting- para sa paggupit ng mga • Pagpapanatili ng buhay gawaing pang-isports. Ang iba’t
4. 5. “Daniw” C, so papel (Preserve life) ibang laro at isports ay nagtataglay
5.Mainipis na kahoy na dowel- para • Pag-iwas mula sa ng iba’t ibang bahagi ng skill-
5. “Pandangguhan” F, fa sa pagrorolyo ng papel pagkakaroon ng mga dagdag na pinsala related fitness. Karamihan sa mga
6.Malambot na brush ng pinta-para o pag-iwas sa paglala ng kapinsalaan o isports na ito ay nangangailangan
sa pag-aaplay ng glu sa papel karamdaman (Prevent further injury or ng mas higit sa isang sangkap.
7.Glue/ pandikit- para sa pagdidikit illness) Ang anim na sangkap ng skill-
ng mga paper beads • Pagtataguyod sa paggaling related fitness ay ang sumusunod:
8.Patpat na kahoy-para sa (Promote recovery)
pagpapatuyo ng beads pagkatpos
barnisan
9.Soft paint brush- sa pagpapahid ng
barnis
10.Barnis- para magkakulay at hindi
kumapit ang dumi
11.Oasis florist block-para sa
seguridad ng beads
E. Discussing new concepts and Tukuyin ang tempo ng mga A.Sagutin ang mga tanong 3.Pagpapalalim ng Pag-unawa Bigyan ng oras ang mga bata na
practicing new skills #2 bahaging awiting a.Saang parte ng awit ginamit ang 1.Ano-ano ang mga kagamitang basahin at pag-aralan ang 3 ilisan at naaayon sa pagkilos. Ang
“Pandangguhan”.Awitin ng paghina ng boses? ginamit sa paggawa ng Paper Beads ? mahahalagang layunin ng pangunang isang taong maliksi ay kalimitang
wastong may tamang tempo. b.Saang parte ng awit naramdaman 2.Itala sa inyong mga papel ang mga lunas. mahusay sa mga isports na
ang paglakas ng awit? kagamitang iyong nakikita na Mga Pangunahing kasanayan sa wrestling, diving, soccer, tennis,
maaring gamitin sa paggawa ng Pagbibigay ng Pangunahing Tulong- badminton, at iba pa.
paper beads Panlunas
Balance (balanse) – ang kakayahan
ng katawan na panatilihing nasa
wastong tikas at kapanatagan
habang nakatayo sa isa o dalawang
paa (static balance), kumikilos sa
sariling espasyo at patag na lugar
(dynamic balance) o sa
pag-ikot sa ere (in flight). Ang isang
tao na nagtataglay ng kasanayan
sa pagbalanse ay kalimitang
mahusay sa mga gawain tulad ng
gymnastics at ice skating.
Coordination (koordinasyon) – ang
kakayahang magamit ang mga
pandama kasabay ng isang parte o
higit pang parte ng katawan. Ito
ang kakayahan ng iba’t ibang parte
ng katawan na kumilos nang
sabay-sabay na parang iisa na
walang kalituhan. Ang mga
manlalaro ng basketbol, baseball,
softball, tennis, at golf ay
nagtataglay ng ganitong
kakayahan.

Power – ang kakayahang gamitin

nang mabilis ang lakas. Ito ay
kombinasyon ng bilis at lakas.
Sinasabing ang puwersa ay
“combined part of fitness” sa
dahilang ang bilis ay skill-related at
ang lakas naman ay health-related.
Ang mga manlalaro ng swimming,
athletics, at football ay ilan lamang
sa mga gumagamit ng power.

Speed (bilis) – ang kakayahan ng

katawan na gumalaw o
makasaklaw ng distansiya sa
maikling takdang panahon. Ang
lakas ay kalimitang ginagamit sa
mga larong takbuhan, gayundin sa
mabilisang pagpasa o pagbato at
pagsalo ng bola.

Reaction Time – ang sapat na oras

na ginagamit sa paggalaw kapag
naisip ang pangangailangan sa
 pagtugon sa galaw. Ito ang
kakayahan ng mga bahagi ng
katawan sa mabilisang pagkilos sa
pagsalo, pag-abot at pagtanggap
ng paparating na bagay o sa
mabilisang pag-iwas sa hindi
inaasahang bagay o pangyayari.
Ang pagtugon ng katawan sa
hudyat ng pito (whistle), gamit
panimula sa pagtakbo (starting
gun), o mga kagamitang tulad ng
flag sa pagtakbo ay isang
halimbawa ng pagpapakita ng
reaction time.

F. Developing mastery Pangkatang gawain Pangkatang gawain 2.Gawaing Pansining Bumuo ng tatlong grupo kung saan ang Hahatiin ang klase sa anim na
(Leads to Formative Assessment 3) pangkat. Bawat pangkat ay
bawat grupo ay tatalakayin ang bawat
bibigyan ng isang sangkap ng skill-
Sumangguni sa LM ( GAWAIN) layunin ng pangunang lunas. related fitness. Bibigyan ng laang
oras ang bawat pangkat para
umisip ng isang gawain, laro
/isports, at sayaw na lumilinang sa
ibinigay na sangkap sa grupo. Sa
pamamagitan ng malikhaing
presentasyon, ipapakita ng bawat
pangkat ang naisip na gawain,
laro/isports, at sayaw. Huhulaan
ito ng iba pang pangkat. Ang
sinumang makahula ay bibigyan ng
karampatang puntos.
G. Finding practical applications of Ano ang inyong naramdaman 5.Paglalapat 2.Repleksyon Pangkatang Gawain
concepts and skills in daily living habang nakikinig kayo sa mga awitin Paano mo mabibigyang halaga ang
Gawin ang Pangkatang
na may iba’t-ibang tempo? mga kagamitan na makikita sa iyong
Gawain kapaligiran na maaari naman gamitin
sa paggawa ng paper beads?
Hatiin sa dalawang pangkat ang klase
a.Pangkat 1- Pakinggan ang awit NA
“Ako ay Pilipino” at awitin ito ng may
wastong paghina at paglakas.
b.Pangkat 2- Pakinggan ang “Ako ay
Pilipino”. Awitin ito nang may
wastong damdamin gamit ang antas
at simbolo ng dynamiks na nakasulat
sa Iskor ng awit.
H. Making generalizations and Ang tempong largo ay mabagal na 4.Paglalahat 1.Paglalahat .Ano ang paunang lunas at ang Ang agility (liksi), balance
abstractions about the lesson matatag samantalang ang presto ay Kung ang Dynamics ay tumutukoy sa Ang paggawa ng paper beads ay isa (balanse), coordination
mahalagang layunin nito?
mabilis na nagmamadali. Ang allegro paglakas at paghina ng pag-awit at sa mga kapakipakinabang hindi (koordinasyon), power, speed
ay mabilis habang ang moderato ay pagtugtog. lamang ito nakadaragdag ng palamuti (bilis), at reaction time ay mga
may katamtamang bilis. Ang Anu-ano naman ang tatlong antas ng ito rin ay pwede pagkakitaan. sangkap ng skill-related fitness na
andante ay mabagal at ang vivace ay Dynamics? dapat linangin upang magawa ang
mas mabilis sa allegro samantalang (p) – Mahinang pag-awit mga kasanayan sa paglalaro,
ang ritardando ay papabagal at ang (mf) –Katamtamang lakas ng pag- pagsasayaw, o mga gawaing pang-
accelerando ay papabilis. awit araw-araw nang buong husay. Ang
(f) –Malakas na pag-awit mga sangkap na ito ay bubuo sa
wastong pagtupad ng kalusugang
dapat matamo ng bawat isa. Sa
pamamagitan ng pagbalik-tanaw
sa mga sangkap na ito, ang lubos
na pag-unawa sa mga konsepto at
kasanayan ay kinakailangan para
sa pagpapaunlad ng kaalaman sa
physical fitness.
I. Evaluating learning Sumangguni sa LM__________. Pagtataya SURIIN Ulat Pangkalusugan 1. Basahin ang mga sumusunod na
Isulat sa 5pangungusap ang Punan ang patlang ng wastong sagot. Isulat ang Tama kung tama pangungusap na nasa
kahalagahan ng pag-awit ng may 1.Ang __________ay ginagamit ang isinasaad ng Pangungusap at Mali kahon at sagutin ang tanong.
wastong lakas at wastong hina gamit upang mairolyo ng maayos ang kung ang 2. Gumuhit ng mga gawaing
ang antas ng dynamics papel. isinasaad ay mali. nakalilinang ng mga sumusunod na
2.Ang __________ay para sa pag- sangkap ng skill-related fitness.
aaplay ng glue sa papel. Gumawa ng isang islogan na
3. Ginagamit ang _______sa naaayon kung paano ito
pagsusukat mapauunlad:
4. Ang barnis ay ay para magkaroon
ng _____at upang maiwasan ang a. Agility (liksi)
pagkapit ng dumi. b. Speed (bilis)
5. Ang malambot na Brush ng pinta c. Power
ay ginagamit para sa pagpapahid ng
______.

J. Additional activities for Sumangguni sa LM__________. Takdang-aralin Sumangguni sa LM__________. Makipanayam sa mga “ Health Takdang- aralin
application or remediation Sumipi ng awit at isulat sa papel Ang Workers” sa Sentrong Pangkalusugan Laging isaisip na sa lahat ng ating
Bayan ko. ng barangay tungkol sa pgbibigay ng pang-araw-araw na gawain ay
pangunang lunas sa mga sanggol at ginagamit natin ang mga sangkap
matatanda na biglang nagkasakit o ng skill-related fitness upang mas
napinsala. maging madali at ligtas ang mga
gawain.
Gumawa ng personal na kontrata
para sa paglinang ng mga sangkap
na nabanggit. Ipasa ang kontrata
sa susunod na pagkikita.
All rights reserved. No part of this
material may be reproduced or
transmitted in any form or by any
 means - electronic or mechanical
including photocopying – without
written permission from the
DepEd Central Office. First Edition,
2015. 71

V. REMARKS
VI. REFLECTION
A. No. of learners who earned ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the
80% in the evaluation next objective. next objective. next objective. objective. next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery mastery mastery 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 difficulties in ___Pupils did not find difficulties in
additional activities for answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
remediation who scored below ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
80% 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 lesson ___Pupils did not enjoy the lesson
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge,
and interest about the lesson. and interest about the lesson. and interest about the lesson. and interest about the lesson. skills and interest about the lesson.
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties
encountered in answering the encountered in answering the encountered in answering the encountered in answering the encountered in answering the
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher.
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson despite ___Pupils mastered the lesson
despite of limited resources used by despite of limited resources used by despite of limited resources used by of limited resources used by the despite of limited resources used
the teacher. the teacher. the teacher. teacher. by the teacher.
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished their ___Majority of the pupils finished
their work on time. their work on time. their work on time. work on time. their work on time.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary
behavior. behavior. behavior. behavior. behavior.

C. Did the remedial lessons work? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80%
No. of learners who have caught above above above above
up with the lesson
D. No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
require remediation additional activities for remediation additional activities for remediation additional activities for remediation activities for 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 ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
work? lesson lesson lesson lesson 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 to ___ of Learners who continue to
which my principal or supervisor require remediation require remediation require remediation require remediation require remediation
can help me solve?
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 that work well:
materials did I use/discover which ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive 
Development: ___Metacognitive Development:
I wish to share with other Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
teachers? taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques,
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments.
 ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and
charts. charts. charts. charts. anticipatory charts.
    
 ___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 Compare and contrast, jigsaw learning, Compare and contrast, jigsaw
learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and
    projects.
 ___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization: 
 
Examples: Demonstrations, media, 
Examples: Demonstrations, media, 
Examples: Demonstrations, media, Examples: Demonstrations, media,  ___Contextualization:
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local 
manipulatives, repetition, and local Examples: Demonstrations, media,
opportunities. opportunities. opportunities. opportunities. manipulatives, repetition, and local
    opportunities.
 ___Text Representation:  ___Text Representation:  ___Text Representation:  ___Text Representation: ___Text Representation:

 
Examples: Student created drawings, 
Examples: Student created drawings, 
Examples: Student created drawings, 
Examples: Student created drawings, Examples: Student created
videos, and games. videos, and games. videos, and games. videos, and games. drawings, videos, and games.

 ___Modeling: Examples: Speaking  ___Modeling: Examples: 

Speaking ___Modeling: Examples: 
Speaking ___Modeling: Examples: 
Speaking ___Modeling: Examples: Speaking
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the
language you want students to use, language you want students to use, language you want students to use, language you want students to use, language you want students to use,
and providing samples of student and providing samples of student and providing samples of student and providing samples of student work. and providing samples of student
work. work. work. work.
Other Techniques and Strategies used: Other Techniques and Strategies
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies ___ Explicit Teaching used:
used: used: used: ___ Group collaboration ___ Explicit Teaching
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___Gamification/Learning throuh play ___ Group collaboration
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Answering preliminary ___Gamification/Learning throuh
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh activities/exercises play
play play play ___ Carousel ___ Answering preliminary
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Diads activities/exercises
activities/exercises activities/exercises activities/exercises ___ Differentiated Instruction ___ Carousel
___ Carousel ___ Carousel ___ Carousel ___ Role Playing/Drama ___ Diads
___ Diads ___ Diads ___ Diads ___ Discovery Method ___ Differentiated Instruction
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Lecture Method ___ Role Playing/Drama
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama Why? ___ Discovery Method
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Complete IMs ___ Lecture Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Availability of Materials Why?
Why? Why? Why? ___ Pupils’ eagerness to learn ___ Complete IMs
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Group member’s ___ Availability of Materials
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials collaboration/cooperation ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn in doing their tasks ___ Group member’s
___ Group member’s ___ Group member’s ___ Group member’s ___ Audio Visual Presentation collaboration/cooperation
 collaboration/cooperation collaboration/cooperation collaboration/cooperation of the lesson in doing their tasks
in doing their tasks in doing their tasks in doing their tasks ___AudioVisual Presentation
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation of the lesson
of the lesson of the lesson of the lesson

File Submitted by DepEd Club Member - depedclub.com

File created by Ma’am EDNALYN D. MACARAIG