School: DepEdClub.

com Grade Level: V

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 for survival among living and
in estuaries and intertidal zones things that take place in estuaries and non-living things that take place in non-living things that take place
intertidal zones estuaries and intertidal zones in 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 Answer the riddle: Answer the riddle: Answer the riddle: Answer the riddle:
the 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 intertidal zones? to protect and conserve estuaries need to protect and conserve
Formatted by DepEd Club Member - IV. Conclusion and intertidal zones? estuaries and intertidal zones?
visit 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 environmental destruction in environmental destruction in
zone? estuaries 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 by giving the reasons why we need to diagram by giving the reasons why diagram by giving the reasons
protect and conserve estuaries and protect and conserve estuaries and we need to protect and conserve why we need to protect and
intertidal 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 intertidal zone. Every individual has a estuary and intertidal zone. Every of an ecosystem like estuary and
planet. We must realize that we do not duty to use wisely and preserve the individual has a duty to use wisely intertidal zone. Every individual
own it. resources that we find and enjoy on and preserve the resources that we has a duty to use wisely and
The time for action to protect and restore every part of our planet. We must find and enjoy on every part of our preserve the resources that we
the estuary and intertidal zone is now for realize that we do not own it. planet. We must realize that we do find and enjoy on every part of
tomorrow might be too late every The time for action to protect and not own it. our planet. We must realize that
individual should take active role in the restore the estuary and intertidal zone The time for action to protect and we do not own it.
implementation of conservation programs is now for tomorrow might be too late restore the estuary and intertidal The time for action to protect
to identify and address water quality, every individual should take active zone is now for tomorrow might be and restore the estuary and
pollution, and habitat problems within role in the implementation of too late every individual should take intertidal zone is now for
estuaries. It is the responsibility of the conservation programs to identify and active role in the implementation of tomorrow might be too late
people to examine their everyday address water quality, pollution, and conservation programs to identify every individual should take
activities and think about how they might habitat problems within estuaries. It is and address water quality, active role in the implementation
be contributing to the pollution problem. the responsibility of the people to pollution, and habitat problems of conservation programs to
Here are some suggestions oh how the examine their everyday activities and within estuaries. It is the identify and address water
people, including you, can make a think about how they might be responsibility of the people to quality, pollution, and habitat
difference in the protection of the habitat contributing to the pollution problem. examine their everyday activities problems within estuaries. It is
of organisms: Here are some suggestions oh how and think about how they might be the responsibility of the people
 Be informed and get involved the people, including you, can make a contributing to the pollution to examine their everyday
o The people should be aware that difference in the protection of the problem. activities and think about how
estuaries are sensitive habitat areas habitat of organisms: Here are some suggestions oh how they might be contributing to the
o They should get involved in dealing with  Be informed and get involved the people, including you, can make pollution problem.
habitat issues that affect the community o The people should be aware that a difference in the protection of the Here are some suggestions oh
in which they live or work estuaries are sensitive habitat areas habitat of organisms: how the people, including you,
o For pupils they can join tree – planting o They should get involved in dealing  Be informed and get involved can make a difference in the
programs, clean – up drive in school and with habitat issues that affect the o The people should be aware that protection of the habitat of
community community in which they live or work estuaries are sensitive habitat areas organisms:
 Take full responsibility for one’s own o For pupils they can join tree – o They should get involved in  Be informed and get involved
backyard planting programs, clean – up drive in dealing with habitat issues that o The people should be aware
o Minimize the application of fertilizers, school and community affect the community in which they that estuaries are sensitive
herbicides, or pesticides in your yard  Take full responsibility for one’s live or work habitat areas
o Use environment – friendly products own backyard o They should get involved in
such as organic fertilizers and biocontrols dealing with habitat issues that
in place of pesticides to safeguard the o Minimize the application of o For pupils they can join tree – affect the community in which
entry of harmful substances into the fertilizers, herbicides, or pesticides in planting programs, clean – up drive they live or work
waters and end up in estuaries your yard in school and community o For pupils they can join tree –
o Conserve water in your daily life to o Use environment – friendly products  Take full responsibility for one’s planting programs, clean – up
reduce runoff that may find its way into such as organic fertilizers and own backyard drive in school and community
the estuaries biocontrols in place of pesticides to o Minimize the application of  Take full responsibility for
o Preserve existing trees and plant new safeguard the entry of harmful fertilizers, herbicides, or pesticides one’s own backyard
trees and shrubs to help prevent erosion substances into the waters and end up in your yard o Minimize the application of
o Dispose your yard wastes and chemicals in estuaries o Use environment – friendly fertilizers, herbicides, or
properly o Conserve water in your daily life to products such as organic fertilizers pesticides in your yard
 Practice good housekeeping at all reduce runoff that may find its way and biocontrols in place of o Use environment – friendly
times into the estuaries pesticides to safeguard the entry of products such as organic
o In every household, each person is o Preserve existing trees and plant harmful substances into the waters fertilizers and biocontrols in place
encouraged to keep all forms of garbage new trees and shrubs to help prevent and end up in estuaries of pesticides to safeguard the
out of street gutters and storm drains erosion o Conserve water in your daily life entry of harmful substances into
o Install water-saving devices in shower o Dispose your yard wastes and to reduce runoff that may find its the waters and end up in
heads and toilet bowls chemicals properly way into the estuaries estuaries
o Replace any dripping faucets of leaky  Practice good housekeeping at all o Preserve existing trees and plant o Conserve water in your daily
pipes times new trees and shrubs to help life to reduce runoff that may
o Don’t dispose toxic wastes and o In every household, each person is prevent erosion find its way into the estuaries
chemicals down your toilet bowl encouraged to keep all forms of o Dispose your yard wastes and o Preserve existing trees and
o Buy and use non-toxic household garbage out of street gutters and chemicals properly plant new trees and shrubs to
products storm drains  Practice good housekeeping at help prevent erosion
o Practice 5Rs: REDUCE, REUSE, RECYCLE, o Install water-saving devices in all times o Dispose your yard wastes and
REPAIR, and RECOVER shower heads and toilet bowls o In every household, each person chemicals properly
o Always follow label instructions for the o Replace any dripping faucets of is encouraged to keep all forms of  Practice good housekeeping at
use and disposal of household leaky pipes garbage out of street gutters and all times
 Give due respect and great concern to o Don’t dispose toxic wastes and storm drains o In every household, each
estuary chemicals down your toilet bowl o Install water-saving devices in person is encouraged to keep all
o When you enter an estuary riding a o Buy and use non-toxic household shower heads and toilet bowls forms of garbage out of street
hired boat, be careful not to touch or hurt products o Replace any dripping faucets of gutters and storm drains
the organisms there. Better still, avoid o Practice 5Rs: REDUCE, REUSE, leaky pipes o Install water-saving devices in
entering sensitive habitat areas such as RECYCLE, REPAIR, and RECOVER o Don’t dispose toxic wastes and shower heads and toilet bowls
estuaries o Always follow label instructions for chemicals down your toilet bowl o Replace any dripping faucets of
o Make sure you keep all waste produced the use and disposal of household o Buy and use non-toxic household leaky pipes
during picnics in a safe bag and disposed  Give due respect and great concern products o Don’t dispose toxic wastes and
properly when you’re back on land to estuary o Practice 5Rs: REDUCE, REUSE, chemicals down your toilet bowl
o Avoid dumping any chemicals like o When you enter an estuary riding a RECYCLE, REPAIR, and RECOVER o Buy and use non-toxic
gasoline and oil products, or heavy metal hired boat, be careful not to touch or o Always follow label instructions household products
into the waters of the estuary hurt the organisms there. Better still, for the use and disposal of o Practice 5Rs: REDUCE, REUSE,
avoid entering sensitive habitat areas household RECYCLE, REPAIR, and RECOVER
such as estuaries  Give due respect and great o Always follow label instructions
o Make sure you keep all waste concern to estuary for the use and disposal of
produced during picnics in a safe bag o When you enter an estuary riding household
and disposed properly when you’re a hired boat, be careful not to touch  Give due respect and great
back on land or hurt the organisms there. Better concern to estuary
o Avoid dumping any chemicals like still, avoid entering sensitive habitat o When you enter an estuary
gasoline and oil products, or heavy areas such as estuaries riding a hired boat, be careful not
metal into the waters of the estuary to touch or hurt the organisms
 o Make sure you keep all waste there. Better still, avoid entering
produced during picnics in a safe sensitive habitat areas such as
bag and disposed properly when estuaries
you’re back on land o Make sure you keep all waste
o Avoid dumping any chemicals like produced during picnics in a safe
gasoline and oil products, or heavy bag and disposed properly when
metal into the waters of the estuary 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 4. The reproduction of wild animals extinct. extinct.
be 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% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery 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, lesson because of lack of ___Pupils did not enjoy the
interest about the lesson. and interest about the lesson. skills 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
teacher. the teacher.
 ___Majority of the pupils finished their ___Majority of the pupils finished ___Majority of the pupils finished ___Pupils mastered the lesson the questions asked by the
work on time. their work on time. their work on time. despite of limited resources used teacher.
___Some pupils did not finish their work ___Some pupils did not finish their ___Some pupils did not finish their by the teacher. ___Pupils mastered the
on time due to unnecessary behavior. work on time due to unnecessary work on time due to unnecessary ___Majority of the pupils lesson despite of limited
behavior. behavior. finished their work on time. resources used by the
___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 ___ of Learners who require ___ of Learners who require ___ of Learners who
remediation activities for remediation additional 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: ___Bridging: Examples: ___Bridging: Examples: taking and studying
quick-writes, and anticipatory charts. Think-pair-share, quick-writes, and Think-pair-share, quick-writes, and Think-pair-share, quick-writes, techniques, and vocabulary
anticipatory charts. anticipatory charts. and anticipatory charts. assignments.
___Schema-Building: Examples: Compare ___Bridging: Examples:
and contrast, jigsaw learning, peer ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: Think-pair-share,
teaching, and projects. Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw quick-writes, and
learning, peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and anticipatory charts.
projects. projects.
___Contextualization: 
___Schema-Building:
Examples: Demonstrations, media, ___Contextualization: 
___Contextualization:  ___Contextualization:  Examples: Compare and
manipulatives, repetition, and local Examples: Demonstrations, media, 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:  ___Text Representation: 
Examples: Student created drawings, Examples: Student created drawings, ___Text Representation:  ___Text Representation:  ___Contextualization: 
videos, and games. videos, and games. Examples: Student created Examples: Student created Examples: Demonstrations,
___Modeling: Examples: Speaking slowly ___Modeling: Examples: Speaking drawings, videos, and games. drawings, videos, and games. media, manipulatives,
and clearly, modeling the language you slowly and clearly, modeling the ___Modeling: Examples: Speaking ___Modeling: Examples: repetition, and local
want students to use, and providing language you want students to use, slowly and clearly, modeling the Speaking slowly and clearly, opportunities.
samples of student work. and providing samples of student language you want students to use, modeling the language you want
work. and providing samples of student students to use, and providing ___Text Representation: 
Other Techniques and Strategies used: work. samples of student work.
___ Explicit Teaching Other Techniques and Strategies Examples: Student created
___ Group collaboration used: drawings, videos, and
Other Techniques and Strategies Other Techniques and Strategies games.
___Gamification/Learning throuh play ___ Explicit Teaching used: used:
___ Answering preliminary ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching ___Modeling: Examples:
activities/exercises ___Gamification/Learning throuh play ___ Group collaboration ___ Group collaboration Speaking slowly and
___ Carousel ___ Answering preliminary ___Gamification/Learning throuh ___Gamification/Learning throuh clearly, modeling the
___ Diads activities/exercises play play language you want
___ Differentiated Instruction ___ Carousel ___ Answering preliminary ___ Answering preliminary students to use, and
___ Role Playing/Drama ___ Diads activities/exercises activities/exercises providing samples of
___ Discovery Method ___ Differentiated Instruction ___ Carousel ___ Carousel student work.
___ Lecture Method ___ Role Playing/Drama ___ Diads ___ Diads
Why? ___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction Other Techniques and
___ Complete IMs ___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama Strategies used:
___ Availability of Materials Why? ___ Discovery Method ___ Discovery Method ___ Explicit Teaching
___ Pupils’ eagerness to learn ___ Complete IMs ___ Lecture Method ___ Lecture Method ___ Group collaboration
___ Group member’s ___ Availability of Materials Why? Why? ___Gamification/Learning
collaboration/cooperation ___ Pupils’ eagerness to learn ___ Complete IMs ___ Complete IMs throuh play
in doing their tasks ___ Group member’s ___ Availability of Materials ___ Availability of Materials ___ Answering preliminary
___ Audio Visual Presentation collaboration/cooperation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn activities/exercises
of the lesson in doing their tasks ___ Group member’s ___ Group member’s ___ Carousel
___ Audio Visual Presentation collaboration/cooperation collaboration/cooperation ___ Diads
of the lesson in doing their tasks in doing their tasks ___ Differentiated
___ Audio Visual Presentation ___ Audio Visual Presentation Instruction
of the lesson of the lesson ___ Role Playing/Drama
___ Discovery Method
___ 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