School: SOUTH 1-A CENTRAL SCHOOL Grade Level: V

GRADE 5 Teacher: ANTHONETTE LLYN JOICE B. BURGOS Learning Area: MAPEH

DAILY LESSON LOG Teaching Dates and Time: MARCH 11-15, 2024 (WEEK 7) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learner… The learner… The learner… The learner… The learner . . .

demonstrates understanding of demonstrates understanding of demonstrates understanding of understands the nature and demonstrates
the uses and meaning of musical the uses and meaning of musical new printmaking techniques with effects of the use and abuse of understanding of
terms in Form terms in Form the use of lines, texture through caffeine, tobacco and alcohol participation and
stories and myths. assessment of physical
activity and physical
fitness
B. Performance Standards The learner… The learner… The learner… The learner… The learner . . .

performs the created song with performs the created song with creates a variety of prints using practices appropriate first aid participates and assesses
appropriate musicality appropriate musicality lines (thick, thin, jagged, ribbed, principles and procedures for performance in physical
fluted, woven) to produce visual common injuries activities.
texture. assesses physical fitness
C. Learning Competencies/Objectives identifies aurally and visually identifies aurally and visually executes the different skills
Write the LC code for each different instruments in: different instruments in: shows skills in creating a describes the general effects of involved in the dance
linoleum, rubber or wood cut the use and abuse of caffeine,
6.1 rondalla 6.1 rondalla print with the proper use of tobacco and alcohol PE5RD-IIIc-h-4
6.2 drum and lyre band 6.2 drum and lyre band carving tools.
6.3 bamboo group/ensemble 6.3 bamboo group/ensemble H5SU-IIId-e-10
(Pangkat Kawayan) (Pangkat Kawayan) A5PL-IIId
6.4 other local indigenous 6.4 other local indigenous
ensembles ensembles

MU5TB-IIIf-3 MU5TB-IIIf-3

II. CONTENT Mga Instrumentong Rondalla, Mga Instrumentong Rondalla, Paglilimbag Pangkalahatang Epekto ng MGA KASANAYANG
Banda, Pangkat Kawayan at Banda, Pangkat Kawayan at Paggamit at Pag-abuso sa PANRITMO AT PANGSAYAW
Etniko Etniko Caffeine, Nikotina at Alcohol 2/4

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
 Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Pakinggan ang tunog o tinig. Pakinggan ang tunog o tinig. Ang pagpapakita ng kakayahang Pagmasdan at pag-aralang Pahanayin ang mga bata, pag-
presenting the new lesson gumawa ng isang likhang sining mabuti ang mga larawan sa martsahin paikot ng sild-aralan
Suriin ang timbre ng tunog. Suriin ang timbre ng tunog.
ay nagpapakita kung gaano ibaba. Ano ang tawag ninyo sa pakaliwat kanan na
Pumalakpak ng 1 beses kung Pumalakpak ng 1 beses kung kahusay ang mga Pilipino kalakip mga larawan? Saan madalas sinasaliwan ng tugtog. Ang
nito ay ang tamang paggamit ng nakikita ang mga ito? Alam b mahuling huminto sa pagpatay
soprano, 2 beses kung alto, 3 soprano, 2 beses kung alto, 3
mga kagamitan upang maiwasan ninyo na nagtataglay sila ng mga ng tugtog ay may parusa.
beses kung tenor at 4 na beses beses kung tenor at 4 na beses ang mga sakunan. mahahalaga substansya o
Original File Submitted and maaring kemikal na galing sa
kung bass. kung bass.
Formatted by DepEd Club mga ibat- ibang prutas o
Member - visit depedclub.com produkto? At ito ang mga
for more inihahalo sa mga ilang produkto
kagaya ng kape, alak at sigarilyo.
Ano ang substansyang sangkap
ng alak?

B. Establishing a purpose for the identifies aurally and visually identifies aurally and visually shows skills in creating a describes the general effects of executes the different skills
lesson different instruments in: different instruments in: linoleum, rubber or wood cut the use and abuse of caffeine, involved in the dance
print with the proper use of tobacco and alcohol
6.1 rondalla 6.1 rondalla carving tools.
6.2 drum and lyre band 6.2 drum and lyre band
6.3 bamboo group/ensemble 6.3 bamboo group/ensemble
(Pangkat Kawayan) (Pangkat Kawayan)
6.4 other local indigenous 6.4 other local indigenous
ensembles ensembles

C. Presenting examples/instances of Pakinggan ang awit na“Oh Who Pakinggan ang awit na“Oh Who Pagpapapakita ng larawan Saan inihahalo ang alkohol? Anu ano ang mga kilos na
the new lesson Can Play” Can Play” ating isinagawa sa ating laro?
Awitin sa pamamaraang rote. Awitin sa pamamaraang rote. Ano ang epekto nito sa taong
nakatikim ng alcohol?

Ano ang nangyayari sa taong

nakatikim ng caffeine?

May masama bang epekto ang

nikotina sa ating katawa?

D. Discussing new concepts and Pakinggan ang awit na“Oh Who Pakinggan ang awit na“Oh Who Naipakikita ang kakayahan sa Nikotina Pagkilala sa mga hakbang
practicing new skills #1 Can Play” Can Play” likhang paglilimbag gamit ang sayaw na nasa 2/4.
linoleum, rubber or wood cut Ang nikotina ay isang alkaloid na
Awitin sa pamamaraang rote. Awitin sa pamamaraang rote. print na may tamang paggamit ng Ngayon, subukan mong
kagamitang pang ukit. matatagpuan sa nightshade lumahok sa Dance Step
plants partikular sa tabako plant Challenge. Ang klase ay
hahatiin sa 4 na pangkat. Ang
na tinatawag ding Nicotiana bawat pangkat ay magtungo
tabacum. Ang ibang nightshade sa bawat station na nasa loob
ng silid aralan at isagawa ang
plants, gaya ng patatas, kamatis, challenge na ito sa loob ng
at talong, ay mayroon ding limang minuto.
Dance Step Challenge
nicotine ngunit mas mababa ang Ito’y mga hakbang na
kanilang nicotine content kung ginagamitan ng one,two, o
kaya’y one and two na bilang.
ihahambing sa tabako. Ang Station 1
nicotine ay matatagpuan sa a. Contraganza – Blg. 1- Ilukso
ang isang paa pakanan
sigarilyo at iba pang produktong
tabako. Ang bawat piraso ng Blg. 2- I krus ang kaliwang paa
sa kanang paa
sigarilyo ay tinatayang may 1 mg
b. Grapevine - Blg 1 –
nicotine. Ihakbang ang kanang paa
pagilid
Ang nicotine ay mabilis na
Blg. 2 – Isunod ang kaliwang
pumapasok sa katawan. Mula sa
paa na ikrus sa kanang paa.
baga, dumadaan ito sa Station 2
a. Chasing Steps Blg. 1-
bloodstream at sa loob ng pito
Ihakbang pasulong ang kanang
hanggang sampung segundo ay paa
pumapasok sa utak. Ang reaction
Blg. 2 -Isunod ang kaliiwa na
ng utak sa nicotine ang nasa likod ng kanang paa.
nagdudulot ng nicotine b. Gallop Blg. 1 - Ihakbang ang
kang paa paharap
addiction.
Blg. 2 - I-cut ang kanang paa sa
Mabilis din ang reaksyon ng puso pamamagitan ng kaliwa na ang
sa nicotine. Nagdudulot ito ng bigat ng katawan ay nasa
kaliwang paa.
pagtaas ng blood pressure at  May dalawang gallop sa
pagbilis ng pulso. Bumababa rin isang bilang

ang blood supply sanhi ng pagliit Station 3

ng arteries. Bukod dito, a. Heel and Toe Polka Blg. 1-
 Ilagay ang kanang sakong sa
nababawasan ang panustos ng harap
oxygen sa cells dahil sa carbon
Blg. 2- Idikit ang kanang dulo
monoxide ng sigarilyo. Dahil dito, ng paa sa likod
ang nicotine ay ang tinuturong Gumawa ng isang payak na
polka pasulong na mag-
pangunahing sanhi ng uumpisa sa kanang paa (blg.1,
cardiovascular disease at heart at,2,at)
b.Polka turn (blg.1,1 and 2,
attack sa mga naninigarilyo. and 3)
Blg.1 Ihakbang ang kaliwang
paa sa paligid
Caffeine And- Isunod ang kanang paa
sa kaliwang paa
Ang caffeine o kapeina ay Blg. 2 – Ihakbang ang kaliwang
nilalaman ng ilang mga halaman paa paharap
And- Tumigil
at ito ay mapait. Kadalasang
Blg. 3 – Umikot nang isang
matatagpuan ito sa maraming buong 360 degree pakanan
inumin na tulad ng kape,
tsaa, soft drinks o soda, cacao o
tsokolate, kola nuts at ilang mga
gamot na kung tawagin
ay stimulants. Ito ay nagbibigay
ng karagdagang enerhiya at
pansamantalang tulong sa
pagiging alerto.

E. Discussing new concepts and Pangkatin ang klase sa apat at Pangkatin ang klase sa apat at Mga Hakbang sa Paggawa Mga epekto Paraan ng Pagsasayaw
practicing new skills #2 bigyan envelop ang bawat bigyan envelop ang bawat 1. Ihanda ang mga 1. Gagawin ng bawat
pangkat na naglalaman ng mga pangkat na naglalaman ng mga kagamitan tulad miyembro ng pangkat ang
Ayon sa mga eksperto, ang
ng linoleum, hamon sa loob ng limang
larawan ng mga instrumento. larawan ng mga instrumento.
katamtamang konsumo ng kape minuto. Hintayin ang hudyat
Ibahagi sa klase ang nabuong Ibahagi sa klase ang nabuong rubber o kaya
ng guro bago pumunta sa
ideya mula sa mga larawan. ideya mula sa mga larawan. malambot na (200 hanggang 300 milligrams,
susunod na hamon.
Pangkat 1 Rondalya Pangkat 1 Rondalya kahoy. mga dalawa hanggang apat na 2. Sundin ang direksyon
Pangkat 2 Banda Pangkat 2 Banda 2. Gumuhit sa papunta sa gawain. Maging
tasa) ay hindi nakakaapekto sa
Pangkat 3 Pangkat Pangkat 3 Pangkat linoleum,rubber o maingat at iwasang makasakit.
 Kawayan Kawayan malambot na
Pangkat 4 Pangkat 4 kahoy ng isang kalusugan ngunit ang malakas na
Instrumentong Etniko Instrumentong Etniko magandang pagkonsumo nito (400
imahinasyon na milligrams at mas mataas pa,
kaya niyong gawin.
mga apat pataas na tasa) ay
3. Gamit ang mga
pag-ukit.Ukitin ang nagdudulot ng hindi kanaisnais
mga iginuhit sa na mga sintomas tulad ng mga
linoleum,rubber o
sumusunod:
malambot na
kahoy sa maingat
na pamamaraan  Insomnia o kahirapan sa o
ng paghawak sa kakulangan ng tulog
mga kagamitan
 Nerbyos
pang-ukit.
 Pagkabagabag
 Pagkairita
 Pangangasim ng sikmura
o gastroenteritis
 Mabilis na pagtibok ng puso
 Pangangatog ng kalamnan o
muscle tremors
 Depression
 Nausea o pagkaduwal
 Madalas na pag-ihi
 Pagsusuka

F. Developing mastery Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain Matuto Tayo (Magpakita ng mga Pangkatang Gawain
(Leads to Formative Assessment 3) larawan ayon sa mga
katanungan)
Panuto: Mula sa talata na binasa
sagutin ang mga sumusunod na
katanungan.
1. Ano ang epekto ng pag-
inom ng alak sa
 katawan?
__________

2. Ano ang pangunahing

Gawain ng atay sa ating
buong katawan?
___________________

G. Finding practical applications of Paano mo mapapahalagahan Paano mo mapapahalagahan Pangkatang Gawain Pangkatang Gawain Pangkatang Gawain
concepts and skills in daily living ang mga insturmentong iyong ang mga insturmentong iyong
natuklasan? natuklasan?

H. Making generalizations and Ang Rondalya ay kilala bilang Ang Rondalya ay kilala bilang Ang pagiging malikhain ay tunay Ang mga sangkap na ginagamit Ang mga pangunahing
abstractions about the lesson tagasaliw sa mga katutubong tagasaliw sa mga katutubong na kahali halina lalo na kung ikaw sa ibat-ibang produkto kagaya ng hakbang sa pansayaw sa 2/4
sayaw at tugtugin. Sa rondalya sayaw at tugtugin. Sa rondalya ay may kakayahan sa paggawa ng alak, sigarilyo at kape ay ang ay mga hakbang na
mga ito.Gayun pa man dapat caffeine, nikotina at alcohol. Ang ginagamitan ng one, two o
ay makikita ang paggamit ng ay makikita ang paggamit ng
nating tandaan na kahit na tayo alcohol ay mula sa mga katas ng kaya’y one and two na bilang.
mga instrumentong de-kwerdas mga instrumentong de-kwerdas ay bihasa sa paggamit ng mga ito ilang prutas kagaya ng mansanas
na karaniwa’y gawa rito sa atin. na karaniwa’y gawa rito sa atin. ay kailangan parin natin ang ito ay parang Kristal, mapait ang
Ang banda ay isang mahalagang Ang banda ay isang mahalagang ibayong pag-iingat upang di lasa nito at mabaho ang amoy
bahagi ng kulturang Pilipino na bahagi ng kulturang Pilipino na maaksidente. dahilan kung bakit nalalasing ang
tumutugtog tuwing may tumutugtog tuwing may taong nakakatikim nito. Ang
kasayahan at pagtitipon. Pangkat kasayahan at pagtitipon. Pangkat caffeine ay mula sa mga
pinatuyong buto kagaya ng kape
kawayan ay mga instumentong kawayan ay mga instumentong
at marami pang iba. Kapag
yari sa kawayan na karaniwang yari sa kawayan na karaniwang nakatikim ang isang tao nito siya
pinatutugtog sa pamamagitan ng pinatutugtog sa pamamagitan ng ay mananatiling gising. Nikotina
pag-ihip. Ang Intrumentong pag-ihip. Ang Intrumentong ay mula sa dahon o ugat ng
Etniko ay instrumentong Etniko ay instrumentong tobaco. Itoy isang sangkap na
ginagamit ng mga pamayanang ginagamit ng mga pamayanang inihahalo sa sigarilyo. Ito rin ay
kultura tulad ng mga kababayan kultura tulad ng mga kababayan maaring makalason nakakasira
ito ng nervous system.
natin sa Mountain Province at sa natin sa Mountain Province at sa
Mindanao. Mindanao.

I. Evaluating learning Pakinggan ang tunog ng mga Pakinggan ang tunog ng mga SURIIN (BATAY SA RUBRICS NG GURO NA IBIBIGAY SA
Tukuyin ang mga sumusunod Subuking gawin ang mga
BATA)
instrumentong iparirinig ng guro. instrumentong iparirinig ng guro. natutuhang dance step na
Kilalanin kung anong instrument Kilalanin kung anong instrument ginamit sa challenge sa
Ito ay isang nakakalasong pamamagitan ng pagsayaw sa
ito at ihanay sa pangkat na ito at ihanay sa pangkat na
 kinabibilangan ng mga ito. kinabibilangan ng mga ito. kemikal puti na parang tubig na saliw ng tugtuging Leron Leron
nakalalasing mula sa mga katas Sinta.
ng mga prutas kagaya ng
mansanas at
ubas._____________________

J. Additional activities for application Sumangguni sa LM_________. Sumangguni sa LM_________. Sumangguni sa LM_________. Sumangguni sa LM_________. Sanayin ang mga hakbang sa
or remediation pagsayaw at humanda sa
sariling paglikha.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to
in the evaluation next objective. next objective. next objective. next objective. the 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% _____% of the pupils got 80%
mastery 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
additional activities for remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
who scored below 80% ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the 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
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on the
encountered in answering the encountered in answering the encountered in answering the encountered in answering the lesson, despite of some
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in
___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson answering the questions asked by
despite of limited resources used by despite of limited resources used by despite of limited resources used by despite of limited resources used by the teacher.
the teacher. the teacher. the teacher. the teacher. ___Pupils mastered the lesson
___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished despite of limited resources used
their work on time. their work on time. their work on time. their work on time. by the teacher.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary their work on time.
behavior. behavior. behavior. behavior. ___Some pupils did not finish
their work on time due to
unnecessary behavior.
C. Did the remedial lessons work? No. ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
of learners who have caught up above above above above above
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 ___ of Learners who require
require remediation additional activities for remediation additional activities for remediation additional activities for remediation additional 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 work? ____ 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
lesson lesson lesson lesson 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 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 I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, 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-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-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 Compare and contrast, jigsaw learning, peer teaching, and
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and projects. learning, peer teaching, and projects.
projects. projects. projects. ___Contextualization:

___Contextualization: Examples: Demonstrations,

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

Prepared by: Approved by:

ANTHONETTE LLYN JOICE B. BURGOS SALDEY P. CAJILLA

Teacher III School Principal II