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LIPAY ELEMENTARY SCHOOL

SCHOOL: TEACHING DATES: July 23 – 27, 2018


]] KINDERGARTEN Division of Zambales – District of Palauig
DAILY LESSON LOG TEACHER: ARJAY S. FARIÑAS WEEK NO. WEEK 8 QUARTER: 1ST QUARTER
CONTENT FOCUS: I can smell, taste and touch.

Indicate the following:


Learning Area (LA)
BLOCKS OF TIME Content Standards (CS) MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Performance Standards (PS) (July 23, 2018) (July 24, 2018) (July 25, 2018) (July 26, 2018) (July 27, 2018)
Learning Competency Code (LCC)

ARRIVAL TIME LA: (KA) Kagandahang Asal Daily Routine: Daily Routine: Daily Routine: Daily Routine: Daily Routine:
(10 minutes) (KP) Kalusugang Pisikal at National Anthem National Anthem National Anthem National Anthem National Anthem
Pagpapaunlad ng Kakayahang Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Motor Exercise Exercise Exercise Exercise Exercise
(S) Sining
Kamustahan Kamustahan Kamustahan Kamustahan Kamustahan
(LL) Language, Literacy and
Communication Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan
CS: Ang bata ay nagkakaroon ng
pag-unawa sa…
 konsepto ng mga sumusunod
na batayan upang lubos na
mapahalagahan ang sarili:
3. Paggalang
 kahalagahan ng pagkakaroon
ng masiglang pangangatawan
 kanyang kapaligiran at
naiiugnay dito ang angkop na
paggalaw ng katawan
 pagpapahayag ng kaisipan at
imahinasyon sa malikhain at
malayang pamamaraan
 increasing his/her
conversation skills

PS: Ang bata ay nakapagpapamalas


ng…
 tamang pagkilos sa lahat ng
pagkakataon na may
paggalang at pagsasaalang-
alang sa sarili at sa iba
 sapat na lakas na magagamit
sas pagsali sa mga pang-araw-
araw na gawain
 maayos na galaw at
koordinasyon ng mga bahagi
ng katawan
 kakayahang maipahayag ang
kaisipan, damdamin, saloobin
at imahinasyon sa
pamamagiitan ng malikgaing
pagguhit/pagpinta
 confidently speaks and
expresses his/her feelings and
ideas in words that makes
sense

LCC: KAKPS-00-15
KPKPF-Ia-2
KPKGM-Ia-1
KPKGM-Ie-2
KPKGM-Ig-3
SKMP-00-9
LLKOL-Ia-1

MEETING TIME 1 LA: (PNE) Understanding the Message: Message: Message: Message: Message:
(10 minutes) Physical and Natural Environment I have a nose. I can smell with I can feel soft and hard objects I can feel smooth and rough I have a mouth, teeth, lips and I can taste with my tongue. I
(LL) Language, Literacy and my nose. with my hands. objects with my hands. tongue. These help me speak can identify different tastes.
Communication and eat.
CS: The child demonstrates and
understanding of…
 body parts and their uses
 increasing his/ her Questions: Questions: Questions: Questions: Questions:
conversation skills  Where is your nose on your  What objects are hard?  What objects are smooth?  What are the parts of your  What food tastes sweet?
 acquiring new words/widening face? Soft? Rough? mouth?
his/her vocabulary links to  What food tastes sour?
his/her experiences  How many nose do you  How many teeth do you
have? have? Lips? Tongue?  What food tastes salty?
PS: The child shall be able to…
 take care of oneself and the  What can we do with our  What can we do with our  What food tastes bitter?
environment and able to solve
nose? mouth, teeth, lips and
problems encountered within
the context of everyday living tongue?
 confidently speaks and
expresses his/her feelings and
ideas in words that make
sense
 actively engage in meaningful
conversation with peers and
adults using varied spoken
vocabulary
LCC: PNEKBS-Id-1 to 2
PNEKBS-Ic-4 to 5
PNEKBS-Id-6
LLKOL-Ia-2
LLKOL-Ic-15
LLKOL-Id-4
LLKOL-00-10
LLKV-00-4

WORK PERIOD 1 LA: (KP) Kalusugang Pisikal at Teacher- Supervised Activity Teacher-Supervised Activity Teacher-Supervised Activity Teacher-Supervised Activity Teacher-Supervised Activity
(40 minutes) Pagpapaunlad ng Kakayahang  Smelling Jars  Touch and Tell (soft  Touch and Tell  Mouth Puppet  Name the Taste
Motor LCC: PNEKBS-Id-6 and hard) (smooth and rough) LCC: KPKFM-00-1.3 LCC: PNEKBS-Id-6
(S) Sining LLKOL-Id-4 LCC: PNEKBS-Id-6 LCC: PNEKBS-Id-6 SKMP-00-4
(M) Mathematics PNEKPP-00-1 to 2 PNEKPP-00-1 to 2 PNEKBS-Ic-4
(PNE) Understanding the
Physical and Natural Environment
(LL) Language, Literacy and
Communication
Independent Activities Independent Activities Independent Activities Independent Activities Independent Activities
CS: Ang bata ay nagkakaroon ng pag-
unawa sa…  Smell and Match  Smell and Match  Smell and Match  Smell and Match  Smell and Match
LCC: PNEKBS-Id-6 LCC: PNEKBS-Id-6 LCC: PNEKBS-Id-6 LCC: PNEKBS-Id-6 LCC: PNEKBS-Id-6
 sariling kakayahang sumubok
MKAT-00-1 MKAT-00-1 MKAT-00-1 MKAT-00-1 MKAT-00-1
gamitin nang maayos ang
kamay upang lumikha/
lumimbag  Texture/ Taste Sorting  Texture/ Taste Sorting  Texture/ Taste Sorting  Texture/ Taste Sorting  Texture/ Taste Sorting
 pagpapahayag ng kaisipan at LCC: MKSC-00-6 LCC: MKSC-00-6 LCC: MKSC-00-6 LCC: MKSC-00-6 LCC: MKSC-00-6
imahinasyon sa mailkhain at PNEKPP-00-1 PNEKPP-00-1 PNEKPP-00-1 PNEKPP-00-1 PNEKPP-00-1
malayang pamamaraan
 objects in the environment  Picture Puzzles  Picture Puzzles  Picture Puzzles  Picture Puzzles  Picture Puzzles
have properties or aattributes LCC: KPKFM-00-1.5 LCC: KPKFM-00-1.5 LCC: KPKFM-00-1.5 LCC: KPKFM-00-1.5 LCC: KPKFM-00-1.5
(e.g., color, size, shapes and
functions can be manipulated  Food Chart: Sweet,  Food Chart: Sweet,  Food Chart: Sweet,  Food Chart: Sweet,  Food Chart: Sweet,
based on these properties and Sour, Bitter, Salty Sour, Bitter, Salty Sour, Bitter, Salty Sour, Bitter, Salty Sour, Bitter, Salty
attributes Foods Foods Foods Foods Foods
 body parts and their uses LCC: MKSC-00-6 LCC: MKSC-00-6 LCC: MKSC-00-6 LCC: MKSC-00-6 LCC: MKSC-00-6
 physical properties and PNEKPP-00-1 PNEKPP-00-1 PNEKPP-00-1 PNEKPP-00-1 PNEKPP-00-1
movement of objects
 increasing his/her
conversation skills

PS: Ang bata ay nakapagpapamalas


ng:
 kakayahang gamitin ang
kamay at daliri
 kakayahang maipahayag ang
kaisipan, damdamin, saloobin
at imahinasyon sa
pamamagitan ng malikhaing
pagguhit/ pagpinta
 manipulate objects based on
properties or attributes
 take care of oneself and the
environment and able to solve
problems encountered within
the context of everyday living
 work with objects and
materials safely and
appropriately
 confidently speak and express
his/her feeling sand ideas in
words that make sense

LCC: KPKFM-00-1.3
SKMP-00-4
MKAT-00-1
MKSC-00-6
PNEKBS-Id-6
PNEKBS-Ic-4
PNEKPP-00-1 to 2
LLKOL-Id-4

MEETING TIME 2 LA: (PNE) Understanding the Song: Little Nose Song: Malambot at Matigas/ Song: Malambot at Makinis/ Tula: Ang Aking Bibig Song: Kung Ang Ulan ay
(10 minutes) Physical and Natural Environment Magaspang at Makinis Magaspang at Makinis Puro Tsokolate
(LL) Language, Literacy and
Communication

CS: The child demonstrates and


understanding of…
 body parts and their uses
 confidently speaks and
expresses his/her feelings and
ideas in words that make
sense

PS: The child shall be able to…


 take care of oneself and the
environment and able to solve
problems encountered within
the context of everyday living
 confidently speaks and
expresses his/her feelings and
ideas in words that make
sense

LCC: PNEKBS-Id-1 and 2


PNEKBS-Ic-3 to 4
LLKOL-Ia-2
LLKOL-Ig-3
LLKOL-00-10
SUPERVISED LA: (KP) Kalusugang Pisikal at
RECESS Pagpapaunlad ng Kakayahang
(15 minutes) Motor
(KA) Kagandahang Asal
(PNE) Understanding the
Physical and Natural Environment

CS: Ang bata ay nagkakaroon ng pag-


unawa sa…
 sariling ugali at damdamin
 kakayahang pangalagaan ang
sariling kalusugan at kaligtasan
 konsepto ng mga sumusunod na
batayan upang lubos na
mapahalagahan ang sarili:
1. Disiplina
 body parts and their uses

PS: Ang bata ay nagpapamalas ng… SNACK TIME


 kakayahang kontrolin ang (Teacher -Supervised)
sarlling damdamin at pag-uugali, Mungkahing Gawain: Panalangin Bago Kumain (SEKPSE-IIa-4)
gumawa ng desisyon at
Tamang paghuhugas ng kamay bago at pagkatapos kumain. (KPKPKK-Ih-1)
magtagumpay sa kanyang mga
gawain
Tamang pagtatapon ng kalat sa basurahan.(KMKPKom-00-4)
 pagsasagawa ng mga Tamang pagsisipilyo ng ngipin pagkatapos kumain. (KPKPKK-Ih-1)(PNEKBS-Ii-9)
pangunahing kasanayan ukol sa
pansariling kalinisan sa pang-
araw-araw na pamumuhay at
pangangalaga para sa sariling
kaligtasana sarili at sa iba
 tamang pagkilos sa lahat ng
pagkakataon na may paggalang
at pagsasa-alang
 take care of oneself and the
environment and able to solve
problems encountered within the
context of everyday living

LCC: SEKPSE-IIa-4
SEKPSE-Ie-5
KMKPKom-00-4
KPKPKK-Ih-1
SEKPSE-IIa-4
PNEKBS-Ii-9

QUIET TIME
(10 minutes)
STORY TIME LA: (KA) Kagandahang Asal Story: Si Roy at Ang Pabango Story: Papel De Liha Story: Ang Batang Ayaw Story: Ay! May Bukbok Ang Story: Halo-Halo Espesyal
(20 minutes) (KP) Kalusugang Pisikal at ni Nanay Maligo Ngipin ni Ani!
Pagpapaunlad ng Kakayahang
Motor
(PNE) Understanding the
Physical and Natural Environment
(LL) Language, Literacy and
Communication

CS: Ang bata ay nagkakaroon ng pag-


unawa sa…
 konsepto ng mga sumusunod na
batayan upang lubos na
mapahalagahan ang sarili:
1. Disiplina
 sariling kakayahang sumubok
gamitin nang maayos ang kamay
upang lumikha/lumimbag
 body parts and their uses
 increasing his/her conversation
skills
 book familiarity, awareness that
there is a story to read with a
beginning and, written by
author(s), and illustrated by
someone
 importance that books can be
used to entertain self and to
learn new things
 information received by listening
to stories and be able to relate
within the context of their own
experience

PS: Ang bata ay nakapagpapamalas


ng…
 tamang pagkilos sa lahat ng
pagkakataon na may paggalang
at pagsaalang-alang sa sarili at
sa iba
 kakayahang gamitin ang kamay
at daliri
 take care of oneself and the
environment and able to solve
problems encountered within the
context of everyday living
 confidently speaks and
expresses his/her feelings and
ideas in words that make sense
 use book – handle and turn the
pages; take care of books; enjoy
listening to stories repeatedly
and may play pretend-reading
and associates him/herself with
the story
 demonstrate positive attitude
toward reading by
himself/herself and with others
 listen attentively and
respond/interact with peers and
teachers/adult appropriately

LCC: KAKPS-00-6
KPKFM-00-1.1
PNEKBS-Id-1 to 2
PNEKBS-Ic-4
PNEKBS-Ii-8 to 9
LLKOL-Ig-3
LLKOL-Ig-7
LLKOL-00-7
LLKBPA-00-1 to 11
LLKLC-00-1
LLKLC-00-10 to 12

WORK PERIOD 2 LA: (KP) Kalusugang Pisikal at Teacher-Supervised Activity Teacher-Supervised Activity Teacher-Supervised Activity Teacher-Supervised Activity Teacher-Supervised Activity
(40 minutes) Pagpapaunlad ng Kakayahang  Same and Different  Lift the Bowl (concrete  Hand Game  Favorite Food Survey  Make Pastillas
Motor LCC: PNEKBS-Id-6 up to quantities of 3) (connecting level up LCC: MKC-00-7 LCC: KPKFM-00-1
(S) Sining PNEKPP-00-1 LCC: MKC-00-7 MKAP-00-1 to 3 MKME-00-1
to quantities of 3)
(M) Mathematics MKAT-00-3 and 8 PNEKBS-Ic-5
LCC: MKC-00-7
(PNE) Understand the Physical
MKAT-00-3 and 8
and Natural Environment

CS: Ang bata ay nagkakaroon ng pag-


unawa sa….
 sariling kakayahang sumubok Independent Activities: Independent Activities: Independent Activities: Independent Activities: Independent Activities:
gamitin ang nang maayos ang  Food Picture Cards  Food Picture Cards  Food Picture Cards  Food Picture Cards  Food Picture Cards
kamay upang lumikha/lumimbag Sort Sort Sort Sort Sort
 pagpapahayag ng kaisipan at LCC: MKSC-00-4 and 6 LCC: MKSC-00-4 and 6 LCC: MKSC-00-4 and 6 LCC: MKSC-00-4 and 6 LCC: MKSC-00-4 and 6
imahinasyon sa malikhain at PNEKBS-Ic-5 PNEKBS-Ic-5 PNEKBS-Ic-5 PNEKBS-Ic-5 PNEKBS-Ic-5
malayang pamamaraan PNEKBS-Id-6 PNEKBS-Id-6 PNEKBS-Id-6 PNEKBS-Id-6 PNEKBS-Id-6
 objects in the environment have PNEKPP-00-1 PNEKPP-00-1 PNEKPP-00-1 PNEKPP-00-1 PNEKPP-00-1
properties or attributes (e.g.,
color, size, shapes, and  Play Dough Food  Play Dough Food  Play Dough Food  Play Dough Food  Play Dough Food
functions) and that objects can LCC: KPKFM-00-1.5 LCC: KPKFM-00-1.5 LCC: KPKFM-00-1.5 LCC: KPKFM-00-1.5 LCC: KPKFM-00-1.5
be manipulated based on these SKMP-00-6 SKMP-00-6 SKMP-00-6 SKMP-00-6 SKMP-00-6
properties and attributes
 the sense of quantity and
numeral relations, that addition  Number Books  Number Books  Number Books  Number Books  Number Books
results in increase and (quantities of 3) (quantities of 3) (quantities of 3) (quantities of 3) (quantities of 3)
subtraction results in decrease LCC: KPKFM-00-1.3 LCC: KPKFM-00-1.3 LCC: KPKFM-00-1.3 LCC: KPKFM-00-1.3 LCC: KPKFM-00-1.3
 concept of size, length, weight, MKC-00-7 and 3 MKC-00-7 and 3 MKC-00-7 and 3 MKC-00-7 and 3 MKC-00-7 and 3
time, and money
 organizing and interpreting data  Find 3  Find 3  Find 3  Find 3  Find 3
 body parts and their uses LCC: MKC-00-7 LCC: MKC-00-7 LCC: MKC-00-7 LCC: MKC-00-7 LCC: MKC-00-7
 physical properties and MKC-00-2 MKC-00-2 MKC-00-2 MKC-00-2 MKC-00-2
movements of objects MKAT-00-3 and 8 MKAT-00-3 and 8 MKAT-00-3 and 8 MKAT-00-3 and 8 MKAT-00-3 and 8

PS: Ang bata ay nakapagpapamalas


ng…
 kakayahang gamitin ang kamay
at daliri
 kakayahang maipahayag ang
kaisipan, damdamin, saloobin at
imahinasyon sa pamamagitan ng
malikhaing pagguhit/pagpinta
 manipulate objects based on
properties or attributes
 perform simple addition and
subtraction of up to 10 objects
or pictures/ drawings
 use arbitrary measuring
tools/means to determine size,
length, weight of things around
him/her (including his/her own
schedule)
 make sense of available
information
 take care of oneself and the
environment and able to solve
problems encountered within the
context of everyday living
 work with objects and materials
safely and appropriately

LCC: KPKFM-00-1
KPKFM-00-1.3 and 1.5
SKMP-00-6
MKSC-00-4 to 6
MKC-00-7 and 8
MKC-00-2 to 3
MKAT-00-3 and 8
MKME-00-1
MKAP-00-1 to 3
PNEKBS-Id-6 and 1c-5
PNEKPP-00-1
INDOOR/OUTDOOR LA: (KP) Kalusugang Pisikal at Activity: Pin the Nose Activity: Ilong, Ilong, Ilong Activity: Soft-Hard Relay Activity: Unstructured Free Activity: Food Henyo
ACTIVITY Pagpapaunlad ng Kakayahang LCC: PNEKBS-Ic-3 LCC: PNEKBS-Id-1 LCC: KPKFP-00-1 Play LCC: MKSC-00-4
(20 minutes) Motor KPKGM-Ig-3 LLKOL-Id-4
(M) Mathematics MKSC-00-6
(PNE) Understanding the PNEKPP-00-1
Physical and Natural Environment
(LL) Language, Literacy and Reference: Kindergarten Reference: Kindergarten
Reference: Kindergarten Reference: Kindergarten
Communication Teacher’s Guide, p.119
Teacher’s Guide, p. 118- Teacher’s Guide, p. 119 Teacher’s Guide, p. 119-
CS: Ang bata ay nagkakaroon ng pag-
119 120
unawa sa…
 kahalagahan ng pagkakaroon ng
masiglang pangangatawan
 kanyang kapaligiran at
naiuugnay ditto ang angkop na
paggalaw ng katawan
 objects in the environment have
properties or attributes (e.g.,
color, size, shapes and
functions) and that objects can
be manipulated based on these
properties and attributes
 body parts and their uses
 physical properties and
movements of objects
 increasing his/her conversation
skills

PS: Ang bata ay nakapagpapamalas


ng…
 sapat na lakas na magagamit sa
pagsali sa mga pang-araw-araw
ba gawain
 maayos na galaw at
koordinasyon ng mga bahagi ng
katawan
 manipulate objects based on
properties or attributes
 oneself and the environment and
able to solve problems
encountered within the context
of everyday living
 work with objects and materials
safely and appropriately
 confidently speak and express
his/her feelings and ideas in
words that make sense
LCC: KPKPF-00-1
KPKGM-Ig-3
MKSC-00-4 and 6
PNEKBS-Id-1 and Ic-3
PNEKPP-00-1
LLKOL-Id-4

MEETING TIME 3 Learners identify the objects Learners identify the soft and Learners identify the smooth Learners identify the different Learners identify the different
(5 minutes) with good and bad smell using hard objects using their hands. and rough objects using their parts of the mouth and to tastes using their tongue.
their nose. hands. recall that tongue is for
tasting.

Wrap-Up Questions/ Activity Wrap-Up Questions/ Activity Wrap-Up Questions/ Activity Wrap-Up Questions/ Activity Wrap-Up Questions/ Activity
The teacher takes note if the The teacher takes note if the The teacher takes note if the The teacher takes note if the The teacher takes notes if the
learners are able to distinguish learners are able to distinguish learners are able to distinguish learners are bale to learners are able to
the different smell using their soft and hard objects using different textures using their distinguish the different parts distinguish different tastes
nose. their hands. hands. of their mouth. using their tongue.
DISMISSAL ROUTINE
Mungkahing Gawain: Pagpapaalala sa mga dapat tandaan ng mga bata para sa ligtas na pag-uwi sa tahahan. (KPKPKK-Ih-3)
Closing Prayer (SEKPSE-IIa-4)

REMARKS
REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the evaluation. ____ no of learners who earned ____ no of learners who ____ no of learners who ____ no of learners who ____ no of learners who
80% and above. earned 80% and above. earned 80% and above. earned 80% and above. earned 80% and above.

B. No. of learners who require additional activities for ____no. of learners who requires ____no. of learners who ____no. of learners who ____no. of learners who ____no. of learners who
remediation. additional activities for requires additional activities for requires additional activities for requires additional activities for requires additional activities for
remediation. remediation. remediation. remediation. remediation.

C. Did the remedial lessons work? No. of learners who have __Yes __ No __Yes __ No __Yes __ No __Yes __ No __Yes __ No
caught up with the lesson. ___ of learners who caught up the ___ of learners who caught up ___ of learners who caught up ___ of learners who caught up ___ of learners who caught up
lesson. the lesson. the lesson. the lesson. the lesson.

D. No. of learners who continue to require remediation. ___ 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
require remediation. require remediation. require remediation. require remediation. require remediation.

E. Which of my teaching strategies worked well? Why 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 well:
these work? __ Group collaboration __ Group collaboration __ Group collaboration __ Group collaboration __ Group collaboration
__ Games __ Games __ Games __ Games __ Games
__ Solving Puzzle/ Jigsaw __ Solving Puzzle/ Jigsaw __ Solving Puzzle/ Jigsaw __ Solving Puzzle/ Jigsaw __ Solving Puzzle/ Jigsaw
__ Answering preliminary __ Answering preliminary __ Answering preliminary __ Answering preliminary __ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
__ Carousel __ Carousel __ Carousel __ Carousel __ Carousel
__ Diads __ Diads __ Diads __ Diads __ Diads
__Think-Pair-Share (TPS) __Think-Pair-Share (TPS) __Think-Pair-Share (TPS) __Think-Pair-Share (TPS) __Think-Pair-Share (TPS)
__ Rereading of __ Rereading of __ Rereading of __ Rereading of __ Rereading of
paragraphs/Poems/Stories paragraphs/Poems/Stories paragraphs/Poems/Stories paragraphs/Poems/Stories paragraphs/Poems/Stories
__ Differentiated Instruction __ Differentiated Instruction __ Differentiated Instruction __ Differentiated Instruction __ Differentiated Instruction
__ Role Playing/Drama __ Role Playing/Drama __ Role Playing/Drama __ Role Playing/Drama __ Role Playing/Drama
__ Discovery Method __ Discovery Method __ Discovery Method __ Discovery Method __ Discovery Method
__ Lecture Method __ Lecture Method __ Lecture Method __ Lecture Method __ Lecture Method

Why? Why? Why? Why? Why?


__ Complete IMs __ Complete IMs __ Complete IMs __ Complete IMs __ Complete IMs
__ Availability of Materials __ Availability of Materials __ Availability of Materials __ Availability of Materials __ Availability of Materials
__ Pupil’s eagerness to learn __ Pupil’s eagerness to learn __ Pupil’s eagerness to learn __ Pupil’s eagerness to learn __ Pupil’s eagerness to learn
__ Group member’s cooperation __ Group member’s __ Group member’s __ Group member’s __ Group member’s
in doing their task cooperation in doing their task cooperation in doing their task cooperation in doing their task cooperation in doing their task

F. What difficulties did I encounter which my principal or __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
supervisor can help me solve? __ Pupil’s behavior/attitude __ Pupil’s behavior/attitude __ Pupil’s behavior/attitude __ Pupil’s behavior/attitude __ Pupil’s behavior/attitude
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__Science/Computer __Science/Computer __Science/Computer __Science/Computer __Science/Computer
__ Internet Lab __ Internet Lab __ Internet Lab __ Internet Lab __ Internet Lab
__ Additional Clerical Works __ Additional Clerical Works __ Additional Clerical Works __ Additional Clerical Works __ Additional Clerical Works

Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ localized Videos __ localized Videos __ localized Videos __ localized Videos __ localized Videos
__ Making big books from views __ Making big books from __ Making big books from __ Making big books from __ Making big books from
of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be
used as instructional Materials used as instructional Materials used as instructional Materials used as instructional Materials used as instructional Materials
__ Local Poetical composition __ Local Poetical composition __ Local Poetical composition __ Local Poetical composition __ Local Poetical composition

G. What innovation or localized materials did I use/discover The lesson was successfully The lesson was successfully The lesson was successfully The lesson was successfully The lesson was successfully
which I wish to share with other teachers? delivered due to: delivered due to: delivered due to: delivered due to: delivered due to:
__ Pupil’s eagerness to learn __ Pupil’s eagerness to learn __ Pupil’s eagerness to learn __ Pupil’s eagerness to learn __ Pupil’s eagerness to learn
__ Complete/varied IMs __ Complete/varied IMs __ Complete/varied IMs __ Complete/varied IMs __ Complete/varied IMs
__ Uncomplicated lesson __ Uncomplicated lesson __ Uncomplicated lesson __ Uncomplicated lesson __ Uncomplicated lesson
worksheets worksheets worksheets worksheets worksheets

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:
__ Group collaboration __ Group collaboration __ Group collaboration __ Group collaboration __ Group collaboration
__ Games __ Games __ Games __ Games __ Games
__ Solving Puzzle/ Jigsaw __ Solving Puzzle/ Jigsaw __ Solving Puzzle/ Jigsaw __ Solving Puzzle/ Jigsaw __ Solving Puzzle/ Jigsaw
__ Answering preliminary __ Answering preliminary __ Answering preliminary __ Answering preliminary __ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
__ Carousel __ Carousel __ Carousel __ Carousel __ Carousel
__ Diads __ Diads __ Diads __ Diads __ Diads
__Think-Pair-Share (TPS) __Think-Pair-Share (TPS) __Think-Pair-Share (TPS) __Think-Pair-Share (TPS) __Think-Pair-Share (TPS)
__ Rereading of __ Rereading of __ Rereading of __ Rereading of __ Rereading of
paragraphs/Poems/Stories paragraphs/Poems/Stories paragraphs/Poems/Stories paragraphs/Poems/Stories paragraphs/Poems/Stories
__ Differentiated Instruction __ Differentiated Instruction __ Differentiated Instruction __ Differentiated Instruction __ Differentiated Instruction
__ Role Playing/Drama __ Role Playing/Drama __ Role Playing/Drama __ Role Playing/Drama __ Role Playing/Drama
__ Discovery Method __ Discovery Method __ Discovery Method __ Discovery Method __ Discovery Method
__ Lecture Method __ Lecture Method __ Lecture Method __ Lecture Method __ Lecture Method

Why? Why? Why? Why? Why?


__ Complete IMs __ Complete IMs __ Complete IMs __ Complete IMs __ Complete IMs
__ Availability of Materials __ Availability of Materials __ Availability of Materials __ Availability of Materials __ Availability of Materials
__ Pupil’s eagerness to learn __ Pupil’s eagerness to learn __ Pupil’s eagerness to learn __ Pupil’s eagerness to learn __ Pupil’s eagerness to learn
__ Group member’s cooperation __ Group member’s __ Group member’s __ Group member’s __ Group member’s
in doing their task cooperation in doing their task cooperation in doing their task cooperation in doing their task cooperation in doing their task

“Train up a child in the way he should go; and when he is old, he will not depart from it.”
Proverbs 22:6

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