Grade 1 to 12 School
DAILY LESSON Teacher
LOG Date/Time June 17, 2019 – Monday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussion new concepts and
practicing new skills #1
Butansapa NHS Grade Level 9
Josenia P. Constantino Subject English
Quarter 1
The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of enhancing the self;
also how to use processing, assessing, summarizing information,
word derivation and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her to participate
actively in a speech choir.
The learner actively participates in a speech choir through using
effective verbal and non-verbal strategies based on the following
criteria: Focus, Voice, Delivery, Facial Expressions, Body
Movements/ Gestures and Audience Contact.
Focus Skill: Provide words or expressions appropriate for a given
situation. (EN9V-Ib-1)
 Understand kennings, a poetic device common to Old English
poetry, and how they are used in Beowulf.
 Make your own kennings.
Lesson 2: Maximizing my Strength
Text: Beowulf
Topic: Kenning/Word Derivation
pp. 21-22
pp. 33-38
http://www.readwritethink.org/classroom-resources/lesson-
plans/introduction-beowulf-language-poetics-813.html?tab=4
https://sharemylesson.com/teaching-resource/kennings-poetry-
handout-195976
https://www.tes.com/teaching-resource/kennings-plan-and-
powerpoint-outstanding-lesson-6311600
What is paraphrasing?
To understand kenning, a poetic device common to Old English
poetry, and how they are used in Beowulf.
Instruct the students to classify the compound words based on their
derivation indicated on Task 3 on page 33.
Discuss what is kenning.
Give examples.
E. Discussing new concepts and How to write your own kennings.
practicing new skills # 2
Think of a creative kenning for the following.

F. Developing mastery (Leads to Do Task 3. Attack Those Words

Formative Assessment 3) Form groups of 4 and explain the Kennings in the tic-tac-toe board.

G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
How will you apply the use of Kennings or word derivations in your
daily life?
Kenning is a conventional poetic phrase used for or in addition to the
usual name of a person or thing, especially in Icelandic and Anglo-
Saxon verse.
Write 5 kennings for your mother and father.
Model:
Mother –care giver Father- labor man

J. Additional activities for Make up your own kenning about yourself.

application or remediation
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson?
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I used discover
which I wish to share with other
teachers?

Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ______________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor Principal I

Date_______________ Date___________________ Date______________

KENNINGS

 combination of two words to create an evocative and imaginative alternative word.

 a conventional poetic phrase used for or in addition to the usual name of a person or thing,
especially in Icelandic and Anglo-Saxon verse, as “a wave traveler” for “a boat.”

1. "battle sweat", Dew of slaughter = blood

2. Life-Evil, Evil-doer = sinner
3. horrible hermit, Devil from hell, Sin-stained demon = villain (Grendel)
4. battle dress, mail-shirt, fighting-gear = armor, shield
5. dragon slayer, war trooper’s leader, chief of the strangers = Beowulf
6. ring giver, gold giver = king, overlord
7. wave floater, swirling surf = ship
8. light of battle = sword
9. whale road, whale’s way, swan road = sea

Kenning Father
Lawn trimmer
Tv watcher
Football player
Monopoly winner
Nose picker
Bum scratcher
Car washer
Dog walker
Fun sharer
Mum teaser
Joke teller
Bill payer
Beer drinker
Curry fanatic
Film lover
Film collector
My Dad.
Grade 1 to 12 School
DAILY LESSON Teacher
LOG Date/Time June 18, 2019 – Tuesday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussion new concepts and
practicing new skills #1
Butansapa NHS Grade Level 9
Josenia P. Constantino Subject English
Quarter 1
The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of enhancing the self;
also how to use processing, assessing, summarizing information,
word derivation and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her to participate
actively in a speech choir.
The learner actively participates in a speech choir through using
effective verbal and non-verbal strategies based on the following
criteria: Focus, Voice, Delivery, Facial Expressions, Body
Movements/ Gestures and Audience Contact.
 Analyze literature as a means of discovering self. (EN9LT-
Ib-14)
Lesson 2: Maximizing my Strength
Text: Beowulf
pp. 23
pp. 33-41
Do more underground work.
Browse the text and look for more examples of Kennings.
Use in your sentences.
To analyze literature as a means of discovering self.
What are your strength and weaknesses?
Find out how the text will help you discover yourself.
Introduce the lesson about Epic.
Have the students read the introductory lines or background about the
text and the kind of literary genre.
(See page 34 of LM).
Reading of the epic “The Battle with Grendel.” From Beowulf.
Process Questions
1. How does Hrothgar know of Beowulf?
2. Where does Grendel come from?
3. How does Beowulf conquer Grendel?
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
Do Task 4 on page 39.
Answer Task 7 on page 39-40.
Make an inventory of your strength and weakness. Use T-chart to do
it.
Process Question:
How can you turn your weakness into strength?
How can you enhance more your strength?
Based on the story, what kind of man or hero is Beowulf? How does
his character help you analyze yourself or discover your strength and
weakness?

I. Evaluating Learning See attached quiz

J. Additional activities for Do Task 6 and 8 on page 40-41.
application or remediation
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson?
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I used discover
which I wish to share with other
teachers?
Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ______________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor Principal I

Date_______________ Date___________________ Date______________

Notes for the lesson:
1. How does Hrothgar know of Beowulf?
Ans: Hrothgar was friends with Beowulf's father
2. Where does Grendel come from?
He is spawned from slime.
He is descendant of Cain.
He is from a hell on earth.

3. How many men can Grendel scoop up in one hand?

30

4. When does Grendel attack Herot hall?

Late at night

5. Why is Grendel seeking revenge on mankind?

He was banished from God and is seeking to create evil

6. How many men does Beowulf take with him to battle Grendel?
14

7. Who welcomes Beowulf back to Denmark, land of the Danes?

Beowulf's cousin, Hyglac

8. Why does Wulfgar tell Beowulf not to take his sword/weapons in to meet Hrothgar?
Hrothgar might think Beowulf is attacking the Danes

9. True or False: Beowulf believes that God will control who wins the battle between Grendel
and himself.
True
True or False: Beowulf promises the Danes that he will either kill Grendel or die in the battle
himself
True

10. As Beowulf prepares to battle Grendel, why does he allow Grendel to kill one man first?
Beowulf is making his plan of action

11. Who does the author of Beowulf call "that shepherd of evil, that guardian of crime?"
Beowulf

12. How does Beowulf conquer Grendel?

Beowulf tears off Grendel's arm, and he bleeds to death

13. What is the only thing that can destroy Herot hall?
Fire
14. Who is "that mighty protector of men?"
Beowulf

15. What spell does Grendel place during the battle with Beowulf?
He curses Beowulf's sword so it cannot harm him

16. True or False: Beowulf uses a sword to defeat Grendel in battle

False

17. What "trophy of battle" does Beowulf bring back from his battle with Grendel?
Grendel's arm

18. What is Beowulf's second challenge from the Danes?

Kill Grendel's mother

19. Briefly describe Grendel's mother

Very strong, sea witch,a cave underneath a lake, fiery flame lake

20. What literary element is used in the following statement: "For Beowulf, the price of this last
victory will be great"? What can we assume is meant by this statement?
Foreshadowing; there are more victories to come in the future

Who/what is Hrunting?
Beowulf's sword
All of the following are examples of the imagery associated with Grendel's lair except......
A lake burning like a torch
What is unusual about the battle-hall in which Grendel's mother carries Beowulf?
It is magical so Grendel's mother can't die in it
True or False: Beowulf's sword can cut through Gendel's mother's neck
False
What is Beowulf's motivation in the battle against Grendel's mother?
To attain ultimate fame
True or False: Magic plays a part in Beowulf's success in the battle against Grendel's mother
True
Who or what does Beowulf seek out immediately after killing Grendel's mother?
Hrunting
What does Beowulf carry back to King Hrothgar?
Grendel's head
How many years pass between the battle with Grendel's mother and the battle with the dragon?
50 years
True or False: Beowulf doesn't use weapons in the battle against the dragon
True
True or False: The dragon's breath melts Beowulf's shield
True
Who is the only warrior who shows Beowulf loyalty?
Wiglaf
What does Beowulf request to be done for his funeral?
That he be buried in a tomb

Heorot is a mead-hall described in the Anglo-Saxon epic Beowulf as "the foremost of halls
under heaven. The Hall Heorot is a drinking hall, and most of the warriors stand no chance
againstGrendel. They are drunk and are not able to attack Grendel. That is part of the reason
Hrothgar wants Beowulf to fight Grendel, because the Danish warriors who are too drunk.
Hrotghar is the king of Herot who has slain many monsters and the father of the monster named
Grendel. Hrothgar is mentioned as the builder of the great hall Heorot, and ruler of Denmark
when the Geatish hero Beowulf arrives to defeat the monster Grendel. ... The poet emphasizes
that the Danes "did not find fault" with Hrothgar, "for that was a good King".
Grendel - The protagonist and narrator of the novel. A great, bearlike monster, Grendel is the
first of three monsters defeated by the Geatish hero Beowulf in the sixth-century
poem Beowulf. In Grendel,he is a lonely creature who seeks an understanding of the seemingly
meaningless world around him. As an outsider, Grendel observes and provides commentary on
the human civilization he battles. He is a monster that is half-man and half-fiend. He is the first
monster that Beowulf kills. Also he is enormous and possesses superhuman strength, which
makes him undefeatable by the warriors of Denmark. He lives in the bottom of the lake not far
from Heorot. Grendel is the descendant of Cain who represents evil and corruption. He has been
attacking Heorot, where Denmark's warriors live, for twelve years, causing suffering and misery.
Beowulf - A Geatish hero who comes across the sea to rid the Scyldings of Grendel. Huge and
exceedingly strong, Beowulf is cold and mechanical, showing little emotion or personality. In the
climactic battle with Grendel, Beowulf appears to sprout wings and speak fire, prompting
comparisons to the dragon. "The hero of all heroes," Beowulf, strong and courageous, is the
prince of Geats. Once he makes a vow, he stands by his word, no matter what the cost, even if it
takes his life. He is reluctant to back down from battle, just so he can be there for the people who
are in great need to be saved from evil. He signifies the true heroic character because he is
willing to risk his life for his ideals. Beowulf defeats three gruesome monsters, two of whom are
descendants of Cain.
1. Beowulf travels to Heorot because he has heard what Grendel has been doing -- how
Grendel has been killing Hrothgar's men. He goes to Heorot because he wants to test his
skill and bravery against the monster and show Grendel how powerful the Geats are.
2. yes he achieve his goal After killing grendel's mother, beowulf also killedgrendel and
brought their heads back on Herot. and displayed his arm as a evidence of his victory.
3. When grendel and beowulf fought each other for the first time, grendel managed to
escape and return to his home. ...
4. King Hrothgar presents Beowulf with gifts: an embroidered banner, breast-mail, an
embossed helmet, and a sword. Last, but definitely not
least, Hrothgargives Beowulf eight horses with gold bridles, one of which has a fancy
saddle designed for a king in battle.
5. When the dragon mercilessly burns the Geats' homes and lands, Beowulf decides to kill
the monster personally. He and his thanes climb to the dragon's lair where, upon seeing
the beast, the thanes flee in terror, leaving only wiglaf to battle at Beowulf's side. When
the dragon wounds Beowulf fatally, Wiglaf slays it.
EPIC VS LYRIC
 Epic poems are usually quite long, much longer than lyric poems, which are short by
definition.
 The purpose of an epic poem is to show us the exploits of a particular hero or set of
heroes. It usually involves important elements of history and can spread across several
countries and periods of time or across different planes of existence. A lyric poem,
though, is usually focused on an individual emotion or experience.
 The epic poem is often written from a third-person perspective, with a writer describing
the exploits of a hero at the center of the action. A lyric poem often is written from a first-
person point of view, with an "I" telling the reader about a personal experience or
emotional response.
 Epic poems come in several different forms, depending on the language in which they are
written and the time period. The similarity, though, is that all epics are written in some
poetic form, often including rhyming. Lyric poetry, though often in forms (such as the
sonnet), may also be written in free verse with lines that do not rhyme.
Grade 1 to 12 School Butansapa NHS Grade Level 9
DAILY LESSON Teacher Josenia P. Constantino Subject English
LOG Date/Time June 20, 2019 – Wednesday Quarter 1

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of enhancing the self;
also how to use processing, assessing, summarizing information,
word derivation and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her to participate
actively in a speech choir.
B. Performance Standards The learner actively participates in a speech choir through using
effective verbal and non-verbal strategies based on the following
criteria: Focus, Voice, Delivery, Facial Expressions, Body
Movements/ Gestures and Audience Contact.
C. Learning Competencies  Analyze literature as a means of discovering self. (EN9LT-
Ib-14)
II. CONTENT Lesson 2: Maximizing my Strength
Text: Beowulf
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 23
2. Learner’s Material pages pp. 33-41
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussion new concepts and
practicing new skills #1
E. Discussing new concepts and Do Task 4 on page 39.
practicing new skills # 2
F. Developing mastery (Leads to Answer Task 7 on page 39-40.
Formative Assessment 3)
G. Finding practical applications Make an inventory of your strength and weakness. Use T-chart to do
of concepts and skills in daily it.
living

H. Making generalizations and
abstractions about the lesson
Process Question:
How can you turn your weakness into strength?
How can you enhance more your strength?
Based on the story, what kind of man or hero is Beowulf? How does
his character help you analyze yourself or discover your strength and
weakness?

I. Evaluating Learning See attached quiz

J. Additional activities for Do Task 6 and 8 on page 40-41.
application or remediation
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson?
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I used discover
which I wish to share with other
teachers?

Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ______________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor Principal I

Date_______________ Date___________________ Date______________

Grade 1 to 12 School
DAILY LESSON Teacher Josenia P. Constantino
LOG Date/Time June 21, 2019 – Thursday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussion new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
Butansapa NHS Grade Level 9
Subject English
Quarter 1
The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of enhancing the self;
also how to use processing, assessing, summarizing information,
word derivation and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her to participate
actively in a speech choir.
The learner actively participates in a speech choir through using
effective verbal and non-verbal strategies based on the following
criteria: Focus, Voice, Delivery, Facial Expressions, Body
Movements/ Gestures and Audience Contact.
Use appropriate punctuation marks to convey meaning.
(ENG-Ib-1.6/1.7)
 Use comma, colon and semi-colon appropriately.
Lesson 2: Maximizing my Strength
Text: Beowulf
pp. 23
pp. 33-41
http://www.englishforeveryone.org/PDFs/commas
Power point Presentation, worksheet
1. Describe the entities in the poem.
2. How the story did help you in discovering your own strength?
To use comma, colon and semi-colon appropriately.
Show stanzas from Beuwolf. Let the students take note of the
punctuation marks used in the given stanzas.
What punctuation marks are highlighted in the given stanza?
What is the meaning conveyed when these punctuation marks are
used?
When do we use them?
Why it is important to use comma, colon and semi-colon
appropriately?
H. Making generalizations and Cite the uses of comma, colon and semi-colon.
abstractions about the lesson
I. Evaluating Learning Short quiz.
J. Additional activities for Giving of assignment.
application or remediation
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson?
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I used discover
which I wish to share with other
teachers?

Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ______________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor Principal I

Date_______________ Date___________________ Date______________

Grade 1 to 12 School
DAILY LESSON Teacher
LOG Date/Time June 22, 2019 – Friday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussion new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads to
Formative Assessment 3)
Butansapa NHS Grade Level 9
Josenia P. Constantino Subject English
Quarter 1
The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of enhancing the self;
also how to use processing, assessing, summarizing information,
word derivation and formation strategies, appropriate word order,
punctuation marks and interjections to enable him/her to participate
actively in a speech choir.
The learner actively participates in a speech choir through using
effective verbal and non-verbal strategies based on the following
criteria: Focus, Voice, Delivery, Facial Expressions, Body
Movements/ Gestures and Audience Contact.
•Use appropriate punctuation marks to convey meaning. (ENG-Ib-
1.6/1.7)
• Use colon and semi-colon appropriately.
Lesson 2: Maximizing my Strength
Text: Beowulf
pp. 23
pp. 33-41
Grammar and Composition Handbook Grade 8 by McGraw-Hill
Education
https://www.elacommoncorelessonplans.com/language-
standards/using-semicolons-correctly.html
http://www.stickyball.net/esl-writing-exercises-and-
activities.html?id=521
Powerpoint Presentation, worksheet
Rewrite each item below, correcting any errors in the use of commas.
3. The cat ran into the room across the floor and up to the curtain.
4. A customer complaining loudly stepped up to the counter.
5. Hopefully Tom and Becky climbed toward the ray of sunlight.
To use colon and semi-colon appropriately.
Show stanzas from Beowulf. Let the students take note of the
punctuation marks used in the given stanzas.
Discuss the uses of colon.
Discuss the uses of semi-colon.
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
Correctly place a semicolon or colon in the following sentences. You
may have to remove other punctuation marks if they interfere with
semicolon or colon placement. If no semicolon or colon needs to be
added, write C (for correct) in the left margin.
1. Bert was proud of his new title Vice President of Sales.
2. I have not heard the latest comments therefore, I cannot render an
opinion.
3. The new officers are as follows, Ron, the president; Hubert, the
vice-president; and Don, the secretary.
4. The siren blew loudly I rushed to the window, and the police raced
past as I looked out.
5. We took our raincoats, boots, and umbrellas for the cookout.
6. My son is a medical technician, my daughter, a postal worker, and
my wife, an editor.
7. I will sing for the performance, but I will not act.
8. This quiz covers these topics, nouns, verbs, and pronouns.
9. The house looked like what we wanted on the other hand, we had
not been inside.
10. The order was requested one week ago however, I expected the
package to arrive by now.
11. You asked for forgiveness, he granted it to you.
12. Other people did Bob’s work for him consequently, the office
began to run more smoothly.
13. The meeting must include the following people, Mark, Jay, Chris,
and Ruby.
14. In Bob’s absence, Harry took care of making copies and
answering phone calls.
15. Miss Patsy had the thing she really craved power.
What are the uses of colon?
What are the uses of semi-colon?
Rewrite each sentence below, insert colons and semicolon where they
are missing
1. I want the following items butter, sugar, and flour.
2. Genesis 1-1 begins with the following words, “In the
beginning….”
3. Only one word can describe my emotion astonishment.
4. We are going to the park and will have fun or we will come
home unhappy.
5. The wall will be painted yellow and orange, pink and black, or
brown and gray.
Giving of assignment.
V. REMARKS

VI. REFLECTIONS

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson?
D. No. of learners who continue to
require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I used discover
which I wish to share with other
teachers?

Noted/Observed/Inspected Noted/Observed/Inspected Noted/Observed/Inspected

JELLY L. SORE ______________________ ROWENA M. LOTO

EPS-English Public Schools District Supervisor Principal I

Date_______________ Date___________________ Date______________