School ALVAR ELEMENTARY Grade Level 6 Quarter 2

Teaching Dates and Time October 7-11 , 2019 – 3:10pm – 4:00pm Learning Area ENGLISH Week 8

Signature Signature
GRADE 6
Date Inspected
DAILY LESSON JUNABEL P. BUNGABONG RUTH D. DAMAG
Prepared by: Inspected by:
LOG Teacher - III Principal I

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

LEARNING The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various text types materials to serve learning
STANDARD needs in meeting a wide range of life’s purposes.

A. Content The learner… The learner… The learner… The learner… The learner…
Standards LC: RC: G: WC:
demonstrates an understanding demonstrates an demonstrates command of demonstrates understanding of
of the elements of literary and understanding of various the conventions of standard different formats to write for a
informational texts for linguistics nodes to English grammar and usage variety of audiences and
comprehension comprehend various texts when writing or speaking purposes
OL: F:
demonstrates understanding of demonstrates understanding
various non-verbal elements in that English language is stress
orally communicating information timed to support
A: comprehension
demonstrates understanding of
verbal and non-verbal elements
of communication to respond
back

B. Performance The learner… The learner… The learner… The learner… The learner…
Standards LC: RC: G: WC:
recalls details, sequence of uses linguistic cues to speaks and writes using good drafts texts using appropriate
events, and shares ideas on texts appropriately construct command of the conventions text types for a variety of
listened to meaning from a variety of of standard English audiences and purposes
OL: texts for a variety of purposes
orally communicates information, F:
opinions, and ideas effectively to reads with sufficient accuracy
different audiences for a variety and fluency to support
of purposes comprehension
 A:
uses a variety of strategies to
provide appropriate feedback
C. Learning EN6LC-IIe-2.2 EN6RC-IId-5.5 EN6G-IIh-8.3 EN6WC-IIh-2.2.9 Written Assessment/Performance
Competencies/O Note down relevant information Note significant details of EN6G-IIh-8.4 Write a 4-paragraph Based (attached rubrics)
bjectives from text heard informational texts Compose clear and coherent composition showing
Write for the LC EN6OL-IIh-6 EN6F-IIh-1.6 sentences using appropriate -problem and solution
code for each React on the content of the EN6F-IIh-1.3 grammatical structures:
material presented EN6F-IIh-1.7 -Subordinate Conjunctions
EN6A-IIh-16 Read grade level text with
Observe politeness at all times accuracy, appropriate rate and
EN6A-IIh-17 proper expression
Show tactfulness when
communicating with others
EN6A-IIh-18
Show openness to criticism
II. CONTENT -Noting Down Relevant -Noting Significant Details of Composing Clear and Writing a 4-Paragraph
Information from Text Heard Informational Texts Coherent Sentences Using Composition Showing
-Reacting on the Content of the -Reading Grade Level Text with Appropriate Grammatical -Problem and Solution
Material Presented Accuracy, Appropriate Rate Structures:
and Proper Expression -Subordinating Conjunctions
III. LEARNING
RESOURCES
A. References
1.Curriculum page 134 page 134 page 134 page 134
Guide
page/s
2. Teacher’s
Guide pages
3. Learner’s
Materials pages
4. Textbook
pages
5. Additional https://m.facebook.com/story.ph https://m.facebook.com/story. https://youtu.be/_yarxGq1En
Materials from p?story_fbid=1015599481155602 php?story_fbid=10155994811 s
Learning 6&id=155466171025 556026&id=155466171025
Resource (LR)
portal
B. Other Video clip, PowerPoint PowerPoint presentation, Video clip for energizer, PowerPoint presentation, laptop,
Learning presentation, laptop, television, laptop, television, pictures PowerPoint presentation, television, pictures
Resources pictures laptop, television
 Manila paper, marking pens, Manila paper, marking pens, Manila paper, marking pens, Manila paper, marking pens,
scotch/masking tape, strips of scotch/masking tape, strips of scotch/masking tape, crayons scotch/masking tape, strips of
paper paper or coloring materials, paper, bond paper
construction paper
IV. PROCEDURES
A. Review I. Present the Objectives of the day REVIEW: REVIEW: REVIEW:
previous lesson A. BEFORE LISTENING/VIEWING Ask: Ask: Activity: MAKE MY CONNECTION
or presenting 1. Activating Prior Knowledge - Who can give a - Who can give the PROUD!
the new lesson Show the pictures below. summary of the video summary of the information Direction: Given the dependent
you listened to? you learned from the text? and independent clause, connect
them using the subordinating
I. Present the Objectives of I. Present the Objectives of conjunction inside the box to
the day the day complete the sentence.
Dependent Subordinating Independent
A. BEFORE READING Clause Conjunction Clause
A B 1. Activating Prior Knowledge of poverty While Students
will
Ask:
continue
What difficulties you their
encounter in your life? studies.
earning Once some
2. Vocabulary Development kids had
C D MAKE ME A WHOLE to stop
Direction: Recall the studying.
Ask: encouraged Because they have
Which of these pictures have you vocabularies learned and use to share
experienced in crossing the river? each word in a sentence. scratch
papers in
2. Vocabulary Development class.
UNSCRAMBLED LETTERS (Note: This is truly English-
Direction: Arrange the following Mandaya translation activity. I. Present the Objectives of the
letters in Column A to form a new The teacher is opt to hide this day
word about road condition, then, because code switching is not
examine the example and locate acceptable.)
its meaning in Column B.
A B
1. L I P S P E R Y a. difficult and tiring
Example: The trails were muddy and slippery.
2. T E W b. hard to do
Example: The morning dew had wet his shoes.
3. C U L T I F F I D c. in danger or hazard
Example: This might be the
most difficult decision she would ever make.
4. C O E N T E R C d. soaked with water
Example: The walls were solid concrete.
5. R O A D U S U e. causing sliding
Example: It was an arduous climb up the
mountain.
 6. S K Y R I f. hard construction material
Example: It is risky to go sky diving or bungee
jumping.
B. Establishing a 3. Developing the Purpose of 3. Developing the Purpose of
purpose for the Listening/Viewing Reading
lesson Motivation: Game: THE LAST
- Would you cross a raging GROUP STANDING
river without a bridge? The teacher will divide
Motive: the class into groups.
- Do the people in Sitio Butay Each group should
dare to cross the raging prepare maximum
river without a bridge? English words
found/used in the
video. The pupils will
say its English and
Mandaya term. No
repetition of word is
allowed. The group
that will last stand will
be declared as the
winner.
C. Presenting B. DURING LISTENING/VIEWING B. DURING READING
examples/instan -The teacher will set the standards -The teacher will model in
ces of the new in viewing and instruct the pupils reading the subtitle text of
lesson to note down/identify 3 problems the video with accuracy,
that they will see in the video, appropriate rate and proper
using the format below. expression. Afterwards, the
Problem 1 : pupils will read along with the
Problem 2 : teacher. Then, the teacher
Problem 3 : will call volunteers to read
the subtitle text. (Use
- Present the video from this link checklist)
https://m.facebook.com/story.php
?story_fbid=10155994811556026 These students from Davao
&id=155466171025 Oriental, Philippines had to
carry their armchairs to
school themselves.
“It’s so heavy. Slippery when
wet. Those chairs actually
came from the Department of
Education. It was supposed to
be delivered to our school but
MOTIVATION: MOTIVATION:
https://youtu.be/_yarxGq1En The teacher will show the
s picture to the pupils.
WATCH AND SING
- What can you say about
the picture?
PRESENTATION: PRESENTATION:
- Present the subtitle - The teacher will discuss
text and let them what is paragraph all
observe the sentences about.
with underlined word.
1. While carrying the chairs, A paragraph is a collection
the students walk for eight of related sentences
hours. dealing with a single
2. Because of poverty, some topic.
kids had to stop studying.
 Conjunction is a - The pupils will present
joining word. We their assignment about
use conjunctions the problems
to join two words, encountered by the
phrases, and people of Sitio Butay and
clauses to make their proposed solutions.
one long sentence.
 A subordinating
conjunction joins a
subordinate
(dependent)
since it can’t be reached by clause to a main
any vehicle, the chairs were (independent)
left in Sangab.” clause.
While carrying the chairs, the - Explain: In the first
students walk for eight hours example, While
and even crossed a raging carrying the chairs,
river using a makeshift “cable (dependent clause) the
car”. students walk for eight
“Life is difficult here in Butay. hours. (independent
We don’t have proper clause) “While” is the
transportation because of the subordinating
lack of concrete roads.” conjunction.
Every day, these students risk - Here are some of the
their lives for the sake of most commonly used
education. One wrong move subordinating
could cost their life. In conjunctions. They
transporting the said chairs, are also called the
one student lost his, as he comma users.
rode the makeshift cable car.
”The chair and the basket After, Before, If,
were small that’s why my So that, When,
armchair fell into the river.” Although, By the time,
It was almost evening when In case, Than,
they arrived at the school. Whenever, As, Even if,
Aside from chairs, the Now that,
students do not have enough The first time,
school supplies. There are Whether or not,
times when they have to As soon as,
share scratch papers in class. Even though, Once,
“I have 22 students. 8 of them Unless, While,
are female, 14 are male. Because, Every time,
Today, 17 of my students are Since, Until, Why
absent. “
Because of poverty, some
kids had to stop studying.
Two of them are Eldito and
George, who both quit school
to help their parents. They lift
at least 10 kilos of abaca,
walk for almost half a day,
and cross this river. . .in
 exchange for PhP 60 each
(USD 1.12).
“The abaca is heavy, sir. I am
afraid I might fall into the
river. I feel bad because I have
to work. I want to go back to
school. I don’t want to work
anymore. I envy the other kids
because they don’t have to
work like me.”
Eldito did not want to give up
on his dreams, so he
eventually decided to go back
to school. He promised to
finish his studies so he can
become a teacher.
“I want to earn money so I
could help my parents. I want
to help them buy food for our
family. “
For these kids, the road to a
better life can be arduous and
risky. But they are willing to
cross it. . .for their future and
their family.

D. Discussing C. AFTER LISTENING/VIEWING
new concepts Engagement Activity 1: The
and practicing teacher will instruct the pupils to
new skills #1 observe politeness in answering
the following questions or while
hearing the answers of their
classmates.
QUESTION-ANSWER RELATIONSHIP
(QAR)
B. AFTER READING
Engagement Activity 1:
THE Q & A (I BELIEVE)
Direction: The teacher will
select the pupil’s name on a
paper inside a bowl/box. As
soon as her/his name is
called, she/he will say
something about the
EXPLICIT TEACHING: (I DO IT) EXPLICIT TEACHING: (I DO IT)
CONNECT ME RGHT! MY TEXT MESSAGE
Direction: The teacher will - The teacher will make a
connect it correctly. After all paragraph about the first
the examples were given, problem and its solution
detach/remove and
as an example format.
rearrange its position. (Note:
These are all
detachable/removable.)
Column A Conjunction Column B

A. Motive Question: Did the people problems encountered by the of poverty While students
will
in Sitio Butay dare to cross the students of Butay Integrated continue
their
raging river without a bridge? School and if they were the studies.
B. Comprehension Check-up: students, what are they going earning Once some
kids had
to do if they were in the to stop
- Who is the school head? situation. They will begin their studying.
Can you describe him? encouraged Because they have
answer with “I believe”…and to share
- What type of school head is scratch
sir Pablo? Why do you say end it with “and I, thank you”. papers in
so? class.

- What are the problems you (Use rubrics)

have seen in the video? If
 INTEGRATION:
you were the principal,
what can you recommend (numeracy)
to solve the problem?
Examine the following
statements.

FROM THE VIDEO…..

They lifted at least 10 kilos of

abaca, walk for almost half a
day, and cross this river. . .in
exchange for PhP 60 each
(USD 1.12).
- How to get the value
of peso in 1 dollar?
Use division method in
getting the answer.
That is, 60 ÷ 1.12 =
53.57. Thus, the value
of 1 dollar to peso in
this problem is
PhP53.57.
Example: What is the value of
peso in 1 dollar if they
exchange abaca for PhP 65
(USD 1.15)?
E. Discussing Engagement Activity 2: Group Engagement Activity 2: Group EXPLICIT TEACHING: (WE DO EXPLICIT TEACHING: (WE DO IT)
new concepts Activity Activity IT) CREATING MY REPLY
and practicing DISCONNECT TO CONNECT! The teacher will guide the pupils
new skills #2 FILL ME IN: SEALED ME ON: Direction: Complete the in creating a paragraph about
sentence using the data the 2nd problem and its solution.
The teacher will post on the board The teacher will post on the inside the column. (Note:
the drawings below. Each group board the drawings below. These are all
will fill in the jars the identified Each group will seal the jar detachable/removable.) Creating my reply…..

problems shown in the video and with solutions to the

Column A Conjunction Column B
identified problems in the
the group will report the answer in of poverty While students
video. The group will report will
the class. Also, instruct the pupils their answers to the class. continue
to show openness to criticism. their
(Use rubrics) studies.
(Use rubrics) earning Once some
kids had
S1 S2 S3 to stop
studying.
1 1 1 encouraged Because they have
PROBLEM PROBLEM PROBLEM
to share
scratch
1 2 3 papers in
class.

F. Discussing Engagement Activity 3: N/A N/A N/A

new concepts EMOTICONS:
and practicing
new skills #3 The teacher will show pictures and
the pupils will travel to the
emoticons posted in the corners of
the classroom that correctly
illustrate the right reaction to use.
After choosing the emoticon, the
pupils will defend their answer in a
short explanation and instruct
them to show tactfulness when
communicating. (Use checklist)
G. Developing N/A N/A EXPLICIT TEACHING: (YOU DO
mastery IT)
DIFFERENTIATED ACTIVITIES
Group I – DRAW ME! Draw
your favorite scenario in the
video. Write 5 sentences
using subordinating
conjunctions.
EXPLICIT TEACHING: (YOU DO IT)
WRITE ME!
Direction: The teacher will set
standards in writing. Write a 4-
paragraph composition showing
problem and solution based on
the video presented. (Use
rubrics)

Group II – ACT ME! Act in the

class a scenario about the
video. Use subordinating
conjunctions in your
conversation.

Group III – CHOOSY ME!

Choose the correct
subordinating conjunction to
complete each sentence.
 1. _____ the chair is heavy,
they still carry it. (although,
because, so that)

2. Eldito and George quit

school _____ of poverty.
(until, even if, because)

3._____ reaching the place,

you need to cross the river.
(before, after, if)

4. The boys are still working

to earn _____ the ring bells.

(when, why, since)

5. There will be no more

working student _____ their
parents have stable
livelihood.

(although, unless, so that)

H. Finding N/A N/A N/A N/A

practical
applications of
concepts and
skills in daily
living
I. Making Ask: Ask: Ask: Ask:
generalizations How will you react on the content What is/are the When are you What is your basis in
and abstractions of the material presented? essential element/s in going to use writing the paragraphs?
about the lesson noting down details? subordinating
conjunctions in a
sentence?
J. Evaluating Activities 1, 2 & 3 served as
learning evaluation where teacher used
rubrics/checklist in assessing the
pupils’ performance.
Activities 1 & 2 served as
evaluation where teacher
used rubrics/checklist in
assessing the pupils’
performance.
Activities 1 & 2 served as
evaluation where teacher
used rubrics/checklist in
assessing the pupils’
performance
Activities 1 & 2 served as
evaluation where teacher used
rubrics/checklist in assessing the
pupils’ performance

K. Additional N/A N/A Direction: In your N/A

activities for notebook, identify 3
application or problems
remediation encountered by the
people of Sitio Butay
and the possible
solutions.
V. REMARKS

VI. REFLECTION
A. No. of _____learners who earned 80% _____learners who earned _____learners who earned _____learners who earned _____learners who earned 80% and
learners who and above in the evaluation 80% and above in the 80% and above in the 80% and above in the above in the evaluation
earned 80% in evaluation evaluation evaluation
the evaluation.
B. No. of _____ learners who require _____ learners who require _____ learners who require _____ learners who require _____ learners who require additional
learners who additional activities for additional activities for additional activities for additional activities for activities for remediation who scored
require remediation who scored below remediation who scored remediation who scored remediation who scored below 80%.
additional 80%. below 80%. below 80%. below 80%.
activities for
remediation
who scored
below 80%.
C. Did the _____ Yes _____ No _____ Yes _____ No _____ Yes _____ No _____ Yes _____ No _____ Yes _____ No
remedial lessons
work? No. of _____ learners who caught up the _____ learners who caught _____ learners who caught _____ learners who caught _____ learners who caught up the
learners who lesson up the lesson up the lesson up the lesson lesson
have caught up
with the lesson.
D. No. of _____ learners who continue to _____ learners who continue _____ learners who continue _____ learners who continue _____ learners who continue to require
learners who require remediation. to require remediation. to require remediation. to require remediation. remediation.
continue to
require
remediation.
E. Which of my Strategies used that work well: Strategies used that work Strategies used that work Strategies used that work Strategies used that work well:
teaching ( Please check) well: well: well: ( Please check)
strategies ( Please check) ( Please check) ( Please check)
worked well? _____Direct Instruction _____Direct Instruction
Why did these Methods: _____Direct Instruction _____Direct Instruction _____Direct Instruction Methods:
work? _____Compare & Contrast Methods: Methods: Methods: _____Compare & Contrast
_____Demonstrations _____Compare & _____Compare & _____Compare & _____Demonstrations
_____Didactic Questions Contrast Contrast Contrast _____Didactic Questions
_____Drill & Practice _____Demonstrations _____Demonstrations _____Demonstrations _____Drill & Practice
_____Guides for Reading _____Didactic _____Didactic _____Didactic _____Guides for Reading
_____Listening & Viewing Questions Questions Questions _____Listening & Viewing
_____Lecture _____Drill & Practice _____Drill & Practice _____Drill & Practice _____Lecture
_____ Others, please _____Guides for _____Guides for _____Guides for _____ Others, please specify:
specify: Reading Reading Reading ___________________________
___________________________ _____Listening & _____Listening & _____Listening & ____Indirect Instruction
____Indirect Instruction Viewing Viewing Viewing Methods:
Methods: _____Lecture _____Lecture _____Lecture _____Case Study
_____Case Study _____ Others, please _____ Others, please _____ Others, please _____Cloze Procedure
_____Cloze Procedure specify: specify: specify: _____Concept Formation
_____Concept Formation _______________________ ________________________ ________________________ _____Inquiry
_____Inquiry ____Indirect Instruction ____Indirect Instruction ____Indirect Instruction _____Problem Solving
_____Problem Solving Methods: Methods: Methods: _____Reflective Discussion
_____Reflective Discussion _____Case Study _____Case Study _____Case Study _____ Others, please specify:
_____ Others, please _____Cloze Procedure _____Cloze Procedure _____Cloze Procedure ___________________________
specify: _____Concept _____Concept _____Concept
___________________________ Formation Formation Formation ____Interactive Instruction
_____Inquiry _____Inquiry _____Inquiry Methods:
____Interactive Instruction _____Problem Solving _____Problem Solving _____Problem Solving _____Brainstorming
Methods: _____Reflective _____Reflective _____Reflective _____Debates
_____Brainstorming Discussion Discussion Discussion _____Cooperative Learning
_____Debates _____ Others, please _____ Others, please _____ Others, please _____Interviewing
_____Cooperative Learning specify: specify: specify: _____Small Group Discussion
_____Interviewing ________________________ ________________________ ________________________ _____Whole Class Discussion
_____Small Group ____Interactive Instruction ____Interactive Instruction ____Interactive Instruction _____ Others, please specify:
Discussion Methods: Methods: Methods: ___________________________
_____Whole Class _____Brainstorming _____Brainstorming _____Brainstorming ____Experiential Instruction
Discussion _____Debates _____Debates _____Debates Methods:
_____ Others, please _____Cooperative _____Cooperative _____Cooperative _____Games
specify: Learning Learning Learning _____Experiments
___________________________ _____Interviewing _____Interviewing _____Interviewing _____Field Trips
____Experiential Instruction _____Small Group _____Small Group _____Small Group _____ Model Buildings
Methods: Discussion Discussion Discussion _____Field Observations
 _____Games _____Whole Class _____Whole Class _____Whole Class _____Role Play
_____Experiments Discussion Discussion Discussion _____Simulations
_____Field Trips _____ Others, please _____ Others, please _____ Others, please _____ Others, please specify:
_____ Model Buildings specify: specify: specify: ___________________________
_____Field Observations ________________________ ________________________ ________________________ ____Independent Study
_____Role Play ___ ___ ___ Methods:
_____Simulations ____Experiential Instruction ____Experiential Instruction ____Experiential Instruction _____Assigned Questions
_____ Others, please Methods: Methods: Methods: _____Correspondence Lessons
specify: _____Games _____Games _____Games _____Computer-Assisted
___________________________ _____Experiments _____Experiments _____Experiments Instructions
____Independent Study _____Field Trips _____Field Trips _____Field Trips _____Essays
Methods: _____ Model Buildings _____ Model Buildings _____ Model Buildings _____Homework
_____Assigned Questions _____Field _____Field _____Field _____Learning Contracts
_____Correspondence Observations Observations Observations _____Reports
Lessons _____Role Play _____Role Play _____Role Play _____Research Projects
_____Computer-Assisted _____Simulations _____Simulations _____Simulations _____ Others, please specify:
Instructions _____ Others, please _____ Others, please _____ Others, please ___________________________
_____Essays specify: specify: specify: Reason/s:
_____Homework ________________________ ________________________ ________________________ _____ Availability of Materials
_____Learning Contracts ____Independent Study ____Independent Study ____Independent Study _____ Complete IMs
_____Reports Methods: Methods: Methods: _____ Contextualized/ Localized TLP
_____Research Projects _____Assigned _____Assigned _____Assigned _____ Effective Strategies
_____ Others, please Questions Questions Questions _____Teacher’s & Pupils’ KSVA
specify: _____Correspondence _____Correspondence _____Correspondence _____ Teacher’s Pedagogical
___________________________ Lessons Lessons Lessons Competence
Reason/s: _____Computer- _____Computer- _____Computer- _____Others, please specify:
_____ Availability of Materials Assisted Instructions Assisted Instructions Assisted Instructions ___________________________
_____ Complete IMs _____Essays _____Essays _____Essays ___________________________
_____ Contextualized/ Localized _____Homework _____Homework _____Homework ____________________________
TLP _____Learning _____Learning _____Learning
_____ Effective Strategies Contracts Contracts Contracts
_____Teacher’s & Pupils’ KSVA _____Reports _____Reports _____Reports
_____ Teacher’s Pedagogical _____Research _____Research _____Research
Competence Projects Projects Projects
_____Others, please specify: _____ Others, please _____ Others, please _____ Others, please
___________________________ specify: specify: specify:
___________________________ ________________________ ________________________ ________________________
____________________________ Reason/s: Reason/s: Reason/s:
_____ Availability of _____ Availability of _____ Availability of
Materials Materials Materials
_____ Complete IMs _____ Complete IMs _____ Complete IMs
 _____ Contextualized/
Localized TLP
_____ Effective Strategies
_____Teacher’s & Pupils’
KSVA
_____ Teacher’s
Pedagogical Competence
_____Others, please
specify:
_____ Contextualized/
Localized TLP
_____ Effective Strategies
_____Teacher’s & Pupils’
KSVA
_____ Teacher’s
Pedagogical Competence
_____Others, please
specify:
_____ Contextualized/
Localized TLP
_____ Effective Strategies
_____Teacher’s & Pupils’
KSVA
_____ Teacher’s
Pedagogical Competence
_____Others, please
specify:

________________________ ________________________ ________________________

________________________ ________________________ ________________________
________________________ ________________________ ________________________

F. What Difficulties met. Please check)
difficulties did I _____ Absenteeism ( due to
encounter which Malnutrition, child – labor, lack of
my principal or supervision by the parents)
supervisor can _____ Bullying
help me solve? _____ Experience difficulty in
teaching the competency
_____ Insufficient supplies for IMs
_____ Lack of class management
_____ Least – learned competency
_____ No reference on the
subject/s taught
_____ No Science laboratory
_____ Not enough Technology
equipment (Audio – Visual
equipment, LCD projector)
_____ Pupils’ Misdemeanor
_____ Pupils’ Poor reading ability
_____ Others, please specify:
____________________________
____________________________
Difficulties met. Please check)
_____ Absenteeism ( due to
Malnutrition, child – labor,
lack of supervision by the
parents)
_____ Bullying
_____ Experience difficulty in
teaching the competency
_____ Insufficient supplies for
IMs
_____ Lack of class
management
_____ Least – learned
competency
_____ No reference on the
subject/s taught
_____ No Science laboratory
_____ Not enough
Technology equipment
(Audio – Visual equipment,
LCD projector)
_____ Pupils’ Misdemeanor
_____ Pupils’ Poor reading
ability
_____ Others, please specify:
________________________
________________________
Difficulties met. Please check)
_____ Absenteeism ( due to
Malnutrition, child – labor,
lack of supervision by the
parents)
_____ Bullying
_____ Experience difficulty in
teaching the competency
_____ Insufficient supplies for
IMs
_____ Lack of class
management
_____ Least – learned
competency
_____ No reference on the
subject/s taught
_____ No Science laboratory
_____ Not enough
Technology equipment
(Audio – Visual equipment,
LCD projector)
_____ Pupils’ Misdemeanor
_____ Pupils’ Poor reading
ability
_____ Others, please specify:
________________________
________________________
Difficulties met. Please check)
_____ Absenteeism ( due to
Malnutrition, child – labor,
lack of supervision by the
parents)
_____ Bullying
_____ Experience difficulty in
teaching the competency
_____ Insufficient supplies for
IMs
_____ Lack of class
management
_____ Least – learned
competency
_____ No reference on the
subject/s taught
_____ No Science laboratory
_____ Not enough
Technology equipment
(Audio – Visual equipment,
LCD projector)
_____ Pupils’ Misdemeanor
_____ Pupils’ Poor reading
ability
_____ Others, please specify:
________________________
________________________
Difficulties met. Please check)
_____ Absenteeism ( due to
Malnutrition, child – labor, lack of
supervision by the parents)
_____ Bullying
_____ Experience difficulty in teaching
the competency
_____ Insufficient supplies for IMs
_____ Lack of class management
_____ Least – learned competency
_____ No reference on the subject/s
taught
_____ No Science laboratory
_____ Not enough Technology
equipment (Audio – Visual equipment,
LCD projector)
_____ Pupils’ Misdemeanor
_____ Pupils’ Poor reading ability
_____ Others, please specify:
____________________________
____________________________
G. What Best practice/s: Best practice/s: Best practice/s: Best practice/s: Best practice/s:
innovation or Teacher – made/ composition: Teacher – made/ composition: Teacher – made/ composition: Teacher – made/ composition: Teacher – made/ composition:
localized _____ Contextualized/ localized big _____ Contextualized/ localized _____ Contextualized/ localized _____ Contextualized/ localized _____ Contextualized/ localized big
materials did I books big books big books big books books
_____ Contextualized/ localized _____ Contextualized/ localized _____ Contextualized/ localized _____ Contextualized/ localized
use./discover _____ Contextualized/ localized videos
videos videos videos videos
which I wish to _____ Dialog/ Play _____ Dialog/ Play _____ Dialog/ Play _____ Dialog/ Play
_____ Dialog/ Play
share with other _____ Games _____ Games _____ Games _____ Games _____ Games
teachers? _____ Interactive Power point _____ Interactive Power point _____ Interactive Power point _____ Interactive Power point _____ Interactive Power point
Presentations Presentations Presentations Presentations Presentations
_____ New effective strategies _____ New effective strategies _____ New effective strategies _____ New effective strategies _____ New effective strategies
_____ Poems _____ Poems _____ Poems _____ Poems _____ Poems
_____ Recycled/ Indigenized IMs _____ Recycled/ Indigenized IMs _____ Recycled/ Indigenized IMs _____ Recycled/ Indigenized IMs _____ Recycled/ Indigenized IMs
_____ SIM _____ SIM _____ SIM _____ SIM _____ SIM
_____ Songs _____ Songs _____ Songs _____ Songs _____ Songs
_____ Strategies in teaching least- _____ Strategies in teaching _____ Strategies in teaching _____ Strategies in teaching
_____ Strategies in teaching least –
learned competencies least-learned competencies least –learned competencies least –learned competencies
_____ Others, please specify. _____ Others, please specify. _____ Others, please specify. _____ Others, please specify.
learned competencies
____________________________ ________________________ ________________________ ________________________ _____ Others, please specify.
____________________________ ________________________ ________________________ ________________________ ________________________________
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