School: Grade Level: V

GRADES 1 to 12 Teacher: Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: JULY 1-5, 2019 (WEEK 5) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Listening Comprehension Oral Language Oral Reading Grammar Awareness and Performance task
Fluency, Grammar Writing
Awareness and Writing
B.Performance Standards
C.Learning Analyze sound devices Analyze a 2-stanza poem Compose clear and Revise writing for clarity – Able to do and finish the
Competencies/Objective (onomatopoeia, alliteration, in terms of its elements coherent sentences using correct spelling task given about
s assonance) (rhymes, sound devices, appropriate grammatical EN5F-Ie-1.8.1.2 conjuctions
2.11.1/2.11.2/2.11.3 imagery and figurative structures- conjunctions
language) (for additional
EN5RC-Ie-6 information)
EN5G-Ie-8.3/8.4
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p.69 CG p.69 CG p.69 CG p.69
2.Learners’s Materials
pages
3.Textbook pages
4.Additional materials
from learning resource
(LR) portal
B.Other Learning Picture, chart Picture, chart Picture, chart chart
Resource
IV.PROCEDURES
A.Reviewing previous Ask the class to listen to the What are the different What do you mean by Using a wheel combine
lesson or presenting the rhymes to be read by the sound devices? figurative language? sentences using conjunctions
new lesson teacher Checking of assignment
Pat
He is called Pat,
The boy sitting on the mat,
For all the day, he eats and
eats,
Now, all his clothes, nothing
fits.
B.Establishing a purpose What are the things that Watch a video. Spelling Drill
for the lesson produce sounds? Where do Say: “Let us now spell the
these sounds come from? What have you noticed words that we have in our
on the video wheel.”
I feel happy when I presentation? a. chase
hear.............. The characters were not b. collected
I feel sad when I moving. c. donated
hear................... That is an example of a
The last time I feel excited static video presentation.
when I hear........ What are the different
interest shown?
How about you, what are
your interests? What do
you gain from your
interest? Do you belong in
a group with the same
interest?

C.Presenting Examples/ Unlocking of Difficulty
instances of the new
lesson 1. The girl is reminiscing her
wonderful days with her
father.
Ask: How about you, what
are the memories you usually
reminisce?
What do you want to be in Read the conversation:
the future?
What are your plans Earl: Jon, are you
based on what you view joining the History Club or
yourself in the future? the Science Club?
Jon: Neither. I am
Let us read a poem and joining the Math Club.
we will find out what a Earl: I thought you
man will do once his were interested in Science
ambition comes true. and History?
Jon: I like Science but I
would like to be an
Today, we will read the short
story The Power of Numbers.
Let us find out how the
character in the story
realized the importance of
learning numbers.”
1. Divide the class into 4
groups.
2. Give each group of
materials they needed
(manila paper, marker)
3. Each group will write a
short poem a 2 stanza
poem.
2. The fire fighters are in the
rush because of the big fire
in the next block.
Ask: How do fire fighters
move if there is a fire? When
do we rush?
engineer like my father.
He is good in Math. In
fact I enjoyed most when
he talked about fractions,
least common
multiple, least
common denominator
and the rest.
Earl: How about you
Paul, have you decided
on what club to join?
Paul: Neither History nor
Science interest me. I am
interested in both art and
photography.
However, what Jon
mentioned amused me.
Algebra terms such as
exponent, variables
coefficient tickle my
brains. So, I will join Art
Club and
Mathematics Club.
Earl: You cannot join
both. You will have no
time to attend the
meeting of both
clubs. They are
held at the same time.
Paul: Then I will join
either Art or Math Club.
What club will you join?
Earl: Since English is my
major interest, I will join the
English club, of course.
(continuation, pls. refer to
the slides)
Comprehension Check
1. What were the
boys doing?

D.Discussing new What are the sounds that we
concepts and practicing usually hear in our
new skills #1 environment?
Are those sounds important?
Rushing Cindy
(by: Karen Ivy D. Tan)
Cindy was
reminiscing her date with her
idol when their neighbour’s
car honked and knocked
her up. She remembered she
has to feed the pigs when
they started to oink. Her
mother told her to do her
chores before anything else.
She rushed to the kitchen not
noticing the banana
peelings on the floor.
Suddenly, a loud blag was
heard.
Answer:
What happened to Cindy?
Why did she rush?
What were the sounds
made by things mentioned
in the story?
What other sounds animals
and things produced?
SILVER SHIPS
Mildred Plew Meigs
There are trails that a lad
may follow
When the years of his
boyhood slip,
But I shall soar like a
swallow
On the wings of a silver ship
Guiding my bird of metal
One with her throbbing
fame
Floating down like a petal,
Roaring up like a flame
Winding the wind that
scatters
Smoke from the chimneys
lip
Tearing the clouds to
tatters
With the wings of a silver
ship
Grazing the broad blue
skylight
Up where the falcons fare
Riding the realms of twilight
Brushed by a comets hair
Snug in my coat of leather
Watching the skyline swing
Shedding the world like a
feather
From the tip of a tilted wing
2. Who planned to
join the Math Club? Why?
3. Why couldn’t
Paul join both?
4. Why Earl would
join the English Club?
Teaching Chart “What have the boy In writing a poem, include
experienced when he was in the use of conjunctions,
Conjunctions are words kindergarten?” and sound devices.
that connects words, “What did the boy think
phrases and sentences about numbers?” If these will be observed
“How did the boy find out and seen in the written
1. Or…. Connect the power of numbers?” poem additional points will
alternatives (Let the groups write their be given to the group.
Which do you answers on the strips of
prefer the red or the blue cartolina)
one?
2. And…..connect related
ideas
Tennis and
Basketball are two
strenuous game
3. Not only….but
also…..connect ideas for
added emphasis
I study not only
singing but also dancing
4. Both….and….connect
ideas to mean one as well
as the other.
Both the principal
and the teacher were
here this morning
5. But … connects
contrasting ideas
Karl answered
softly but firmly
 There are trails that a lad
may travel
When the years of his
boyhood wane
But I will let a rainbow ravel
Through the wings of my
silver plane

Questions:
Who is talking in the
poem?
What is he dreaming to
be?
What is meant of wings of
a silver ship?
How will he fly an airplane?
What rhyming words are
mentioned in the poem?
What sound devices were
used in the poem? Cite
examples.
What figurative languages
are used in the poem?

E. Discussing new Teaching Chart Figurative Language is a Teaching/Modelling

concepts and practicing DIFFERENT SOUND DEVICES
new skills #2
1. Onomatopoeia is a sound
device which is an imitating
natural sound that suggests
sense.
Example:
She heard bees buzzing and
thought it would bit her.
The car honked because of
the traffic
More examples: hiss, cuckoo,
ring, meow, beep, clang etc.
language that uses words
or expressions with a
meaning that is different
from the literal
interpretation.
(Let the group read their
answers)
1. It was more on fun and
play and it was more on
singing and dancing.
2. The boy learned about
numbers and fundamental
operaytions such as addition,
subtraction, multiplikaytion
and dibistion.
3. Solving matematikal
problems would be easier if
you know the multiplication
table and the right operation
to be used.
Ask:
 2. Alliteration a sound device
which is the repetition of a
consonant sound at the
beginning of words.
Example:
Sally sells seashells in the
seashore.
Walter wondered where
Willie was so he asked
Wayne.
3. Assonance is a sound
device which is the repetition
of the same vowel sound
either at the beginning of
words or inside the words.
Example:
May lay near the bay and
stayed awake
Everyone excitedly
exclaimed for Emily.
F.Developing Mastery Let us now try to identify
what sound device is used in
the following poems.
(Pls. refer to the slides)
―What words rhyme in the
given poems/verses? ―
―How do these words
rhyme?
Expected Answers:
crying – trying (rhymes)
bug – bit (same initial sound-
alliteration)
confess – restless (same
vowel sound-assonance)
GROUP ACTIVITY:
Standards in conducting
group activity:
1. Divide the class into 4
groups.
2. Choose a leader per
group.
3. Each group will be given
a task to do.
4. Group 1 and 3 for poerm
And Group 2 and 4 the
song.
5. Each group will be given
5 minutes to finish the
activity and after will be
presented in front of the
class.
“What have you noticed
with the sentences?”
“Are the words written
correctly?”
(Ask volunteers to correct the
misspelled words. Ask the
pupils to read the corrected
words.)
operation
multiplication
division
mathematical problems
Ask:
“What conjunction did you
use to combine the ideas
given by each group?”
“Do you think the ideas
given were related?”
Prepare the following Say: “We will have a tea Present the work of each
materials: (strips of party. I will provide you cut- group in the class.
cartolina with sentences outs of cups labeled with
written on them, topics that are interesting to
metacards with you. You will move about
conjunction and) and engage in a
conversation using
Say: “Combine the set of independent sentences. You
related sentences using will combine the related
the conjunction and. sentences using the
[ The Sun and the Moon appropriate conjunction.
were married] Then, you will write your
[ They had many children, sentences on strips of
the stars.] colored paper. Observe the
correct spelling of words.”
 wood – would (imitation of
sound- onomatopoeia)
G.Finding Practical Exercises:
application of concepts Ask volunteers to complete
and skills in daily living the following short poems
using the words inside the
parenthesis.
a. Rhymes
One morning, Pretty Little
_____ (lane, garden, hen)
Was walking in the _______
b. Alliteration
Sheep should _______ in a
shed. (sleep, away, sway)
c. Assonance
I lie down by my side for my
_____. (lady, bride, baby)
Fleet feet sweep by sleeping
_____.(goose, geese, guest)
d. Onomatopoeia
Whoosh, passing breeze
Whoosh, whoosh _______.
(splash, sparks, sprinkle)
H.Making generalization Elements of a certain poetry
and abstraction about piece can be analyzed
the lesson through rhymes and sound
devices. Alliteration is
identified by the repeated
sound of the first consonant
in a series of multiple words.
Assonance is the repetition
Why does people loved to Combine each pair of
write a poem? sentences using and.
1. The family needed
food. The family needed
other supplies.
2. John’s father prepared
the boat. He set sail for
town.
3. The girl stayed at home.
She took care of her little
brother.
4. We love dancing. We
can do modern dances.
5. Ana and Maria are
good neighbors. They
have become best
friends.
Figurative Language is a When do we use the
language that uses words conjunction and, or, not
or expressions with a only, both and but?
meaning that is different
from the literal
interpretation.
Read the paragraph
carefully..
The girl scouts of San Isidro
Elementary School camped
for four days. One night they
told stories after supper, then
they went back to their tents
and they fixed their bedding.
The scout leader visited each
tent and she made sure that
each scout fell asleep by 8
o’clock in the evening. The
following day, the girls got
up by 5 o’clock in the
morning. All of them jogged
at the 500-meter campsite.
Their breakfast afterwards
was simple but it was
nutritious. Next, the girls
prepared for the hike uphill
and down the rainforest.
In constructing coherent
sentences, ideas of the
sentences should be related.
Use conjunction and to
combine related ideas or
related independent clauses

I.Evaluating learning
J.additional activities for
application or
remediation
of vowel sound to create
rhyming. Onomatopoeia
refers to imitation of sound or
formation of words
resembling in sound.
Seatwork:
Complete the following
verses with appropriate
rhyming words.
a. Rhymes
Because she’s sporty
In a kindly sort of _____. (
clay, way, bay)
b. Alliteration
The fair breeze blew
The white foam _______.
(blow, flew, flee)
c. Assonance
I never heard before of a
ship
Furbished with battle _____
(beetle, tackle, pixel)
d. Onomatopoeia
The _______ bee flew away.
(busy, buzzing, barking)
ASSIGNMENT:
Make your own example of
the following sound devices;
1. Onomatopoeia
2. Assonance
3. Alliteration
Identify which sentence
uses figurative languages.
Put a check (/ ) mark on
the space before the
number.
______1. Father is like a lion
when angry.
______2. Don’t count the
chickens before they are
hatched.
______3. Mother bought a
basket of fruits yesterday.
______4. Roots have grown
in my legs waiting for you.
______5. Life is not always a
bed of roses.
ASSIGNMENT:
Write a short poem in your
journal notebook and
memorize the poem to be
presented tomorrow in the
class.
Combine each pair of Then, compose 3 related Use a rubrics in grading the
sentences using sentences about it using students’ performance.
conjunctions conjunction and. Observe
proper spelling of words
1.The women of Samar
wear the kimona and
patadyong.
The women of Leyte wear
the kimona and
patadyong also.
2.The footwork in Muslim
dances is beautiful.
The dancer forgot her
part.
3.I have an assignment on
the way of dressing of the
pre-Spanish Filipinos.
I have not done it yet.
4.Hats were worn by the
Filipino men in the past to
look good.
Hats were worn by Filipino
men in the past for
protection.
ASSIGNMENT: Write five sentences using
Given several pictures, conjunction
use the following
conjunctions in
meaningful sentences.
1. and
__________________
______________________
2. but
__________________
_____________________
3. or

V.REMARKS
VI.REFLECTION
A.No. of learners who ___Lesson carried. Move on
earned 80% in the to the next objective.
evaluation ___Lesson not carried.
_____% of the pupils got 80%
mastery
B.No.of learners who ___Pupils did not find
require additional difficulties in answering their
activities for remediation lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
__________________
_____________________
4. both
__________________
______________________
5. not only… but also
__________________
_____________________
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
 answering the questions
asked by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
C.Did the remedial work? ___ of Learners who earned
No.of learners who have 80% above
caught up with the
lesson
D.No. of learners who ___ of Learners who require
continue to require additional activities for
remediation remediation
E.Which of my teaching ___Yes ___No
strategies worked well? ____ of Learners who caught
Why did these work? up the lesson
F.What difficulties did I ___ of Learners who continue
encounter which my to require remediation
principal or supervisor
can help me solve?
G.What innovation or Strategies used that work
localized materials did well:
used/discover which I  ___Metacognitive  ___Metacognitive
wish to share with other Development: Examples: Self
teachers? assessments, note taking and
studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think-
pair-share, quick-writes, and
 ___Bridging:
anticipatory charts.
 writes, and anticipatory
 ___Schema-Building:
Examples: Compare and  
contrast, jigsaw learning, 
peer teaching, and projects.
 ___Contextualization:
the questions asked by the the questions asked by the answering the questions the questions asked by the
teacher. teacher. asked by the teacher. teacher.
___Pupils mastered the ___Pupils mastered the ___Pupils mastered the lesson ___Pupils mastered the
lesson despite of limited lesson despite of limited despite of limited resources lesson despite of limited
resources used by the resources used by the used by the teacher. resources used by the
teacher. teacher. ___Majority of the pupils teacher.
___Majority of the pupils ___Majority of the pupils finished their work on time. ___Majority of the pupils
finished their work on time. finished their work on time. ___Some pupils did not finish finished their work on time.
___Some pupils did not ___Some pupils did not their work on time due to ___Some pupils did not
finish their work on time due finish their work on time unnecessary behavior. finish their work on time due
to unnecessary behavior. due to unnecessary to unnecessary behavior.
behavior.
___ of Learners who earned ___ of Learners who ___ of Learners who earned ___ of Learners who earned
80% above earned 80% above 80% above 80% above
___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who ____ of Learners who ____ of Learners who caught ____ of Learners who
caught up the lesson caught up the lesson up the lesson caught up the lesson
___ of Learners who ___ of Learners who ___ of Learners who continue ___ of Learners who
continue to require continue to require to require remediation continue to require
remediation remediation remediation
Strategies used that work Strategies used that work Strategies used that work Strategies used that work
well: well: well: well:
 ___Metacognitive  ___Metacognitive  ___Metacognitive
Development: Examples: Development: Examples: Development: Examples: Self Development: Examples:
Self assessments, note Self assessments, note assessments, note taking and Self assessments, note
taking and studying taking and studying studying techniques, and taking and studying
techniques, and techniques, and vocabulary assignments. techniques, and
vocabulary assignments. vocabulary assignments.  ___Bridging: Examples: Think- vocabulary assignments.
Examples: ___Bridging: Examples: pair-share, quick-writes, and
 ___Bridging: Examples:
Think-pair-share, quick- Think-pair-share, quick- anticipatory charts. Think-pair-share, quick-
writes, and anticipatory  writes, and anticipatory
charts. charts.  ___Schema-Building: charts.
Examples: Compare and 
___Schema-Building:  ___Schema-Building: contrast, jigsaw learning,  ___Schema-Building:
Examples: Compare and Examples: Compare and peer teaching, and projects. Examples: Compare and
contrast, jigsaw learning, contrast, jigsaw learning,
 ___Contextualization: contrast, jigsaw learning,
 Examples: Demonstrations, peer teaching, and peer teaching, and Examples: Demonstrations, peer teaching, and
media, manipulatives, projects. projects. media, manipulatives, projects.
repetition, and local
 ___Contextualization:  ___Contextualization: repetition, and local
 ___Contextualization:
opportunities.  Examples: Demonstrations,  Examples: opportunities.  Examples: Demonstrations,
 ___Text Representation: media, manipulatives, Demonstrations, media, ___Text Representation: media, manipulatives,
 Examples: Student created repetition, and local manipulatives, repetition,  Examples: Student created repetition, and local
drawings, videos, and opportunities. and local opportunities. drawings, videos, and opportunities.
games.  ___Text Representation:  ___Text Representation: games.  ___Text Representation:
 ___Modeling: Examples:  Examples: Student created  Examples: Student ___Modeling: Examples:  Examples: Student created
Speaking slowly and clearly, drawings, videos, and created drawings, videos, Speaking slowly and clearly, drawings, videos, and
modeling the language you games. and games. modeling the language you games.
want students to use, and  ___Modeling: Examples:  ___Modeling: Examples: want students to use, and  ___Modeling: Examples:
providing samples of student Speaking slowly and Speaking slowly and providing samples of student Speaking slowly and
work. clearly, modeling the clearly, modeling the work. clearly, modeling the
language you want language you want language you want
Other Techniques and students to use, and students to use, and Other Techniques and students to use, and
Strategies used: providing samples of providing samples of Strategies used: providing samples of
___ Explicit Teaching student work. student work. ___ Explicit Teaching student work.
___ Group collaboration ___ Group collaboration
___Gamification/Learning Other Techniques and Other Techniques and ___Gamification/Learning Other Techniques and
throuh play Strategies used: Strategies used: throuh play Strategies used:
___ Answering preliminary ___ Explicit Teaching ___ Explicit Teaching ___ Answering preliminary ___ Explicit Teaching
activities/exercises ___ Group collaboration ___ Group collaboration activities/exercises ___ Group collaboration
___ Carousel ___Gamification/Learning ___Gamification/Learning ___ Carousel ___Gamification/Learning
___ Diads throuh play throuh play ___ Diads throuh play
___ Differentiated Instruction ___ Answering preliminary ___ Answering preliminary ___ Differentiated Instruction ___ Answering preliminary
___ Role Playing/Drama activities/exercises activities/exercises ___ Role Playing/Drama activities/exercises
___ Discovery Method ___ Carousel ___ Carousel ___ Discovery Method ___ Carousel
___ Lecture Method ___ Diads ___ Diads ___ Lecture Method ___ Diads
Why? ___ Differentiated ___ Differentiated Why? ___ Differentiated
___ Complete IMs Instruction Instruction ___ Complete IMs Instruction
___ Availability of Materials ___ Role Playing/Drama ___ Role Playing/Drama ___ Availability of Materials ___ Role Playing/Drama
___ Pupils’ eagerness to learn ___ Discovery Method ___ Discovery Method ___ Pupils’ eagerness to learn ___ Discovery Method
___ Group member’s ___ Lecture Method ___ Lecture Method ___ Group member’s ___ Lecture Method
Why? Why? Why?
collaboration/cooperation ___ Complete IMs ___ Complete IMs collaboration/cooperation ___ Complete IMs
in doing their tasks ___ Availability of Materials ___ Availability of Materials in doing their tasks ___ Availability of Materials
___ Audio Visual Presentation ___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Audio Visual Presentation ___ Pupils’ eagerness to
of the lesson learn learn of the lesson learn
___ Group member’s ___ Group member’s ___ Group member’s

collaboration/cooperation collaboration/cooperatio collaboration/cooperation

in doing their tasks n in doing their tasks

__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical
composition
___ Audio Visual
Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/Localize
d and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition
in doing their tasks ___ Audio Visual
___ Audio Visual Presentation
Presentation of the lesson
of the lesson
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
behavior/attitude __ Colorful IMs __ Colorful IMs
__ Colorful IMs __ Unavailable Technology __ Unavailable Technology
__ Unavailable Equipment (AVR/LCD) Equipment (AVR/LCD)
Technology __ Science/ Computer/ __ Science/ Computer/
Equipment (AVR/LCD) Internet Lab Internet Lab
__ Science/ Computer/ __ Additional Clerical works __ Additional Clerical works
Internet Lab
__ Additional Clerical
works
Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localize __Contextualized/Localized __Contextualized/Localize
d and Indigenized IM’s and Indigenized IM’s d and Indigenized IM’s
__ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality
__ Recycling of plastics to __ Recycling of plastics to be __ Recycling of plastics to
be used as Instructional used as Instructional Materials be used as Instructional
Materials __ local poetical Materials
__ local poetical composition __ local poetical
composition composition