School: Leon Guinto Memorial College, Inc.

Grade Level: IX
GRADES 1 to 12 Teacher: Ramon M. Lizarda Jr. Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: JUNE 10-14 (WEEK 1) Quarter: 1ST QUARTER

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I OBJECTIVES ORIENTATION ORIENTATION At the end of the lesson, students should At the end of the lesson, students should
be able to: be able to:
a. identify the beginnings of English a. identify the beginnings of English
literature, literature, and
b. identify the meaning of the given b. read the story of Beowulf.
quotation,
c. identify the meaning of the
unfamiliar words in the story,
d. read the story of Beowulf,
e. summarize the story of Beowulf,
f. arrange the sequence of events
of the story, and
g. give the lesson of the story of
Beowulf.

A. Content Standard The learner demonstrate 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
speck choir.
B. Performance Standard 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 Competency/s: Reading Comprehension: Share prior knowledge about a text topic EN9RC-Ia-16
Vocabulary Development: Provide words or expressions appropriate for a given
situation EN9V-Ia-1
Literature: Analyze literature as means of discovering the self EN9LT-Ia-14
Grammar Awareness: Use normal and inverted word order in creative writing EN9G-Ia-
17
Use appropriate punctuation marks and capitalizations to convey meaning EN9G-Ia-
1.6/1.7

II CONTENT The Story of Beowulf

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
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 new lesson
pp. 2-6
pp. 2-6
Textbooks, chalk, and board Textbook
The teacher instructs the learners to get
their textbook and turn it on page 2. He
asks the learners to read the introduction
about “The Beginnings of English
Literature: The Old English Period”.
“Class, read the “Beginnings of English
Literature”. I will give you only 5 minutes
to read the selection.”
The teacher asks the learners to give their
insight about the quotation of “An eye for
an eye and a tooth for a tooth”.
“As what you’ve read posted on the
board, what does this quotation want to
imply?”
The teacher asks the learners to match Teacher asks the learners to read again the
the unfamiliar words given with its story of Beowulf quietly.
corresponding meaning on the board “Okay! Class, kindly finish reading the story
based on the story of “Beowulf”. of Beowulf.”
Direction: Identify the following unfamiliar
words in Column A with its correct
corresponding meaning in column B.
Write your answer on the board.
Column A
____1. descendant
____2. feast
____3. sinews
____4. midst
____5. devour
____6. frightful
____7. armor
____8. howling
____9. courage
____10. sorrow
Column B
a. defensive covering for the body

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment)
b. a religious festival
c. strong tissue that connects
muscles to bones
d. a feeling of sadness or grief
e. feeling of being afraid
f. to eat up greedily
g. ability to do something with
braveness
h. producing the long, low sound
made by strong wind
i. middle period
an ancestor
The teacher divides the class into eight
groups. He asks the learners to read “The
Story of Beowulf” in a quietly manner.
“I will group you into eight groups and
each group will read “The Story of
Beowulf”. I will give you only 15 minutes
to read the story.”
The teacher asks the learners to pick one
student who can summarize “The Story of
Beowulf” at the front of the class.
“Each group shall pick one member who
can summarize the story of Beowulf at the
front of the class. And a group that will
present an activity will get 10 points for
their participation and grade.”
The teacher asks the learners to get a The teacher asks the learners to get a
paper and answer the following questions. paper and answer the following questions.
1. Who was the main character of 6. Who was the main character of
the story and became a great the story and became a great
warrior and king? warrior and king?
2. Who was a mighty warrior and 7. Who was a mighty warrior and led
led the Spear-Danes for many the Spear-Danes for many years as
years as their king? their king?
3. Who was the frightful monster 8. Who was the frightful monster
who broke the hall and killed who broke the hall and killed
thirty sleeping warriors? thirty sleeping warriors?
4. What do you call a place for King 9. What do you call a place for King
Hrothgar together with his Hrothgar together with his thanes
thanes and gleemen? and gleemen?
5. What weapon did Beowulf use to 10. What weapon did Beowulf use to
kill the fire-breathing dragon? kill the fire-breathing dragon?
G. Finding Practical The teacher instructs each group to
applications of concepts and arrange the flowing events of the story of
skills Beowulf.
“Class, in your respective group, arranges
the following events happened in the
story of Beowulf. Afterwards, kindly post
it on the board and discuss the sequence
of events.”
a. Hrothgar became the King of
Danes together with thanes and
gleemen.
b. Beowulf stayed sleeping in the
hall. He killed Grendel with his
bare hands.
c. Beowulf killed Grendel’s mother
through a sword.
d. Grendel broke the hall and killed
the thousand sleeping warriors.
e. A dragon, bleaching fire and
smoke, descended upon a village
and killed all the inhabitants.
f. He was buried in sorrow and
received signal honors from his
men.
g. Grendel escaped to his sea home
to die, shrieking and howling in
pain.
H. Making generalizations The teacher asks the learners regarding
and abstractions about the the story.
lesson “What is the lesson of the story of
Beowulf?”
“If you were Beowulf, what qualities do
you have as what Beowulf has?”
I. Evaluating Learning Teacher instructs the learners to answer
the following questions coming from the
book. Write their answer on a piece of
paper.
“Get one whole sheet of paper and turn
your book on page 6 and answer the
following questions regarding the story of
Beowulf.”
Direction: Answer the following questions
briefly.
1. After reading the story of
The teacher instructs each group to arrange
the flowing events of the story of Beowulf.
“Class, in your respective group, arranges
the following events happened in the story
of Beowulf. Afterwards, kindly post it on
the board and discuss the sequence of
events.”
a. Hrothgar became the King of
Danes together with thanes and
gleemen.
b. Beowulf stayed sleeping in the
hall. He killed Grendel with his
bare hands.
c. Beowulf killed Grendel’s mother
through a sword.
d. Grendel broke the hall and killed
the thousand sleeping warriors.
e. A dragon, bleaching fire and
smoke, descended upon a village
and killed all the inhabitants.
f. He was buried in sorrow and
received signal honors from his
men.
g. Grendel escaped to his sea home
to die, shrieking and howling in
pain.
The teacher asks the learners regarding the
story.
“What is the lesson of the story of
Beowulf?”
“If you were Beowulf, what qualities do you
have as what Beowulf has?”
Teacher instructs the learners to answer
the following questions coming from the
book. Write their answer on a piece of
paper.
“Get one whole sheet of paper and turn
your book on page 6 and answer the
following questions regarding the story of
Beowulf.”
Direction: Answer the following questions
briefly.
5. After reading the story of Beowulf,
 Beowulf, what would you say what would you say were ten
were ten qualities deeply qualities deeply esteemed by the
esteemed by the people of those people of those times?
times? 6. Would these qualities ne equally
2. Would these qualities ne equally esteemed in our times? How do
esteemed in our times? How do you say so?
you say so? 7. Beowulf was a good leader. What
3. Beowulf was a good leader. What qualities would you expect from a
qualities would you expect from national leader?
a national leader? 8. What quality/qualities of Beowulf
4. What quality/qualities of Beowulf would be worthy of emulation by
would be worthy of emulation by ordinary citizens?
ordinary citizens?
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the formative
assessment
B. No. of Learners who
require additional activities
for remediation
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
use/discover which I wish to
share with other teachers?
 School: Leon Guinto Memorial College, Inc. Grade Level: IX
GRADES 1 to 12 Teacher: Ramon M. Lizarda Jr. Learning Area: ENGLISH
DAILY LESSON LOG Teaching Dates and
Time: JUNE 17-21 (WEEK 2) Quarter: 1ST QUARTER

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I OBJECTIVES At the end of the lesson, students At the end of the lesson, students should At the end of the lesson, students should At the end of the lesson, students should be able
should be able to: be able to: be able to: to:
a. read the story of Beowulf, a. identify the meaning of poem a. identify the meaning of the a. read the following words with a correct
b. summarize the story of and elegiac poetry, unfamiliar words, pronunciation,
Beowulf, b. read the introduction of Pagan b. read the story of History of b. identify the sound of /a/ and /ā/,
c. arrange the sequence of Age, Caedmon, c. differentiate the sound of /a/ and /ā/
events of the story, and c. identify the meaning of the c. give the note details, and orally,
d. give the lesson of the story unfamiliar words in the poem, d. create a short message about the d. cite examples of words with the sound
of Beowulf. and given statement of /a/ and /ā/, and
d. create a tone and sing the e. demonstrate a spelling bee that talks
poem. about the sound of /a/ and /ā/
A. Content Standard The learner demonstrate 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
speck choir.
B. Performance 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
Standard Expressions, Body Movements/Gestures and Audience Contact.

C. Learning Reading Comprehension: Share prior
Competency/s: knowledge about a text topic EN9RC-
Ib-16
Vocabulary Development: Provide
words or expressions appropriate for
a given situation EN9V-Ib-1
Literature: Analyze literature as
means of discovering the self EN9LT-
Ib-14
Grammar Awareness: Use normal
and inverted word order in creative
writing EN9G-Ib-17
Use appropriate punctuation marks
and capitalizations to convey meaning
EN9G-Ib-1.6/1.7
Reading Comprehension: Share prior
knowledge about a text topic EN9RC-Ib-
16
Listening Comprehension: Process
information mentioned in the text
listened to EN9LC-Ia-3.8
Perform a task by following instructions
EN9LC-Ia-3.6
Vocabulary Development: Provide
words or expressions appropriate for a
given situation EN9V-Ib-1
Literature: Analyze literature as means
of discovering the self EN9LT-Ib-14
Oral Language and Fluency: Use the
appropriate segments (Sounds of
English) and the suprasegmentals or
prosodic features of speech when
delivering lines of poetry and prose in a
speech choir, jazz, chants and raps.
EN9OL-Ib-1.15
Reading Comprehension: Share prior
knowledge about a text topic EN9RC-Ib-16
Vocabulary Development: Provide words
or expressions appropriate for a given
situation EN9V-Ib-1
Literature: Analyze literature as means of
discovering the self EN9LT-Ib-14
Grammar Awareness: Use normal and
inverted word order in creative writing
EN9G-Ib-17
Use appropriate punctuation marks and
capitalizations to convey meaning EN9G-
Ib-1.6/1.7
Reading Comprehension: Share prior knowledge
about a text topic EN9RC-Ib-16
Vocabulary Development: Provide words or
expressions appropriate for a given situation
EN9V-Ib-1
Literature: Analyze literature as means of
discovering the self
Grammar Awareness: Use normal and inverted
word order in creative writing EN9G-Ib-17

II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
CONTINUATION OF THE PREVIOUS
TOPIC:
The Story of Beowulf
pp. 2-6
pp. 2-6
Textbook, chalk and board
The teacher asks the learners about
the previous topic.
“What story have me tackled
yesterday?”
“What lesson have you learned?”
“Give me at least information about
the Beginnings of Old Literature.”
Grammar Awareness: Use normal and
inverted word order in creative writing
EN9G-Ib-17
Use appropriate punctuation marks and
capitalizations to convey meaning EN9G-
Ib-1.6/1.7
The Ruined City
pp. 8 and 9
PP. 8 and 9
Textbook, chalk and board
The teacher asks the learners about the
previous story.
“What story have you read yesterday?”
“What have you learned from the story
of Beowulf?”
What qualities do you have as what
Beowulf has?”
The History of Caedmon Producing the Sound of /a/ and /ā/ Correctly
pp. 10-12 pp. 13
pp. 10-12 pp. 13
Textbook, chalk and board Textbook, chalk and board
The teacher asks the learners about the The teacher asks the learners about the previous
previous poem. story.
“What poem have we read yesterday?” The teacher asks the learners about the previous
“What was all about?” story.
“What have you learned from the poem?” “What story have you read yesterday?”
“What have you learned from the history of
Caedmon?”
“Who can summarize the story of Caedmon?”

B. Establishing a purpose for
the lesson
The teacher asks the learners about The teacher asks the learners to answer The teacher posts on the board the The teacher asks the learners to read the
the literature. The answer the the following riddles to form the word. contribution of the priest to Early English following words written on the board with a
answers orally. “Class, we have a game which is called Literature. Afterwards, the teacher asks correct pronunciation and enunciation.
“What is epic?” “Let Me Know First!”. It is simple riddle the learners about it. Afterwards, the teacher asks the learners from
“How can affect epic in our lives as a game that you are going to answer the “How can Early English Literature affects in what they’ve read on the board.
reader of literature?” following questions from what you have our own literature?”
“Does the story of Beowulf a picked in the box.” “our story is the History of Caedmon, who made fail take garage
literature?” a. I am the fifth letter in the is Caedmon? rat male bar castle
alphabet. Who am I? shall fade clavicle lantern
b. What sound is dominant in sail vast ascent Radiant
little, leaf, lion, legal, and mad candor grace age
lollipop? What letter am I?
c. What letter is dominant from
the following words see, hear,
touch, taste, and smell? What
letter am I?

C. Presenting
Examples/instances of new
lesson
D. Discussing new concepts
and practicing new skills #1
The teacher calls one student who
can read again the story of Beowulf.
“Class, who can read again the story
at the front of the class?”
The teacher asks the learners about
the story of Beowulf.
“Why did Beowulf decide to free the
Danes from Grendel?”
d. What is the dominant sound in
goat, giraffe, dog and pig?
e. I am in the ninth letter in the
alphabet. What letter am I?
f. There are twelve months in a
year, J-F-M-A-M-J-J… what
would be the next letter?
What is in decade, second, century but
not in days, years and minutes? What
letter am I?
The teacher posts information about the
Elegiac Lyrics of the Pagan Age.
“What comes into your mind when you
hear the word poem?”
“What do you mean about elegiac lyric
poem?”
“How elegiac lyric poetry affects an
individual?”
Lead the students to the introduction of
elegiac lyrics of the Pagan Age. The
teacher may give other examples of this
kind of poem aside from the one in the
The teacher asks the learners to answer The teacher asks the learners to differentiate the
the following unfamiliar words posted on two sound of /a/ and /ā/.
the board.
“Class, kindly answer the unfamiliar words “How can you differentiate the two sounds of
that you will encounter in the story of “a”?”
Caedmon in order to understand the
story.”
Column A
1. Praise
2. Pious
3. Ditty
4. Loftiness
5. Abbess
6. Conferred
7. Apostles
8. Resurrection
Column B
a. Someone who believes in or
supports an idea about Christian
religious
b. A short and simple song
c. A woman who is the head of
convent
d. Deeply religious
e. Impressive
f. Discussed something
g. Event told about in the Bible
which Jesus Christ returned life
after his death
To express thanks to love and respect.
The teacher asks the learners about the The teacher instructs the learners to classify the
story. The teacher writes their question following words based on their sound.
about the story.

E. Discussing new concepts
and practicing new skills #2
“Why did Beowulf fight Grendel with
his bare hands? What does this reveal
about his character?”
“Why was it harder for Beowulf to kill
Grendel’s mother than Grendel
himself?”
“Which do you think was the hardest
of Beowulf’s three adventures? Give
reasons for your answer.”
“What does the story of Beowulf
reveal about the customs and beliefs
of the Danes in that period?”
The teacher asks the learners to pick
one student who can summarize “The
Story of Beowulf” at the front of the
class.
“Each group shall pick one member
who can summarize the story of
Beowulf at the front of the class. And
a group that will present an activity
will get 10 points for their
participation and grade.”
worktext. Then, lead students to read “What do you like to find out in the story?”
the poem “The Ruined City.”
“Let’s read first the introduction of the
Pagan Age.”
The teacher asks the learners to match The teacher instructs learners to divide the The teacher instructs the learners to cite example
the unfamiliar words given with its class into eight groups. He instructs the of words that has a sound of /a/ and /ā/. Write
corresponding meaning on the board learners to read the story in a group their answer on the web organizer written on the
based on the story of “Beowulf”. activity.
Direction: Identify the following “I will divide you into eight groups.
unfamiliar words in Column A with its Afterwards, you will read the story of
correct corresponding meaning in History of Caedmon within your group. I
column B. Write your answer on the will give you only 15 minutes to read /a/
board. quietly.”
Column A
____1. wrought
____2. asunder board.
____3. bosom
____4. mossy
____5. surge
____6. plundered
____7. pinnacles
____8. ramparts /ā/
____9. haughty
____10. shattered
Column B
a. To destroy something
b. Having the insulting attitude of
people who think that they are
better
c. It is a fortification
d. A high mountain top
e. Stole things from a place by
force
f. To move very quickly
g. Covered by a moss which is a
green plant

F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical
applications of concepts and
skills
The teacher asks the learners to get a
paper and answer the following
questions.
1. Who was the main character
of the story and became a
great warrior and king?
2. Who was a mighty warrior
and led the Spear-Danes for
many years as their king?
3. Who was the frightful
monster who broke the hall
and killed thirty sleeping
warriors?
4. What do you call a place for
King Hrothgar together with
his thanes and gleemen?
5. What weapon did Beowulf
use to kill the fire-breathing
dragon?
The teacher instructs each group to
arrange the flowing events of the
story of Beowulf.
“Class, in your respective group,
arranges the following events
happened in the story of Beowulf.
Afterwards, kindly post it on the
board and discuss the sequence of
events.”
a. Hrothgar became the King of
Danes together with thanes
and gleemen.
b. Beowulf stayed sleeping in
the hall. He killed Grendel
with his bare hands.
c. Beowulf killed Grendel’s
mother through a sword.
d. Grendel broke the hall and
killed the thousand sleeping
h. A person’s chest when it is
thought of as the place where
thoughts and feelings are kept.
i. Into parts
j. Carefully formed or worked into
shape
The teacher asks the students about the
poem. The students answered the
questions in every stanza read by the
teacher.
“Why is the city spoken of as the work of
giants?”
“What lines show the past splendors of
the city?”
“What evidently caused the ruin of the
city?”
“What lines state the power of the
death?”
“What lines state the passing away of
material things?”
“What lines shows that the city had hot
springs?”
The teacher divides the class into eight
groups. Each group should think a tone
which is suited for the poem of Ruined
City. The students will sing and present
at the front of the class.
“Okay! Class. I will divide you into eight
groups. Kindly select a leader. For this
activity, you will get a tone in any song
that you like and you will put the chosen
tone in the poem of Ruined City. You will
sing it at the front of the class. Do you
understand?”
Teacher instructs the learners to answer
the following questions on the textbook.
“Class, kindly answer the five questions
regarding to the story of Caedmon in a
briefly way. Write your answer in one
whole sheet of pad paper.”
1. Why did Caedmon leave the
table?
2. What did the vision ask him?
3. Did he obeyed the vision they
asking for Caedmon?
4. How did Caedmon write so much
poetry?
5. Why Caedmon doesn’t want to
sing his verses?
The teacher instructs the learners to create
a short message for all about the “Grace
and having faith to God”.
“Kindly, give your insight about this
statement “Grace and Having Faith to God.
I will give you ten minutes to do the
activity. Write your answer on one half
sheet of pad paper.”
The teacher gives a short quiz to the learners
about the sound of /a/ and /ā/.
“Class, get one half sheet of pad paper for your
short quiz.”
Direction: Write on the blank provided if the
word sounds as /a/, write a. On the other hand, if
the word sounds as /ā/, write ā.
_____1. Aim _____11. claim
_____2. Bay _____12. blast
_____3. Cabinet _____13. shame
_____4. Chair _____14. apricot
_____5. Had _____15. jacket
_____6. Have _____16. flame
_____7. Path _____17. apron
_____8. Faith _____18. language
_____9. Bake _____19. shade
_____10. Lad _____20. pave
The teacher sets a game which is Spelling Bee.
The teacher will divide the class into eight groups.
Every group has chalk and illustration that will be
used for the game.
“Okay for your activity, kindly go to your
respective groups quietly. Our activity is Spelling
Bee wherein each group shall get a higher score
in order to win the game. You have illustration
boards and chalks that will be used in the game.
And this is the mechanics for the game:
1. We have three rounds; easy with 2
points, average with 3 points and
difficult with 5 points for your score
system.
2. The game has only 10 seconds for easy
round, 15 seconds for average round
and 25 seconds for difficult round.
3. Each group will rise their illustration
boards when the given time ends.
 warriors. 4. A group that has a high score on the
e. A dragon, bleaching fire and game will be considered as the winner.
smoke, descended upon a 5. If there is tie for one position, there
village and killed all the would be a clincher for the game.
inhabitants. EASY AVERAGE DIFFICULT
f. He was buried in sorrow and Shame Accommodate Pharaoh
received signal honors from Carnation Annually Paraphernalia
his men. Inflate Apostle Aisle
g. Grendel escaped to his sea Abbess parliament Anxious
home to die, shrieking and Vernacular adequate scabious
howling in pain. Handkerchief
Maintenance
Hesitate
Abandon
ecology
H. Making generalizations The teacher asks the learners The teacher asks the learners regarding The teacher asks the learners about their The teacher asks the learners about the topic.
and abstractions about the regarding the story. tot the poem. learning to the story.
lesson “What is the lesson of the story of “What do you think is the lesson of the “What was the story all about?” “How can you differentiate the sound of /a/ and
Beowulf?” poem?” “What have you learned from the story?” /ā/?”
“If you were Beowulf, what qualities “Describe to me, what is your imagery “If you were Caedmon, would you do the “Give me at least example of the sound of /a/ and
do you have as what Beowulf has?” when you heard ruined city?” same thing? Why? Or why not? /a/.”
“As a youth, how can you maintain the “How can you express your faith to God?”
calmness and beauty of your city?”

I. Evaluating Learning Teacher instructs the learners to
answer the following questions
coming from the book. Write their
answer on a piece of paper.
“Get one whole sheet of paper and
turn your book on page 6 and answer
the following questions regarding the
story of Beowulf.”
Direction: Answer the following
questions briefly.
1. After reading the story of
Beowulf, what would you say
were ten qualities deeply
esteemed by the people of
those times?
2. Would these qualities ne
equally esteemed in our
times? How do you say so?
3. Beowulf was a good leader.
Teacher instructs the learners to answer
the following questions coming from the
book. Write their answer on a piece of
paper.
“Get one whole sheet of paper and turn
your book on page 9 and answer the
following questions regarding the poem
of Ruined City.”
Direction: Answer the following
questions briefly.
1. What are some reasons for
homes or cities to be
destroyed?
2. Have you experienced any
calamities in your hometown or
city? A calamity can be caused
by the environment or it can be
caused by people.
3. If, in the distant future, manila
Teacher instructs the learners to answer
the following questions coming from the
book. Write their answer on a piece of
paper.
“Get one whole sheet of paper and turn
your book on page 12 and answer the
following questions regarding the story of
History of Caedmon.”
Direction: Answer the following questions
briefly.
1. Describe a person who has the
“grace of God” in him/her.
2. Is the gift of poetry a God-given
gift?
3. How can one express faith in God
through literature?
The teacher gives a short quiz for the learners. He
instructs the learners to create a sentence using
the following given words.
1. Aim
2. Blast
3. Shame
4. Candor
5. Apostle
“Class, kindly get a one half sheet of pad paper
for your quiz. You are going to do is create a
sentence using the given words.”
 What qualities would you should become a ruined a city,
expect from a national what could future archeologists
leader? learn about the Manilians and
4. What quality/qualities of their way of life after studying
Beowulf would be worthy of ruins?
emulation by ordinary
citizens?
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the formative
assessment
B. No. of Learners who
require additional activities
for remediation
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
use/discover which I wish to
share with other teachers?