School: Grade Level: VI

GRADES 1 to 12 Teacher: Credit to the owner Learning Area: ENGLISH

DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 20-24, 2023 (WEEK 2) Quarter: 3RD QUARTER

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Content Standard The learner demonstrates understanding ...
of various linguistics nodes to comprehend various texts.
of the oral standards of English in order to participate in various oral communication demands (situation, purpose and audience command of the conventions of
standard English grammar and usage when writing or speaking
of different formats to write for a variety of audiences and purpose. of verbal and non-verbal elements of communication to
respond back

Performance Standard The learner…

Analyzes text types to effectively understand information/message(s)
Prepares for and participates effectively in a range of conversations and collaboration with diverse partners, building on others’ ideas and expressing their own clearly and persuasively
Uses linguistic cues to appropriately construct meaning from a variety of purposes.
Speaks and writes using good command of the conventions of standard English Edit texts using appropriate text types for a variety of
audiences and purpose.
Uses a variety of strategies to provide appropriate feedback

Learning Competencies EN6LC-IIIa-2.2 Note significant details EN6RC-IIIa-3.2.8 Distinguish EN6SS-IIIa-4 Use a particular EN6WC-IIIa-1.1.6.1 Plan a EN6A-IIIa-17 Show tactfulness when
in the story text type according to kind of sentence for a specific composition using an outline/other communicating with others
EN6OL-IIIa-1.27 Provide evidences purpose and language purpose and audience graphic organizers
using opinion features through enumeration -asking permission

II. CONTENT Noting significant details in the story Distinguishing text type Relaying Commands and Organizing Ideas Using Graphic Aids Show tactfulness when communicating
and express opinions using according to purpose and Request Using Indirect Discourse with others.
evidences. “The Boastful Shrimp” language features through
enumeration
“The Fox in the Well”
III. LEARNING Elementary English p. 309 Pictures, copy of the selection
Elementary English pp.303-307 Eleme Elementary English
RESOURCES A copy of the story, The Fox Laptop, LCD projector, powerpoint
A copy of the story “The ntary pp.423-429
in the Well, short stories Graphics organizer, map or globe presentation
Boastful Shrimp”, a tablespoon, English
Laptop, LCD projector,
charts pp.239
powerpoint presentation
-244
Comic strips, flash cards, Show Me
Boards
Laptop, LCD projector, powerpoint Laptop, LCD projector, powerpoint Laptop, LCD projector, powerpoint
presentation presentation presentation
IV. PROCEDURES
A. Review previous Recapitulation of the previous Review the summary of the Recapitulation on the -What is the difference between a -What is a graphic organizer?
lesson or presenting lesson on the Varieties of story that was read yesterday. characteristics of a fable. command and a request?
the new lesson Sentences; - The command plainly gives an order while -How does it help the beginners to write a
-Compound Sentence -What important values did What is the purpose of the fable? a request asks a favor to do or act at a selection?
-Simple Sentence you get from the story? certain task.
-Complex Sentence What is the most Why should we be familiar with graphic
With the use of proper conjunctions. important lesson you -What is a direct and indirect organizers?
learned from the
selection?
 discourse?

1. John said, “wash the dishes Anna.”

-John ordered Anna to wash the dishes.

2. “Please give me a piece of advice.” Jay

said.
-Jay asked me to give him a piece of advice.

How do you deliver a direct and indirect

discourse?

In the reported command, the verb “said” is

not used, instead, “told”. The word “to” is
added before the verb.

-In reporting request, the verb “asked” or

“requested” is used instead of “told”
. The word “please” is dropped.

B. Establishing a purpose The teacher shows a spoon Recall an instance in your life when Use flash cards/show me boards. Write Show a video clip about the children from the Show a picture of a true friend.
for the lesson -It is used for eating. Aside from it you did a certain thing without thinking R if the statement states request and C different parts of the world. Let them share
is used as eating utensil, it can of the consequences. if it shows Command. opinion. -Do you have a friend?
be used in several ways. Give 1. Listen attentively.
some of its uses. What do you think will happen if you did 2. Please keep your things in order. -Compare the Filipino Children with the Children -What do you like most about your
Examples: ice cream scooper, a certain thing without thinking of the 3. Avoid making too much noise. of the world. friend?
taking in medicines, can opener, consequences? 4. Stop going around please.
as a pestle etc. 5. Observe silence. -The teacher presents a semantic web. What -What do you dislike about him/ her?
Have the pupils relate their experiences. word can you associate with the word
CHILDREN? If you want to say an honest
mistake of your friend how do
you do it?
Enhance vocabulary words through -Play a game: Simon says.
body language. (Teacher uses command or
request. CHILDREN
1. Go to the wash room.
-Read the words aloud 2. Keep right!
3. Kindly speak in a soft voice.
A. Hind legs 4. Please lend me your ears.
5. Come with us.
Fore legs
B.

C. leap
D. Without the second thought
 Answers may vary.
Unlock vocabulary words. Match
column A with column B and write
the letter of the correct answer.

A B
1. rebozos a. a pendant braid
2. kimono of hair at the head
3. queue b. an Eskimo
4. igloo house
5. fleet c. boat house
6. hut d. cottage
e. a
Japanese
lose robe
fastened
with a sash
f. a long scarf
of silk worn
wrapped
about the
head and
shoulder and
sometimes
over face
C. Presenting B. Do you have a pet? Share a -Have you seen a Ask the pupils to read and analyze the A. Motive Questions: A. Motive Question:
examples/instances of the new heroic deed it has done for you or fox? (Yes/ Not yet comic strip. 1. How do children from around Why do we need to be tactful all the
lesson for others. Unlocking of Difficulties: the world differ from each time?
Synonym hunt through multiple other?
choice. Encircle the letter of the -What are the qualities of the fox in Mother: “Lock your room before 2. How do children differ in
correct answer some common stories? leaving, Jim”. complexion.
1. The sharp protrusion of a shrimp (Often times fox is wise and bad) 3. How do you compare the
is used to fight against its enemies. Jim: “Yes, Mother”. clothing’s of the children from
a. a part of the body that is pointed -Let us find out if the fox is still the fox around the world?
b. a part of the body that is hidden. we have known before. Rina: Mother told Jim to lock his door 4. Can you make distinctions as
c. a part of the that is plain. before leaving. the types of houses in which
d. a part of the body that is dull. children from around the world
lives?
5. What do they have in common?
2. Nothing can pierce an iron Ms.Aguila: “Please polish the floor,
shield even an iron sword. Mang Ambo.”
a. to rip of c. to crush
b. to spin d. to go through Mang Ambo: “Yes Maám”.
3. The beautiful white pearl is Ricky: Ms. Aguila requested Mang
glistening under the rays of the sun. Ambo to polish the floor.
a. shine c. flash
b. bright d. all the above
4. The boastful man shows off
his knowledge about martial
arts.
 a. humble c. naughty
b. overly confident d. shy

5. His colorful lantern has scorched

because of the constant raining.
a. dried c. dyed
b. worn d. a and b

Motive Question: Why is that the

story titled the Boastful Shrimp?
D. Discussing new concepts The teacher uses the popcorn Read the story. What kinds of sentences were used? Read the poem:
and practicing new skills #1 reading strategy while the other Read the dialogues.
pupils listen very carefully The Fox in the Well -Study the charts of direct and Children Around the
The Boastful indirect discourse World (by Jo Joana: Hey, Susan! It smells stinky,
Shrimp A fox once fell into the well. He Feniford) Is that you Susan!
Once there was a shrimp who tried to jump out but each time he did, -Differentiate a direct and indirect
thought he was the most handsome he fell back down. discourse. Some children are brown like newly Susan: No! (She cried and ran outside.)
shrimp in the world. In fact, he By and by a goat passed by. baked bread,
believed that he was more Looking into the well, he saw the fox. -Differentiate command from request Joana: Oh! I don’t mean to hurt you, I
handsome than any other creatures “Hello,” he called. “What are you based on their usage. Some children are yellow and some just want to be frank!
on earth. doing down there?” are red,
“Just look at my sword,” he “Drinking some water of course!” Point out also their similarities. B.
proudly told the other young replied the fox. “Is it good?” asked Some children are white and some Frieda: Hi, Jenna. Can we talk outside?
shrimps, pointing to the sharp the goat. almost blue,
pointed protrusion at the end of his “Good? It is the best water I ever Jenna: Sure! Perhaps it is a very
nose. Of course, as far as shrimps tasted in my whole life,” answered the Their colors are different, the important matter right?
were concerned, the end of the fox, drinking a gulp of water. children like you.
nose was the most natural place for Without a second thought, the Frieda: Yes Jenna. I am your friend
the sword to be. goat jumped in. After drinking some Some children wear sweaters and and I am concern about your wellness.
“And look at my thick, smooth water, he looked about for a way to some rebozos Being a teenager we must be concern
shield,” Like other shrimps he get out of the well. “How do we get with our personal hygiene. Taking a
carried his shield,” he would out of here? “he asked the fox? Some children wear furs and some bath everyday will help a lot. It is more
continue. “Nothing can pierce the “I know what we can do,” said the kimonos’ of loving and respecting ourselves.
shield,” like other shrimps he carried fox. Looking at the goat from the
his shield on his head. All he corner of his eye. “Stand on your hind Some children go naked, and wear Jenna: Thank you Frieda, indeed you
needed to do to show off his head legs. Plant your fore legs firmly only their queue, are a true friend. Thank you, and I
was to hold his head high. against the side of the well. I’ll climb appreciate it very much.
“You are indeed a handsome on your back, and I’ll step on your
shrimp,” said an old experienced horns. Then I can get out. When I’m Their clothes may be different, the Comprehension Check:
shrimp. “But you are just reaching out, I’ll help you get out too.” children like you.
adulthood and have had no “That’s a good idea!” said the goat How did Susan react to
experience of the world. Do not happily as he did what the fox told Some children have houses of Joana’s statement?
display yourself too much or else him to do. stone in the streets, Do you think Joana’s action is
one of those humans might grab The fox climbed on the goat’s back right? If you were Susan, will you
you,” said the old shrimp pointing and horns. Then he jumped out of the Some lived in igloos and some lived feel the same?
with one of his many legs to a young well and started on his way. in fleets, In the dialogue B, How did
man swimming nearby. “Hey!” shouted the goat. “Help me Frieda approach Jenna?
“Grab me? Who? That soft- out of here. You promised to help Some lived in old straw huts and Did Jenna got angry? Did she feel
skinned two – legged creature? me.” some in new,
“scoffed the young shrimp. “He “You silly goat,” said the fox.
does not even have a proper You should have thought of that
shell. He has those funny little before you
bits of shell on the
ends of his fingers and toes, which do
not protect him at all, as far as I jumped in. Next time, look embarrassed? Why?
can tell. All I need to do is stab before you leap.” Their homes may be different, If you were Jenna, will you get
him with my sharp sword, and the children like you. mad at Frieda?
that will be end of him. Someday, -Answer the Comprehension Check. Why?
he and other two- legged Some children are Finnish, and If you will choose between
humans will look at me and 1. Where did the story happen? some from Japan, Joana and Frieda, who will
admire me!” said the young you choose? Why?
shrimp. 2. Who fell into the well? Some are Norwegian and some
“Well if you won’t listen to from Sudan.
my advice,” said the old shrimp, 3. Who jumped into the well?
“you will have to learn your Oh yes, we have children in
lessons the hard way.” 4. Why do you think the goat valley, or pike,
The young shrimp soon believed the fox? Explain.
forget about the old shrimp’s Their countries are different-the
advice. He continued his habit of 5. How did the fox get out of the children alike.
looking for groups of other young well?
shrimps his age and showing off Oh if they could dance and if
before them. He would engage in 6. Why did the goat decided to they could play
shrimp gymnastics, bending his jump into the well?
body this way and that, to let Altogether what a wonderful
them see how strong his muscles 7. If you were the goat, will you day!
inside his beautifully glistening do the same?
white shell, which hardly had any Some could come sailing and
dark dots or lines on them, unlike 8. If you were the fox, will you some could just hike!
the other shrimps around him. do the same?
One day, a fishing boat So much would be different- The
passed by, with fisherman on children alike.
board looking for a good catch. 9. What is the moral of the story?
The boastful shrimp saw his -Using the Clustering Organizer,
chance to display his athletic discuss how children from
form before them. He swam to B. Enumerate the story different parts of the world differ
the surface of the water. The grammar of the selection read. from each other.
fisherman saw him.
They cast their net and in a few -Characters: The Fox and the Goat
minutes, the boastful young
shrimp was caught in the net, -Settings: at the well yel
lo
Color r

along with other shrimps and of

fish. -Plot: The goat saw the Fox

That day, at lunch time, the dinking at the well so the goat did hu

boastful shrimp was seen on the the same without giving a second
end of a barbeque stick, his shell thought. In the end the goat left at
Childr
now in beautiful colors of pink, the well all by himself. Types of en
Country
of

red and brown with some Shelter

Aroun

scorched spots from the coals -What does the author want us to
over which he was roasted. feel? fl

“What a fine, fat

shrimp!” explained the -What do you think is the
persons around the dining purpose of the author in writing Forms of
Clothing

the story?
kim

table.
 “It’s the best shrimp I’ve ever
tasted!” said the person who
picked up the barbeque stick and
cut up the shrimp, after putting a
little portion in his mouth. The
boastful, young shrimp got
his wish at last to be
admired by humans.
 B. Answer the Comprehension
Check- up. -Let pupils label the sub clusters.
1. Describe the Shrimp based on
his outer and inner appearance. Can you give reasons why they have
2. Why did the old shrimp advised different complexions?
the boastful shrimp not to display (They came from different parts of the
the latter’s shell too much? world)
3. Did the boastful shrimp listen to
his advice? Why? Cite countries and their skin color.
4. What happened to him? ( Filipinos have brown complexion,
5. What lesson did you learn from China and Japan have yellow
the selection? complexion, Americans have white
-Explain answers by giving complexion, Africans have black
one’s opinion and supporting complexions)
idea
-Locate using map or globe where
these children are found.
E. Discussing new Group Work What is a Fable? Present a Bubble Talk. Use your own graphic organizer, and Group Work:
concepts and Each group will have the review of Teacher calls on three pupils to act out supply the missing details asked by Each group will share an instance
practicing new skills the selection listened to. (The Fable is a short fictional story that is the dialogue and complete the indirect each sub topic. in their life when they experienced
A graphic organizer is used in characterized by animals and it always command or request. A. SHELTER the tactlessness of a certain
#2
presenting and developing the skill. gives us a lesson in life.) A. B. CLOTHES person.
The teacher asks each group on Grandfather: “Obey your parents, Jojo”. C. COLOR OF THE SKIN How they reacted on it.
action taken by the boastful shrimp -What is the purpose of a fable? D. COUNTRY ORIGIN
and later asks for inferences on Jojo: “Yes Lolo”.
alternative actions. (The purpose of a fable is to entertain and Children Around .
-What did we do to be able to give to inform.) Shiella: Obey your parents,
the world
alternative actions to the action
taken by the character in the story -What makes it unique? Jojo. B.
they read.
-Presentation of each group
(It is characterized by animals having the Millie: “Rizza, Please help me
attributes of humans.) finish my homework”.

Rizza: “Sure”.
The teacher reads 10 statements and the
pupils will identify whether it is a fact or a Raffy:
bluff. (FACT OR BLUFF CARD) Millie Rizza finish
project Answer:
Bluff 1. The animals can think.
Millie asked Rizza to help her
Bluff 2. The goat is a friend to the fox. finish her project.

Fact 3. The fox belongs to the dog family.

Fact 4. The goat is a hog.

Fact 5. The fable is fictional.

 Fact 6. Animals have their own
ways of communicating with
one another.

Fact 7. All fables give a lesson in

life.

Bluff 8. Talking animals like

humans is true.

Bluff 9. A fox is smarter than a goat.

Fact 10. In the story,

the fox is representing
the smart people.
F. Developing mastery Enumerate the characters in the Enumerate the different The teacher gives request and GROUP WORK Create a simple skit that
story. ( The Shrimp, The Old purposes of a selection. command statements. Present a Fishbone Mapping Graphic shows tactfulness in school.
Shrimp) Organizer. Checking.
-What line in the story tells about the -to entertain Fill in the blanks the missing words to Provide the needed data or details to
characteristics of the shrimp? complete the sentences. Letters A to D conclude the general concept of
-to inform children of the world similarities and
-What part of the story you liked A. Rico said, “Eric waters the plants”. differences.
best? Similarities and differences of the
-to persuade Children of the World
-Rico water
the Plants.

B. Liza said, “Please check the

papers for me, Annie.”

-Liza Annie the papers for

.

C. Mr. Mirasol said, “Jose, submit

your project early tomorrow.”

-Mr. Mirasol Jose project

early tomorrow.

D. The maid said, “Please stay in your

room, children.”
Each group will present each work.

- The maid the children stay in Explain why they chose the said
room. organizer.

Answers:
1. Rico ordered Eric to water the plants.
 2. Liza asked Annie to check the
papers for her.
3. Mr. Mirasol told Jose to submit his
project
 early tomorrow.
4. The maid requested the children
to stay in their room.
G. Finding practical A. FIND THE GEMS: ACT ME OUT: A. WORKING IN TANDEM: LET’S DO IT! Look for a tandem/ partner and think of a
applications of concepts -Read the story of the selection Prepare an outline about how situation.
and skills in daily living The Story of the Tiny Frog. - Group the pupils into 3 to role play the Find a partner and create a usual you want to spend your Deliver a one minute dialogue using the
GROUP WORK: Group the pupils into selection below. scenario in class that shows the Christmas using the clustering of tactful way of communicating with others.
four. -Group I to entertain use of a command and request in ideas. The teacher checks the activity
-Group I is assigned to look for direct and indirect discourse. Checking after immediate immediately using the RUBRIC.
the Characters in the story. -Group II to persuade or convince. Each tandem is expected to submission of work.
-Group II is assigned to look for the -Group III to inform present their work in one
Settings. minute.
-Group III is assigned to look for the A Raven and a Swan
Plot by sequencing the events in the e The teacher checks the pupils work
story in five sentences. A Raven, which you know is black as coal, immediately. Using the Rubric for
- Group IV is assigned to look for the was envious of the Swan, because her making a dialogue.
Theme of the Story. feathers were as white as the purest snow.
-Write each output in the Manila Paper The foolish bird got the idea that if he lived
and each groupo will assign a like the Swan, swimming and diving all day
presentor in front of the class. long and eating the weeds and plants that
-The teacher gives the final grow in the water, his feathers would turn
correction/ clarification after each white like the Swan's. So he left his home in
presentor. the woods and fields and flew down to live
The Story of The Tiny Frog on the lakes and in the marshes. But though
There once was a bunch of tiny he washed and washed all day long, almost
frogs who got together to arrange a drowning himself at it, his feathers remained
competition to reach to the top of the as black as ever. And as the water weeds
highest tower in town. he ate did not agree with him, he got thinner
As the date for the competition was and thinner, and at last he died.
announced, the news spread
everywhere and crowd in large B. The teacher uses the Rubrics below for
numbers gathered around the tower to checking the role play.
see this interesting competition and
cheer on the contestants. The crowd Role-Play Rubric BLM G–17 Name: Date:
did not really believe any of these little
frogs were going to make it to the top Activity:
of the tower. Yet they were curious… Role
The competition began, the frogs played:
quickly started to ascend and the Assessment done by:
crowd cheered!
As a few moments passed, someone Criteria: Rating: Speech
from the crowd shouted, "Not a was clear with appropriate volume and
chance that they will succeed! The inflection. 5 4 3 2 1 Role was played in a
tower is too high!" convincing, consistent manner. 5 4 3 2 1
Another spectator said, "Yes, they Arguments and viewpoints expressed fit
will never make it to the top. It's way role played. 5 4 3 2 1 Costumes and
too difficult!"
As the competition continued, some of
the tiny frogs began collapsing. One
by
one… tired… exhausted… But the props were effectively used. 5 4
race continued… as those who still 3 2 1 Role-play was well
had the fight left, passionately prepared and organized. 5 4 3
continued to climb higher and 2 1 Role-play captured
higher… and maintained audience interest. 5
In the excitement and anxiety the 432
crowd continued to yell, "It is too 1 Additional Criteria:
difficult. No one will make it!"
More tiny frogs got tired and gave
up. They all continued to give up
one by one, until there was only
ONE little frog left in the competition
who continued to climb higher and
higher and higher… This one
wouldn’t give up!
This one tiny frog who, after a big
effort was the only one who reached Comments:
the top! This little soul was the
winner! He made it! He got the glory!
Naturally, everyone wanted to know
how this one tiny frog managed to
pull it off when every other
contestant gave up. Everybody
wanted to know how this tiny frog
had found the strength to reach this
goal that everyone else thought it
was impossible. So, they asked
questions.
It turned out that the winner was deaf
H. Making Ask: How do we get the Pupils will state the Fable’s Ask: What is Command? What is Request? Ask: What is the importance of Ask; How do we show
generalizations and significant details in the story concepts. -What is a direct discourse? organizing ideas through graphic tactfulness in
abstractions about the read? -What is indirect discourse? organizer? communicating with others?
Concept Formation: Concept Formation: The clustering Concept Formation:
lesson
Concept Formation: Noting the Fable is a fictional story that has a Concept Formation: graphic organizer shows and separates 1. Be honest but always
significant detail is reading between purpose of entertaining and In the reported command, the verb “said” is the developed ideas from other ideas. consider the feelings of others.
the lines to get the main idea of the informing the readers. It is not used, instead, “told”. The word “to” is The use of the CGO provides the There are many ways in
story, how it started, developed and peopled by animals that are added before the verb. organization of ideas easy to communicating without hurting
ended with the help of the capable of talking and expressing understand, making learning more the feelings of others.
characters and other elements of the feelings as humans -In reporting request, the verb “asked” enjoyable
story. or “requested” is used instead of .
“told”. The word “please” is dropped.

The quotation marks are dropped.

Necessary changes are made in

the pronouns.

Example
s: Direct:
 1. “Put down your
bag,” mother said to
Leo.

2. “Please try the other button,” Lyka said.

I. Evaluating learning Number each statement The teacher will read the selections orally and Read the short paragraph below. Follow Use a graphic aid to organize the Write T if it shows tactfulness
according on how the story the pupils will identify its purpose. what you are asked to do. ideas in the given paragraph. for each situation.
happened. 1. Ultra was lying down on the back porch
The old shrimp advised when suddenly his friend Kitten went to him and It was vacation time. Being the eldest, Provide a Title to the 1. Kindly do your work
the handsome shrimp not to she invited him to visit their friend Sky at the Lina was assigned by her mother to clean paragraph. pp.428-429 on time because it can help in
show off too much. pen. the house. In order to finish early, she our performance rating.
When one day a 2. The Frog went out for she hate himself for called her brothers and sisters to help her. 1. The Filipino is a very
fisherman was looking for a being useless. He couldn’t croak and jump. respectful person. He shows 2. Work fast, you waste
good catch. After he fell into a deep well and was about to Identify her statement if it is a command due respect to his parents, our time.
The handsome Shrimp face his death, he was able to bring his best or request then transform each into a elders and to people in
starts to brag about his and did even better. He is certain that no one reported form. authority. He never misses 3. We can finish the
handsomeness and athletic could help us except our own self. saying the word “po” and “opo”. task on time if we will help each
figure. 3. The Free Bird cried, “My Darling sing the 1. “Kevin, please dust the furniture”. This is a Filipino way other.
He was caught by song of the woodlands.” 2. “Susie, arrange the books Of showing respect, which we 4. It is much better if
fishing net of the fisherman. The caged bird said, “Sit by my side; I’ll teach and magazines”. are very proud of. He kisses the we are a help than a burden
The boastful shrimp was you the speech of the learned.” 3. “Husk the floor, Ruben.” hands of parents and to other,
cooked and eaten at lunch. 4. There was a turtle that couldn’t stop talking 4. “Help me put some plants grandparents as a unique way of
and the geese made a challenge to bring her inside, Roy”. showing respect to elders. He 5. Speak like no one
to the nice place if she could promise not to 5. “Please be careful with the calls his older brother “Kuya and is listening to you.
talk because she will be carrying a stick on plates, Susie”. his older sister “ate”.
her mouth. The turtle agreed and so they flew
to the place. They heard people saying
something about them and the turtle spoke.
She fell dead on the ground.
5. The monkey who was so wise ate all the
bananas and went down without noticing the
thorns planted by his friend
turtle. His selfishness ruined him.

J. Additional Read a short story or Read and tell what the person in Write a paragraph from the given Cut out a comic strip and
activities for dialogue. Write the plot in 5 SWBS: Plot AUTHOR: each sentence said. topics and present it to the class compose a comic balloon
application or sentences. Chart using a graphic organizer. for each conversation.
TITLE: PURPO 1. Father said, “Avoid playing near the A. Effect of Smoking on One’s Always use a tactful way of
remediation
-Be ready to share it in class. SE pool, John”. Health communicating your
_ 2. “Please help me with my toy, Sandy”, B. Students’ Addiction to thoughts and feelings.
S-Somebody Sam said. Internet Gaming
W- Wanted 3. “Pray before sleeping Ela”, aunt C. How Do You Celebrate
B- But Norma said. Christmas?
S- So 4. Estella said, “Please allow me to visit
Read another fable and fill up the SWBS my friend, Grandma.”
Chart meeting the details in the story. 5. “Proceed to my office” the Principal said.
V. REMARKS

VI. REFLECTION
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
use/discover which I
wish to share with other
teachers?