DAILY LESSON LOG FOR School: SAN BARTOLOME ELEMENTARY SCHOOL Grade and Section: VI

IN-PERSON CLASSES Teacher: JUDITH D. ZALDUA Subject: ENGLISH

Teaching Dates: WEEK 3 Quarter: SECOND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
a. Grade Level Standard 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
needs in meeting a wide range of life’s purposes.
a. Content Standards
b. Performance Standards
c. Most Essential Learning Identify the purpose, key structural and language features of various types of informational/factual text (EN6RC-IIIa-3.2.8)
Competencies (MELCs)
D. Learning Objectives
II. LEARNING CONTENT TYPES OF TYPES OF TYPES OF TYPES OF
(Subject Matter) INFORMATIONAL/FACTUAL INFORMATIONAL/FACTUAL INFORMATIONAL/FACTUAL INFORMATIONAL/FACTUAL WEEKLY TEST
TEXT TEXT TEXT TEXT
III. LEARNING
RESOURCES/REFERENCES
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
d. LRMDS Materials Mallari, K. (2020). Identifying Mallari, K. (2020). Identifying Mallari, K. (2020). Identifying Mallari, K. (2020). Identifying Mallari, K. (2020). Identifying
(SLMs/LASs) the Purpose and Features of the Purpose and Features of the Purpose and Features of the Purpose and Features of the Purpose and Features of
Various Types of Various Types of Various Types of Various Types of Various Types of
Informational/Factual Text. Informational/Factual Text. Informational/Factual Text. Informational/Factual Text. Informational/Factual Text.
Department of Education. Department of Education. Department of Education. Department of Education. Department of Education.
e. Other Learning Resources PowerPoint Presentation, PowerPoint Presentation, PowerPoint Presentation, PowerPoint Presentation, PowerPoint Presentation,
laptop, SLMs/Learning Activity laptop, SLMs/Learning Activity laptop, SLMs/Learning Activity laptop, SLMs/Learning Activity paper, quiz notebook or test
Sheets, pens, notebook Sheets, pens, notebook Sheets, pens, notebook Sheets, pens, notebook paper
IV. PROCEDURES
A. PRELIMINARY ACTIVITIES a. Greetings
b. Checking of Attendance
c. Prayer
d. Singing of National Anthem
e. Exercise
f. Word of the day
g. Spelling
h. Reading
B. Review the previous Directions: What is the main Directions: Classify what type Directions: Classify what type Directions: Write TRUE if the
lesson/Drill purpose of an informational of informational/factual text are of informational/factual text are statement is correct, FALSE if
text? the following sentences. Write the following sentences. Write not.
their corresponding number in their corresponding number in
their proper column on the table their proper column on the table
below. below. 1. Literary nonfiction
1. Rowena read a book about 1. Not all junk food is bad. includes personal essays,
dolphins. She found out that a Doctors agree that it is okay to speeches, and opinion pieces.
dolphin is a small usually gray eat sweets like candies,
 whale that has a pointed nose. chocolates,
2. “If you don’t understand how cakes, and pies in moderation. 2. Procedural text
people fall into poverty, you’re 2. Rembrandt is a famous artist provides step-by-step
probably a sociopath.” - Lucy who is known for his procedures and guidelines,
Morgan masterpieces like his beautiful often using words like "first" and
3. There are strange dancing oil paintings. "then."
lights in the arctic skies. Some He was born in 1606. When he
call them northern lights. was in college in the year 1620, 3. Expository text
According to the locals, the first he already knew he wanted aims to persuade the readers
thing that you should do is to go to be a painter. By 1625, he had about a particular perspective or
out at night because you will not opened his own art studio. viewpoint.
see them in the day. Next, you 3. Earlier this evening, I
must get somewhere high. A enthusiastically told my mother 4. Argumentative or
mountain top should work. that I saw a flying light in our persuasive text uses logical
Then, you must wait. If you get backyard. connections and facts as
lucky and your timing is right, She said that what I saw is a evidence to support arguments.
you will have the chance to see firefly, a small flying insect that
this stunning phenomenon. produces a soft light. 5. Procedural text
4. You should be allowed to 4. High fructose corn syrup may include recipes and user
choose what you want to learn should be banned. Studies guides for household
in school because you will be show that if we consume too appliances or games.
interested and involved at much, it can
school if you get to make your cause health problems, like
own choices. diabetes and obesity.
5. I am interested to learn how 5. I read the newspaper this
to play chess. Chess is a game morning. I read the news about
for two players, each of whom the ongoing rehabilitation
moves 16 pieces according to program
fixed rules across a of Manila Bay area.
checkerboard and tries to
checkmate the opponent’s king.

C. Establishing a purpose for Do you know the basic steps in

the lesson/ Motivation cooking food like adobo?

Do you think the people in the

picture are having a good
conversation or having an
argument? Why?
D. Presenting In the realm of informational Having a strong discussion Informational or factual texts are Informational or factual texts are
examples/instances of the texts, a procedural text detailing during a talk is like when we try essential as they provide a essential as they provide a
new lesson/Motivation the step-by-step process of to convince our friends about reliable source of knowledge, reliable source of knowledge,
cooking adobo serves as a our favorite games or books, offering accurate details and offering accurate details and
practical guide, offering precise using reasons and excitement insights that enhance insights that enhance
instructions and insights into the to show why we think it's the understanding and contribute to understanding and contribute to
culinary technique. Through the best can be a good example of informed decision-making informed decision-making
clear presentation of facts and informational text specifically
procedures, individuals can argumentative text.
confidently engage with the text,
transforming it into a culinary
roadmap for successfully
crafting the beloved Filipino
dish.
E. Discussing new concepts Informational or factual texts are Informational or factual texts are Informational or factual texts are Informational or factual texts are
and practicing new skills No. written compositions that written compositions that written compositions that written compositions that
1 convey information grounded in convey information grounded in convey information grounded in convey information grounded in
verifiable facts, providing verifiable facts, providing verifiable facts, providing verifiable facts, providing
readers with an accurate and readers with an accurate and readers with an accurate and readers with an accurate and
objective representation of objective representation of objective representation of objective representation of
reality. These texts serve as reality. These texts serve as reality. These texts serve as reality. These texts serve as
reliable sources of knowledge, reliable sources of knowledge, reliable sources of knowledge, reliable sources of knowledge,
presenting data, explanations, presenting data, explanations, presenting data, explanations, presenting data, explanations,
or descriptions to inform and or descriptions to inform and or descriptions to inform and or descriptions to inform and
educate readers about a educate readers about a educate readers about a educate readers about a
particular subject or topic. particular subject or topic. particular subject or topic. particular subject or topic.
F. Discussing new concepts Informational/Factual Texts Informational/Factual Texts Informational/Factual Texts Informational/Factual Texts
and practicing new skills No. are writings based on facts or are writings based on facts or are writings based on facts or are writings based on facts or
2 reality. They are non-fiction and reality. They are non-fiction and reality. They are non-fiction and reality. They are non-fiction and
aim to provide facts and ideas aim to provide facts and ideas aim to provide facts and ideas aim to provide facts and ideas
about the arts, sciences, or about the arts, sciences, or about the arts, sciences, or about the arts, sciences, or
social studies. Literary social studies. Literary social studies. Literary social studies. Literary
nonfiction, expository, nonfiction, expository, nonfiction, expository, nonfiction, expository,
argumentative/persuasive, and argumentative/persuasive, and argumentative/persuasive, and argumentative/persuasive, and
procedural are the four types of procedural are the four types of procedural are the four types of procedural are the four types of
informational text. informational text. informational text. informational text.

Literary Nonfiction are factual Literary Nonfiction are factual Literary Nonfiction are factual Literary Nonfiction are factual
writings that use literary styles writings that use literary styles writings that use literary styles writings that use literary styles
and techniques to create factual and techniques to create factual and techniques to create factual and techniques to create factual
narratives. This includes narratives. This includes narratives. This includes narratives. This includes
personal essays, speeches, personal essays, speeches, personal essays, speeches, personal essays, speeches,
opinion pieces, biographies, opinion pieces, biographies, opinion pieces, biographies, opinion pieces, biographies,
memoirs, journalism, and memoirs, journalism, and memoirs, journalism, and memoirs, journalism, and
historical, technical, scientific, or historical, technical, scientific, or historical, technical, scientific, or historical, technical, scientific, or
economic accounts including economic accounts including economic accounts including economic accounts including
digital sources. digital sources. digital sources. digital sources.

Procedural Text communicates Procedural Text communicates Procedural Text communicates Procedural Text communicates
 rules or processes to follow and rules or processes to follow and rules or processes to follow and rules or processes to follow and
is characterized by sequencing is characterized by sequencing is characterized by sequencing is characterized by sequencing
of events. It provides step-by- of events. It provides step-by- of events. It provides step-by- of events. It provides step-by-
step procedure and guidelines step procedure and guidelines step procedure and guidelines step procedure and guidelines
that describe how to complete a that describe how to complete a that describe how to complete a that describe how to complete a
task. Most of the time, task. Most of the time, task. Most of the time, task. Most of the time,
procedural texts use verbs like procedural texts use verbs like procedural texts use verbs like procedural texts use verbs like
and then, first, second, etc. This and then, first, second, etc. This and then, first, second, etc. This and then, first, second, etc. This
includes recipes and user includes recipes and user includes recipes and user includes recipes and user
guides accompanying guides accompanying guides accompanying guides accompanying
household appliances or household appliances or household appliances or household appliances or
games. games. games. games.
Expository Text aims to Expository Text aims to inform, Expository Text aims to Expository Text aims to
inform, explain, and expose. It explain, and expose. It means inform, explain, and expose. It inform, explain, and expose. It
means to give information that to give information that can be means to give information that means to give information that
can be verified true. It includes verified true. It includes text can be verified true. It includes can be verified true. It includes
text forms such as definitions, forms such as definitions, text forms such as definitions, text forms such as definitions,
explications, summaries, and explications, summaries, and explications, summaries, and explications, summaries, and
essays. This type of text essays. This type of text essays. This type of text essays. This type of text
identifies and characterizes a identifies and characterizes a identifies and characterizes a identifies and characterizes a
phenomenon. phenomenon. phenomenon. phenomenon.

Argumentative or Persuasive Argumentative or Persuasive Argumentative or Persuasive Argumentative or Persuasive

Text aims to persuade the Text aims to persuade the Text aims to persuade the Text aims to persuade the
readers about a particular readers about a particular readers about a particular readers about a particular
perspective or viewpoint by perspective or viewpoint by perspective or viewpoint by perspective or viewpoint by
providing evidences. These providing evidences. These providing evidences. These providing evidences. These
texts use logical connections texts use logical connections texts use logical connections texts use logical connections
and facts as evidences to and facts as evidences to and facts as evidences to and facts as evidences to
support arguments. This may support arguments. This may be support arguments. This may support arguments. This may
be seen in advertisements and seen in advertisements and be seen in advertisements and be seen in advertisements and
news editorials news editorials news editorials news editorials
G. Developing Mastery (Leads Directions: Complete the Directions:Identify the type of Directions: Form an Directions: Write Yes if it is an
to Formative Assessment) following sentences. Choose informational/factual text used in argumentative or persuasive example of literary nonfiction
your answer from the answer the following sentences. Write statement by matching the and No if not.
bank. PT argument with its evidence.
for procedural texts, LN for
1. In ________________ the literary nonfiction, ET for
writer aims to influence and expository texts, and AP for
convince the readers that a argumentative or persuasive
particular perspective or texts.
viewpoint is correct.
2. __________________ are
based on facts and utilize 1. Department of Health
literary styles and techniques to continuously reminds us to
create factual narratives. follow the procedure of correct
3. ___________________ are hand washing as a line of
characterized by sequence and defense against the spread of
 give step-by-step procedures COVID-19. First, you must wet
and guidelines on how to your hands with water and apply
complete or do something. soap. Second, lather soap; rub
4. ___________________ are hands together, palm-topalm
based on reality or facts and and in between fingers. Third,
have four types namely literary rub back of one hand with the
nonfiction, procedural texts, palm of your other hand. Fourth,
expository texts, and Rub fingertips of each hand in
argumentative or persuasive opposite palm. Fifth, rub each
texts. thumb clasped in opposite
5. ___________________ give hand. Lastly, rub both palms
verified true information and aim with fingers then rinse
to explain, expose, and inform. thoroughly with running water.

2. Moon so bright, moon

so white You are the Earth’s
satellite that gives us light.
Sometimes you are half,
sometimes you are full
Sometimes you are in other
phases that others find obscure

3. A study revealed that

consumption of approximately
one serving per day of green
leafy vegetables and foods rich
in lutein, nitrate, folate, a-
tocopherol, and kaempferol may
help to slow cognitive decline
with aging.

4. With the proper

guidance of parents, kids should
be allowed to play video games
because some video games can
help kids learn. Studies have
shown that certain video games
can help kids learn problem-
solving skills.

5. You might want to

consider having a dog as a pet
because it is domesticated and
is known as man’s best friend.
H. Finding Practical How does understanding the In what ways can recognizing How does exposure to diverse Why is it important for
Application of Concepts and differences between fact-based technical terms in informational informational texts enhance individuals to be able to discern
Skills in Daily Lives and opinion-based texts text contribute to better language comprehension and credible sources and evaluate
contribute to critical thinking comprehension and retention of vocabulary skills? the reliability of information
 skills? information? within informational texts?
I. Making Generalization and Why is it essential to distinguish In what ways do informational How does identifying the Why is it crucial for individuals
Abstraction between various types of texts serve as a foundation for features of an informational text, to develop the skill of
informational text? acquiring and expanding like headlines or leads, help in summarizing and synthesizing
knowledge in different subject comprehending the information information from various types
areas? presented? of factual texts?
J. Evaluating Learning Directions: Identify the type of Directions:. Write an example Directions: Write an expository GROUP ACTIVITY.
informational/factual text used of procedural texts by arranging sentence about the following
in the following sentences. the following procedure on how words. Make sure to give facts Directions: Write five
Write A to cook rice. from reliable sources like the paragraphs of the different
for procedural texts, B for dictionary, encyclopedia, types of informational/factual
literary nonfiction, C for textbooks, and other online text.
expository texts, and D for references.
argumentative or persuasive Rice has been a part of GROUP 1 – PROCEDURAL
texts. everyday Filipino meal. We TEXTS
_____1. We bought spaghetti cannot deny the fact that for a
noodles in the supermarket. At long time, rice has been our GROUP 2 – LITERARY
the back label, I saw a recipe main source of carbohydrates. NONFICTION
that Here is the procedure in
shows the step-by-step cooking rice: First GROUP 3 – EXPOSITORY
procedure in cooking Filipino _________________________ TEXTS
style spaghetti. _________________________
_____ 2. The biography of _________________. Then GROUP 4 –
Benigno Aquino, Sr. tells about _________________________ ARGUMENTATIVE/PERSUASI
his youthful accomplishments _________________________ VE TEXTS
and ____________________. After
legacy. that
_____ 3. We must always _________________________
protect wild animals and their _________________________
habitats so that the future _________________. After a
generations while
of both wildlife and humans can _________________________
continuously enjoy it. _________________________
_____ 4. Tarlac City is the ______________. Lastly,
biggest city in Tarlac Province _________________________
that comprises 76 barangays. _________________________
Based ___________________.
on the 2015 census, it has a
total population of 349, 494 and
has almost 74, 500
households.
_____ 5. Ella would like to know
more about the ocean. She
browsed the dictionary and
found
out that an ocean is the salt
water that covers much of the
Earth’s surface.
REFLECTION
[Link] ng mag-aaral na nakauha ng ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next
80% sa pagtatayao. objective. objective. objective. objective. objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery mastery mastery
[Link] ng mag-aaralna ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in
nangangailangan ng iba pang answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
Gawain para sa remediation ___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in answering
their lesson. their lesson. their lesson. their lesson. their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
because of lack of knowledge, skills and because of lack of knowledge, skills and because of lack of knowledge, skills and because of lack of knowledge, skills and because of lack of knowledge, skills and
interest about the lesson. interest about the lesson. interest about the lesson. interest about the lesson. interest about the lesson.
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties
encountered in answering the questions encountered in answering the questions encountered in answering the questions encountered in answering the questions encountered in answering the questions
asked by the teacher. asked by the teacher. asked by the teacher. asked by the teacher. asked by the teacher.
___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite of
limited resources used by the teacher. limited resources used by the teacher. limited resources used by the teacher. limited resources used by the teacher. limited resources used by the teacher.
___Majority of the pupils finished their ___Majority of the pupils finished their ___Majority of the pupils finished their ___Majority of the pupils finished their ___Majority of the pupils finished their
work on time. work on time. work on time. work on time. work on time.
___Some pupils did not finish their work ___Some pupils did not finish their work ___Some pupils did not finish their work ___Some pupils did not finish their work ___Some pupils did not finish their
on time due to unnecessary behavior. on time due to unnecessary behavior. on time due to unnecessary behavior. on time due to unnecessary behavior. work on time due to unnecessary
behavior.
[Link] ba ang remedial? ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
Bilang ng mag-aaral na nakaunawa
sa aralin.
[Link] ng mag-aaral na ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require
magpapatuloy sa remediation activities for remediation activities for remediation activities for remediation activities for remediation additional activities for remediation

[Link] sa mga estratehiyang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
pagtuturo ang nakatulong ng lubos? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
Paano ito nakatulong? lesson lesson lesson lesson lesson
[Link] sulioranin ang aking ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
naranasan na solusyunansa tulong require remediation require remediation require remediation require remediation require remediation
ng aking punungguro at superbisor?
[Link] kagamitang panturo ang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
aking nadibuho nanais kong ibahagi ___Metacognitive Development: Examples: ___Metacognitive Development: Examples: ___Metacognitive Development: Examples: ___Metacognitive Development: Examples: ___Metacognitive Development: Examples:
sa kapwa ko guro? Self assessments, note taking and studying Self assessments, note taking and studying Self assessments, note taking and studying Self assessments, note taking and studying Self assessments, note taking and studying
techniques, and vocabulary assignments. techniques, and vocabulary assignments. techniques, and vocabulary assignments. techniques, and vocabulary assignments. techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts. quick-writes, and anticipatory charts. quick-writes, and anticipatory charts. quick-writes, and anticipatory charts. quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare
___Schema-Building: Examples: Compare ___Schema-Building: Examples: Compare ___Schema-Building: Examples: Compare ___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching,
and contrast, jigsaw learning, peer teaching, and contrast, jigsaw learning, peer teaching, and contrast, jigsaw learning, peer teaching, and contrast, jigsaw learning, peer teaching, and projects.
and projects. and projects. and projects. and projects. ___Contextualization:
Examples: Demonstrations, media,
___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization: manipulatives, repetition, and local
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, opportunities.
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local ___Text Representation:
opportunities. opportunities. opportunities. opportunities. Examples: Student created drawings,
videos, and games.
___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation: ___Modeling: Examples: Speaking slowly
Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, and clearly, modeling the language you
videos, and games. videos, and games. videos, and games. videos, and games. want students to use, and providing
___Modeling: Examples: Speaking slowly ___Modeling: Examples: Speaking slowly ___Modeling: Examples: Speaking slowly ___Modeling: Examples: Speaking slowly samples of student work.
and clearly, modeling the language you and clearly, modeling the language you and clearly, modeling the language you and clearly, modeling the language you Other Techniques and Strategies used:
want students to use, and providing want students to use, and providing want students to use, and providing want students to use, and providing ___ Explicit Teaching
samples of student work. samples of student work. samples of student work. samples of student work. ___ Group collaboration
___Gamification/Learning throuh play
 Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used: ___ Answering preliminary
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching activities/exercises
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Carousel
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play ___ Diads
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Differentiated Instruction
activities/exercises activities/exercises activities/exercises activities/exercises ___ Role Playing/Drama
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Discovery Method
___ Diads ___ Diads ___ Diads ___ Diads ___ Lecture Method
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction Why?
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Complete IMs
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Availability of Materials
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Pupils’ eagerness to learn
Why? Why? Why? Why? ___ Group member’s
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs collaboration/cooperation
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials in doing their tasks
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Audio Visual Presentation
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s of the lesson
collaboration/cooperation collaboration/cooperation collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson of the lesson of the lesson

Prepared by: Noted by:

JUDITH D. ZALDUA JENNY Q. MAMARADLO-GALANG, JD
T–I School Head