Republic of the Philippines

Department of Education
REGION _______________
SCHOOLS DIVISION OF _________
________________ ELEMENTARY SCHOOL
BARANGAY, CITY, PROVINCE

School Grade and Section 2-

Name of Teacher Subject ENGLISH
Revised K-12 Curriculum
Daily Lesson Log Teaching Dates March 2-6, 2026 Quarter FOURTH (WEEK 6)

Monday Tuesday Wednesday Thursday Friday

[Link], STANDARD AND LESSON COMPETENCIES

The learners demonstrate ongoing development in decoding high frequency words and content-specific vocabulary; understand and create simple sentences
A. Content Standard in getting and expressing meaning about their environment and content-specific topics
The learners use their developing word knowledge to recognize sight words; decode high frequency words and content-specific vocabulary; use simple
B. Performance Standard sentences to express ideas and narrate personal experiences about their environment and content-specific topics; and read grade level sentences with
appropriate speed, accuracy, and expression.
C. Learning Competencies EN2PWS-IV-1 Identify Grade EN2PWS-IV-1 Identify Grade EN2PWS-IV-1 Identify Grade EN2GAGS-I-5 Identify the
2 level-appropriate sight 2 level-appropriate sight 2 level-appropriate sight parts of simple sentences:
words. words. words. (who/what, what are they
EN2PWS-IV-3 Read words EN2PWS-IV-3 Read words EN2PWS-IV-3 Read words doing, when/where/how).
accurately and automatically accurately and automatically accurately and automatically 3. commanding or requesting
according to word patterns according to word patterns according to word patterns sentences (imperative)
(initial, final, medial): CCVC (initial, final, medial): VCCV (initial, final, medial): VCCV EN2GAGS-I-6 Use correct
EN2PA-IV-2 Segment onset EN2PA-IV-2 Segment onset EN2CAT-IV-1 Read grade capitalization and punctuation
and rime. and rime. level sentences with for simple sentences.
EN2VWK-IV-5 Read words EN2VWK-IV-5 Read words appropriate speed, accuracy, 3. commanding or requesting
correctly for meaning (based correctly for meaning (based and expression. sentences (imperative)
on word patterns). on word patterns). EN2GAGS-IV-5 Identify the EN2GAGS-I-4 Sequence words
EN2VWK-IV-6 Write words EN2VWK-IV-6 Write words parts of simple sentences: to represent meaning in simple
legibly and correctly (based on legibly and correctly (based on (who/what, what are they sentences.
word patterns). word patterns). doing, when/where/how). 3. commanding or requesting
EN2PWS-IV-1 Identify Grade EN2PWS-IV-1 Identify Grade 3. commanding or requesting sentences (imperative)
2 level-appropriate sight 2 level-appropriate sight sentences (imperative) EN2GAGS-I-2 Use simple
words. words. EN2GAGS-IV-6 Use correct sentences to express ideas
EN2GAGS-IV-1 Identify EN2GAGS-IV-5 Identify the capitalization and punctuation about community.
sentences and non-sentences. parts of simple sentences: for simple sentences. EN2GAGS-I-3 Use simple
(who/what, what are they 3. commanding or requesting sentences with proper
doing, when/where/how). sentences (imperative) intonation (pitch, juncture,
1. telling sentences EN2GAGS-IV-4 Sequence rhythm).
(declarative) words to represent meaning in
2. asking sentences simple sentences.
(interrogative) 3. commanding or requesting
EN2GAGS-IV-6 Use correct sentences (imperative)
capitalization and punctuation EN2GAGS-IV-2 Use simple
for simple sentences. sentences to express ideas
1. telling sentences about community.
(declarative) EN2GAGS-IV-3 Use simple
 2. asking sentences sentences with proper
(interrogative) intonation (pitch, juncture,
EN2GAGS-IV-4 Sequence rhythm).
words to represent meaning in
simple sentences.
1. telling sentences
(declarative)
2. asking sentences
(interrogative)
At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
learners are able to: learners are able to: learners are able to: learners are able to:
• identify common sight • identify common sight • identify common sight • identify the parts of
words; words; words; requesting sentences;
• read CCVC words correctly; • read VCCV words correctly; • read VCCV words correctly; • use correct capitalization and
• break words into beginning; • break words into beginning • read sentences clearly, punctuation in commanding
sounds and word parts; sounds and word parts; correctly, and with feeling; sentences;
• read words to understand • read words to understand • identify the parts of • sequence words to form a
their meaning; their meaning; commanding sentences; meaningful sentence
D. Learning Objectives
• write words neatly and • write words neatly and • use correct capitalization • use simple sentences to
correctly; and correctly; and punctuation in express ideas with proper
• tell whether a group of • identify the parts of telling commanding sentences; intonation
words is a sentence or not. and asking sentences; • sequence words to form a
• use correct capitalization meaningful sentence
and punctuation in telling and • use simple sentences to
asking sentences; and express ideas with proper
• sequence words to form a intonation
meaningful sentence
 Grade 2 level-  Grade 2 level-  Grade 2 level-  Requesting sentences Summative Test
appropriate sight words appropriate sight words appropriate sight words  Capitalization and
 CCVC Word Patterns  VCCV Word Patterns  VCCV Word Patterns Punctuation
 Segmenting: onset and (medial) (medial)
rime  Segmenting: onset and  Commanding sentences
 Sentences and non- rime  Capitalization and
II. CONTENT sentences  Telling sentence Punctuation
(declarative) and asking
sentence (interrogative)
 Parts of Simple
Sentences
 Capitalization and
Punctuation

III. LEARNING RESOURCES

MATATAG Curriculum for Grade 2 English

A. References

1. Learner’s Materials Page

Lesson Exemplar for English 2 pages 1-15

2. Teacher’s Guide Page

3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
whiteboard,chalkboard,markers,chalk,activity shee, laptop, and smart TV
B. Other Learning Resources testpapers

IV. TEACHING AND LEARNING PROCEDURES

Engage Review Review Let’s review our Review Let’s review our Short Lesson Review
Say: WHO AM I? Say: Let’s look back at our lesson yesterday by answering lesson yesterday by answering
Listen to the clues and guess lesson yesterday by answering the assessment. the assessment.
the word. Choose your answer the assessment. Refer to Day 2 – Assessment Refer to Day 3 – Assessment
from the list. Refer to Day 1 – Assessment
Engage Engage
clan, shed, grin, Engage Ask: Do you know the song Say: I will read the poem first,
shut, crop Say: SAY: I will read some ‘Twinkle, Twinkle Little Star’? and then we will read it
1."Hello! I live on your face. sentences. Listen carefully. If Let’s sing our song to that together.
When you are happy or the sentence tells something, tune.
excited, I appear. I am big and learners put thumbs up. If the A Little Request
wide, and I show your joy. Who sentence asks something, Sunny, sunny, what a day, When you want something,
am I?" learners raise one hand. Time for a picnic, let’s all play. here’s what to say,
Bring the basket, bring it “Please” and “kindly”
2. "Hi there! I grow in fields • The sun is bright today. near, Kitten and rabbit want make it the polite way.
under the sun. Farmers take • Do you like playing outside? to cheer. Sunny, sunny, what a
care of me so I can give food • We clean our classroom day, Fun and laughter all the “Please pass the pencil,”
for everyone. Who am I?" every day. way! you might say with care,
• What is your favorite game? “Kindly help me,”
3. "Hey! I can close doors, Word Meaning Check: shows you’re fair.
windows, or boxes. When I do After each sentence, ask: 1. What do we do when we eat
my job, I make sure nothing • Is it telling or asking? outside for fun? Polite words make everyone
A. Reviewing previous lessons or
can get in. Who am I?" • How do you know? smile,
presenting the new lesson
2. What do we use to carry They show respect and go the
4."Greetings! I am a group of Ask: food for a picnic? extra mile!
people who are related by 1. What did the kids on the
family. We stick together and video see that made them 3. What do we call a baby cat? Ask: What do we say when we
share things. Who am I?" sad? want someone?
2. What did they do to get rid 4. Which animal hops and has
5. "Hello! I am a small of the garbage? long ears?
building. Animals or tools like 3. What did the elder man tell
to stay with me. I protect them the kids when he saw them Let’s sing the song again with
from sun and rain. Who am I?" throwing the different kinds of simple action.
garbage in the same bin? • picnic: pretend to eat
SAY: • basket: pretend to carry a
A grin is a big smile on your basket in your hands
face. • kitten: pretend to purr
A crop is a plant that is grown • rabbit: hop in place
for food.
To shut means to close
something.
A clan is a group of people or
family.
A shed is a small building
where animals or things stay.
B. Establishing a purpose for the Say: Today, you will read a Say: Today, you will read again Say: Today, you will make read Say: Today, you will make Setting of Test Standards
 story about a group of children the story titled Caring for Our a story about the Lopez family request sentences. You will
just like you who care for their Home. You will practice who went out for a picnic. You also sequence words to form a
land. You will also practice reading and writing words. You will learn about command correct sentence and read
lesson
reading words correctly and will also learn more about sentences and sequence them with the right voice and
writing them neatly. telling and asking sentences. words to form a meaningful feeling.
sentence.
Lesson Language Practice Lesson Language Practice Lesson Language Practice Lesson Language Practice Giving of Test Instructions
Say : I’m going to show you Say: Here are some words. Say: Look at these words! Let’s Say: Now, let’s practice
some words — let’s read them Can we read them out loud say them out loud together. reading the following
out loud together! together? sentences.
Sight Words: • Please take us for a picnic
Sight Words: Sight Words: around, does, these, because, on this sunny day.
before, which, because, their, before, which, because, their, gave, been, before • Kindly bring the basket to
would, always, does would, always, does the picnic.
C. Presenting examples/instances
Say: Now, let’s practice • Kindly feed the kitten and
of the lesson
Segmenting: Segmenting: reading the following the rabbit.
gr + in = grin kit + ten = kitten sentences.
cr + op = crop rab + bit = rabbit • Take your blanket for a
sh + ut = shut picnic in the park.
cl + an = clan • Carry the basket carefully.
sh + ed = shed • Hold the kitten and the
rabbit gently.

D. Discussing new concepts and Say: Read the story below. Say: Read again the story Say: Read the story below Say: Read again the story Supervising the learners
Practicing new skills #1 below. below. during the test and
Caring for Our Home A Sunny Picnic by the A Sunny Picnic by the addressing any questions they
The sun was bright, and Caring for Our Home Stream Stream may have about it.
the air was fresh. Before the The sun was bright, and Mrs. Lopez: It’s a sunny Mrs. Lopez: It’s a sunny
clan of kids started to play, the air was fresh. Before the morning! Let’s walk around the morning! Let’s walk around
they saw a small shed near clan of kids started to play, stream for a picnic. the stream for a picnic.
the trees. The shed gave them they saw a small shed near the Kiko: Look! The kitten is Kiko: Look! The kitten is
shade, which made them grin trees. The shed gave them following us! following us!
with joy. They saw that it also shade, which made them grin Mrs. Lopez: And the rabbit is Mrs. Lopez: And the rabbit is
gives shelter to two stray cats with joy. They saw that it also watching, too. How will the watching, too. How will the
and a kitten. They even saw a gives shelter to two stray cats kitten stay safe near the kitten stay safe near the
rabbit that runs from the shed and a kitten. They even saw a water? water?
to the field. rabbit that runs from the shed Romeo: Does it need our Romeo: Does it need our
to the field. help? help?
The children knew they Mrs. Lopez: Yes, it does. We Mrs. Lopez: Yes, it does. We
must care for the land because The children knew they must care for these animals must care for these animals
it was their home. They did not must care for the land because because they are part of the because they are part of the
shut their eyes to the trash it was their home. They did not forest. Romeo, carry the forest. Romeo, carry the
around. Instead, they picked it shut their eyes to the trash basket carefully. basket carefully.
up so the crop in the garden around. Instead, they picked it Clara: Where should I put the Clara: Where should I put the
would grow well. up so the crop in the garden blanket? blanket?
would grow well. Mrs. Lopez: Please put it Mrs. Lopez: Please put it
The kids always help one down near the stream. down near the stream.
another when it comes to the The kids always help one Mr. Lopez: Can you help the Mr. Lopez: Can you help the
earth. “Does the land need another when it comes to the kitten and rabbit? They are kitten and rabbit? They are
care?” asked one child. “Yes,” earth. “Does the land need hungry, too. hungry, too.
said another, “and we will give care?” asked one child. “Yes,” (Kiko and Romeo gave crumbs (Kiko and Romeo gave crumbs
it.” Their love for nature made said another, “and we will give to the kitten and the rabbit.) to the kitten and the rabbit.)
 them smile again. it.” Their love for nature made Romeo: I’m hungry! Can we Romeo: I’m hungry! Can we
them smile again. eat now? eat now?
Comprehension Check (Everyone ate their breakfast.) (Everyone ate their breakfast.)
Say: Let’s answer the Comprehension Check Mr. Lopez: This picnic has Mr. Lopez: This picnic has
following Say: Let’s answer the been wonderful. Kindly pick up been wonderful. Kindly pick up
questions to check your following trash around the stream. trash around the stream.
understanding of the text questions to check your Before we leave, let’s make Before we leave, let’s make
read. understanding of the text sure the forest is clean. sure the forest is clean.
read.
Ask: Comprehension Check Comprehension Check
1. Where did the children see Ask: Say: Let’s answer the Say: Let’s answer the
a small shed? 1. Who did the children see following following
2. Why did the shed make the near the shed while they were questions to check your questions to check your
children grin with joy? outside? understanding of the text understanding of the text
3. What did the children do 2. What did the children do read. read.
when they saw trash around? when they saw trash around
4. Why is it important to care the land? Ask: Ask:
for the land, according to the 3. What question did one child 1. Who went to the stream for 1. Why do you think the little
story? ask about caring for the land? a picnic one sunny morning? kitten followed the Lopez
5. How did the children feel 2. What is a stream? Have you family to the stream?
about helping the earth at the seen one? 2. What did the Lopez children
end of the story? 3. What does Mr. Lopez tell do to help the kitten and the
the children about helping the rabbit?
kitten and rabbit? 3. Can you find the sentences
Transition idea: When that begin with “Please” and
someone tells another person “Kindly” in the story?
to do something, it is called a
commanding sentence.
4. What does Mrs. Lopez say
about carrying the basket?
Transition idea: This sentence
tells someone to do
something, so it is a
commanding sentence.
Can you find another
command sentence in the
story?
E . Discussing new concepts and Say: Read the following words. Write the words ‘kitten’ and Say: A command sentence Say: A requesting sentence Collecting the test papers.
Practicing new skills #2 Complete the table by filling in ‘rabbit’ clearly on the board. tells someone to do asks someone politely to do
the box with the correct letters something. It gives an something. It is similar to a
clan, shed, grin, kitten instruction, order, or direction. command, but it is softer and
shut, crop rabbit polite, often using words like
C C V C Example: “Carry the basket please or kindly.
Say: The two words follow the carefully!”
VCCV word pattern (medial).  In many command Example: “Please feed the
sentences, the subject ‘you’ is kitten and the rabbit gently.”
Ask: Can you think of other not written.  Many requesting sentences
words that follow the same  ‘Carry’ is the action you want don’t write “you”, but it is
word pattern? someone to do. understood.
SAY: This time, we’re going to  ‘Carefully’ tells how to carry  Feed is the action requested.
talk about sentences and non- it.  Gently tells how to do the
sentences. Read the group of action.
Always start a command
words on the board. sentence with a capital letter Say: Always start a requesting
and end it with a period or an sentence with a capital letter.
1. Before the clan of kids exclamation point. It usually ends with a period
2. They saw a small shed. but we can also use an
Ask: Construct your own exclamation point for strong
ASK: example of command requests. Words like please,
1. What are we talking about sentence. kindly, could you, would
in item 1? you make the sentence polite.
2. Is there a word that tells
action in item 1? SAY: Complete the table by
3. Who saw a small shed in filling in the box with the
item 2? correct letters.
4. What did they do?
5. What do you find at the end
of item 2?

Say: Item 1 is an example of a

non-sentence while item 2 is
an example of a sentence.
Ask: Can you tell me the
difference between the two?

Remember:
1. A sentence is a group of
words that tells us something SAY: Now let’s talk about
complete. It could be a telling sentences and asking
statement or a question, but it sentences.
should make sense because it
has a doer, and action, and The children picked up the
ends in a punctuation mark. trash.
2. A non-sentence is a group
of words that doesn't tell us a Ask:
complete idea. Who picked up the trash?
What did the children do with
the trash?
What did the children pick up?

Say: This is a telling

sentence because it gives
information. It tells what the
children did. It starts with a
capital letter. It ends with a
period (.) because it is not
asking a question.

Does the land need care?

Ask:
What needs care?
What does the land need?

Say: This is an asking

sentence because it asks a
question. It asks if the land
 needs care. It starts with a
capital letter. It ends with a
question mark (?) because it is
asking something.

Activity Activity Activity Activity 1. Checking the test papers

Say: Let’s read the group of Think-Pair-Share Say: I will read a sentence. Say: I will read a command if possible.
words. If it is an example of THINK If it is a command, you sentence. Change it into a
sentence, touch your head. If Read each sentence silently. perform the action. If it is not a request sentence.
not, hands on your waist. Decide if it is a telling command, stay still. 1. Pick up you trash.
1. before the clan of kids sentence or an asking 2. Turn off the television when
2. It made them grin with joy. sentence. Clap your hands. not in use.
3. small shed near the trees 1. The sun is shining brightly. 3. Plant more trees.
4. the crop in the garden 2. Where is my bag? The classroom is clean. 4. Clean your surroundings.
5. They did not shut their eyes 3. We are going to the park. 5. Throw your rubbish in the
F. Developing mastery (Leads to
to the trash around. 4. Can you help me? Jump two times. right bin.
Formative Assessment 3)
PAIR The trees are tall.
Turn to your partner and
discuss: Touch your head.
Which sentences are telling
sentences? The sun shines brightly.
Which sentences are asking
sentences? Close your eyes.
How do you know?

Ask: What can we do in our SHARE MAKE A COMMAND MAKE A REQUEST Recording the scores.
own home or school to care for Say: Each pair shares one Ask: How can you tell your Ask: How can you tell your
nature like the children in the answer and explains why it is classmates to keep the classmates to keep the
story? telling or asking. classroom clean and tidy? classroom clean and tidy?

Possible Answers: Example: Ask: How can you tell your Ask: How can you tell your
G. Finding Practical applications
• Pick up trash and put it in “We think number 2 is an classmates to avoid being too classmates to avoid being too
of
the bin. asking sentence because it noisy? noisy?
Concepts and skills in daily living
• Water the plants and take ends with a question mark.”
care of the garden.
• Recycle paper, plastic, and
other materials.
• Do not harm animals or
plants around us.
Say: Complete the statement Say: Complete the statement Say: Answer the following Say: Answer the following Providing feedback based on
below by filling in the correct below by filling in the correct questions. questions. the analyzed test results.
word/s. word/s.
Ask: Ask:
A ________ (sentence) is a A __________ sentence gives What does the story teach us How are commanding
Making Generalizations group of words that tells us information and ends with a about sharing and helping? sentences and requesting
and Abstractions something complete. It has a ______. sentences different?
_______ (doer) of the action, Why do we use commanding
and ends in a ___________ An __________ sentence asks sentences when we ask
(punctuation mark). something and ends with a someone to do something?
____________ ______.
 ASSESSMENT ASSESSMENT ASSESSMENT ASSESSMENT
Sentence or Non-Sentence. Telling or Asking Sentence Build the Command Please and Kindly in Action
Directions: Read and analyze Directions: Read and analyze Directions: Look at the mixed Directions: Look at the mixed
the following group of words. the following group of words. words. Re-order the words to words. Re-order the words to
Tell whether it is a sentence or Write T if it is a telling come up with a command come up with a request
a non-sentence by encircling sentence or A if it is an asking sentence and write answer on sentence and write answer on
the letter of the correct sentence. your paper. your paper.
answer. 1. sidewalks / keep / the / 1. put plastic bottles /please/in
____1. Why should we recycle clean the recycling bin
1. The children clean the yard. plastic bottles? 2. garden / in the / the plants / 2. separate food scraps/
A. Sentence water kindly/ from other trash
B. Non-sentence ____2. The park is clean and 3. care / take /of the 3. please/ in the paper bin/
beautiful. playground throw paper
2. Because it was dirty 4. lights / turn off / the 4. turn off the faucet /please
A. Sentence ____3. We plant trees to help 5. properly /your trash / throw /after washing your hands
Evaluating Learning
B. Non-sentence the Earth.
5. plant more trees /in the
3. The plants grow well. ____4. Can you help clean the school yard /please
A. Sentence classroom?
B. Non-sentence
____5. Is the air fresh today?
4. In the garden
A. Sentence
B. Non-sentence

5. She picks up the trash.

A. Sentence
B. Non-sentence

Say: Copy these words in your Say: these sentences in your Say: Write two examples of Say: Write two examples of
notebook and practice reading notebook and practice reading commanding sentences in requesting sentences in your
at home. at home. your notebook. notebook.

Sight Words: before, which,  The children picked up the

Additional Activities
because, their, would, always, trash.
for Application or Remediation
does  Does the land need care?

CCVC
grin, shut, crop, clan, shed

Remarks

Reflection
A. No. of learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
80% 80% above 80% above 80% above 80% above
in the evaluation
B. No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities additional activities for additional activities for additional activities for additional activities for
for remediation. remediation remediation remediation remediation
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
 work? ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught
No. of learners who have caught up the lesson up the lesson the lesson up the lesson
up the with the lesson.
D. No. of learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue
to require remediation. to require remediation to require remediation to require remediation to require remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
worked well? Why did this ___ Games ___ Games ___ Games ___ Games
work? ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
Cooperation in Cooperation in Cooperation in Cooperation in
doing their tASKs doing their tASKs doing their tASKs doing their tASKs
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
Which my principal or __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
supervisor can help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
which I wish to share with other __ Making big books from __ Making big books from __ Making big books from __ Making big books from
teachers? views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be
used as Instructional Materials used as Instructional Materials used as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition

Prepared by: Reviewed by: Approved by:

Subject Teacher Master Teacher/Head Teacher School Head