This document contains a daily lesson log for a 7th grade English class covering folklore from the Philippines. The log outlines the objectives, content, learning resources, procedures, and reflection for the week's lessons. The objectives are to understand contemporary Philippine literature, text types, language skills, and oral communication. The content covers defining folklore, examples of folklore genres, and famous Filipino authors. The procedures involve group work, discussions, presentations, assessments and applying the concepts. The reflection addresses student performance and areas for improvement.
This document contains a daily lesson log for an English class in the 7th grade. It outlines the objectives, content, learning resources, and procedures for the week. The objectives are related to contemporary Philippine literature, extended text types, language skills, and oral communication. The content for the week includes essay writing, analyzing a journal entry, and outlining an essay. The procedures provide step-by-step instructions for classroom activities and homework assignments designed to meet the objectives. At the end, the teacher reflects on student progress and identifies areas where additional support is needed.
This document provides a daily lesson log for a Grade 7 English class covering a week of lessons. It includes the objectives, content, learning resources, procedures, and reflection for each day. The objectives and content standards cover understanding contemporary Philippine literature, extended text types, lexical and contextual cues, appropriate oral language and behavior, and the use of imperatives, prepositions, verbs and wh- questions. The procedures outline the steps and activities for each day's lesson, which cover topics like forms of essays, functions of modals, and completing sentences using modals. Resources include online links and materials. The reflection section evaluates student learning and progress over the week.
This document contains a daily lesson plan for a 7th grade English class covering a week of instruction. The plan includes objectives, content standards, procedures, learning resources and assessments for each day. The week's lessons focus on essay writing, with activities including analyzing sample essays, identifying essay components, writing descriptive and reflective essays, and evaluating peer essays. Formative assessments are built into daily tasks to check student understanding throughout the week.
This document contains a daily lesson log for an English class in the 7th grade. It outlines the objectives, content, learning resources, and procedures for the week. The objectives are related to contemporary Philippine literature, extended text types, language skills, and oral communication. The content for the week is on biographical sketches, including understanding, writing, and presenting them. The procedures provide tasks for each day to introduce, discuss, practice, and evaluate skills for writing biographical sketches. The log also includes reflections on students' progress and requests for assistance from supervisors.
This document contains a daily lesson log for an English class covering a week of lessons. The log outlines the objectives, content, learning resources, procedures, and reflections for the teacher. Over the course of the week, students will learn about literal and figurative language, analyze a short story, practice grammar skills, and reflect on identity. The teacher evaluates student learning and reflects on effective teaching strategies and areas where additional support is needed.
The document outlines the weekly objectives, standards, and procedures for an English lesson on Philippine literature and Manila Bay. The objectives are to analyze literary works examining conflicts and distinguish between literal and figurative language. Students will write summaries and blog entries. The procedures spread activities across the week and include reviewing concepts, presenting examples, discussing new skills, finding applications, and evaluating learning through a blog. Students are assessed formatively and additional activities are provided for remediation.
- The document outlines the daily lesson log and plan for an English class at the Don Carlos M. Mejias Memorial National High School.
- The lesson focuses on determining the meaning of words and expressions that reflect local culture by noting context clues.
- Over four days, students will engage in activities to identify local cultures, recognize different types of context clues, enhance vocabulary using context clues, and create a graphic organizer using context clues.
This document provides a daily lesson log for an English class at Aplaya National High School. It outlines the objectives, content, learning resources, and procedures for the week's lessons. The objectives are related to Philippine literature during the Period of Apprenticeship, listening and viewing strategies, literal and figurative language, extracting information from sources, oral communication cues, and sentence structure. The content focuses on the short story "The Mats" by Francisco Arcellana. Learning resources include textbooks, worksheets, and pictures. Procedures include activities like reviewing vocabulary, discussing the story, identifying similes, constructing a family tree, researching burial customs, and identifying primary sources. Formative assessments are built into the
This document contains a daily lesson log for an English class in the 7th grade. It outlines the objectives, content, learning resources, and procedures for the week. The objectives are related to contemporary Philippine literature, extended text types, language skills, and oral communication. The content for the week includes essay writing, analyzing a journal entry, and outlining an essay. The procedures provide step-by-step instructions for classroom activities and homework assignments designed to meet the objectives. At the end, the teacher reflects on student progress and identifies areas where additional support is needed.
This document provides a daily lesson log for a Grade 7 English class covering a week of lessons. It includes the objectives, content, learning resources, procedures, and reflection for each day. The objectives and content standards cover understanding contemporary Philippine literature, extended text types, lexical and contextual cues, appropriate oral language and behavior, and the use of imperatives, prepositions, verbs and wh- questions. The procedures outline the steps and activities for each day's lesson, which cover topics like forms of essays, functions of modals, and completing sentences using modals. Resources include online links and materials. The reflection section evaluates student learning and progress over the week.
This document contains a daily lesson plan for a 7th grade English class covering a week of instruction. The plan includes objectives, content standards, procedures, learning resources and assessments for each day. The week's lessons focus on essay writing, with activities including analyzing sample essays, identifying essay components, writing descriptive and reflective essays, and evaluating peer essays. Formative assessments are built into daily tasks to check student understanding throughout the week.
This document contains a daily lesson log for an English class in the 7th grade. It outlines the objectives, content, learning resources, and procedures for the week. The objectives are related to contemporary Philippine literature, extended text types, language skills, and oral communication. The content for the week is on biographical sketches, including understanding, writing, and presenting them. The procedures provide tasks for each day to introduce, discuss, practice, and evaluate skills for writing biographical sketches. The log also includes reflections on students' progress and requests for assistance from supervisors.
This document contains a daily lesson log for an English class covering a week of lessons. The log outlines the objectives, content, learning resources, procedures, and reflections for the teacher. Over the course of the week, students will learn about literal and figurative language, analyze a short story, practice grammar skills, and reflect on identity. The teacher evaluates student learning and reflects on effective teaching strategies and areas where additional support is needed.
The document outlines the weekly objectives, standards, and procedures for an English lesson on Philippine literature and Manila Bay. The objectives are to analyze literary works examining conflicts and distinguish between literal and figurative language. Students will write summaries and blog entries. The procedures spread activities across the week and include reviewing concepts, presenting examples, discussing new skills, finding applications, and evaluating learning through a blog. Students are assessed formatively and additional activities are provided for remediation.
- The document outlines the daily lesson log and plan for an English class at the Don Carlos M. Mejias Memorial National High School.
- The lesson focuses on determining the meaning of words and expressions that reflect local culture by noting context clues.
- Over four days, students will engage in activities to identify local cultures, recognize different types of context clues, enhance vocabulary using context clues, and create a graphic organizer using context clues.
This document provides a daily lesson log for an English class at Aplaya National High School. It outlines the objectives, content, learning resources, and procedures for the week's lessons. The objectives are related to Philippine literature during the Period of Apprenticeship, listening and viewing strategies, literal and figurative language, extracting information from sources, oral communication cues, and sentence structure. The content focuses on the short story "The Mats" by Francisco Arcellana. Learning resources include textbooks, worksheets, and pictures. Procedures include activities like reviewing vocabulary, discussing the story, identifying similes, constructing a family tree, researching burial customs, and identifying primary sources. Formative assessments are built into the
This document contains a daily lesson log for a 7th grade English class. It outlines the objectives, content, learning resources, and procedures for the week. The objectives are derived from the curriculum and focus on contemporary Philippine literature, extended text types, language skills, and oral communication. The content for the week will be the poem "My Home" by Jose Rizal. Learning resources include textbooks, additional materials, and online resources. The procedures are divided by day and include reviewing concepts, establishing purpose, examples, skills practice, assessments, and applications. The log also includes remarks, reflections on student progress, and requests for assistance from supervisors.
English 7 DLL Quarter 3 Week 1 MELC-BASEDEllaSophia1
This document summarizes a teacher's daily lesson log for an English class of 7th graders. Over the course of a week, the teacher planned to cover topics like literal and figurative language, narrative elements, and determiners. Each day's lesson included objectives, content, learning resources, procedures, and assessments. The teacher reflected on students' progress and challenges, noting that some required additional remedial activities to master the concepts.
This document provides a daily lesson log for an English class covering the functions of modal verbs over the course of a week. The lesson objectives are to understand modal verbs and their usage through various listening, reading, group work, and individual exercises sourced from online materials. Formative assessments include cloze tests, paraphrasing with modals, and matching modals to their uses. The teacher reflects on students' progress, the effectiveness of different teaching strategies, and areas where additional support is needed.
The document is a daily lesson log for an Oral Communication class at Baua National High School. It outlines the objectives, content, learning resources, and procedures for 4 class sessions over the course of a week. The objectives are to define communication, explain the nature and process of communication, differentiate communication models, explain why breakdowns occur and how to avoid them, and demonstrate sensitivity to sociocultural contexts. Content covered includes the nature and elements of communication, models of communication, barriers to communication, and intercultural communication. Learning activities include group discussions, exercises from the textbook, quizzes and dramatizations to practice concepts and assess learning.
This document is a daily lesson log for an English class in Grade 7. It outlines the objectives, content, learning resources, and procedures for the week of August 22-26, 2022. The lessons focus on analogy, which involves comparing two things that seem different but have similarities. Different types of analogy are discussed each day, and students practice supplying words to complete analogies. Formative assessments are also used to evaluate students' understanding of the concepts. The log provides details of the teaching strategies, activities, and resources used for each lesson.
This document contains a daily lesson log for an 8th grade English class taught by Zyra Rose L. Yamsuan. The log outlines the objectives, content, learning resources and procedures for the class over the course of a week. The objectives include understanding African literature, reading styles, prosodic features, oral presentation skills and using parallel structures. During the week, students will analyze stories, identify elements of genre, learn context clues, and practice unlocking meanings of unfamiliar words. Learning activities incorporate group work, videos, games and quizzes. Formative assessments will evaluate the students' comprehension and mastery of lessons. The teacher will reflect on teaching strategies, student performance and areas needing remediation or improvement.
The document outlines a 5-week unit plan for a 3rd grade class focusing on creatures that inhabit the California wetlands. Students will research different wetlands creatures, create presentations, and participate in a field trip. The plan identifies standards, objectives, activities, accommodations, and resources to support learning about wetlands ecology.
1. This document contains a daily lesson plan for a Grade 11 Social Science class covering the topic of the emergence of social sciences and differentiating social sciences from natural sciences and humanities.
2. The plan outlines objectives, content, learning resources, procedures including group activities and assessments. Procedures are spread out across multiple sessions and include reviewing concepts, presenting new material, practicing skills and evaluating learning.
3. A reflection section asks the teacher to assess their teaching, the students' progress and understanding, and identify areas where the principal may provide assistance or support.
This document outlines the objectives, content, learning resources, procedures, and reflection for an English lesson for 9th grade students over the course of two weeks. The objectives are focused on analyzing literature to understand unchanging values, demonstrating understanding of Anglo-American literature, and competently performing in a full-length play. The content for week one is "Holding On To A Dream In A Changing World" and for week two is "Ensuring Family Security." Detailed procedures are provided for each day, including reviewing concepts, practicing skills, developing mastery, and evaluating learning. In reflection, the teacher considers students' progress and strategies for improvement.
This project involves 9th grade English and history students working collaboratively in groups to create a living history museum. Students will select a time period studied in class and create various projects for their exhibit, including a backdrop, narrative, poem, letter, biography, "what if" scenario, digital presentation, and group newspaper. The goal is for students to make connections between the two subjects and gain experience working as a team to demonstrate their knowledge through creative works. Students will present their museum to other classes and community members.
The daily lesson log summarizes an English lesson conducted at Canda National High School on November 26, 2019. The lesson focused on celebrating diversity through world literature by exploring the song "Paraiso" by Smokey Mountain. The objectives were for students to express their point of view on the topic, explain embedded meanings in the song, determine the tone and purpose of the author, identify sensory images, and create a commitment to protect nature. Students analyzed the song lyrics, discussed sensory imagery, and presented differentiated tasks - such as a rap song, poster, dance or skit - applying the lesson concepts. Their performance was evaluated based on prepared rubrics.
DLL English 10 Q1_Module 1_Lesson 2_Reflection, The Gorgon's Head.docxJenniferOestar3
This daily lesson log from a high school English teacher in the Philippines outlines the week-long lesson plan on celebrating diversity through world literature. Over the course of five sessions, students will analyze a story called "The Gorgon's Head" to understand themes of overcoming challenges and appreciating other cultures. They will discuss the concept of bullying, listen to a song about challenges in life, and take a quiz to assess their comprehension of the story. A variety of activities are planned like role-playing, writing assignments, group work, and discussions to engage students and meet the objectives of understanding literature and developing language skills.
- The document is a daily lesson log for an English class at Patrocino National High School for the week of September 12-16, 2022.
- The lesson objectives for the week include reading comprehension, listening skills, identifying genres, basic paragraph features, stress patterns in reading, and subject-verb agreement.
- The lessons cover content such as a Philippine hero tale, line graphs, rate of speech, idiomatic expressions, and subject-verb agreement.
- Learning activities and assessments are outlined step-by-step for each day, including class discussions, readings, examples, and exercises to practice and evaluate comprehension.
This document contains a daily lesson log for an English class in Grade 7. It outlines the objectives, content, learning resources and procedures for a week of lessons. The objectives are related to Philippine literature and developing language skills. Content for the week includes readings about Filipino identity and culture. Learning resources include textbooks and additional materials. Procedures are broken down day-by-day and include reviewing previous lessons, presenting new content, discussions, exercises and evaluations. The reflection notes some students require remediation and that introducing lessons positively helps students learn.
DLL_2nd Quarter_ wk4.docx english daily lesson logJamaBustamante2
This document contains a daily lesson log for an English class in Grade 7. It outlines the objectives, content, learning resources, procedures, and evaluation for the week's lessons. The lessons focus on Philippine literature from the Period of Apprenticeship, examining conflicts through a poem called "The Wedding Dance." Students will analyze the poem for literal and figurative language, discuss cultural dances, and debate why people part ways. Assessment includes an interpretive dance performance representing the poem and a travelogue applying what they learned. The teacher reflects on students' progress and areas for improvement.
The document provides information about various educational programs and schools, including:
1. An EFL educators workshop with presentations on topics like bilingual education models, ESL programs, and learning disabilities.
2. Details about different bilingual education models like dual immersion programs that teach content in both English and Spanish.
3. An overview of the Sheltered Instruction Observation Protocol (SIOP) model for teaching English learners, including its components and effectiveness.
4. Information about specific schools like the Lab School of Washington that uses arts integration to teach students with learning disabilities.
This document outlines the syllabus for an English teaching methods course called TEFL I at the University of El Salvador School of Arts and Sciences Foreign Language Department. The course is aimed at training students to teach English as a foreign language. It will cover theories and techniques for developing language skills, classroom management strategies, and different teaching methods through activities like discussions, presentations and lesson planning. Students will be evaluated on oral presentations, practice teaching, assignments, a midterm exam and reading quizzes. The course will help students gain the knowledge and skills needed to effectively teach English.
This document outlines the syllabus for a course called "Teaching English as a Foreign Language I" at the University of El Salvador. The course is aimed at training students to teach English at the secondary level. Over the course of 16 weeks, students will learn about language teaching methods and techniques, classroom management, and how to teach the four language skills through lectures, discussions, presentations and lesson planning activities. Students will be evaluated based on oral presentations, practice teaching demonstrations, assignments, a midterm exam and reading quizzes. The goal is for students to develop a theoretical foundation and practical skills for teaching English as a foreign language.
This document outlines the weekly lesson plan for an English class in Grade 7. The lesson focuses on Philippine literature from the Period of Apprenticeship, using the poem "The Wedding Dance" as a text. Over the course of the week, students will analyze the poem's themes and language, discuss cultural aspects of regional dances in the Philippines, and debate topics related to relationships and letting go. Assessment activities include interpreting the poem through dance, creating a travelogue based on its description of countryside scenery, and summarizing the customary marriage laws presented.
This document contains a summary of a CLIL lesson plan on the topic of reducing, reusing, and recycling. It begins with activating students' prior knowledge on recycling by watching videos in English and Spanish. Students then order pictures of the recycling process. The lesson then introduces the three R's through questions and drawings on the board. Students work to define each concept in their own words. As a project, students decorate boxes to sort rubbish at their school and teach other classes about the recycling project. The goal is for students to learn environmental vocabulary in English and promote recycling awareness.
This document contains a daily lesson log for a 7th grade English class. It outlines the objectives, content, learning resources, and procedures for the week. The objectives are derived from the curriculum and focus on contemporary Philippine literature, extended text types, language skills, and oral communication. The content for the week will be the poem "My Home" by Jose Rizal. Learning resources include textbooks, additional materials, and online resources. The procedures are divided by day and include reviewing concepts, establishing purpose, examples, skills practice, assessments, and applications. The log also includes remarks, reflections on student progress, and requests for assistance from supervisors.
English 7 DLL Quarter 3 Week 1 MELC-BASEDEllaSophia1
This document summarizes a teacher's daily lesson log for an English class of 7th graders. Over the course of a week, the teacher planned to cover topics like literal and figurative language, narrative elements, and determiners. Each day's lesson included objectives, content, learning resources, procedures, and assessments. The teacher reflected on students' progress and challenges, noting that some required additional remedial activities to master the concepts.
This document provides a daily lesson log for an English class covering the functions of modal verbs over the course of a week. The lesson objectives are to understand modal verbs and their usage through various listening, reading, group work, and individual exercises sourced from online materials. Formative assessments include cloze tests, paraphrasing with modals, and matching modals to their uses. The teacher reflects on students' progress, the effectiveness of different teaching strategies, and areas where additional support is needed.
The document is a daily lesson log for an Oral Communication class at Baua National High School. It outlines the objectives, content, learning resources, and procedures for 4 class sessions over the course of a week. The objectives are to define communication, explain the nature and process of communication, differentiate communication models, explain why breakdowns occur and how to avoid them, and demonstrate sensitivity to sociocultural contexts. Content covered includes the nature and elements of communication, models of communication, barriers to communication, and intercultural communication. Learning activities include group discussions, exercises from the textbook, quizzes and dramatizations to practice concepts and assess learning.
This document is a daily lesson log for an English class in Grade 7. It outlines the objectives, content, learning resources, and procedures for the week of August 22-26, 2022. The lessons focus on analogy, which involves comparing two things that seem different but have similarities. Different types of analogy are discussed each day, and students practice supplying words to complete analogies. Formative assessments are also used to evaluate students' understanding of the concepts. The log provides details of the teaching strategies, activities, and resources used for each lesson.
This document contains a daily lesson log for an 8th grade English class taught by Zyra Rose L. Yamsuan. The log outlines the objectives, content, learning resources and procedures for the class over the course of a week. The objectives include understanding African literature, reading styles, prosodic features, oral presentation skills and using parallel structures. During the week, students will analyze stories, identify elements of genre, learn context clues, and practice unlocking meanings of unfamiliar words. Learning activities incorporate group work, videos, games and quizzes. Formative assessments will evaluate the students' comprehension and mastery of lessons. The teacher will reflect on teaching strategies, student performance and areas needing remediation or improvement.
The document outlines a 5-week unit plan for a 3rd grade class focusing on creatures that inhabit the California wetlands. Students will research different wetlands creatures, create presentations, and participate in a field trip. The plan identifies standards, objectives, activities, accommodations, and resources to support learning about wetlands ecology.
1. This document contains a daily lesson plan for a Grade 11 Social Science class covering the topic of the emergence of social sciences and differentiating social sciences from natural sciences and humanities.
2. The plan outlines objectives, content, learning resources, procedures including group activities and assessments. Procedures are spread out across multiple sessions and include reviewing concepts, presenting new material, practicing skills and evaluating learning.
3. A reflection section asks the teacher to assess their teaching, the students' progress and understanding, and identify areas where the principal may provide assistance or support.
This document outlines the objectives, content, learning resources, procedures, and reflection for an English lesson for 9th grade students over the course of two weeks. The objectives are focused on analyzing literature to understand unchanging values, demonstrating understanding of Anglo-American literature, and competently performing in a full-length play. The content for week one is "Holding On To A Dream In A Changing World" and for week two is "Ensuring Family Security." Detailed procedures are provided for each day, including reviewing concepts, practicing skills, developing mastery, and evaluating learning. In reflection, the teacher considers students' progress and strategies for improvement.
This project involves 9th grade English and history students working collaboratively in groups to create a living history museum. Students will select a time period studied in class and create various projects for their exhibit, including a backdrop, narrative, poem, letter, biography, "what if" scenario, digital presentation, and group newspaper. The goal is for students to make connections between the two subjects and gain experience working as a team to demonstrate their knowledge through creative works. Students will present their museum to other classes and community members.
The daily lesson log summarizes an English lesson conducted at Canda National High School on November 26, 2019. The lesson focused on celebrating diversity through world literature by exploring the song "Paraiso" by Smokey Mountain. The objectives were for students to express their point of view on the topic, explain embedded meanings in the song, determine the tone and purpose of the author, identify sensory images, and create a commitment to protect nature. Students analyzed the song lyrics, discussed sensory imagery, and presented differentiated tasks - such as a rap song, poster, dance or skit - applying the lesson concepts. Their performance was evaluated based on prepared rubrics.
DLL English 10 Q1_Module 1_Lesson 2_Reflection, The Gorgon's Head.docxJenniferOestar3
This daily lesson log from a high school English teacher in the Philippines outlines the week-long lesson plan on celebrating diversity through world literature. Over the course of five sessions, students will analyze a story called "The Gorgon's Head" to understand themes of overcoming challenges and appreciating other cultures. They will discuss the concept of bullying, listen to a song about challenges in life, and take a quiz to assess their comprehension of the story. A variety of activities are planned like role-playing, writing assignments, group work, and discussions to engage students and meet the objectives of understanding literature and developing language skills.
- The document is a daily lesson log for an English class at Patrocino National High School for the week of September 12-16, 2022.
- The lesson objectives for the week include reading comprehension, listening skills, identifying genres, basic paragraph features, stress patterns in reading, and subject-verb agreement.
- The lessons cover content such as a Philippine hero tale, line graphs, rate of speech, idiomatic expressions, and subject-verb agreement.
- Learning activities and assessments are outlined step-by-step for each day, including class discussions, readings, examples, and exercises to practice and evaluate comprehension.
This document contains a daily lesson log for an English class in Grade 7. It outlines the objectives, content, learning resources and procedures for a week of lessons. The objectives are related to Philippine literature and developing language skills. Content for the week includes readings about Filipino identity and culture. Learning resources include textbooks and additional materials. Procedures are broken down day-by-day and include reviewing previous lessons, presenting new content, discussions, exercises and evaluations. The reflection notes some students require remediation and that introducing lessons positively helps students learn.
DLL_2nd Quarter_ wk4.docx english daily lesson logJamaBustamante2
This document contains a daily lesson log for an English class in Grade 7. It outlines the objectives, content, learning resources, procedures, and evaluation for the week's lessons. The lessons focus on Philippine literature from the Period of Apprenticeship, examining conflicts through a poem called "The Wedding Dance." Students will analyze the poem for literal and figurative language, discuss cultural dances, and debate why people part ways. Assessment includes an interpretive dance performance representing the poem and a travelogue applying what they learned. The teacher reflects on students' progress and areas for improvement.
The document provides information about various educational programs and schools, including:
1. An EFL educators workshop with presentations on topics like bilingual education models, ESL programs, and learning disabilities.
2. Details about different bilingual education models like dual immersion programs that teach content in both English and Spanish.
3. An overview of the Sheltered Instruction Observation Protocol (SIOP) model for teaching English learners, including its components and effectiveness.
4. Information about specific schools like the Lab School of Washington that uses arts integration to teach students with learning disabilities.
This document outlines the syllabus for an English teaching methods course called TEFL I at the University of El Salvador School of Arts and Sciences Foreign Language Department. The course is aimed at training students to teach English as a foreign language. It will cover theories and techniques for developing language skills, classroom management strategies, and different teaching methods through activities like discussions, presentations and lesson planning. Students will be evaluated on oral presentations, practice teaching, assignments, a midterm exam and reading quizzes. The course will help students gain the knowledge and skills needed to effectively teach English.
This document outlines the syllabus for a course called "Teaching English as a Foreign Language I" at the University of El Salvador. The course is aimed at training students to teach English at the secondary level. Over the course of 16 weeks, students will learn about language teaching methods and techniques, classroom management, and how to teach the four language skills through lectures, discussions, presentations and lesson planning activities. Students will be evaluated based on oral presentations, practice teaching demonstrations, assignments, a midterm exam and reading quizzes. The goal is for students to develop a theoretical foundation and practical skills for teaching English as a foreign language.
This document outlines the weekly lesson plan for an English class in Grade 7. The lesson focuses on Philippine literature from the Period of Apprenticeship, using the poem "The Wedding Dance" as a text. Over the course of the week, students will analyze the poem's themes and language, discuss cultural aspects of regional dances in the Philippines, and debate topics related to relationships and letting go. Assessment activities include interpreting the poem through dance, creating a travelogue based on its description of countryside scenery, and summarizing the customary marriage laws presented.
This document contains a summary of a CLIL lesson plan on the topic of reducing, reusing, and recycling. It begins with activating students' prior knowledge on recycling by watching videos in English and Spanish. Students then order pictures of the recycling process. The lesson then introduces the three R's through questions and drawings on the board. Students work to define each concept in their own words. As a project, students decorate boxes to sort rubbish at their school and teach other classes about the recycling project. The goal is for students to learn environmental vocabulary in English and promote recycling awareness.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. GRADE 7
DAILY LESSON LOG
School: ILOILONATIONAL HIGH SCHOOL Grade Level: VII
Teacher:
DERAMAS, HECHANOVA, FUNTANILLA, BUÑI,
LAGARTO, DAYANDAYAN Learning Area: ENGLISH
Teaching Dates and Time: Week 8 Quarter: FOURTH
I. OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be meetover the week and connected to the curriculum standards. To meet the objectives, necessary procedures mustbe followed and ifneeded,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of: contemporary Philippine literature as a means of responding demands of the global village; various extended
text types; lexical and contextual cues; appropriate and polite oral language, stance, and behavior; and use of imperatives, prepositions, verbs, and wh- questions.
B. Performance Standards: The learner transfers learning by: explaining the needs to be cooperative and responsible in today’s global village; using appropriate strategies to
comprehend extended text types; using lexical and contextual clues to understand unfamiliar words and expressions; using imperatives, prepositions, and
appropriate and polite oral language, stance and behavior in various information-sharing formats.
C. Learning
Competencies/Objectives:
Write the LC Code for each
EN7V-IVh-23.2,
EN7RC-IVh-2.15.1,
EN7LT-IVh-6, and
EN7VC-IVh-16
EN7LC-IVh-8.3,
EN7LT-IVh-3, and
EN7G-IVh-6.1
EN7V-IVh-23.2,
EN7OL-IVh-5, and
EN7VC-IVh-16
EN7V-IVh-23.2,
EN7OL-IVh-5, and
EN7VC-IVh-16
II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
FOLKLORE DEFINITION Example of Folklore Word Cline Using Word Cline
III. LEARNING RESOURCES
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1.Teacher’s Guide Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
2. IV. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activitiesappropriately so that students will learn well. Always be guided by demonstration of learning
by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple waysto learn new
things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson or
Presenting the New Lesson
Task 1 (5 minutes)
The students will review their
notes about the essay tackled last
meeting
Task 1 (5 minutes)
The students will be presented
with a story which they will
assessed. They will examine as
well the pictures related to the
story (S, M, L t-shirts)
B. Establishing a Purpose for the
Lesson
Task 2 (7 minutes)
The students will be asked about
the famous literary pieces of the
Philippines such as legends,
myths, tales, and/or folklore.
Task 2 (7 minutes)
The students will be asked about
the similarities and differences of
the picture.
C. Presenting
Examples/Instances of the
Lesson
Task 3 (7 minutes)
Different titles of the Philippine
folklore will be presented.
http://www.pitt.edu/~dash/philippi
nes.html
Task 3 (8 minutes)
The students will be asked with
thought-provoking question
which will connect to the topic.
Such as:
1. What do you call words with
the same meaning? How about
the words which are not
synonymous but still related to
each other through degree?
D. Discussing New Concepts and
Practicing New Skills #1
Task 4 (18 minutes)
Presented with the titles, the
students will be grouped into five
(5). This grouping is based from
the given titles. Each group will be
assigned to each piece. They will
have to examine each by filling in
the table which has the following
headings: genre, author’s
purpose, and message.
Task 4 (25 minutes)
Definition and examples of the
topic will be discussed to the
class.
https://gdrive.wikispaces.com/W
ord+Cline
3. IV. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activitiesappropriately so that students will learn well. Always be guided by demonstration of learning
by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple waysto learn new
things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and
Practicing New Skills #2
Task 5 (11 minutes)
The students will be guided about
the different folklore present in the
country. They will also be
presented with the famous people
in the different genre under folklore.
http://jm92-philippineliteraryworks.
blogspot.com/2012/09/introduction
-philippine-literature_24.html
Task 5 (15 minutes)
Students will study the word
cline.
https://www.google.com.ph/sea
rch?q=word+cline+examples&
biw=1366&bih=673&tbm=isch&
tbo=u&source=univ&sa=X&ved
=0ahUKEwi7h8bhmLbOAhWD
mJQKHWZkAU4QsAQIGQ#im
grc=d8JnL_TfTjyrDM%3A
F. Developing Mastery
(Leads to Formative Assessment
3)
Task 6 (12 minutes)
The famous Filipino authors will be
presented with their masterpieces.
The students will be given time to
study the information and will have
a matching type afterwards.
Task 6 (12 minutes)
The students will read the list
of words, and arrange them in
their order of intensity. They
must present them in a cline.
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
Task 7 (20 minutes)
The students will be grouped
into five (5) Each group must
write a reaction paper about the
folktale assigned to them based
from the tribe it belongs. The
output must be passed next
week.
http://tagaloglang.com/filipino-f
olktales/
Task 7 (15 minutes)
The students will have the
following examples to be used
in a sentence.
https://prezi.com/ilb6kqs3qhd
2/words-in-a-cline/
4. V. PROCEDURES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple waysto learn new
things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
H. Making Generalizations and
Abstractions about the Lesson
Task 8 (18 minutes)
Inputs about the topic will be
discussed further. Especially
on its definition.
http://americanfolklore.net/folkl
ore/2010/07/folklore_definition
s.html
Task 8 (20 minutes)
Using the URL the class will
answer the exercises
presented.
http://esolonline.tki.org.nz/ES
OL-Online/Teacher-needs/Pe
dagogy/ESOL-teaching-strat
egies/Oral-language/Teachin
g-approaches-and-strategies/
Vocabulary/Clines
I. Evaluating Learning Task 9 (22 minutes)
The students will choose only
one folklore which they can
appreciate (with respect to its
culture, history, and
environment where it came
from), and be able to express
their appreciation through an
oral recitation.
Task 9 (13 minutes)
The students will complete
the given sentences with its
appropriate word, which can
be found in this URL:
http://printableworksheets.in/
?dq=Word%20Cline
J. Additional Activities for
Application or Remediation
Home Task
The students may have a table
of differences among the
presented genre in folklore
(fable, legend, folktale, myth)
Home Task
The will be given word cline to
use in a sentence.
VI. REMARKS
5. VII.REFLECTION
Reflect on yourteaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additionalactivities 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
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?