This document contains a daily lesson log for a Grade 6 home economics class on managing family resources. The lesson covers allocating a family budget to cover basic needs like food, clothing, shelter and education as well as social needs and savings. Students discuss factors to consider for budgeting like family size and income. They also learn principles for successful budgeting like prioritizing expenses and keeping records. Activities include identifying budget items in photos, differentiating needs from wants, and presenting skits demonstrating budgeting principles. The teacher evaluates student understanding and plans to discuss real-life budget examples in future lessons.
Accommodations and ModificationsAccommodationsAn accommodatio.docxdaniahendric
Accommodations and Modifications
Accommodations:
An accommodation is a change to how the learning takes place. It is not a change to what is begin taught. The objectives/outcomes of the lesson stay the same. Therefore, when implementing accommodations, you are assisting the child by making the learning more accessible and/or changing the way learning takes place, so what you are teaching can be more easily accessed and learned. Accommodations keep the learning objective intact for all children.
There are 3 types of accommodations. We call them Tiers and they are from Response to Intervention which you have information on in some of the readings below. The tiers are:
The tiers are:
1) strategies for the whole classroom,
2) strategies for small groups of children, with or without disabilities, and
3) strategies for the included child or children.
There are 4 ways you can accommodate children:
1. presentation
2. response
3. setting
4. timing and scheduling.
Let's look at accommodations for all 4 areas.
1. presentation-this is a change in how the material is presented. For example, more pictures so a child can use context clues when reading, or having someone read the text to the child instead of them reading it themselves. Another example would be changing the directions so they are single step directions instead of multi-step directions so the child can understand and process the directions easier.
2. response-this is a change in how the child would respond to the material. For example, giving spoken answers instead of written answers, or pointing to a picture instead of saying the word.
3. setting-this is a change to the setting of the learning. For example, using pairs instead of independent work, or vice versa-having a child work independently instead of in a large group. Another example would be that the child might need to sit close to the teacher to focus or in front of the room instead of the back of the room.
4. timing and scheduling-this is a change to the way in which the timing or scheduling of tasks take place. For example, giving the child more breaks when doing a long task or a test, or giving the child more time to complete work.
Each of these 4 areas can have an accommodation made by the teacher to any of the tiers.
For example, you may teach a lesson using a lot of manipulatives and in a hands-on way. This is for the whole class, but you are specifically implementing it because of the included child-they need this type of teaching to learn the material. This would be an example of a Tier 1 accommodation and would be about presentation.
Another example might be that the included child has pictures to go with the directions to an activity. This would also be about presentation but would be a Tier 3 accommodation since the accommodation is only for that specific child.
Please understand that these accommodations do not mean that you can isolate or exclude the child and then try to call it an accommodation! Accommodation ...
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Accommodations and ModificationsAccommodationsAn accommodatio.docxdaniahendric
Accommodations and Modifications
Accommodations:
An accommodation is a change to how the learning takes place. It is not a change to what is begin taught. The objectives/outcomes of the lesson stay the same. Therefore, when implementing accommodations, you are assisting the child by making the learning more accessible and/or changing the way learning takes place, so what you are teaching can be more easily accessed and learned. Accommodations keep the learning objective intact for all children.
There are 3 types of accommodations. We call them Tiers and they are from Response to Intervention which you have information on in some of the readings below. The tiers are:
The tiers are:
1) strategies for the whole classroom,
2) strategies for small groups of children, with or without disabilities, and
3) strategies for the included child or children.
There are 4 ways you can accommodate children:
1. presentation
2. response
3. setting
4. timing and scheduling.
Let's look at accommodations for all 4 areas.
1. presentation-this is a change in how the material is presented. For example, more pictures so a child can use context clues when reading, or having someone read the text to the child instead of them reading it themselves. Another example would be changing the directions so they are single step directions instead of multi-step directions so the child can understand and process the directions easier.
2. response-this is a change in how the child would respond to the material. For example, giving spoken answers instead of written answers, or pointing to a picture instead of saying the word.
3. setting-this is a change to the setting of the learning. For example, using pairs instead of independent work, or vice versa-having a child work independently instead of in a large group. Another example would be that the child might need to sit close to the teacher to focus or in front of the room instead of the back of the room.
4. timing and scheduling-this is a change to the way in which the timing or scheduling of tasks take place. For example, giving the child more breaks when doing a long task or a test, or giving the child more time to complete work.
Each of these 4 areas can have an accommodation made by the teacher to any of the tiers.
For example, you may teach a lesson using a lot of manipulatives and in a hands-on way. This is for the whole class, but you are specifically implementing it because of the included child-they need this type of teaching to learn the material. This would be an example of a Tier 1 accommodation and would be about presentation.
Another example might be that the included child has pictures to go with the directions to an activity. This would also be about presentation but would be a Tier 3 accommodation since the accommodation is only for that specific child.
Please understand that these accommodations do not mean that you can isolate or exclude the child and then try to call it an accommodation! Accommodation ...
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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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.
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
DLL_TLE 6_Q2_W1.docx
1. GRADES 1 to 12
DAILY LESSON LOG
School: DepEdClub.com Grade Level: VI
Teacher: File created by Ma'am GRACESILDA A. BUSTAMANTE Learning Area: T.L.E-H.E
Teaching Dates and
Time: AUGUST 12 – 16, 2019 (WEEK 1) Quarter: 2ND QUARTER
A. Content Standards Demonstrates an understanding of and skills in managing family resources
B. Performance Standards Manages family resources applying the principles of home management
C. Learning Competencies /
Objectives
Write the LC code for each
a. Allocates budget for basic and social needs such as:
i.food and clothing
ii.shelter and education
iii. social needs: social, and moral obligations
(birthdays, baptisms, etc.), family activities, school
affairs
iv. savings/emergency budget (health, house, repair)
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.
Management of family resources
III. LEARNING RESOURCES
List 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-onl earning 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
THE II Teacher’s Manual. 1991.
Pp. 23-24
THE II Teacher’s Manual.
1991.pp. 23-24
B. Other Learning Resources
Bantigue, R.M. and
Pangilinan, J.P. (2014)
Growing up with Home
Economics and Livelihood
Education. FNB Educational,
Inc. QC.
Bantigue, R.M. and Pangilinan,
J.P. (2014) Growing up with Home
Economics and Livelihood
Education. FNB Educational, Inc.
QC.
Bantigue, R.M. and Pangilinan,
J.P. (2014) Growing up with
Home Economics and Livelihood
Education. FNB Educational, Inc.
QC.
Bantigue, R.M. and
Pangilinan, J.P. (2014)
Growing up with Home
Economics and Livelihood
Education. FNB
Educational, Inc. QC.
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson
Last week, there was a
discussion on management of
the family income.
Management of family
income means allocating it to
Recap of the lesson the previous
day
As a segue, mention that the day
before, the class learned the
Recap of the lesson the previous
day
Yesterday, we discussed the
principles that need to be applied
Recap of the lesson of the
previous day
Yesterday, we learned
budgeting and how it can be
Recap of the lesson of the
previous day
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
2. provide for the basic needs of
members and for comfortable
living.
factors that should be considered
in budgeting.
to make family budgeting a
successful and fulfilling task.
Ask the class to identify some of
the priniciples.
We also identified items that were
included in the family budget.
applied to the family.
Budgeting is critical because it is
oftentimes difficult to ensure
that we will be able to make
both ends meet when times are
hard.
B. Establishing a purpose for
the lesson
Ask the class about the
relationship between
management and budgeting
of family income.
For the day’s lesson, the class will
identify where the income goes or
what the family includes in the
budget.
Aside from the knowledge of what
comprises a family budget, the
class needs to be aware of certain
principles to be applied effectively
in order to make family budgeting
a successful and fulfilling task.
According to Bantigue and
Pangilinan (2014), the summary of
the principles that should be
applied to make family budgeting a
successful and fulfilling task are as
follows:
Know the family’s income.
List your expenses. Know
which components are fixed
and which are flexible.
Set priorities.
Keep records of expenses.
Allocate an amount for savings.
Ask what items are included in the
budget.
Then, present the following list
culled from the book:
Food and clothing
Shelter and education
Social needs
social and moral obligations
family activities
school affairs
Savings/emergency budget
health
house repair
How can we prudently manage
the financial resources of the
family?
Group the class into four (4).
Each group will answer the
question. “How can we make
both ends meet?”
Reporting per group follows.
The results of the discussion will
be processed by the teachers.
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
C. Presenting examples/
instances of the new lesson
By means of budgeting, the
family can properly allot the
income. A family should have
a knowledge of family
budgeting to know how much
is spent for family needs and
where the income goes.
Ask the class to bring out the
photos they were asked to bring.
Group the class into 4 (four). Let
the class identify where or what
the family includes in the budget.
Prioritize the items. The class will
be given ten minutes to complete
Show photos of different
items/situations.
Ask the learners if they are
needs or wants.
Divide the class into four (4)
groups.
Using the concepts learned
yesterday, come up with an
activity that will demonstrate
the difference between
3. Through family budgeting, the
members will learn to spend
wisely, save regularly,
participate in family matters
more actively with the
maximum benefit from the
wise use of resources, like
time, energy, and abilities.
the activity. Reporting follows. Ask why they think it is a need
or want.
needs and wants. Think of
activities outside the box.
D. Discussing new concepts
and practicing new skills #1
Ask: What are the factors
that need to be considered
when budgeting?
Size of the family
Family income
Kind of work each
family member does
Talents and abilities
of each member
Locality where the
family lives
SHORT SKIT
Using the previous group
assignment, discuss among the
group the principles in making
family budgeting a successful and
fullfilling task. The twist is this will
be presented in a short skit.
The group will be given five (5)
minutes to present the short skit.
Mention that a family budget also
provides for the following needs:
Refer to the examples given by the
learners. If it was already
mentioned, do not include in the
list.
Food, shelter, clothing, education,
household operations,
maintenance/repair, utilities
(water, electricity, telephone,
transportation, medical and dental
care, rest and recreation, stipend,
savings.
The teacher writes two columns
on the board. One column has
the heading NEEDS. The other
column has the heading WANTS.
Randomly distribute metacards
containing a list of needs and
wants.
Ask the learners to post the
metacards on the board.
Ask the learner to
explain/defend his/her choice.
Presentation per group.
E.Discussing new concepts and
practicing new skills#2
. Presentations
Group 1
Group 2
Group 3
Group 4
Based on the activity that was
conducted ask the learners to
differentiate needs from wants.
A need is a requirement for
survival, e.g. breathable air.
A want is a desire. It may be the
desire for a need (e.g. a choking
person generally wants to be
able to breathe) or for
something not needed for
survival, such as chocolate or a
new car.
F. Developing mastery
(Leads to Formative Assessment
3)
Let the learners cite examples
of the factors that need to be
considered when budgeting.
Comments on group
presentations:
Group 4 will comment on Group
1
Group 3 will comment on Group
2
Group 2 will comment on Group
Show a short clip on managing
money: Needs versus Wants
Analyze the movie and relate it
to needs versus wants. Note
that some of the contents of the
video may be debatable e.g.
Giving feedback on
presentations.
Examples of guide questiona:
Was the group effective in
emphasizing the difference
4. 3
Group 1 will comment on Group
4
Limit the comments on the
contents of the presentation.
Does the presentation manifests
the principles in making family
budgeting a successful and
fulfilling task?
chocolates is needed by soldiers
for endurance in the middle of a
war while in a normal situation
it is a want for another
individual.
between needs and wants? If
yes, How?
What concepts in the
presentation had an impact
on you? Why?
Do you think the
presentations can further be
improved? In what way?
G. Finding practical applications
of concepts and skills in daily
living
Aside from what was
mentioned, can you think of
other factors that need to be
considered when budgeting?
Explain.
-do- -do-
H.Making generalizations and
abstractions about the lesson
Today we determine the
relationships between
management and budgeting
of family income. We also
looked into the factors that
need to be considered when
budgeting.
Synthesize the discussion on what
and where the family budget is
allotted, as well as the principles
to take into consideration to make
family budgeting successful and
fulfilling.
There is a need to distinguish
between need and want . This
will enable us to prioritize needs
over wants, hence ensuring that
the budget is enough to make
both ends meet moreso when
times are hard.
I. Evaluating learning Ask the learners to share their
insights on the lesson for the day
.If you were to make a personal
budget, what would you include?
Why?
J. Additional activities for
application or remediation
Bring photos or drawing
where family budget is spent
V. REMARKS
VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ 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
earned80%onthe formative
assessment
B.No.of learners who require
additional activities for
remediation.
C.Did the remedial lessons
work? No. of learners who
have caught up with the
5. lesson.
D.No. of learners who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G.What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?