1) The document outlines a daily lesson log for a Grade 6 class on managing family resources. It discusses allocating a family budget for basic needs like food, clothing, shelter, and savings.
2) Procedures for the lesson include recapping previous discussions on budgeting and income management. Students then identify items that are included in a family budget like food, clothing, shelter, and savings.
3) The lesson emphasizes the importance of budgeting to meet needs over wants and make ends meet, especially during difficult financial times. Students practice differentiating needs from wants and considering factors for effective family budgeting.
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 ...
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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 ...
La transidentité, un sujet qui fractionne les FrançaisIpsos France
Ipsos, l’une des principales sociétés mondiales d’études de marché dévoile les résultats de son étude Ipsos Global Advisor “Pride 2024”. De ses débuts aux Etats-Unis et désormais dans de très nombreux pays, le mois de juin est traditionnellement consacré aux « Marches des Fiertés » et à des événements festifs autour du concept de Pride. A cette occasion, Ipsos a réalisé une enquête dans vingt-six pays dressant plusieurs constats. Les clivages des opinions entre générations s’accentuent tandis que le soutien à des mesures sociétales et d’inclusion en faveur des LGBT+ notamment transgenres continue de s’effriter.
The Fascinating World of Bats: Unveiling the Secrets of the Nightthomasard1122
The Fascinating World of Bats: Unveiling the Secrets of the Night
Bats, the mysterious creatures of the night, have long been a source of fascination and fear for humans. With their eerie squeaks and fluttering wings, they have captured our imagination and sparked our curiosity. Yet, beyond the myths and legends, bats are fascinating creatures that play a vital role in our ecosystem.
There are over 1,300 species of bats, ranging from the tiny Kitti's hog-nosed bat to the majestic flying foxes. These winged mammals are found in almost every corner of the globe, from the scorching deserts to the lush rainforests. Their diversity is a testament to their adaptability and resilience.
Bats are insectivores, feeding on a vast array of insects, from mosquitoes to beetles. A single bat can consume up to 1,200 insects in an hour, making them a crucial part of our pest control system. By preying on insects that damage crops, bats save the agricultural industry billions of dollars each year.
But bats are not just useful; they are also fascinating creatures. Their ability to fly in complete darkness, using echolocation to navigate and hunt, is a remarkable feat of evolution. They are also social animals, living in colonies and communicating with each other through a complex system of calls and body language.
Despite their importance, bats face numerous threats, from habitat destruction to climate change. Many species are endangered, and conservation efforts are necessary to protect these magnificent creatures.
In conclusion, bats are more than just creatures of the night; they are a vital part of our ecosystem, playing a crucial role in maintaining the balance of nature. By learning more about these fascinating animals, we can appreciate their importance and work to protect them for generations to come. So, let us embrace the beauty and mystery of bats, and celebrate their unique place in our world.
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Johnny Depp Long Hair: A Signature Look Through the Yearsgreendigital
Johnny Depp, synonymous with eclectic roles and unparalleled acting prowess. has also been a significant figure in fashion and style. Johnny Depp long hair is a distinctive trademark among the various elements that define his unique persona. This article delves into the evolution, impact. and cultural significance of Johnny Depp long hair. exploring how it has contributed to his iconic status.
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Introduction
Johnny Depp is an actor known for his chameleon-like ability to transform into a wide range of characters. from the eccentric Captain Jack Sparrow in "Pirates of the Caribbean" to the introspective Edward Scissorhands. His long hair is one constant throughout his evolving roles and public appearances. Johnny Depp long hair is not a style choice but a significant aspect of his identity. contributing to his allure and mystique. This article explores the journey and significance of Johnny Depp long hair. highlighting how it has become integral to his brand.
The Early Years: A Budding Star with Signature Locks
1980s: The Rise of a Young Heartthrob
Johnny Depp's journey in Hollywood began in the 1980s. with his breakout role in the television series "21 Jump Street." During this time, his hair was short, but it was already clear that Depp had a penchant for unique and edgy styles. By the decade's end, Depp started experimenting with longer hair. setting the stage for a lifelong signature.
1990s: From Heartthrob to Icon
The 1990s were transformative for Johnny Depp his career and personal style. Films like "Edward Scissorhands" (1990) and "Benny & Joon" (1993) saw Depp sporting various hair lengths and styles. But, his long, unkempt hair in "What's Eating Gilbert Grape" (1993) began to draw significant attention. This period marked the beginning of Johnny Depp long hair. which became a defining feature of his image.
The Iconic Roles: Hair as a Character Element
Edward Scissorhands (1990)
In "Edward Scissorhands," Johnny Depp's character had a wild and mane that complemented his ethereal and misunderstood persona. This role showcased how long hair Johnny Depp could enhance a character's depth and mystery.
Captain Jack Sparrow: The Pirate with Flowing Locks
One of Johnny Depp's iconic roles is Captain Jack Sparrow from the "Pirates of the Caribbean" series. Sparrow's long, dreadlocked hair symbolised his rebellious and unpredictable nature. The character's look, complete with beads and trinkets woven into his hair. was a collaboration between Depp and the film's costume designers. This style became iconic and influenced fashion trends and Halloween costumes worldwide.
Other Memorable Characters
Depp's long hair has also been featured in other roles, such as Ichabod Crane in "Sleepy Hollow" (1999). and Roux in "Chocolat" (2000). In these films, his hair added a layer of authenticity and depth to his characters. proving that Johnny Depp with long hair is more than a style—it's a storytelling tool.
Off-Screen Influenc
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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: OCTOBER 31 – NOVEMBER 4, 2022 (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?