Detailed lesson Plan in Cookery 9 NCII(Prepare Salads and Salad Dressings)I. Objectives:A. Content Standards: The learners demonstrate understanding of the knowledge, skills, and attitudes required in preparing salads.B. Performance Standards: The learners independently prepare salad and dressingC. Learning Competencies: LO 1: Perform Mise en Place1.1 Identify ingredients according to the given recipe1.2 Classify salad according to ingredients used in a given recipe1.3 Give the importance of classification of salad.Contextualized competency1.3 Identify local salad ingredients that can be substituted to a salad ingredient according to the given recipeCode: TLE_HECK912SD-IIa-7 II. Content: Classification of salads according to ingredien
Detailed lesson Plan in Cookery 9 NCII(Prepare Salads and Salad Dressings)I. Objectives:A. Content Standards: The learners demonstrate understanding of the knowledge, skills, and attitudes required in preparing salads.B. Performance Standards: The learners independently prepare salad and dressingC. Learning Competencies: LO 1: Perform Mise en Place1.1 Identify ingredients according to the given recipe1.2 Classify salad according to ingredients used in a given recipe1.3 Give the importance of classification of salad.Contextualized competency1.3 Identify local salad ingredients that can be substituted to a salad ingredient according to the given recipeCode: TLE_HECK912SD-IIa-7 II. Content: Classification of salads according to ingredien
This presentation is an interactive powerpoint, designed to teach and demonstrate to people how to play the piano. It is designed for individuals at any age.
Besides the sheer joy and deep satisfaction, of playing a piano, you or your children can enjoy significant, scientifically proven neurological benefits. Examples of these dramatic benefits include: •Actual physical and mental increases your brain’s memory capacity •Dramatic (as much as 30-40%) improvements in math, reading and comprehension skills •Coordinated multitasking of playing piano refines your time management and organizational skills on a primary level •Affects both sides of the brain, especially coordination of left and right hemispheres because of the high density of nerves in the hands •Sharpens concentration, attention to detail and discipline to stick with a task or song •Better SAT scores, higher admissions to Med school, better social skills, self esteem and more.
Learn to rock, play the blues, or warm hearts with classical pieces. No matter what tune you hum, we’ll hum along and coach you patiently and to the next level on piano. For piano lessons in Oak Park, IL, please visit mymusiclessons.co.
This presentation is an interactive PowerPoint, designed to teach and demonstrate to people how to play the piano. It is designed for individuals at any age.
2. GETTING STARTED / HASIERAKO FASEA
Egoera erreal edo simulatu esanguratsuak diren arazo-egoerak planteatzen dira; horiei irtenbidea emateko unitatean ikasitako eta garatuko diren konpetentziak edo konpetentzia horien osagai batzuk eta edukiak beharko dira.
Arazo-egoeraren ezaugarriak hauek dira:
• Ikasleek jaso dituzten hainbat eduki mobilizatzen duen egoera konplexua da.
• Ikasleek erraz identifika dezaketen emaitz bat espero da: arazo bati irtenbidea ematea, arte-objektu bat egitea, objektu funtzional bat egitea, jardunbide plan bat egitea.
Helburuak honako hauek dira:
1. Ikasleak motibatzea eta ikasi beharrekoaren puntu nagusien berri ematea.
2. Modu argian jakinaraztea zer helburu lortu nahi den.
3. Zer lan-mota egin behar den .
4. Baliabideak aurreikustea.
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Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organizations.
Problem-based learning is student-centered. PBL makes a fundamental shift--from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach:
Learning takes place within the contexts of authentic tasks, issues, and problems--that are aligned with real-world concerns.
In a PBL course, students and the instructor become co learners, co planners, coproducers, and co evaluators as they design, implement, and continually refine their curricula.
The PBL approach is grounded in solid academic research on learning and on the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on.
PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for lifelong learning.
2.2. FRAME
Rewrite the problem statements into “how might we” questions in order to frame the problem as a possibility. Use the ‘define a challenge’ worksheet to help create a “how might we” question.
1. 3REMEDIAL INSTRUCTIONAL MATERIALS FOR BEGINNING
READERS
BY: DOREEN G. TY
M A Y B U N G A E L E M E N T A R Y S C H O O L
M A Y B U N G A , P A S I G C I T Y
2. 4
Activity 1
Identification of Pictures and Initial
Sounds Orally
Direction: Look at the pictures below. Identify each
picture by naming it orally. Write its
initial sound. Number 1 has been done for
you.
1. 2.
_____ _____
----- -----
_____ _____
5. 7
Activity 2
Identification of Initial Sounds
Direction : Listen to the teacher as she reads the
name of each picture. Encircle the initial
sound that you hear.Number 1 has been
done for you.
1.a i o 3.f b c
2.f t s 4.u b g
6. 8
5.i k r 8.t l p
6. s l p 9. S h m
7.b g r 10.r g d
7. 9
Activity 3
Identification of Medial Sounds
Direction: Listen to the teacher as she reads each
picture below. Write the missing medial
letter to complete the word. Number 1
has been done for you.
1.dog 3.p__n
2.t__n 4.b__g
9. 11
Activity 4
More on Identification of Medial Vowel Sounds
Direction : Listen to the teacher as she reads each picture below. Write the
missing middle letter to complete the word. Number 1 has been done
for you.
1. p a n 6. c_p
2. b_b 7. c_t
3. p_ t 8. f_n
4. p_n 9. p_n
5. b_d 10. h_t
10. 12
Activity 5
Reading Words with Medial /a/ Sound
Direction: Let us try to read the following words.
Read after the teacher.
-at Family
sat bat
hat mat
cat rat
Pat fat
13. 15
Activity 6
Identification of Pictures
Direction: Look at the pictures below. Encircle the
name of each picture from the words on its
right. Number 1 has been done for you.
log car
1. hog 5. bar
fog far
mop sun
2. top 6. man
hop gun
bud glass
3. pud 7. mass
Lug grass
hot cake
4. lot 8. snake
pot rake
15. 17
Activity 7
Identification of Pictures
Direction: Look at the following pictures. Encircle
the word that tells the name of the
pictures given below. Number 1 has been
done for you.
ō
1.cat mat sat 4.pin bin sin
2.mug bug tug 5.bib pig gig
3.sun gun bun 6.tap sap map
17. 19
Activity 10
Identification of Initial, Medial and Final
Sounds
Direction: Identify each of the pictures below. Write the
initial,medial and final sounds on the blank provided
under each pictures. Number 1 has been done for you.
1.b u n 4. _ _ _
2._ _ _ 5._ _ _
3._ _ _ 6._ _ _
7._ _ _ 9._ _ _ _
8._ _ _ 10._ _ _
