The document provides a detailed lesson plan for an English class. The lesson focuses on identifying cause and effect relationships by reading a poem about three children - Bess, Ben, and Liz - and their mother's birthday. Students analyze how each child shows their love for their mother and whether they truly love her best. They also practice pronunciation of words containing "augh". The lesson incorporates singing, reading, discussion, and role playing to engage students and help them understand cause and effect.

1. A Detailed Lesson Plan in English (First Year—Secondary)
Prepared By: Junnie Salud
I. Objectives
At the end of the lesson, the students will be able to:
1. Identify statements that show cause and effect relationship.
2. Read a poem correctly and clearly with expressions.
3. Appreciate reading poems.
4. Decode words with “augh” (o) sounds
II. Subject Matter
Cause and Effect Relationship
Reference/s: Fun in English Reading Textbook pages 94-101
Materials: Visual Aids, Charts, Flash Cards, Pictures, Name Tags
Values: Develop a genuine love for reading, love for family
III. Procedure
A. Learning Activities
Teacher’s Activity Student’s Activity
“Good Morning Class...” “Good Morning Sir!”
“Let us pray first...” (One Student will lead the Prayer)
(Checking of Attendance) (Students raise their hand and say
...say present... present as the teacher calls in their
name)
“Please pick up the pieces of paper
under your chair” (Students pick up the pieces of paper)
“So how was your weekend?”
“That’s good! Have you enjoyed your “It was great sir!”
weekend bonding with your family?” “Of course sir! It was a lot of fun!”
“That’s good to know. For this
morning, our discussion will be in “Yes sir! We love purple-colored
relation to a family. Are you familiar dinosaur!”
with Barney’s I Love You Song?”
“Okay that’s good, so are you
ready to sing and have fun today? “Yes”

2. Warm Up
Let us sing Barney’s I Love You Song.
(Students Sing)
“I love you, you love me and we’re a happy family,
With a great big hug and a kiss from me to you,
Hope you say you love me too.”
“Okay now class, What can you say about the
song? Does it tell us something important that “Sir, eventhough the song is very short, but I
we have already forgotten to do nowadays?” guess it’s full of emotions.”
“How could you say so John?” “Because sir I noticed that the song has a lot
to do with our love for our family, that the
real meaning of family is all about loving each
other, and nowadays kissing and hugging our
parents or family members are not being
practiced anymore.”
“That was a very good explanation
John, you know what class the song simply
tells us something that we should always
consider for us to keep our family or
relationship with others intact, sometimes
showing affection/love towards a person
makes him feel that he is appreciated and
there will be feeling of belonginess and love.
“What else have you noticed which “Because sir, there are so many descriptive
made you conclude that the song is all about words in the song, the most obvious one is “I
love?” LOVE YOU.”
“Everybody had just sung very well, it’s now
time to improve your pronunciation more...”

3. Pronunciation Drill
...read the following words:
Words with augh= /Ô/
Caught Naught Taught Naughty Daughter
B. Lesson Proper
Presentation
Show pictures of a Mother (a) and a Cake (b)
Motivation
“What do you see in pictures A and B?” “Sir, Picture A is a picture of a Mother and
Picture B is a picture of a Cake.”
“When was the last time you gave a gift to “On her last birthday.”
your mother?”
“Why do you think there is a cake? What do “It is mother’s birthday.”
you think is the celebration?”
“Aside from giving material gifts, how else “By kissing and hugging her.”
do you show your love for your mother?”
Discussion
Let us read a poem and let us find out how
the children showed their love for their
mother.
Who Loves Mother Best?
“Oh happy birthday, Mama dear.”
Sang Ben, Liz and Bess with cheer
“We love you much, we love you true.”
They kissed their mother, hugged her too.
Then quickly Ben skipped out to play
And went with playmates all the day.
Then rushed home in time to see
His sister Liz aglow with glee.

4. For Liz held up an ice cream cone,
Enjoying it, she sat alone.
Ben grabbed the cone, and slipped away,
So Liz cried out, “For that you’ll pay!”
Like cats and dogs the two did struggle
Each making sure to win the battle.
They tried to push and then to pull,
While Mama almost lost her cool.
But little Bess with Mom she stayed,
She set the table, drinks she laid.
And helped to serve Mom’s friends and
guests
Now tell me, who loves Mother best?
After reading the poem, let us now answer
these questions:
“Why did Bess, Ben, and Liz kiss and hug their “Because it is their Mother’s Birthday.”
Mother?”
“Why was Liz aglow with glee?” “Liz was aglow a glee because she was
eating a cone of ice cream.”
“What made Liz cry out, “For that you’ll pay?” “Liz cried out because Ben grabbed the cone
then slipped away.”
“Why did Mother almost lost her cool?” “Because Ben and Liz struggled.”
“Who among the three children loved their “Bess, because she helped mother to serve
Mother best? How did he/she show it? the guests.”
“What is the best way to show your love for “The best way to show my love for my
your parents?” Explain. parents is by...”
Analysis
(Show picture of a girl eating an ice cream)
“What do you see on the picture?” “A girl is eating a cone of ice cream.”

5. “What happened to Liz when she was eating “Liz was happy (aglow with glee)”
a cone of ice cream?”
Liz was aglow with glee, answers what
happens to Liz when she eats a cone of ice
cream. This is called the effect.
Look again at the picture,
“What do you notice on Liz’s face?” “Liz was happy (aglow with glee)”
“Why was Liz aglow with glee?” “Because she was eating a cone of ice cream.”
Because she was eating a cone of ice cream,
answers why Liz was aglow with glee. This is
called the cause.
And that’s what we call the Cause-and-effect
relationship.
Generalization
“A cause and effect relationship describes
something that happens and why it happens.”
“What happens is called the effect; and why it
happens is called the cause.”
“The cause is usually introduced by the
connective because.”
Application
(Pantomine)
Each group will act out the following
situations from the poem.
Group1:
But little Bess with Mom she stayed,
She set the table, drinks she laid.
And helped to serve Mother’s friends and
guests.
Now tell me, who loves Mother best?

6. Group2:
For Liz held up an ice cream cone,
Enjoying it, she sat alone.
Ben grabbed the cone and slipped away,
So Liz cried out, “For that you’ll pay!”
Group3:
“Oh happy birthday, Mama dear.”
Sang Ben and Liz and Bess with cheer
“We love you much, we love you true.”
They kissed their mother, hugged her too.
Group4:
Like cats and dogs the two did struggle
Each making sure to win the battle.
They tried to push and then to pull,
While Mama almost her cool.
IV. Evaluation
Read the following sentences. Write C before the sentence for the cause and write E
for the part that is the effect.
1. _____ because it is her birthday.
2. _____ Ben, Liz and Bess kissed and hugged their mother.
3. _____ Liz cried out.
4. _____ Because Ben grabbed the cone of ice cream and slipped away.
5. _____ Mama almost lost her cool.
V. Assignment
Identifying CAUSE-AND-EFFECT RELATIONSHIP.
Read the short fable. Underline the CAUSE and Encircle the EFFECT.
A fox said to a crow with a piece of cheese between its beak, “If you can sing as
prettily as you sit, then you are the prettiest singer.”
The fox thought that once the crow starts to sing, the cheese would drop from
her beak. But the crow carefully removed the cheese from the claws on one foot and
said, “they say you are sly, but you cannot fool me”. Not giving up, the fox continued
to praise the crow. “I wish I could hear you tell about your talents but I have to go
look for food because I’m hungry”.

7. A Detailed Lesson Plan in Mathematics (First Year—Secondary)
Prepared By: Junnie Salud
I. Objectives
At the end of the lesson, the students will be able to:
A. To recognize Euclidean transformations.
B. To recognize reflections, translations, and rotations.
C. To prove theorems related to transformations.
D. To solve problems involving transformations.
E. To apply transformations to real-world situations.
F. To create designs using transformations.
II. Subject Matter
Geometry (Transformations)
Reference: Geometry for Highschool Textbook
Materials: sheets of paper, protractor, tangram puzzles.
Values: creativity, determination, patience
III. Procedure
A. Learning Activities
Teacher’s Activity Student’s Activity
“Good Morning Class...” “Good Morning Sir!”
“Let us pray first...” (One Student will lead the Prayer)
(Students raise their hand and say
(Checking of Attendance) present as the teacher calls in their
...say present... name)
“Please pick up the pieces of paper (Students pick up the pieces of paper)
under your chair”

8. Presentation
Activity - Folding of Paper
The teacher will give an activity that (Students follow the instruction of the
teacher)
involves the folding of paper and
tracing of shapes.
Discussion
From the activity, the teacher will point
out that geometry is not only the
(Students listen attentively)
study of figures but is also the study of
the movement of figures.
Is the original figure congruent to the
other figures?
How does the second image compare (Conduct a solving on the board)
to the original figure?
Input
Definitions:
Transformations
Reflection
Rotation
Translation (Students raise their hands and define
the terms)
Dilation
Rigid Motion
Theorems:
Theorem 18-1
Theorem 18-2

9. Theorem 18-3
Theorem 18-4
Discussion
The above definitions and theorems
will be discussed and proved. The
teacher will ask the student to give (Students listen attentively)
examples of transformations.
D. Activity
Tangram Puzzle
The students will form six groups. Each
group is going to make images of
animals using tangram puzzle and they (Students perform)
will identify the kind of transformation
depicted or made after doing the
activity.
IV. Evaluation
Worksheet
1. Which of the following transformations creates a figure that is similar (but not
congruent) to the original figure?
2. How can transformations be applied to real-world situations?
III. Assignment
Drawing
The student will use transformations to move figures and create designs.

10. A Detailed Lesson Plan in Science (First Year—Secondary)
Prepared By: Junnie Salud
I. Objectives
At the end of the lesson, the students will be able to:
A. Describe the polarity of a water molecule and explain how that polarity affects
the properties of water.
B. Explain why water climbs the inside of a thin glass capillary but not a thin plastic
capillary.
C. Describe a system whereby the components of a water-based substance might
be separated and discuss how this separation occurs.
D. Explain why oil and water don't mix.
E. Predict whether a substance, based on its hydrophilic and/or hydrophobic
properties, will dissolve into water or oil.
II. Subject Matter
The Properties of Water
Reference: Science and Technology 1 by Scott
Materials: paper strips, detergent, wax paper, coins, glue, cooking oil, red food
coloring, cups of water, 10 ml grad cylinders, 50 ml grad. Cylinders, beaker, glass
slides, stirring rods, medicine droppers, scissors
Values: Creativity, Patience, Following Instructions
III. Procedure
A. Learning Activities
Teacher’s Activity Student’s Activity
“Good Morning Class...” “Good Morning Sir!”
“Let us pray first...” (One Student will lead the Prayer)
(Students raise their hand and say
(Checking of Attendance) present as the teacher calls in their
...say present... name)
“Please pick up the pieces of paper (Students pick up the pieces of
under your chair” paper)
“Have you ever wondered what’s
behind water?—not bodies of water, but the
water itself, the liquid, Everything in this

11. world are made by God with their special
functions... Now let us discover what’s so
special about water.
Presentation
Effects of
Detergent
To Do 1. With your finger, spread one
small drop of detergent on the
surface of a dry penny.
Predict 2. How many drops do you think
this penny will hold after being
smeared with detergent, more,
less, or the same as before?
Why?
(Students perform the activity)
3. Specifically, how many drops do
you think it will hold?
Table 2. Prediction of
Number of Drops of Water
on a Penny with Detergent
person #1
person #2
person #3
person #4
Average

12. Discussion
Water covers about three fourths of the
surface of the earth? It is ubiquitous. It
is also one of the simplest yet most
important molecules in living systems.
It makes up from 50 to 95 percent of
the weight of living organisms. The
cytoplasm of a cell is a water-based
solution that contains a variety of ions,
salts, and molecules which make life
(Students listen attentively)
'happen.' Water is literally involved in
every facet of life.
Figure 2. Polarity of Water Molecule
The simplicity of the water molecule
belies the complexity of its properties.
Based on its small size and light weight,
one can predict how it should behave,
yet it remains liquid at a much higher
temperatures than expected. It also
boilsand freezes at much too high, or
low, of a temperature for a molecule of
its size. Many of these unexpected
properties of water are due to the fact
that water molecules are attracted to
each other like small magnets
(cohesion). This attraction results in
turn from the structure of the water
molecule and the characteristics of the
atoms it contains.
Each molecule of water is made up of
two atoms of hydrogen connected to
one atom of oxygen, as shown below.

13. This is summarized in the familiar
formula, H2O.
Figure 3. Hydrogen Bonding in Water
Atoms are most stable when they
have a particular configuration of their
outer shells, a concept which will be
discussed in future labs. These
configurations explain why hydrogen
in water will take on a partial positive
charge and why oxygen will take on a
partial negative charge. These partial
charges cause water molecules to
'stick' to each other like magnets. The
'stickiness' in this particular case is due
to 'hydrogen bonding'. In this case,
hydrogen bonding involves the
attraction between the positively
charged hydrogen atom of one water
molecule and the negatively charged
oxygen atom of another water
molecule. As no electrons are actually
shared however, hydrogen bonds are
much weaker than covalent bonds -
they easily break and easily form
again.

14. Application (Activity)
1. Water moves to the tops of tall trees
due to capillary action combined
with root pressure and evaporation
from the stomata (openings) in the
leaves. Water will also climb up paper,
and often the migrating water will carry
other molecules along with it. The
distance traveled by these other
molecules will vary with their mass and
charge.
2. How fast do you think water would
climb a strip of absorbent paper about
one-half inch wide?
about one inch per
____________________ (time)
3. Obtain a 50 ml graduated cylinder, and
tear off a strip of chromatography paper
that is just long enough to hang over the
side of the cylinder (inside) and reach to
the bottom.
Figure 6. 50 ml Graduated Cylinder with
Chromatography Paper & Ink

15. 4. Run the paper strip along the edge of a
scissors to take the curl out of it.
5. Place a single small drop of ink from a
black vis-a-vis pen on the paper, about
one inch from the bottom, and let it dry
completely.
Figure 7. Ink on Chromatography Paper
6. Put 10 ml of water into the graduated
cylinder and place the strip of paper in
the cylinder so that the bottom end is
immersed in water and the drop of ink is
just above the surface of the water. Fold
the paper over the top side.
Figure 8. Close-up of Ink
7. Note the starting time below.
8. Watch and note the time at 5 minute
intervals. When the water climbs to the
top of the paper, remove the paper

16. from the water, and let it dry.
Table 3. Time of Water Climbing
Distance
Time (minutes)
(inches)
0
5
10
15
20
25
30
How did the ink change?
Glue the paper onto the
page here, and label each
color on the strip.
IV. Evaluation
1. Predict what will happen if you add a few drops of a water-soluble dye
solution to each of the above graduated cylinders containing water and
oil. Will the dye mix with the water, the oil, or both?
2. Add a few drops of dye to each cylinder. Use a glass stirring rod to
penetrate the interface between each layer, giving the dye access to both
water and oil. How does the dye behave in each cylinder? Does it diffuse
into the oil? Into the water?
V. Assignment
“Why is liquid very important not just to humans but to all the living things in the
world? –Write on 1 whole sheet of paper.

17. BANGHAY-ARALIN SA PAGTUTURO NG FILIPINO I GRAMATIKA AT PAGBASA
I. MGA INAASAHANG BUNGA ( SA BAWAT ARAW) A.
Nabibigyang-hinuha ang kahulugang maaaring ipinahihiwatig ng pamagat B.
Natutukoy ang mahahalagang impormasyong nakapaloob sa teksto C.
Naipaliliwanag ang mga kaisipang nakapaloob sa binasa D.
Nakikilala ang relasyon ng sumulat sa mambabasa sa tulong ng mga tiyak na bahagi
E.
Natutukoy ang mga salitang ginagamit sa pagbubuo ng pangungusap III.
II. PAKSA / MGA KASANAYAN / KAGAMITAN
Paksa : Ekonomiya at Kabuhayan Pamagat: Industriya at Pangangalakal :
Mga Suliraning Nakaaapekto sa Kalakalan
ng Pilipinas Uri ng Teksto
: Informativ Kagamitan : Mga larawan Gamit ng Wika : Pagbibigay ng
impormasyon, pagpapaliwanag Instruktura ng Wika : Mga ginagamit na
panaguri sa pagbubu ng pangungusap Halagang Pangkatauhan
:Pagpapabuti’t pagpapaunlad ng mga local na produkto II.
PROSESO NG PAGKATUTO
Unang Araw
A.
Panimulang Gawain -
Pagpapakita ng iba’t ibang larawan ng kalakalan
-
Pagtalakay: a.
Tungkol saan ang larawan? b.
Anong kaisipan ang maaaring isinasaad ng larawan? c.
Bakit ganoong kaisipan ang inyong nabuo? B.

18. Pagganyak C.
Paglalahad -
Pagpapabasa sa pamagat ng tekstong ipababasa at paghihinuha sa kahulugang
maaaring ipinahihiwatig nito. D.
Pangkatang Gawain (
Tingnan sa: Gawain Para sa Paksang-Aralin
–
) Pangkat 1
–
Ipabigay ang kahulugan ng pamagat ng tekstong lunsaran at nais
ipahiwatig nito. “ Industriya at Pangangalakal”
Pangkat 2 - Cycle Map Panuto: Ipaliwanag ang bawat yugtong napapaloob sa
cycle map. Pangkat 3 - Pagbubuo sa Tsart Pangkat 4 - Data Retrieval Chart E.
Pagpapabasa sa tekstong lunsaran -
Basahin ang tekstong lunsaran: “
Industriya at Pangangalakal
”
( Tingnan sa Gawain Para sa Paksang-Aralin ) Page 1
Cont. Lesson Plan 2
Ikalawa at Ikatlong Araw
A.
Pagtalakay sa Aralin Panimulang Gawain: Piccing Together Ideas -
Itugma sa larawan ang mga sumusunod na salita.
B. Pagganyak: Rank Order - Isaayos ayon sa nais na pagkakasunud-sunod ang mga
produktong sa inyong palagay mabiling-mabili. 1.
bag 2.
damit 3.
pabango 4.
alahas 5.

19. sapatos C. Pabalikan ang tekstong lunsaran - Ibigay ang pamatnubay na
tanong:
Paano napauunlad o nalilinang ang isang produkto?
- Pagpapakahulugan sa mga salita, parirala o pangungusap na hindi naunawaan
batay sa pagkakagamit nito sa teksto. D. Pagpapalalim ng
Kaalaman
IV. EBALWASYON - Magbigay ng pagsubok na pangkatang Gawain.
pagminina
tela
lubid
telepono
paggugubat
pagtatanim
paglilingkod
sa mamamayan
paglinang sa
likas

20. V. Pangkatang Gawain
( makikita sa Gawain Para sa Paksang-Aralin )
Pangkat 1 - Double Bubble Map Pangkat 2 - Circle Map Pangkat 3 - Chart
Grid Pangkat 4 - Pagpili ng mga bahaging nagpapahayag ng opinion mula sa
teksto.
Ikaapat at Ikalimang Araw
- Pagpapatuloy sa talakayan sa aralin - Pagsusuri ng teksto batay sa tiyak na
katangian at uri nito - Pagbibigay input