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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”
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...”
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.
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.”
“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?
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”.
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”
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
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.
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
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
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.
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.
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
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
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.
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.
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.
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
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

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Lessonplan 100512115922-phpapp02

  • 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