The document provides a detailed lesson plan for teaching Filipino grammar and reading to first year secondary students. The objectives are for students to understand meanings implied by titles, identify important information in texts, explain ideas contained in readings, recognize the author's relationship to readers through specific parts, and identify words used in sentence construction. The topic will be on economy and livelihood, specifically industries and trade and challenges affecting the Philippines' commerce. The lesson process involves showing pictures to spark discussion, reading the title to make inferences, and reading the text.
The document discusses the importance of teaching internships. It explains that teaching internships allow aspiring teachers to gain hands-on experience in classroom settings and apply the skills and knowledge they have learned. Internships have several phases including observation, relationship building, lesson planning, teaching tasks, and final demonstrations. The document also outlines several laws related to teaching, such as those protecting teachers' rights, students from bullying and harassment, and children from abuse.
This document contains a detailed lesson plan for an English lesson for second grade students. The objectives are for students to be able to predict outcomes in different situations and stories. The lesson plan outlines teacher and student activities including introducing the concept of predicting outcomes, reading a story about a girl buying eggs at the store, having students predict what will happen next in various situations, and assessing their understanding through questions and activities. Students work independently and in groups to practice predicting outcomes in different scenarios.
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"Ruschelle Cossid
The document summarizes a student's observation of individual differences among students in a classroom. The student observed that some students performed well and participated actively, mostly girls seated at the front, while others seemed left behind and were quiet, mostly seated at the back. The teacher confirmed differences in students' backgrounds. The student reflected on their own experience with high and low achievers in school and how their teacher grouped students and called on the intelligent students, sometimes tutoring the low achievers. The student concluded they will need to meet the needs of all students by using appropriate techniques and encouraging sharing of ideas to recognize individual differences.
Field Study and Pre - Service Teaching Portfolioaleli ariola
This document provides information about Laguna State Polytechnic University, including its vision, mission, goals, and objectives for the Bachelor of Secondary Education program. The university aims to provide advanced education, professional, technological, and vocational instruction. Its mission is to primarily serve the Philippines and global economy. The College of Education is committed to developing students' full potential and equipping them with knowledge, skills, and attitudes for teacher education and related fields to meet changing demands. The Bachelor of Secondary Education program objectives are to produce graduates who can serve as role models, provide a wholesome learning environment, facilitate diverse learning, use various teaching methods and materials, use assessment data to improve plans, and strengthen school-community links.
The document discusses the importance of teaching internships. It explains that teaching internships allow aspiring teachers to gain hands-on experience in classroom settings and apply the skills and knowledge they have learned. Internships have several phases including observation, relationship building, lesson planning, teaching tasks, and final demonstrations. The document also outlines several laws related to teaching, such as those protecting teachers' rights, students from bullying and harassment, and children from abuse.
This document contains a detailed lesson plan for an English lesson for second grade students. The objectives are for students to be able to predict outcomes in different situations and stories. The lesson plan outlines teacher and student activities including introducing the concept of predicting outcomes, reading a story about a girl buying eggs at the store, having students predict what will happen next in various situations, and assessing their understanding through questions and activities. Students work independently and in groups to practice predicting outcomes in different scenarios.
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"Ruschelle Cossid
The document summarizes a student's observation of individual differences among students in a classroom. The student observed that some students performed well and participated actively, mostly girls seated at the front, while others seemed left behind and were quiet, mostly seated at the back. The teacher confirmed differences in students' backgrounds. The student reflected on their own experience with high and low achievers in school and how their teacher grouped students and called on the intelligent students, sometimes tutoring the low achievers. The student concluded they will need to meet the needs of all students by using appropriate techniques and encouraging sharing of ideas to recognize individual differences.
Field Study and Pre - Service Teaching Portfolioaleli ariola
This document provides information about Laguna State Polytechnic University, including its vision, mission, goals, and objectives for the Bachelor of Secondary Education program. The university aims to provide advanced education, professional, technological, and vocational instruction. Its mission is to primarily serve the Philippines and global economy. The College of Education is committed to developing students' full potential and equipping them with knowledge, skills, and attitudes for teacher education and related fields to meet changing demands. The Bachelor of Secondary Education program objectives are to produce graduates who can serve as role models, provide a wholesome learning environment, facilitate diverse learning, use various teaching methods and materials, use assessment data to improve plans, and strengthen school-community links.
Detailed Lesson Plan in Arts for Primary Leveljanehbasto
The lesson plan aims to teach pre-school students about different shapes and colors through activities like singing, identifying shapes and colors in pictures, drawing shapes on the board and coloring them in. The teacher will motivate students with a song about colors, present pictures of different shapes and their colors, have students practice identifying shapes and colors, and evaluate their learning by having them identify different shapes.
The document describes a field study activity where a student observed a school environment to determine if it supports learning. The student visited Andres Soriano Colleges of Bislig and used checklists to observe the school facilities and a classroom. In their analysis, the student concluded that the school has a positive impact on learning by providing a friendly atmosphere with varied learning materials. The student also reflected that schools conducive to learning have complete facilities, clean surroundings, and classrooms that are well-ventilated with proper lighting and facilities.
Here are the key steps in my map to achieve my target:
1. Observe my Resource Teacher teach a lesson. Pay close attention to how she introduces the lesson.
2. Take note of the lesson objective/s stated by my Resource Teacher.
3. Analyze how the lesson objective/s were formulated based on the guiding principles.
4. Reflect on the importance of clearly stated lesson objectives in guiding the teaching-learning process.
5. Document my observations, analysis and reflections in my portfolio to demonstrate my learnings.
By following these steps systematically, I will be able to deduce the lesson objective/s, see how the principles were applied in formulating them and realize the significance
The document provides guidance for observing learners' characteristics across different developmental domains, including physical, social, emotional, and cognitive. It includes sample indicators and questions to consider for each domain for preschool, elementary, and high school levels. The purpose is to record observations of learners' development in different areas to understand their needs at various stages. Educators are encouraged to add their own observations to the matrix as well.
This document summarizes Field Study 1, which focuses on the learner's development and environment. It contains contributions from 5 students on aspects of teaching and learning. It then provides an overview of the course and its 6 episodes, which will have the field study students observing various aspects of the learning environment, learner characteristics, classroom management, individual differences, and the home-school link. The goal is for students to understand child development and identify appropriate approaches to facilitate learning based on observations of actual classroom settings.
Field Study 1, Episode 3 "Classroom Management And Learning"Ruschelle Cossid
1. The document describes a classroom observation conducted by a student teacher in Digos City National High School. The observation focused on classroom organization, management strategies, and their effects on student behavior and learning.
2. Key aspects of classroom management that were observed included classroom organization, rules and procedures, daily routines, and seating arrangements. Behavior management strategies like positive reinforcement and warnings were also noted.
3. Based on the observation, the classroom had some organization issues that affected student behavior and learning. Routines were sometimes not followed. The student teacher reflected on designing an effective classroom in the future with consideration of theories and principles of classroom management.
PRACTICE TEACHING PORTFOLIO
A
Portfolio
Presented to the Faculty of College of Education
Virgen Milagrosa University Foundation
Martin P. Posadas Ave., San Carlos City, Pangasinan
In partial fulfillment of the requirements in
Field Study 7-- Practice Teaching in the Secondary Level
TIMOTHY BACANI BRAVO
May 2019
TABLE OF CONTENTS
I. Preliminaries
Title Page……………………………………………………………. 1
Table of Contents…………………………………………………… 2
Approval Sheet………………………………………………………
Clearance…………………………………………………………….
Certification…………………………………………………………..
Preface……………………………………………………………….5
Introduction…………………………………………………………..6
Acknowledgement…………………………………………………..7
Biographical sketch…………………………………………………9
Teacher’s Prayer……………………………………………………11
II. Cooperating School
Premises……………………………………………………………12
Logo…………………………………………………………………20
Introduction of School…………………………………………….21
History of Cooperating School…………………………………..22
School Plan of Cooperating School…………………………….26
Enrolment Data of Cooperating…………………………………27
Teaching Force of Cooperating…………………………………29
Objectives of Cooperating School………………………………30
K to 12 Curriculum of MAPEH 7 ……………………………..31
Special Services of Cooperating School…………………….87
Reflection on the Cooperating School……………………….88
III. Description of Experiences
Compilation of Experiences…………………………………...91
Lesson Plans in Subject Taught………………………………111
Instructional Materials………………………………………….127
Reflection on the Instructional Materials…………………….128
Evaluative Tools Used………………………………………...128
Reflection on Evaluative Tools……………………………….129
Observation and Evaluation Forms………………………….130
Reflection on Observation and Evaluation Forms………….135
Sample Learners Work and Feedback………………………136
IV. Appendices
DTR……………………………………………………………..139
Practice Teaching Forms Accomplished……………………142
Teachers Program…………………………………………….148
Department of Education Form 1……………………………149
Department of Education Form 2……………………………150
Department of Education Form 3……………………………151
Department of Education Form 5……………………………152
Department of Education Form 10………………………….154
Class Record…………………………………………………..156
Pictorials……………………………………………………….157
Other Evidences………………………………………………160
PREFACE
This off-campus narrative report is purposely prepared for the student teacher.
This work contains the student-teacher’ activities and experience in the different areas of work in the school where he was assigned. It provides further opportunity for the student-teacher to become aware and understand the total setting of the teacher education program.
To undergo practice teaching is not an easy task for the student teacher to meet the required standards within the given training period. A student teacher should commit mistakes in culminating his mission. He should perform multifarious rules inside the classroom.
Here are the steps:
1. Tear off a strip of chromatography paper about 1/2 inch wide and long enough to reach from the bottom to the top of a 50 ml graduated cylinder.
2. Place the strip in the cylinder so that it hangs down the inside wall with one end at the bottom.
3. Use a medicine dropper to place one drop of water at the bottom end of the strip.
4. Observe and record how fast the water climbs the strip.
5. Record your observations.
The students will perform the activity and record their observations.
Here are the steps:
1. Tear off a strip of chromatography paper about 1/2 inch wide and long enough to reach from the bottom to the top of a 50 ml graduated cylinder.
2. Place the strip in the cylinder so that it hangs down the inside wall with one end at the bottom.
3. Use a medicine dropper to place one drop of water at the bottom end of the strip.
4. Observe and record how fast the water climbs the strip.
5. Record your observations.
The students will perform the activity and record their observations.
Evaluation
Worksheet
1. Why does water climb the inside of a thin glass tube but
Detailed Lesson Plan in Arts for Primary Leveljanehbasto
The lesson plan aims to teach pre-school students about different shapes and colors through activities like singing, identifying shapes and colors in pictures, drawing shapes on the board and coloring them in. The teacher will motivate students with a song about colors, present pictures of different shapes and their colors, have students practice identifying shapes and colors, and evaluate their learning by having them identify different shapes.
The document describes a field study activity where a student observed a school environment to determine if it supports learning. The student visited Andres Soriano Colleges of Bislig and used checklists to observe the school facilities and a classroom. In their analysis, the student concluded that the school has a positive impact on learning by providing a friendly atmosphere with varied learning materials. The student also reflected that schools conducive to learning have complete facilities, clean surroundings, and classrooms that are well-ventilated with proper lighting and facilities.
Here are the key steps in my map to achieve my target:
1. Observe my Resource Teacher teach a lesson. Pay close attention to how she introduces the lesson.
2. Take note of the lesson objective/s stated by my Resource Teacher.
3. Analyze how the lesson objective/s were formulated based on the guiding principles.
4. Reflect on the importance of clearly stated lesson objectives in guiding the teaching-learning process.
5. Document my observations, analysis and reflections in my portfolio to demonstrate my learnings.
By following these steps systematically, I will be able to deduce the lesson objective/s, see how the principles were applied in formulating them and realize the significance
The document provides guidance for observing learners' characteristics across different developmental domains, including physical, social, emotional, and cognitive. It includes sample indicators and questions to consider for each domain for preschool, elementary, and high school levels. The purpose is to record observations of learners' development in different areas to understand their needs at various stages. Educators are encouraged to add their own observations to the matrix as well.
This document summarizes Field Study 1, which focuses on the learner's development and environment. It contains contributions from 5 students on aspects of teaching and learning. It then provides an overview of the course and its 6 episodes, which will have the field study students observing various aspects of the learning environment, learner characteristics, classroom management, individual differences, and the home-school link. The goal is for students to understand child development and identify appropriate approaches to facilitate learning based on observations of actual classroom settings.
Field Study 1, Episode 3 "Classroom Management And Learning"Ruschelle Cossid
1. The document describes a classroom observation conducted by a student teacher in Digos City National High School. The observation focused on classroom organization, management strategies, and their effects on student behavior and learning.
2. Key aspects of classroom management that were observed included classroom organization, rules and procedures, daily routines, and seating arrangements. Behavior management strategies like positive reinforcement and warnings were also noted.
3. Based on the observation, the classroom had some organization issues that affected student behavior and learning. Routines were sometimes not followed. The student teacher reflected on designing an effective classroom in the future with consideration of theories and principles of classroom management.
PRACTICE TEACHING PORTFOLIO
A
Portfolio
Presented to the Faculty of College of Education
Virgen Milagrosa University Foundation
Martin P. Posadas Ave., San Carlos City, Pangasinan
In partial fulfillment of the requirements in
Field Study 7-- Practice Teaching in the Secondary Level
TIMOTHY BACANI BRAVO
May 2019
TABLE OF CONTENTS
I. Preliminaries
Title Page……………………………………………………………. 1
Table of Contents…………………………………………………… 2
Approval Sheet………………………………………………………
Clearance…………………………………………………………….
Certification…………………………………………………………..
Preface……………………………………………………………….5
Introduction…………………………………………………………..6
Acknowledgement…………………………………………………..7
Biographical sketch…………………………………………………9
Teacher’s Prayer……………………………………………………11
II. Cooperating School
Premises……………………………………………………………12
Logo…………………………………………………………………20
Introduction of School…………………………………………….21
History of Cooperating School…………………………………..22
School Plan of Cooperating School…………………………….26
Enrolment Data of Cooperating…………………………………27
Teaching Force of Cooperating…………………………………29
Objectives of Cooperating School………………………………30
K to 12 Curriculum of MAPEH 7 ……………………………..31
Special Services of Cooperating School…………………….87
Reflection on the Cooperating School……………………….88
III. Description of Experiences
Compilation of Experiences…………………………………...91
Lesson Plans in Subject Taught………………………………111
Instructional Materials………………………………………….127
Reflection on the Instructional Materials…………………….128
Evaluative Tools Used………………………………………...128
Reflection on Evaluative Tools……………………………….129
Observation and Evaluation Forms………………………….130
Reflection on Observation and Evaluation Forms………….135
Sample Learners Work and Feedback………………………136
IV. Appendices
DTR……………………………………………………………..139
Practice Teaching Forms Accomplished……………………142
Teachers Program…………………………………………….148
Department of Education Form 1……………………………149
Department of Education Form 2……………………………150
Department of Education Form 3……………………………151
Department of Education Form 5……………………………152
Department of Education Form 10………………………….154
Class Record…………………………………………………..156
Pictorials……………………………………………………….157
Other Evidences………………………………………………160
PREFACE
This off-campus narrative report is purposely prepared for the student teacher.
This work contains the student-teacher’ activities and experience in the different areas of work in the school where he was assigned. It provides further opportunity for the student-teacher to become aware and understand the total setting of the teacher education program.
To undergo practice teaching is not an easy task for the student teacher to meet the required standards within the given training period. A student teacher should commit mistakes in culminating his mission. He should perform multifarious rules inside the classroom.
Here are the steps:
1. Tear off a strip of chromatography paper about 1/2 inch wide and long enough to reach from the bottom to the top of a 50 ml graduated cylinder.
2. Place the strip in the cylinder so that it hangs down the inside wall with one end at the bottom.
3. Use a medicine dropper to place one drop of water at the bottom end of the strip.
4. Observe and record how fast the water climbs the strip.
5. Record your observations.
The students will perform the activity and record their observations.
Here are the steps:
1. Tear off a strip of chromatography paper about 1/2 inch wide and long enough to reach from the bottom to the top of a 50 ml graduated cylinder.
2. Place the strip in the cylinder so that it hangs down the inside wall with one end at the bottom.
3. Use a medicine dropper to place one drop of water at the bottom end of the strip.
4. Observe and record how fast the water climbs the strip.
5. Record your observations.
The students will perform the activity and record their observations.
Evaluation
Worksheet
1. Why does water climb the inside of a thin glass tube but
Here are the steps:
1. Tear off a strip of chromatography paper about 1/2 inch wide and long enough to reach from the bottom to the top of a 50 ml graduated cylinder.
2. Place the strip in the cylinder so that it hangs down the inside wall with one end at the bottom.
3. Use a medicine dropper to place one drop of water at the bottom end of the strip.
4. Observe and record how fast the water climbs the strip.
5. Record your observations.
The students will perform the activity and record their observations.
Evaluation
1. Why does water climb the inside of a thin glass tube but not plastic?
Here are the steps:
1. Tear off a strip of chromatography paper about 1/2 inch wide and long enough to reach from the bottom to the top of a 50 ml graduated cylinder.
2. Place the strip in the cylinder so that it hangs down the inside wall with one end at the bottom.
3. Use a medicine dropper to place one drop of water at the bottom end of the strip.
4. Observe and record how fast the water climbs the strip.
5. Record your observations.
The students will perform the activity and record their observations.
Evaluation
1. Why does water climb the inside of a thin glass capillary but not a thin
Here are the steps:
1. Tear off a strip of chromatography paper about 1/2 inch wide and long enough to reach from the bottom to the top of a 50 ml graduated cylinder.
2. Place the strip in the cylinder so that it hangs down the inside wall with one end at the bottom.
3. Use a medicine dropper to place one drop of water at the bottom end of the strip.
4. Observe and record how fast the water climbs the strip.
5. Record your observations.
The students will perform the activity and record their observations.
Evaluation
1. Why does water climb the inside of a thin glass capillary but not a thin
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.
Here are the steps:
1. Tear off a strip of chromatography paper about 1/2 inch wide and long enough to reach from the bottom to the top of a 50 ml graduated cylinder.
2. Place the strip in the cylinder so that it hangs down the inside wall with one end at the bottom.
3. Use a medicine dropper to place one drop of water at the bottom end of the strip.
4. Observe and record how fast the water climbs the strip.
5. Record your observations.
The students will perform the activity and record their observations.
Evaluation
Worksheet
1. Why does water climb the inside of a thin glass tube but
Here are the steps:
1. Tear off a strip of chromatography paper about 1/2 inch wide and long enough to reach from the bottom to the top of a 50 ml graduated cylinder.
2. Place the strip in the cylinder so that it hangs down the inside wall with one end at the bottom.
3. Use a medicine dropper to place one drop of water at the bottom end of the strip.
4. Observe and record how fast the water climbs the strip.
5. Record your observations.
Let's do this activity together now. Please follow the steps carefully and record your observations. We'll discuss what we observe after.
This lesson plan aims to teach students about cause and effect relationships. It includes singing a song about family love, reading a poem where the children show their love for their mother in different ways, and discussing how their actions caused their mother to feel. Students will analyze examples from the poem to identify causes and effects. They will also do activities to demonstrate understanding causes and effects, such as acting out scenes from the poem and identifying causes and effects in a fable. The lesson teaches about both family love and cause-and-effect relationships.
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
This lesson plan provides an overview of teaching a lesson on the properties of water in science class. The objectives are for students to understand the polarity and hydrogen bonding of water molecules and how this affects water's properties. The lesson includes presentations, discussions, and hands-on activities like observing how detergent affects the surface tension of water and using chromatography paper to demonstrate capillary action. Students make predictions and observations. The lesson aims to explain why water and oil don't mix and how substances dissolve based on their hydrophilic/hydrophobic properties.
The document outlines a detailed English lesson plan for secondary students. The objectives are to identify cause and effect relationships, read a poem clearly with expression, and appreciate reading poems. The lesson involves singing a song about family love, reading and discussing a poem showing children's love for their mother, and identifying cause and effect relationships in the poem. Students will also do a pronunciation drill and act out scenes from the poem. The lesson aims to develop a love for reading and family values.
The lesson plan provides an overview of the key objectives and activities for a science lesson on the properties of water. The lesson will explore water's polarity and how it affects water's properties, why water climbs glass but not plastic, and how water-based substances can be separated. Students will perform experiments on surface tension and capillary action. The teacher will discuss water's ubiquity, its role in living organisms, and how its molecular structure leads to hydrogen bonding and unexpected physical properties.
The document provides a lesson plan for a 6th grade English class focusing on cause and effect relationships. The lesson involves students singing a song about family love, reading a poem about children showing affection for their mother on her birthday, and acting out scenarios from the poem that demonstrate causes and effects. Students then practice identifying the cause and effect in sentences and a short fable, learning that the cause introduces why something happens, known as the effect.
This lesson plan provides objectives and procedures for teaching English to first year secondary students. The lesson focuses on identifying cause and effect relationships through reading a poem about a family celebrating their mother's birthday. Students will analyze how each child's actions caused their mother to feel different emotions. They will also practice pronunciation of words containing "augh" sounds. The lesson aims to help students appreciate reading poems and family values like love and affection.
The document outlines a detailed lesson plan for a science class that teaches students about the properties of water. The lesson plan includes objectives, materials, procedures for teacher and student activities, and evaluations. Students will learn about water polarity, surface tension, capillary action, and separation techniques through experiments and discussions.
This document contains a semi-detailed lesson plan for a science class on the heart. The lesson plan aims to help students identify the parts of the heart and describe the function of each part. It begins with an activity to measure pulse rates before and after exercise. Students will then watch a video clip presentation on the heart. This will be followed by a discussion where students answer questions about the heart's major artery, the roles of the atrium and ventricle, and the overall function of the heart.
This document provides information and examples related to lesson planning and student assessment. It includes sample lesson plans of varying levels of detail, analyzed test items and critiques, examples of rubrics for different types of student work and assessments, potential research topics on assessment methods, and reflective journals. The overall document aims to provide resources and ideas for teachers related to planning instruction and evaluating student learning.
1. The document outlines a detailed English lesson plan for 7th grade students focusing on writing essays.
2. It includes objectives, subject matter, learning activities such as a video to motivate students about writing and group activities.
3. The lesson teaches students to identify the three parts of an essay and applies a cause-and-effect relationship from a poem to writing.
The children, Regie and Bobette, visit their grandmother for her birthday and bring her gifts they had kept secret. Regie gives Grandma pot holders, a basket, a fluffy pillow, a lamp, and a comb. Grandma hugs Regie with tears in her eyes, touched by the gifts. Bobette reads Grandma a poem expressing how much they love visiting her and the things they love about her, like her cookies, stories, and Grandma herself. Grandma thanks the children for making her happy.
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
2. 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”
3. 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
4. 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.”
5. 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
6. 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.”
7. “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.
8. 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.
9. 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
10. 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
(Students raise their hands and define
• Translation 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
11. 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 (Students perform)
animals using tangram puzzle and they
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:
12. 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
13. 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
(Students perform the activity)
15. 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?
16. 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.
17. 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.
18. 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
19. 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.
21. 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