Filipino 3 yunit iii aralin 3 pagsasabi ng paksa o tema ng teksto, kuwento o ...Desiree Mangundayao
Ang mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
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#parasabata. #tuloyangedukasyon
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The document is a graduation program for Imelda Elementary School's class of 2006. It begins with expressions of gratitude from the school's Parents and Teachers Association. It then provides details of the graduation ceremony such as the date, time, and location. The ceremony's theme is "Crossing the Thresholds: From Learning the Basics to Learning for Life". The program includes messages from political leaders congratulating the graduates and wishing them well. It also includes the school hymn, farewell song, and lists of graduates, awards, and school officials.
Filipino 3 yunit iii aralin 3 pagsasabi ng paksa o tema ng teksto, kuwento o ...Desiree Mangundayao
Ang mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOWAng mga slideshare na ito ay maaring makatulong sa mga bata, magulang at mga gurong nagnanais na matuloy ang edukasyon sa kabila ng pandemya.. MELC BASED na rin po at may mga learning activities
#parasabata. #tuloyangedukasyon
LIKE/ SHARE / SUBSCRIBE/ COMMENT DOWN BELOW
The document is a graduation program for Imelda Elementary School's class of 2006. It begins with expressions of gratitude from the school's Parents and Teachers Association. It then provides details of the graduation ceremony such as the date, time, and location. The ceremony's theme is "Crossing the Thresholds: From Learning the Basics to Learning for Life". The program includes messages from political leaders congratulating the graduates and wishing them well. It also includes the school hymn, farewell song, and lists of graduates, awards, and school officials.
The document summarizes an action song competition held between several schools. It provides an introduction to the event and judges, outlines the competition rules, and announces the performances from each participating school. It then announces a break before resuming with the results, giving prizes to the top three placing schools. The event concludes with thanks to participants, organizers, and an apology for any mistakes.
This document summarizes a high school ball event held by Gaudete Study Center. It describes the opening remarks and prayers led by students. Performances included dances from junior and senior students, as well as the announcement of prom king, queen, and other awards. The event highlights bringing together former classmates who have gone on to successful careers. It concludes with hopes for the students' continued success in the future.
1) The document summarizes the Merit Day ceremony of Mar Bselios Christian College of Engineering & Technology (MBC). Various dignitaries and top ranking students of MBC were honored and awarded.
2) A seminar on the 'Challenges of Technical Education in Kerala' was presented. The keynote address highlighted issues like unemployment among educated graduates and increasing demand for general higher education institutions.
3) Top ranking students from various departments who secured first class with distinction were awarded. The director and principal of MBC delivered messages congratulating the students. The ceremony concluded with a vote of thanks.
Powerppint presentaionmmmmmmmmmmmPanuto: Tukuyin ang tamang tunog ng mga sumusunod na hayop na naririnig sa ating paligid. Piliin ang titik ng tamang sagot at isulat ang sagot sa sagutang papel.
1. Ang baboy ay may tunog na __________. a. aw-aw c.tik-ti-laok
b. kwak-kwak d. oink-oink 2. Sa tuwing umaga ako ay nag-iingay ng tik-ti-laok.Sino ako?
a. aso c.manok
b. bibe d. baboy
3. Meow- meow ang aking sambit tuwing ako’y umaawit, ano hayop ako?
a. aso c. manok
b. pusa d. baboy
4. Ako si bantay, ang aking tinig ay hudyat na may ibang tao aking nakikita, anong hayop ako?
a. aso
b. pusa
c. manok
d. Bibe
5. Ako ang lider na wala ang isang pakpak, sa awiting “May tatlong Bibe” ano ang aking tunog?
a. aw-aw c. meow-meow
b. kwak-kwak d.tik-ti-laok
Nakakita ka na ba ng isang instrumentong pangmusika? Ano-ano ang iba’t ibang instrumentong pangmusika na nalalaman mo?
Suriin ang mga larawan sa ibaba. Paano kaya tinutugtog ang mga instrumentong ito? Narinig mo na ba ang mga tunog ng mga ito? Sa iyong palagay, ito ba ay kaaya-ayang pakinggan?
Panuto: Tukuyin ang tamang tunog ng mga sumusunod na hayop na naririnig sa ating paligid. Piliin ang titik ng tamang sagot at isulat ang sagot sa sagutang papel.
1. Ang baboy ay may tunog na __________. a. aw-aw c.tik-ti-laok
b. kwak-kwak d. oink-oink 2. Sa tuwing umaga ako ay nag-iingay ng tik-ti-laok.Sino ako?
a. aso c.manok
b. bibe d. baboy
3. Meow- meow ang aking sambit tuwing ako’y umaawit, ano hayop ako?
a. aso c. manok
b. pusa d. baboy
4. Ako si bantay, ang aking tinig ay hudyat na may ibang tao aking nakikita, anong hayop ako?
a. aso
b. pusa
c. manok
d. Bibe
5. Ako ang lider na wala ang isang pakpak, sa awiting “May tatlong Bibe” ano ang aking tunog?
a. aw-aw c. meow-meow
b. kwak-kwak d.tik-ti-laok
Nakakita ka na ba ng isang instrumentong pangmusika? Ano-ano ang iba’t ibang instrumentong pangmusika na nalalaman mo?
Suriin ang mga larawan sa ibaba. Paano kaya tinutugtog ang mga instrumentong ito? Narinig mo na ba ang mga tunog ng mga ito? Sa iyong palagay, ito ba ay kaaya-ayang pakinggan?
Panuto: Tukuyin ang tamang tunog ng mga sumusunod na hayop na naririnig sa ating paligid. Piliin ang titik ng tamang sagot at isulat ang sagot sa sagutang papel.
1. Ang baboy ay may tunog na __________. a. aw-aw c.tik-ti-laok
b. kwak-kwak d. oink-oink 2. Sa tuwing umaga ako ay nag-iingay ng tik-ti-laok.Sino ako?
a. aso c.manok
b. bibe d. baboy
3. Meow- meow ang aking sambit tuwing ako’y umaawit, ano hayop ako?
a. aso c. manok
b. pusa d. baboy
4. Ako si bantay, ang aking tinig ay hudyat na may ibang tao aking nakikita, anong hayop ako?
a. aso
b. pusa
c. manok
d. Bibe
5. Ako ang lider na wala ang isang pakpak, sa awiting “May tatlong Bibe” ano ang aking tunog?
a. aw-aw c. meow-meow
b. kwak-kwak d.tik-ti-laok
Nakakita ka na ba ng isang instrumentong pangmusika? Ano-ano ang iba’t ibang instrumentong pangmusika na nalalaman mo?
Suriin ang mga larawan sa ibaba. Paano ka
This document discusses simple and compound sentences. It defines a simple sentence as one that contains a subject and verb and expresses a complete thought. A compound sentence contains two independent clauses joined by a coordinating conjunction like "for", "and", or "but". Several examples of simple and compound sentences are provided. Readers are asked to identify whether examples are simple or compound sentences. The document serves to teach the difference between simple and compound sentences.
The document is a collection of materials prepared by Mary Jean M. Dacallos. It includes passages about the life cycle of a butterfly, sequencing events in a story, making tea, and a story about a boy named Santos who saved a child from a burning house. Various exercises are provided to help with comprehension, including sequencing pictures, answering questions, and arranging events in order.
Eisner's connoisseurship model is an approach to curriculum evaluation that emphasizes qualitative appreciation. It focuses on getting details of what happens in the classroom through knowledgeable evaluation. The model believes an expert evaluator can determine a curriculum's success using skills and experience in combination with appreciation and criticism. Criticism in this context refers to saying useful things about complex topics to help others see what they may have missed before. An eclectic approach to evaluation develops criteria to assess models sensitively while considering client concerns and unintended effects. It gives homeschooling parents control but some worry children may not learn enough or at the right time for testing.
This document outlines the key components of curriculum design including statements of philosophy, goals and objectives, curriculum content and activities, teacher and student activities, tests, and evaluation. It breaks the curriculum design process down into defining the objectives and desired outcomes, developing the content and lessons to meet those objectives, implementing the curriculum, and assessing whether the objectives were achieved through evaluation.
Psychology is the study of the mind, behavior, and thought. It aims to understand how people learn and think through studying mental processes. When applied to education, psychology helps understand how students learn and considers individual differences in curriculum design. There are four main perspectives on curriculum in psychology: behaviorism, cognitivism, humanism, and constructivism. Behaviorism views learning as the formation of habits through reinforcement or punishment, while cognitivism examines mental processes like memory and problem-solving.
This document discusses different types of organizational structures for guidance programs in schools. It describes informal organizations that form based on personal relationships and formal organizations with clearly defined roles and hierarchies. The main organizational structures discussed are line organization with a direct chain of command, line and staff organization where staff support line roles, and examples of how guidance programs can be structured in elementary and high schools using these models. The key point is that the organizational design should facilitate information flow and accomplishing the goals of the guidance program.
The document discusses the roles and responsibilities of various guidance personnel in a school setting. It describes the guidance counselor as planning the guidance program, keeping informed of educational trends, utilizing community resources, and counseling students. Teachers are also involved by effectively teaching, noting vocational possibilities, demonstrating interest in students, and providing individual student conferences. The school doctor and nurse assist by helping to increase awareness of student health responsibilities. The librarian helps guide students' reading habits, abilities, and interests.
Chapter iii letter b. roles and function of guidance personel MARY JEAN DACALLOS
The document discusses the roles and functions of various guidance personnel in a school setting. It describes the teacher's role in effective teaching, noting vocational possibilities, demonstrating interest in students, encouraging achievement, serving on committees, holding student conferences, providing anecdotal data, and assisting with student inventories and referrals. It also outlines the functions of the school doctor and nurse in providing care, health screening, promotion and policies. Finally, it states that the school librarian helps to upgrade students' reading habits, abilities, and interests.
This document discusses different types of curriculum, including prescriptive curriculum which outlines what should be taught, and descriptive curriculum which focuses on students' actual experiences. It describes seven types of curriculum that operate in schools, such as the recommended curriculum from experts and the written, taught, supported, assessed, learned, and hidden curriculums. Characteristics of a good curriculum are that it evolves over time, is based on community needs, is developed democratically, results from long-term efforts, provides a logical sequence of content, complements other community programs, has educational quality, and allows flexibility.
1. The document discusses different bases for moral judgement including eternal law, natural law, and conscience. Eternal law refers to God's divine will and natural order, while natural law involves humanity's participation in eternal law through reason.
2. Conscience involves making moral decisions and judgments about what is good and evil. There are different types of conscience including correct, erroneous, doubtful, scrupulous, and lax. Conscience can also be compulsory as a participation in God's eternal law.
3. The document contrasts a physicalist view of morality based on natural tendencies versus a personalist view where morality involves accordance with reason and human goals rather than just physical order.
The document outlines a physical education lesson plan focused on relays and races. It includes preparatory warm up activities, developmental activities like a message relay race and kangaroo relay race, and discussions on sportsmanship and the benefits of relays. The lesson reinforces that relays and races help develop strong legs and physical fitness in children while emphasizing cooperation and following instructions.
This document outlines a lesson plan to teach students to write related equations for multiplication as equal jumps on a number line. It includes objectives, prerequisite skills, materials, and instructional procedures. Students will illustrate multiplication examples using number lines, then write related equations for sets of multiples. They will measure their arm lengths and represent adding multiple sticks end to end on the floor using a number line to write the equation. The lesson aims to help students understand that the number of jumps on a number line is the multiplier and the distance between jumps is the multiplicand.
1. I.Layunin:
1. Nakikilala at nagagamit ang
pandiwang nagsasaad ng kilos o
galaw na ginagawa pa sa
pangungusap at talata.
2. Napapahalagahn ang katangin ng
batang huwaran.
3. Nakakalikha ng pangungusap na
may pandiwa.
II. Paksang Aralin:
Paksa
1. Pagkilala mg Ugnayan ng Tunog at
Simbolo nito sa Pagsulat.
2. Pagbabasa ng wasto ng mga
Salitang Binubuo ng Maraming
Pantig.
Batayan/Sanggunian
Tugma: “Batang Huwaran:
Akda ni Arlene E. Esguerra
Kuwento: “Huwarang Mag-
aaral” akda ni Nimpha L.
Reyes
Mga Kagamitan
1. Mga larawan, Word Map
2. K12 Kurrikulum Guide, TG at LM
III. Pamaraan:
Kasanayang Pagbigkas at Wika
A. Panimulang Gawain
Basahin ang tugmang “Batang
Huwaran” sa LM pahina 78.
B. Pagganyak
Tungkol saan ang tugma at ano-ano
ang binabanggit dito?
C. Pagganyak
Ano-ano ang ginagawa ng isang
batang huwaran sa tugma.Ginagawa niyo
ba ito araw-araw at maituturing din ba
kayong batang huwaran? ano pa ang
inyong ginagawa araw-araw bilang isang
bata?
D. Paglalahad/Pagmomodelo
Basahin ang mga pangungusap na
naglalahad ng mga gawain sa LM pahina
78.
E. Pagtalakay
Ano-anong salitang kilos ang ginamit
sa mga pangungusap? (pumapasok,
nagbabasa, isinasaulo)
Kailan nangyari ang mga salitang
kilos? ( araw-araw, tuwing hapon, ngayon)
Ano ang ipinahihiwatig ng mga
salitang sumasagot kung kailan nangyari
ang salitang kilos? (ginagawa pa)
F. Paglalahat
Ano ang tawag sa mga salitang
nagsasaad ng kilos o galaw? Kailan
naganap ang mga pandiwa o salitang kilos?
Ano-anong nagpapahiwatig na salita ang
ginagamit upang matukoy na ito ay
ginagawa pa?
MOTHER TONGUE
Date : October 11, 2016 Day : Tuesday
Time : Gr/Sec : II - Kalabaw
2. Basahin ang Tandaan sa LM, pahina
78.
G. Paglalapat
Mag-isip ng salitang kilos na
ginagawa pa, ipagamit ito sa pangungusap
at isakilos ito.
(Hal.Naglalakad ako ngayon.)Sinasabi ito
ng bata habang ginagawa niya.
H. Kasanayang Gawain
1. Pinatnubayang Pagsasanay
Gawin ang Gawain 1 sa LM, pahina 79.
2. Malayang Pagsasanay
Sagutan ang Gawain 2 sa LM
pahina 79.
I. Pagtatasa
Gawin ang Gawain 3 sa LM, pahina 8 kilos
Kasunduan:
Sa yong kwaderno sumulat ng mga
pandiwa o salitang kilos na dapat taglayin
ng isang batang huwaran.
