This document contains daily lesson logs for English classes at Hulo Integrated National High School for grades 7, 8, and 10. It outlines the objectives, content, learning resources, and procedures for lessons on informative writing techniques, basic factors of delivery in speeches, and showing gratitude. The lessons include reviewing concepts, discussing examples, practicing skills through activities, and evaluating learning. The logs were prepared by teacher Hellen Dea T. Eleria and checked by the PSDS/TIC.
General and specific statement daily lesson logrameloantonio
General Statements are usually the topic sentence or the main idea of the paragraph while Specific Statements are the supporting information for the topic sentence or main idea.
Example:
General Statement: Birds are Insect Controllers.
Specific Statement:
A 3-ounce baby bird will eat 5 ½ ounces of insects.
Birds eat almost twice their own weight.
(for more info: visit Antonio Senado Ramelo The Secret Passage on Facebook.)
Detailed Lesson Plan (Reading and Writing) Techniques in Critical ReadingAnjenette Columnas
This is a lesson plan that was collaboratively made with my fellow student interns during our internship days. It is about the techniques in critical reading and tips on how to distinguish and be a critical reader. Enjoy!
Semi-Detailed Lesson Plan - Fact and Opinion (Junior High School - English 9)Anjenette Columnas
A Semi-Detailed Lesson Plan about Fact and Opinion in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
Media and Information Literacy- Performance Task (Project) Digital Poster Ma...Arniel Ping
Learning Competencies
Learners will be able to…
A. create a text and visual digital poster which will campaign for high school students to be a responsible user and competent producer of media information (SSHS);
B. organize a creative and interactive symposium where students will present their posters and discuss its subject and message to junior high school students (SSHS); and
C. produce and evaluate a creative text and visual based presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10)
Objectives:
1. Determine/explain the definition of each claims.
2. Give examples to each claims.
3. Give some additional ideas or summarization of each claims
General and specific statement daily lesson logrameloantonio
General Statements are usually the topic sentence or the main idea of the paragraph while Specific Statements are the supporting information for the topic sentence or main idea.
Example:
General Statement: Birds are Insect Controllers.
Specific Statement:
A 3-ounce baby bird will eat 5 ½ ounces of insects.
Birds eat almost twice their own weight.
(for more info: visit Antonio Senado Ramelo The Secret Passage on Facebook.)
Detailed Lesson Plan (Reading and Writing) Techniques in Critical ReadingAnjenette Columnas
This is a lesson plan that was collaboratively made with my fellow student interns during our internship days. It is about the techniques in critical reading and tips on how to distinguish and be a critical reader. Enjoy!
Semi-Detailed Lesson Plan - Fact and Opinion (Junior High School - English 9)Anjenette Columnas
A Semi-Detailed Lesson Plan about Fact and Opinion in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
Media and Information Literacy- Performance Task (Project) Digital Poster Ma...Arniel Ping
Learning Competencies
Learners will be able to…
A. create a text and visual digital poster which will campaign for high school students to be a responsible user and competent producer of media information (SSHS);
B. organize a creative and interactive symposium where students will present their posters and discuss its subject and message to junior high school students (SSHS); and
C. produce and evaluate a creative text and visual based presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10)
Objectives:
1. Determine/explain the definition of each claims.
2. Give examples to each claims.
3. Give some additional ideas or summarization of each claims
DLL WEEK 2.docx how a selection may be influenced by culture, history and en...LorenzOrquia
Lesson plan that can used specially when you where going to demo teaching this lesson plan is MELCS Based thats why its good to use how a selection may be influenced by culture, history and environment ppt presentation how a selection may be influenced by culture, history and environment ppt how a selection may be influenced by culture, history and environment ppt presentation WebCONTENT Explain how a selection may be influenced by culture, history, environment, and other factors. EN7LT- IV-h- III RESOURCES
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
HULO INTEGRATED NATIONAL HIGH SCHOOL
Pililla, Rizal
Grade1-12
DAILY LESSON LOG
Subject Teacher: HELLEN DEA T. ELERIA Grade & Section: Grade 10
Subject: ENGLISH Quarter: THIRD QUARTER
Teaching Dates: March 6-10, 2023 Week: 3
I. OBJECTIVES
Monday Tuesday Wednesday Thursday Friday
G10 Luna- 8:30- 9:30
G10- Selene- 10:00- 11:00
G10 Luna- 8:30- 9:30 G10 Luna- 8:30- 9:30
G10- Selene- 10:00- 11:00
G10 Luna- 8:30- 9:30
G10- Selene- 10:00- 11:00
G10- Selene- 10:00- 11:00
A. Content Standard
The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and resolving conflicts among individuals, groups and
nature; also, how to use evaluative reading, listening and viewing strategies, special speeches for occasion, pronouns and structures of modification.
B. Performance Standard
The learner skillfully delivers a speech for a special occasion through utilizing effective verbal and non-verbal strategies and ICT resources.
C. Learning Competency/Objectives
Write the LC code for each
EN10WC-IIIb14.1.2: Use a variety of informative, persuasive, and argumentative writing
techniques
II. CONTENT Using Informative Writing
Techniques
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages English 10 Q3 ADM pp. 2-12 English 10 ADM pp. 1- 11 English 10 ADM pp. 1- 11 English 10 ADM pp. 1- 11 English 10 ADM pp. 1- 11
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing the previous lesson or presenting
the new lesson
Ask the students about their idea about
informative writing.
Ask the students about their idea
about informative writing.
Review lessons learned from
topic about informative writing.
Review lessons learned from
topic about informative writing.
HOMEROOM GUIDANCE
B. Establishing a purpose for the lesson Ask the students idea about Argumentative
Essay using For pics 1 word.
Let them answer the game..
Ask the students idea about
Argumentative Essay using For pics
1 word.
Let them answer the game..
Let the students share their
insights about it.
Let the students share their
insights about it.
C. Presenting examples/instances of the new
lesson
HUNTING TIME.
(Read the words in the WORD BOX.
Circle/highlight each word you can
find in the puzzle below. The words maybe
hidden in any direction)
HUNTING TIME.
(Read the words in the WORD BOX.
Circle/highlight each word you can
find in the puzzle below. The words
maybe hidden in any direction)
Informative writing plays a vital
role not only in the academic
world but also in the real world.
It is a skill so essential that it
can affect your grades and
future
Informative writing plays a vital
role not only in the academic
world but also in the real
world. It is a skill so essential
that it can affect your grades
and future
2. job opportunities. job opportunities.
D. Discussing new concepts and practicing
new skills #1
Discussion of the lesson about Informative
Writing Technique
Discussion of the lesson about
Informative Writing Technique
Continuation of the lesson
about Informative Writing
Technique
Continuation of the lesson
about Informative Writing
Technique
E. Discussing new concepts and practicing
new skills #2
Discussion of the lesson about Informative
Writing Technique
Discussion of the lesson about
Informative Writing Technique
Continuation of the lesson
about Informative Writing
Technique
Continuation of the lesson
about Informative Writing
Technique
F. Developing mastery (leads to Formative
Assessment 3)
Arrange the step-by-step process in writing
a letter.
Arrange the step-by-step process in
writing a letter.
Compose a three-paragraph
informative essay about any of
the topics given.
(RUBRIC will be provided)
Compose a three-paragraph
informative essay about any of
the topics given.
(RUBRIC will be provided)
G. Finding practical application of concepts and
skills in daily living
Think of a “How to Guide” on any of the
possible subjects. A “How to Guide” is a
step-by-step process that an individual will
follow to complete a task.
Think of a “How to Guide” on any of
the possible subjects. A “How to
Guide” is a step-by-step process that
an individual will follow to complete a
task.
Write informative essay on how
to e-mail your teacher.
Write informative essay on
how to e-mail your teacher.
H. Making generalizations and abstractions
about the lesson
What is the prescribed structure and
conventions in informative writing?
What is the prescribed structure and
conventions in informative writing?
What is informative text? What is informative text?
I. Evaluating learning NAME ME!
Identify what is being asked in the following
statements. Choose the correct answer in
the scroll.
NAME ME!
Identify what is being asked in the
following statements. Choose the
correct answer in the scroll.
Answer each question by writing
the letter of the best answer on
your answer sheet.
Answer each question by
writing the letter of the best
answer on your answer sheet.
J. Additional activities for application or
remediation
V. REMARKS
Prepared by: Checked by:
HELLEN DEA T. ELERIA DALISAY B. TORRES
Teacher III PSDS/ TIC
3. Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
HULO INTEGRATED NATIONAL HIGH SCHOOL
Pililla, Rizal
Grade1-12
DAILY LESSON LOG
Subject Teacher: HELLEN DEA T. ELERIA Grade & Section: Grade 7
Subject: ENGLISH Quarter: THIRD QUARTER
Teaching Dates: March 6-10, 2023 Week: 3
I. OBJECTIVES
Monday Tuesday Wednesday Thursday Friday
G7- Apollo- 1:30- 2:30 G7- Athena- 11:00- 12:00
G7- Apollo- 1:30- 2:30
G7- Athena- 11:00- 12:00
G7- Apollo- 1:30- 2:30
G7- Athena- 11:00- 12:00
G7- Apollo- 1:30- 2:30
G7- Athena- 11:00- 12:00
A. Content Standard
The learner demonstrates understanding of: Philippine literature in the Period of Emergence as a tool to assert one’s identity; strategies in listening to and viewing of informative
and short narrative texts; word relationships and associations; informative speech forms; and use of direct/reported speech, passive/ active voice, simple past and past perfect tenses, and
sentence connectors.
B. Performance Standard
The learner transfers learning by: showing ways of asserting one’s identity; comprehending informative and short narrative texts using schema and appropriate listening and viewing
strategies; expressing ideas, opinions, and feelings through various formats; and enriching written and spoken communication using direct/reported speech, active/passive voice, simple past
and past perfect tenses and connectors correctly and appropriately.
C. Learning Competency/Objectives
Write the LC code for each
EN7OL-II-g-2.6.2, EN7OL-III-b-3:
Use the appropriate oral language, stance and behavior when giving
information, instructions, making explanations, and narrating events in
factual and personal recounts.
II. CONTENT Basic Factors of
Delivery
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages English 7 Q3-Module 2: pp. 1-14 English 7 Q3-Module 2: pp. 1-14 English 7 Q3-Module 2: pp. 1-14 English 7 Q3-Module 2: pp. 1-14 English 7 Q3-Module 2: pp. 1-14
3. Textbook pages
4. Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing the previous lesson or presenting
the new lesson
Let us find out if you already
know our lesson for today. You
will answer the statements below
by writing the correct word/s that
correspond/s to the given
definition of the basic factors of
delivery found inside the box..
What are the different methods of
delivery??
What are the different methods of
delivery??
What are the different methods of
delivery??
4. B. Establishing a purpose for the lesson What multi-media resources do
we use in giving information,
instructions, making explanations
and narrating events?
How was it different from one
another?
How was it different from one
another?
How was it different from one
another?
C. Presenting examples/instances of the new
lesson
Who gave you your first name? Is
it your parents or your
grandparents?
In this activity, you will share the
origin of your name.
Now, that you already have a
background about the different
methods of delivery, let us focus on
the Basic Factors of Delivery.
Now, that you already have a
background about the different
methods of delivery, let us focus on
the Basic Factors of Delivery.
Now, that you already have a
background about the different
methods of delivery, let us focus on
the Basic Factors of Delivery.
D. Discussing new concepts and practicing new
skills #1
Discussion of the lesson about
Basic Factors of Delivery.
Continuation of the lesson about
Basic Factors of Delivery
Continuation of the lesson about
Basic Factors of Delivery
Continuation of the lesson about
Basic Factors of Delivery
E. Discussing new concepts and practicing new
skills #2
Discussion of the lesson about
Basic Factors of Delivery.
Continuation of the lesson about
Basic Factors of Delivery.
Continuation of the lesson about
Basic Factors of Delivery.
Continuation of the lesson about
Basic Factors of Delivery.
F. Developing mastery (leads to Formative
Assessment 3)
Using the concept map, write key
ideas about the concept of Basic
Methods of Delivery.
For further understanding of the
lesson, you may watch the videos
about the methods of delivery and
sample of extemporaneous speech.
For further understanding of the
lesson, you may watch the videos
about the methods of delivery and
sample of extemporaneous
speech.
Have an interview about positive
and negative Filipino traits.
G. Finding practical application of concepts and
skills in daily living
Choose one method of delivery
from the list of and where can we
use it on our daily life?
.
Let’s have an impromptu speaking
activity. Say something positive and
negative about the given pictures.
What do you like and dislike about
cities?.
Let’s have an impromptu speaking
activity. Say something positive
and
negative about the given pictures.
What do you like and dislike about
cities?.
Tell something about your
experiences on multimedia.
H. Making generalizations and abstractions about
the lesson
What are the different methods of
delivery?
1.How do you feel when you listen to
your recorded speech?
2.What have you notice in delivering
your impromptu speech?
3. What are your suggestions to
improve your delivery?
1.How do you feel when you listen
to your recorded speech?
2.What have you notice in
delivering your impromptu speech?
3. What are your suggestions to
improve your delivery?
Make an impromptu speech on
some topics that
concerns you. The only rule is that
there is no way you can plan for it
I. Evaluating learning Tell whether the following
statement is a TRUE or FALSE.
Create a graphic organizer about
your unforgettable experiences with
you friends.
Fill in the blank the correct
word/words to complete the
sentence.
J. Additional activities for application or
remediation
V. REMARKS
Prepared by: Checked by:
HELLEN DEA T. ELERIA DALISAY B. TORRES
Teacher III PSDS/ TIC
5. Republika ng Pilipinas
Kagawaran ng Edukasyon
Rehiyon IV-A CALABARZON
Sangay ng Rizal
PAARALANG NASYUNAL NG HULO
Pililla, Rizal
Grade1-12
DAILY LESSON LOG
Guro: HELLEN DEA T. ELERIA Baitang/Antas: Grade 8
Asignatura: EDUKASYON SA PAGPAPAKATAO Markahan: IKATLONG MARKAHAN
Petsa: Marso 6-10, 2023 Linngo: 3
I. LAYUNIN
Lunes (G8- Aurora) / Martes (G8- Aphrodite) Martes (G8- Aurora) / Miyerkules G8- Aphrodite)
12:30- 1:30 7:30- 8:30
A. Pamantayang Pangnilalaman
Naipamamalas ng magaaral ang pag-unawa sa mga konsepto tungkol sa pasasalamat.
B. Pamantayan sa Pagganap
Naisasagawa ng magaaral ang mga angkop na kilos sa isang pangkatang gawain ng pasasalamat.
C. Mga Kasanayan sa Pagkatuto
(Isulat ang code ng bawat kasanayan)
EsP8PBIIIb9.
Napatutunayan na ang pagiginig mapagpasalamat ay ang pagkilala na ang
maraming bagay na napapasaiyo at malaking bahagi ng iyong pagkatao ay nagmula
sa kapwa,na sa kahuli-hulihan ay biyaya ng Diyos. Kabaligtaran ito ng Entitlement
Mentality, isang paniniwala o pag-iisip na anomang inaasam mo ay karapatan mo
na dapat bigyan ng dagliang pansin.
EsP8PBIIIb9.4
Naisasagawa ang mga angkop na kilos at pasasalamat
II. NILALAMAN Mga Biyaya at Pagpapakita ng Pasasalamat Pagpapaunlad ng Kakayahang Maging Isang Lider at Tagasunod
III. KAGAMITANG PAMPAGTUTURO
A. Sanggunian
1. Mga Pahina sa Gabay ng Guro
2. Mga Pahina sa Gabay ng Mag-aaral ADM SLM Modyul 33 pp. 1-16 PIVOT SLM pp. 30-36
3. Mga Pahina saTeksbuk
4. Karagdagang Kagamitan mula sa portal ng Learning
Resource
B. Iba pang Kagamitang Panturo
IV. PAMAMARAAN
A. Balik-aral sa nakaraang aralin at/o pagsisimula ng bagong
aralin
Gamit ang graphic organizer, isulat sa sagutang papel ang iba’t ibang
pamamaraan sa pasasalamat mula sa mga biyayang natatanggap mo araw – araw.
Gamit ang graphic organizer, isulat sa sagutang papel ang iba’t ibang
pamamaraan sa pasasalamat mula sa mga biyayang natatanggap mo araw –
araw.
B. Paghahabi ng Layunin Bakit mahalaga ang maging mapagpasalamat sa mga biyayang natatanggap? Bakit mahalaga ang maging mapagpasalamat sa mga biyayang natatanggap?
C. Pag-uugnay ng mga halimbawa sa bagong aralin Basahin at unawaing mabuti ang mga pahayag sa talahanayan. Ipahiwatig kung gaano
kadalas ka nakararanas at sumasang-ayon sa bawat pahayag. Isulat sa sagutang papel
kung 4 (Madalas), 3 Hindi Gaanong Madalas), 2 (Paminsan-minsan) at 1 (Hindi
Kailanman). Pagnilayan ang mga gabay na tanong
Basahin at unawaing mabuti ang mga pahayag sa talahanayan. Ipahiwatig kung
gaano kadalas ka nakararanas at sumasang-ayon sa bawat pahayag. Isulat sa
sagutang papel kung 4 (Madalas), 3 Hindi Gaanong Madalas), 2 (Paminsan-
minsan) at 1 (Hindi Kailanman). Pagnilayan ang mga gabay na tanong
D. Pagtalakay ng bagong konsepto at paglalahad ng bagong
kasanayan #1
Pagtalakay ng Aralin sa halimbawa ng pasasalamat at kawalan nito. Pagtalakay ng Aralin sa halimbawa ng pasasalamat at kawalan nito.
E. Pagtalakay ng bagong konsepto at paglalahad ng bagong
kasanayan #2
Pagtalakay ng Aralin sa halimbawa ng pasasalamat at kawalan nito. Pagtalakay ng Aralin sa halimbawa ng pasasalamat at kawalan nito.
6. F. Paglinang ng kabihasaan
(Tungo sa Formative Assessment)
Gamit ang graphic organizer sa iyong sagutang papel, isulat ang mga katangian na
magpatutunay ng pagpapasalamat o kawalan ng pasasalamat ng tao.
Gamit ang graphic organizer sa iyong sagutang papel, isulat ang mga katangian na
magpatutunay ng pagpapasalamat o kawalan ng pasasalamat ng tao.
G. Paglalapat ng aralin sa pang araw-araw na buhay
Suriin kung kakikitaan ba ito ng
pagpapasalamat at kawalan nito. Magbigay ng mga patunay
Suriin kung kakikitaan ba ito ng
pagpapasalamat at kawalan nito. Magbigay ng mga patunay
H. Paglalahat ng aralin
Ibuod mo!
Gamitin ang mga sumusunod na code upang malaman ang kasabihang
magbubuod ng aralin.
Ibuod mo!
Gamitin ang mga sumusunod na code upang malaman ang kasabihang
magbubuod ng aralin.
I. Pagtataya ng aralin
Basahing mabuti ang bawat tanong o sitwasyon at piliin ang tamang sagot. Basahing mabuti ang bawat tanong o sitwasyon at piliin ang tamang sagot.
J. Karagdagang gawain para sa takdang-aralin at
remediation
Gumawa ng isang poster na nagpapakita ng pasasalamat. Gumamit ng long
bond paper
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na nakuha ng 80% sa pagtataya
B. Bilang ng mga mag-aaral na nangangailangan ng iba
pang gawain para sa remediation
C. Nakatulong ba ang remedial? Bilang ng mag-aaral na
nakaunawa ng aralin
D. Bilang ng mga mag-aaral na magpapatuloy ng
remediation?
Prepared by: Checked by:
HELLEN DEA T. ELERIA DALISAY B. TORRES
Teacher III PSDS/ TIC
