A Semi-detailed Lesson Plan

in
English II
I.

Objectives:
A. Identify the main idea or concept in the poem entitled The Little

Rain.
B. Discuss the poem by sharing the reactions of the students in the
class.
C. Give full understanding to the importance of rain in our life.
II. Subject Matter:
A. Topic: The Little Rain
Oh, she is good, the little rain! and well
she knows our need
Who cometh in the time of spring to aid
the sun-drawn seed;
She waders with a friendly wind through
silent nights unseen,
The furrows feel her happy tears,
and lo! the land is green.
Last night cloud-shadows gloomed
the path that winds to my adobe,
And the torches of the river boats
like angry meteors glowed.
Today fresh colors break the soil, and butterflies take wing
Down broidered lawns all bright with

pearls in the garden of the King.

B. References:
http://poems84.blogspot.com/2014/11/the-little-rain.html
C. Materials: video presentation, chalkboard, chalk, manila paper.
III. Procedure:
A. Motivation
The teacher will group the class into 3 groups. Then she will
show a video presentation entitled raindrops. After that, the students will
discuss to their groups the meaning or their own understanding to the video,
then the leader will present their output infront of the class.
B. Presentation
The teacher will ask the students what they did. After which, he
will present their lesson to the class.
C. Discussion
1. Vocabulary building
2. The teacher will read the poem first written in the manila
paper. Next reading will be the students.
3. Ask the students the contributions or advantages of rain which are
shown on the poem.
4. The students will interpret each lines of the poem and extract the
message of it as well. Then, the teacher will supplement their answers after,
D. Generalization

The teacher will ask the students what are the lessons they
learned for the day.
E. Application
The students will be called and relate their memorable
experiences about the rain.
IV. Evaluation
Students will draw one of the many contributions or advantages
of rain which is shown in the poem.
V. Assignment
Make a composition regarding the video they watched.

Mala-Masusing Banghay Aralin sa Pagtuturo

ng
Araling Panlipunan Para sa Ika-8 Baitang

I.

Paksa
Mga Relihiyon sa Asya
II.

Mga Inaasahang Bunga

A. Nabibigyang-hinuha ang kahulugan ng Relihiyon
B. Natutukoy ang mahahalagang impormasyong nakapaloob sa aralin.
C. Nakikilala ang ibat ibang relihiyon sa Asya.

III.

Proseso ng Pagakatuto
A. Panimulang Gawain/ Pagganyak
Hatiin sa apat na pangkat ang klase. Bawat pangkat ay paguusapan ang kanilang mga relihiyon at ipasulat sa papel ang
paniniwala sa kanilang relihiyon.
Pagkatapos ng itinakdang oras ay pupunta sa harap ang leader ng
bawat grupo upang ilahad ang kanilang napag-usapan.
B. Pagtalakay sa Aralin
1.
2.
3.
4.

Kahulugan ng relihiyon
Hinduismo
Hudaismo
Kristiyanismo

5. Budhismo
6. Islam
7. Shintoismo

C. Pagpapalalim ng Kaalaman
D. Tumawag isa isa ng mag aaral at papiliin ng isang relihiyong nais
nilang ipaliwanag.
E.
F. IV. Ebalwasyon
G.
Magbigay ng pagsusulit.
H.
I. V. Takdang Aralin.

J.

Ibigay ang mga kontribusyon ng mga sumusunod na

kabihasnan:

1.
2.
3.
4.

Tsina
India
Hapon
Arabe

K. A Semi-Detailed Lesson plan

L. in
M. Grade 7 Science
N.
O. I.

OBJECTIVES
At the end of the 60 minute period the students should be able

to:
a. define what is solvent and solutes.
b. distinguish substance that dissolving and dissolved.

P. II.
Q.

SUBJECT MATTER
A.

TOPIC
Solvents and Solutes

R.

B.

REFERENCE
Science for Daily use
Textbook
Science- Grade 4
Buenda A. Lozada Augusto T. Mendoza
Pages 115 - 121

S.

C.

MATERIALS
Book of Science for Daily use
Materials for experiment:
4 jars label A, B and D
Solids

4 tablespoons sugar
4 tablespoons flour
4 tablespoons salt
4 tablespoons yeast
Liquids
2 cups water
2 cups vinegar
2 cups alcohol
2 cups cooking oil

T. III.

U.

V.

PROCEDURE

A.

ROUTNE ACCTIVITY

Classroom Management

Prayer

Attendance

B.

MOTIVATION

Procedures for experiment:

1.

Prepare four jars. Label the jars A, B and D.

2.

Pour cup of these liquids: jars A, water; jars B, vinegar; jar

C, alcohol; and jar D, cooking oil.

3.

Mix 1 tablespoon sugar in each liquid. Which liquids dissolved

sugar?
4.

Clean the jars before pouring another set of liquids.

5.

Mix 1 tablespoon of the other solids.

6.

Answer these questions.

a.

What solid materials can be dissolved in:

Water?

Vinegar?

Alcohol?

Cooking oil?

b.
W.

What liquids can dissolve solids?

C.

LESSON PROPER
Solvents and Solutes
In every solution there is a dissolving substance and a

dissolved substance. A substance in a mixture that has greater

quality retains its physical state. It is dissolving substance. The
solvent is generally the substance that you see in the same state in
resulting solution. The solute is the dissolved substance.

X.

D.

GENERALIZATION

1.

What are Solvents and Solutes?

2.

Give examples of Solvents and Solutes can find at home.

Y.

E.

APPLICATION

Do the experiment on the pages 118 and answer the questions.

Z.

IV EVALUATION
Answer the Activity 1 and Activity 2 on page 120 on the book Science

for Daily use.

AA. V. ASSIGNMENT
Answer the checking up activity on pages 121 on the book of Science
for Daily use.
AB.

AC.

I.

Semi Detailed Lesson Plan

AD.

in MAPEH

AE.

for Grade 8

AF.
Objectives:
AG. At the end of the 60 minutes lesson the students should
have;
a. Determine their anthropometrics measurements:
1. Body Mass
3. Height
2. Sitting Height 4. Arm Span
b. Recorded accurately their data at the physical fitness and the sports
talent form
c. Found pleasure in the determining their anthropometric

measurements
AH.
II.
Contents:
a. Subject Matter: anthropometric Measurement
b. Materials: chair, ruler, blackboard, chalk, tape measure, index card
c. Reference: Revised Physical Fitness and Sports Talent Manual
AI.
III. Procedure:
a. Preparation
AJ.
Opening Prayer
AK. Checking of attendance
AL. Checking P.E Uniforms
1. Motivation
AM. What are your height and weight when you are in grade
five? How about your height when you sit? And even your arm?
AN. Class what do you think is the reason why I task all of you
to research about anthropometric measurement?
AO. The teacher will be given new groups that will determine
their body height and body mass, sitting height and arm span
b. Developmental of the lesson:
1. The teacher will explain the purpose of each kind of test, the
equipment to be used and the procedure for the test.

AP.

Why do we need to know the measure of our height

and weight or even the sitting height and arm span?

AQ.
Ok class now I will group you in four groups each
group will send to the different station and you should have to
finished the task that they assign to you. Using the materials
like tape measure and etc.
AR.
I would like you to record your analysis on the index
card.
AS.

Class who among you knows how to measure the

height, body mass, sitting height and arm span?

2. The teacher will be assigned to station in which they moved
and start the test.
AT.The first group will be test is the group one and they will
give 10 minutes to finish all the station.
3. The students will proceed to the next station until all station
have been taken up.
AU.
First station: Measuring Height
AV.
Second station: Measuring Body mass
AW.
Third station: Measuring Sitting Height
AX.
Fourth station: Measuring arm span
c. Generalization
AY.
The students will determine their anthropometric
IV.

measurements with accuracy.

Evaluation:
AZ. Recording of the Anthropometric measurements.
BA.
BB.

Grou

BC.

Heig

BD.

BG.

p
Grou

BH.

BI.

g height
BJ.

Span
BK.

p1
BL. Grou

BM.

BN.

BO.

BP.

p2
BQ. Grou

BR.

BS.

BT.

BU.

p3
BV. Grou

BW.

BX.

BY.

BZ.

ht

Body BE.

Mass

Sittin

BF.

Arm

p4
V.

CA.
Assignment:
CB.
CC.
Do the test that we discussed to the other levels and write
down the results in a bond paper and bring P.E uniform.
CD.
CE.
CF.

CG.
CH.

A Semi Detailed Lesson Plan

in Mathematics for Grade 7

I. Objective:
CI. At the end of the sixty minute period, 85% of the students should be
able to:
1. Define terms related to coordinate system and find solutions on
linear equation.
2. Relate linear equation in daily living in terms of problem solving.
3. Solve and graph linear equations.
II. Subject Matter:
CJ. Solving Linear Equations in Two Variables
III. Procedure
A. Motivation
CK. Have you ever liked two things so much that you wanted to combine
them to make one amazing thing? (Listen to student comments.)
CL. For example, think about peanuts and chocolate chips. Combined
together, they can make peanut butter cookies with chocolate chips on
top!
CM. Coffee and sugar is also the most common combination that we can
observed
CN. One interesting combination has to do with a French man who really
liked math back in the 1600s. His name was Rene Descartes, and he liked
both algebra and geometry, but back then people did not think those two
topics were very much related. Decartes started looking for ways to
combine them so that they could be used together for important
applications. He came up with this neat way of taking numbers that belong
in the realm of algebra and plotting them visually onto a geometric
coordinate plane to show how they are related. This coordinate plane
became known as the "Cartesian plane," named after him. Several parts of
the coordinate plane are important to understand before we can learn how
to use it. In today's lesson, you will learn about it and how it is used.

CO.

CP.
B. Lesson Proper
1. Rene Decartes introduce the use of the Cartesian Coordinate plane
that involves the construction of two perpendicular number lines, one
horizontal and vertical, whose point of intersection called the origin.
a) A vertical line is named y-axis and the Horizontal line is the x-axis.
b) The two axes divide the plane into four quadrants that are
numbered counter-clockwise direction. (I, II, III, IV)
c) Every point in the plane can be described in terms of an ordered
pair (x, y) or (abscissa, ordinate).
d) Under the first quadrant the value of X is positive as well as the
value of Y.
CQ.
Under the second quadrant the value of X is negative while
the value of Y is positive.
CR.
Under the third quadrant both values of X and Y are
negative.
CS.
Under the fourth quadrant the value of X is positive while
the value of Y is negative.
2. So now class, lets try to plot these points in the Cartesian Coordinate
Plane for us to see on what quadrant they belong.
CT. a. (7, 6)
b. (2, 5)
c. (-5,-1) d. (4, -6)
CU.
3. After knowing the Rectangular Coordinate Plane, we can now further
discuss about Linear Equations in Two Variables. To start with:
CV.

Let us study this equation:

for the following:

Find y when

x=0

Find y when

x=3

Find y when

x=3

Find y when

x=

1
5

y=5 x +3 . Now let us now compute

4. A linear equation in two variables is an equation that can be written in

the standard form
Ax + By=C , where A, B, and C are real numbers and A and B
CW.
are not both zero.
CX. Example: 4 x =9+2 y
CY.
CZ.

The first thing to do is to write the equation in standard form: a

4 x 2 y =9. The equation is now written in the form Ax + By=C ,

thus
DA.

A=4, B=2C=9.

5. To find a solution to any linear equation in two variables, select a

x

particular value for

solve the resulting equation for

select a value for

y.

in the equation, then

It is also possible to the first

and substitute it for

then solve the resulting equation for

in the equation and

x .

DB.
DC.

and substitute it for

Lets now try to solve for the value of

using the equation:

3 x y +1=0 .

DD.
DE.

DK.

Using the values of

DF.
DL.

DG.
DM.

x
1

we can now solve y .

DH.

DN.

DQ.
6. After knowing how to get the value of the

DI.
DO.
x and

DJ.

DP.
y , next to which

is the graphing of the solution of the equation. The graphing of an

equation involving two variables,

points ( x ,

x and

y , is the collection of all

that are solutions of the equation.

7. To graph Linear Equation:

a. Find at least two solutions of the equation.
b. Plot the solutions of the equation.
c. Connect the points to form a straight line.
DR. Example:

x+ y=3

Find the value of the

DS. If

x=0 ,

DT. If

y=0 ,

and the

by using the

x y intercepts .

y=3
x=3

DU. The Coordinates are: ( 0,3 (3,0)

d. After getting

(x, y)

coordinate, we will now plot these

coordinates in the Cartesian plane. And after plotting we will now

connect the two points by a straight line. All the points touching
the line are solutions of the equation
8. Another example: 4 x +2 y=8
DV.

x+ y=3 .

Same procedure will be applied.

DW. The computation of the x y intercepts :
DX.
If x=0, y= ?
DY.

4 x +2 y=8

DZ.

4 (0)+2 y=8

EA.

2 y=8

EB.

y=4

EC.

(0,4)

ED.
EE.

If
4 x +2(0)=8

EF.

4 x =8

EG.

x=2

EH.

y=0, x= ?

(2,0)

EI.Then plot these points and connect them using a straight line.
9. Worded Problem related to Linear Equation:
EJ.Dessa had already walked 5 kms. And continue walking 3 kms per
hour. Write the equation that shows the relation between the
distance and the time. After 10 hours, how far does Dessa walked?
EK.

Solution:

EL.

Let:

EM.
EN.

x be the time (hours)

y

be the distance (km.)

EO.

y=3 x +5

EP. y=3 ( 10 ) +5
EQ.

IV.

y=35 km

ER.
ES.
ET.
EU.
Evaluation:

EV.

In a one whole graphing paper, graph the following:

1.
a)(2,6)
b)(-2,6)
c) (2,-6)
d)(-2,-6)

3.

2.

d)

a)

2 x +3 y=6

b)

x + y=4

c)

5 y10 x20=0
3 x4 y=12

V.

4.
Assignment:
5. In a sheet of yellow paper, answer the following:
1. What is quadratic equation?
2. Give some examples of quadratic equations.
3. Illustrate how a graph of a quadratic equation looks like.
4. What is parabola?
6.
7.
8.

9. Mala- Masusing Banghay Aralin

10.

sa Filipino 4

11.

Pang-abay

12.
13.

I.

Layunin:

14.

a.
15.

16.

b.

II.

Nakilala ang pang-abay sa pangungusap;

Nagagamit ang mga pang-abay sa pangungusap.

Paksang Aralin:

17.

a.

Paksa: PANG-ABAY

18.

b.

Sanggunian:

19.

Ugnayan: Wika at Pagbasa

ni Magdalena O. Jocson, Ruth Legaspi, Celia Luces
at Lydia Lalunio.
20. c. Kagamitan: flash card, mga bagay, kahon, larawan ng
isang, tourist spot, activity card, aklat, letter cut outs.
21.
Pilipino
22.

d.

III.
23.

Pagpapahalaga: Pagmamalaki sa kultura at pagiging

Pamamaraan:

a.

Panimulang Gawain

24.

1.

Pagdarasal

25.

2.

Pagbati

26.

3.

Balik-aral

27.

Magpapakita ang guro ng ibat ibang larawan.

28.

b.
29.

Panlinang na Gawain:
1.

Pagganyak:

30.
pang-abay
31.

2.

Pagpapabuo sa mga mag-aaral ng salitang

Paglalahad:

32.

Ipakilala ang pang-abay sa mga mag-aaral.

33.

Ibigay ang katuturan ng pang-abay.

34. (Ang pang-abay ay tumutukoy sa pandiwa, pang-uri

at kapwa pang-abay)
35.
36.

Magbibigay ng halimbawa ng pang-abay.

HALIMBAWA:

1. Masarap lumangoy sa dalampasigan ng Palawan.

Anong inilalarawan ng salitang masarap? (lumangoy)
Anong bahagi ng pananalita ang lumangoy? (pandiwa)
37.
2. Tunay na masaya ang mag-anak nang mamasyal sa Palawan.
Ano inilalarawan ng salitang tunay? (masaya)
Anong bahagi ng pananalita ang lumangoy? (pang-uri)
38.
3. Talagang masayang mamamasyal sa Palawan.
Ano inilalarawan ng salitang talaga? (masaya)
Anong bahagi ng pananalita ang Talaga? (pang-abay)
39.
4. Mabilis tumakbo ang kuneho.
Ano ang inilalarawan ng salitang mabilis? (tumakbo)
Anong bahagi ng panamalita ang tumakbo? (pandiwa)
40.
Samakatuwid, anu-ano ang mga salitang inilalarawan ng
mga pang-abay?
5. Totoong mabilis ang kuneho.
Ano ang inilalarawan ng salitang totoong? (mabilis)
Anong bahagi ang pananalita ang mabilis? (pang-uri)
41.
42.
43.

C.

Pangwakas na Gawain

1. Pagsasanay:

44.

A.

45.
Panuto: Salungguhitan ang pang-abay sa loob ng
pangngungusap.
1.
2.
3.
4.
5.

Malakas nang kumain ang mga tuta na akong alaga.

Mabilis mapudpud ang tasa ng aking lapis.
Natuyo agad ang mga damit na aking isinampay.
Masiglang kumilos ang mga batang malulusog.
Nakatulog nang mahimbing si Itay dahil sa pagod.
46.
47. B.
48. Panuto: Gamitin ang pang-abay sa pangungusap.
49.
50. Mahusay
sa skwelahan
51. Maayos
kanina
52. Tamad
madalas
53. Mahinahong
sa bahay
54. Bukas
tuwing umaga
55.
56. 2. Paglalahat:
57.
Ano ang pang-abay?
58.

3.

Paglalapat:

59.
Magpangkat-pangkat. Bawat pangkat ay bubunot ng
pang-abay sa loob ng kahon. Gamitin ito sa pangungusap at basahin
ang nabuong pangungusap.
60.
Maaga
MaingatSa parke
61.
Maingay
62.

Tuwing hapon
Sa bahay Madalas
Malakas

Malungkot

Mahinahong

63.
Tahimik
64. paaralan
BukasSa
sa kalye

Malimit
tuwing linggo Pantaypantay
sa bakuran

65.

Paminsan-minsan

Mahin-hin

66.
67.

IV.

Pagtataya:

A. Punan ng tamang pang abay ang patlang. Pumili ng tamang sagot

sa kahon.
68.
69.

Tuwing hapon
Sa
bahay Mabilis
Maagang masayang

70.
71.
72.

1.

Maagang pumasok si Noel.

73.

2.

Sinagot nang mabilis ni Jessie ang bugtong ng guro.

74. 3. Tuwing hapon, naglalaro ng bugtungan ang mga

magkakaibigan.
75.

4.

Dadalaw kami sa bahay nina Lola Nena.

76.

5.

Masayang nagbugtungan ang mga magkakaklase.

77.
78.

V.

Kasunduan

79. Gumawa ng isang talata tungkol sa iyong karanasan nang

nakaraang bagong taon. Gumamit ng ng pang-abay na hindi bababa
sa 5 beses. Isilat ito sa isang pirasong malinis na papel.
80.
81.
82.
83.

84.
85.