Professional Documents
Culture Documents
Theme: WHO AM I AS
AN SHS LEARNER?
I
OBJECTIVES
A Content Standards
B Performance
Standards
C Learning
Competencies/
Objectives (Learning
Codes)
1 CONTENT
School
Grade Level
Teacher
Melvin L. Viaa
Learning Area
Quarter
Monday
Tuesday
Wednesday
11
Reading and Writing
(Orientation)
I
Thursday/Friday
The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
The learner critiques (a) chosen sample/s of each pattern of development focusing on information selection, organization, and
development.
ABM/TVL1: The learner
ABM: The learner writes
ABM: The learner presents ABM: The learner writes
critiques sample paragraphs of
sample paragraph of process.
sample paragraphs of
paragraph by
process.
(see log for July 28, Thursday)
process; critiques sample
partition/classification.
HUMSS: The learner critiques
TVL 1: The learner critiques
paragraphs for partition
TVL 1: The learner writes
sample paragraph of narration.
samples of paragraph by
and classification.
paragraph by process.
*see Remarks
process; (see plan for July 27,
TVL1/3: The learner
TVL 3: The learner
STEM: The learner critiques
Wednesday)
differentiates between
differentiates between the
sample paragraph of
TVL 3: The learner critiques
the declarative and
declarative and imperative
partition/classification.
sample paragraph of process.
imperative moods.
moods.
TVL 3: The learner presents
(see log for 07/25/16)
STEM: The learner writes
STEM: The learner
own narrative paragraph and
STEM: The learner writes
a paragraph by partition/
critiques sample
offers critique to others work.
drafts for partition/
classification.
paragraphs for
classification.
HUMSS (For Thursday):
description.
HUMSS: The learner critiques
The learner writes
HUMSS:
The
learner
more sample paragraphs; writes paragraph by narration.
critiques
sample
own narrative discourse.
paragraphs for process.
ABM/TVL 1: Process
ABM/TVL 1: Process
ABM:
ABM:
HUMSS/TVL3: Narration
HUMSS: Narration (Writing)
Partition/Classification
Partition/Classification
STEM: Partition/Classification
(Reading)
2 LEARNING
RESOURCES
A References
1 Teachers Guide pages
2 Learners Materials
pages
3 Textbook pages
4 Additional Materials
from Learning Resource
(LR) portal
B Other Learning
Resources
TVL 3: Process
STEM: Partition/Classification
(Writing)
(writing)
TVL 1: Process (Writing)
TVL 3: Declarative vs.
Imperative Mood in Process
STEM: Description
(Reading)
HUMSS: Process (Reading)
3 PROCEDURES
A Reviewing/Presenting
lesson
Facilitate review of
narration and process.
Necessity of clarifying
Review important
elements of and
differences between
partition and
classification.
Remind students of
Review previous
methods of
development.
Ask: What is the
connection between
paragraph by
partition/classificatio
n to description?
Guide question: What do
the lesson
C Presenting
examples/Instances of
the new lesson
(Activity)
D Discussing new
concepts and practicing
new skills #1
(Analysis Lexical)
Discussing new
concepts and practicing
new skills #2
(Analysis Structural)
Developing mastery
(leads to formative
assessment 3)
(Abstraction)
G Finding practical
applications of concepts
and skills in daily living
(Application)
- Clinching Sentence
Allow students to present
their findings in class.
Questions:
- What types of topics
are dealt with in
partition or
classification?
- What is the general
pattern of
development?
- What transitional
devices are commonly
used among the
samples?
- How is classification
different from
partition?
(for Day 2)
Topics for Writing Activity:
A. Partition
1 Platform scale
2 The canteens water
dispenser
3 Your original design
of a machine that
can help solve a
particular social
problem
Allow students to
work by pairs in
converting the
remaining sentences
of the paragraph to
imperative form.
Lift a sentence from
paragraph 5 (on
marcoting).
Lead students in
converting
sentences to
declarative form.
Allow students to
work by pairs in
converting the
remaining sentences
of the paragraph to
imperative form.
Have students read
paragraph 2 (on
pancakes).
Guide questions:
What mood of the
verb is used in par.
2?
How did you say so?
Allow them to
convert the
sentences in the
Discuss:
Physical Descriptions
Imagery
Use of adjectives
App1.
Describe Laiya NHS as a
group.
Go around the campus
and logically describe
the place using spatial
order.
Provide appropriate
imagistic and adjectival
descriptions for the
place.
B. Classification
1 Writing instruments
2 Animals/insects
present in the
compound of LNHS
3 Teachers of LNHS
4 The contents of your
backpack right now.
H Making generalizations
and abstractions about
the lesson
I Evaluating Learning
J Additional Activities for
application or
remediation
5 REMARKS
6 (Continuation or
transfer of teaching to
the next because of
various reasons like reteaching, lack of time,
or class suspension.)
Animals/insects
present in the
compound of LNHS
3 Teachers of LNHS
4 The contents of your
backpack right now.
opposite mood.
ABM/STEM: Discuss
sample paragraphs for
descriptions.
TVL 1/HUMSS: Proceed to
discussion of
partition/classification.
TVL 3: Proceed to writing
activity for process.
7 REFLECTION
A No. of learners who
earned 80% on the
formative assessment
B No. of learners who
require additional
activities for
remediation
C Did the remedial lessons
work? No. of learners
who have caught up
with the lesson.
D No. of learners who
continue to require
remediation
E Which of my teaching
strategies worked well?
Why did these work?
F What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?