Hele4 LP 2018 Final

HOME ECONOMICS AND LIVELIHOOD EDUCATION 4
MONTESSORI ACADEMY OF VALENZUELA

Weekly Lesson Plan 2018-2019
Prepared by: Mrs. Cherry Mae B. Mallari Grade and Section: 4-Diligence/Perseverance
Day 1 Day 2 Day 3 Day 4

Getting to Know
I. Learning Objectives III. Learning Experiences
At the end of the lesson, the A. Motivation
students should be able to: Post a concept map of the word
“English.” Students will provide words
that they think are related to the subject.
B. Lesson Proper
1. The students will give their
expectations to the subject.
II. Learning Content 2. The teacher will ask them to write
three things that they will continue to do
A. Materials to succeed and three new things they
will do to succeed.
B. Resources 3. Self-assessment activity-
The teacher will give a checklist to
identify the study habits of the students.
4. Reflection- The teacher will ask the
students to be aware the study habits
which they lack, and encourage them to
include these practices in order to be
successful.
5. The teacher will establish the rules
and regulations for the class.
C. Evaluation
1. The teacher will provide the
worksheet for the students to answer.
2. The student will answer the questions
orally:
What is the importance of telling the
truth?
Why do we need to follow instruction?

Authority?
How can we become a better student
than before?
D. Closure
Assignment: Bring your book,
dictionary, and notebook in English.

Quiz
I. Learning Objectives III. Learning Experiences III. Learning Experiences: III. Learning Experiences III. Learning Experiences:
At the end of the lesson, the A. Motivation A. Motivation A. Motivation A. Motivation
students should be able to: 1. Post two pictures on the board. The Instruct the students to make Play a dance video. Let the Conduct a review about the topics
first picture shows a healthy child; the their own plate using a scratch paper. students imitate the dance steps. that had been discussed for the
A. Recognize the different habits second picture shows an unhealthy On the plate, ask them to draw their previous days.
in taking care of oneself. child. food intake every lunch. Let them B. Lesson Proper
B. Demonstrate the different ways 2. Ask the students: What have you present their work afterwards. 1. Recall the topics that had discussed B. Lesson Proper
on how to take care of yourself. noticed with the two pictures posted on for the past two days and relate the new The teacher will give instructions of
C. Follow the schedule of activities the board? Let the students answer and B. Lesson Proper topic into it. the quiz.
that promote healthy living. give their own ideas.
D. Enumerate the different 1. Make a review about the three 2. Ask the students: Why do we need to C. Evaluation
balance meal. B. Lesson Proper basic food groups. exercise? What are the benefits of doing The students will answer the quiz
daily exercises? provided by the teacher
II. Learning Content 1. The teacher will discuss the lesson 2. Impart to their minds that eating
A. Subject Matter using the pictures that she posted. the right kind of food will make them 3. Explain that doing an exercise
Eating the Right Kinds of Food Explain the differences between the strong and healthy. stimulates good blood circulation,
two. develops and builds lean muscles, and D. Closure
3. Discuss the different balanced promotes regular elimination of wastes. The teacher will check their
B. Materials 2. Differentiate the two pictures and meal that should be eaten for them to answers and discuss the common
flashcards, chalkboard, discuss how to have a healthy body be strong and healthy. mistakes of the students in the
pictures, book and mind. C. Evaluation quiz.
4. Explain that eating unhealthy foods Form a group with 5 members
C. Resources 3. Discuss the other details of the topic. have a bad effect in our body. each. Instruct them to create their own
English Learning Portals 7 and exercise routines. Be ready to present it
4. After discussing the lesson, have a 5. Differentiate a person who’s eating on the next day.
8
brainstorming about the lesson that has healthy food than to a person who’s
been discussed. Practice the “give and eating unhealthy. D. Closure
take” process in every discussion. Generalization of the lesson.
C. Evaluation C. Evaluation
Instruct the students to make their Answer the given activity in the
own reflection about the topic. textbook.
D. Closure
Conclude the topic discussed. Clarify D. Closure
any misunderstanding students may The teacher will check the exercises
have. given and discuss the common
mistakes of the students in the
seatwork.
.
I. Learning Objectives III. Learning Experiences III. Learning Experiences III. Learning Experiences: III. Learning Experiences:
students should be able to: Play a video clip that shows Assign some students to 1. Divide the class into three groups. Conduct a review about the topics
proper care of oneself. The video will demonstrate the proper way of Play the famous game “Simon says.” that had been discussed for the
A. Recognize the different habits also show the different practices on taking a bath, brushing the teeth, The teacher will say, “Simon says, if previous days.
in taking care of oneself. how to have a pleasant appearance, washing hands and feet, cleaning you forgot to take care of this body
B. Demonstrate the different ways like eating the right kinds of food and the ears, combing of the hair, and area, it will cause bad breath, tooth B. Lesson Proper
on how to take care of yourself. doing daily exercise. taking care of the other body areas. decay and gum infections.” The teacher will give instructions of
C. Follow the schedule of activities 2. The first group who writes the the quiz.
that promote healthy living. B. Lesson Proper B. Lesson Proper correct answer after the word “go” will
1. The assigned student will get the point. C. Evaluation
1. Introduce the topic to the pupils by demonstrate the things that the The students will answer the quiz
II. Learning Content asking: “What are the things that you teacher will say. B. Lesson Proper provided by the teacher
A. Subject Matter need to do to take care of yourself?”
Practicing Personal Hygiene Let the students give their own insights. 2. Through the demonstration of the 1. Recall the topic that had discussed
students, the teacher will discuss yesterday.
B. Materials 2. Post pictures on the board that the topic for the day. D. Closure
flashcards, whiteboard, visual shows the proper way of taking care of 2. Call several students and give the The teacher will check their answers
aids, textbook oneself. Discuss the topic to the 3. The teacher will ask some different ways on how to take care of and discuss the common mistakes of
students. students about their own habit in our body parts. the students in the quiz.
taking care of herself.
3. After discussing the lesson, have a 3. Explain the topic further for the
brainstorming about the lesson that has 4. Let the students read the ways on mastery of the topic.
C. Resources been discussed. Practice the “give and how to take good care of our body
English Learning Portals 7 and take” process in every discussion. parts in the textbook.
8 C. Evaluation
Answer the activities that follow.
C. Evaluation D. Closure
C. Evaluation Answer the worksheet given Conclude the topic discussed. Clarify
Divide the class into four or five by the teacher. any misunderstanding students may
groups. Ask each group to describe have.
good/proper grooming by making a D. Closure
graphic organizer on a ¼ cartolina. Check the worksheet and
Assign each group to share their work discuss the common mistakes of
afterwards. the students.
D. Closure
Conclude the topic discussed. Clarify
any misunderstanding students may
have.
I. Learning Objectives III. Learning Experiences III. Learning Experiences III. Learning Experiences III. Learning Experiences:
students should be able to: Play a dance video. Let the Each group will present their own Post a word puzzle on the board. Conduct a review about the topics
A. Recognize the different habits students imitate the dance steps. exercise routines as an energizer. Write on the other board the words that had been discussed for the
in taking care of oneself. The other group will follow their that the students need to find. previous days.
B. Demonstrate the different ways B. Lesson Proper routines and vice versa.
on how to take care of yourself. 1. Recall the topics that had discussed B. Lesson Proper B. Lesson Proper
C. Follow the schedule of activities for the previous days and relate the B. Lesson Proper 1. Discuss again the topic by giving The teacher will give instructions of
that promote healthy living. new topic into it. 1. Discuss again the topic by giving the pros and cons of exercising. the quiz.
D. Enumerate the different the pros and cons of exercising.
balance meal. 2. Ask the students: Why do we need 2. Ask the students to share their own C. Evaluation
to exercise? What are the benefits of 2. Ask the students to share their insights about exercising. The students will answer the quiz
doing daily exercises? own insights about exercising. provided by the teacher
II. Learning Content 3. Explain that doing an exercise C. Evaluation

A. Subject Matter stimulates good blood circulation, C. Evaluation Have the students answer the given
Doing Daily Exercise develops and builds lean muscles, and Have the students answer the given seatwork. D. Closure
promotes regular elimination of wastes. seatwork. The teacher will check their answers
B. Materials D. Closure and discuss the common mistakes of
flashcards, whiteboard, D. Closure Prepare for a quiz tomorrow. the students in the quiz.
pictures, textbook C. Evaluation Assess in which topic they got low
Form a group with 5 members scores. Clarify any
C. Resources each. Instruct them to create their own misunderstanding or confusion or
English Learning Portals 7 and exercise routines. Be ready to present questions students have.
8 it on the next day.
D. Closure
Generalization of the lesson.
DAY 1 Day 2 Day 3 Day 4
I. Learning Objectives:
At the end of the lesson, the
student should be able to:
a. Recognize the topics discussed
b. Demonstrate the knowledge
learned by answering the exams.
c. Practice eating healthy food
II. Learning Content:

A. Subject Matter:
First Long Test
B. Materials:
DAY 1 DAY 2 DAY 3 DAY 4
I. Learning Objectives III. Learning Experiences: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences:
Learning Objectives: A. Motivation A. Motivation A. Motivation A. Motivation
At the end of the lesson, the 1. The teacher will bring two set of Prepare the materials needed for Prepare the materials needed for Let the students recall the lessons
student should be able to: clothes. The first set was ironed; and washing of clothes (This activity is good washing of clothes (This activity is that had been discussed..
A. Determine the different ways of the other one is not. for 2 days). good for 2 days).
taking care of clothes 2. Call two students in front. The first
B. Recognize the different sewing student will wear the first set of clothes B. Lesson Proper B. Lesson Proper B. Lesson Proper
tools and their functions and the other student for the other set. 1. Distribute the copies of the quiz.
C. Repair worn out clothes through 1. Before proceeding to the activity, the 1. Before proceeding to the activity,
proper stitching B. Lesson Proper teacher will discuss the proper way of the teacher will discuss the proper 2. Give the instructions of the quiz.
D. Wear clothes properly 1. The teacher will read the paragraph washing of clothes. way of washing of clothes.
about clothes in “Be Informed” and 3. Let the students answer the quiz
explain it using the two set of clothes 2. She will also execute on how to do it. 2. She will also execute on how to within 15-20 minutes.
II. Learning Content worn by the two students. do it.
A. Subject Matter 3. Explain the do’s and dont’s of
Taking Care of One’s Clothes 2. Have the students interact and let washing clothes like separating white 3. Explain the do’s and dont’s of C. Evaluation
(Proper Way of Washing) them give their own insights about the clothes to the colored ones. washing clothes like separating Check the quiz then evaluate how
topic. white clothes to the colored ones. many students have passed or
B. Materials C. Evaluation failed the quiz.
flashcards, board, pictures, C. Evaluation Proceed to the demonstration on how C. Evaluation
PPT to wash clothes properly. Proceed to the demonstration on
Have the students do this task: Design how to wash clothes properly.
C. Resources your own clothes/dress that D. Closure D. Closure
English Learning Portals 7 and reflects/shows your personality. The teacher will give her remarks about D. Closure 1. Assess in which topic they got low
8 the demonstration. 1. The teacher will give her remarks scores. Clarify any
D. Closure about the demonstration. misunderstanding or confusion or
Bring basin, detergent powder and dirty 2. Prepare for a quiz tomorrow. questions students have.
clothes tomorrow. 2. Bring your own sewing kit on
Monday.
Quiz
I. Learning Objectives: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences:
student should be able to: The teacher will prepare and show her 1. Instruct the student to prepare their The class will be divided into 2 Let the students recall the lessons
own sewing kit. own sewing kit. groups. Each group will have a that had been discussed..
A. Determine the different ways of 2. Have a short game about the representative who will act the given
taking care of clothes B. Lesson Proper different sewing tools. The teacher will word. The members must be able to
B. Recognize the different sewing tell the function/meaning of a tool and guess the correct word. The words B. Lesson Proper
tools and their functions 1. Using the kit, she will explain the the students will get the tool in their will be used are sewing tools. The 1. Distribute the copies of the quiz.
C. Repair worn out clothes through function of each tool. sewing kit and give it to the teacher. group who will get the most words
proper stitching The first person who can give the will win. 2. Give the instructions of the quiz.
D. Wear clothes properly 2. She will also classify each tool based correct tool will get the point.
on its function. For example: The ruler B. Lesson Proper 3. Let the students answer the quiz
II. Learning Content: and tape measure are under measuring B. Lesson Proper within 15-20 minutes.
A. Subject Matter: tools, the scissors and seam ripper are 1. Discuss again the different sewing 1. The topic will be discussed again
Taking Care of One’s Clothes under cutting tools, and so on and so tools and their function/s. in class.
(Tools in Repairing Worn-Out forth. C. Evaluation
Parts of Clothes) 2. The teacher will demonstrate how to 2. The teacher will explain further Check the quiz then evaluate how
3. Make the students be familiar with use each tool and each student will the topic for the mastery of the topic. many students have passed or
B. Materials: each tool by giving cue word. imitate her. failed the quiz.
Sewing kit C. Evaluation
3. The teacher will also give the Have the students answer the
C. Resources: C. Evaluation precautionary measures that need to prepared activity by the teacher.
English Learning Portals 7 and Make an individual recitation regarding follow to avoid being hurt. D. Closure
8 the topic. D. Closure Assess in which topic they got low
C. Evaluation 1. The teacher will clarify any scores. Clarify any
D. Closure Answer the activity in the textbook. confusion or questions students may misunderstanding or confusion or
Generalize the topic. ask. questions students have.
Bring worn-out clothes tomorrow. D. Closure 2. Prepare for a quiz tomorrow.
The teacher will check the answer and
explain further if students have any
confusion or questions regarding the
topic.
DAY 1 DAY 2 Day 3 Day 4

Quiz
student should be able to: Have a review game about the different Prepare each student’s sewing kit. Prepare each student’s sewing kit. Let the students recall the lessons
sewing tools. They will do stitching of their own worn- They will do stitching of their own that had been discussed..
A. Determine the different ways of out clothes. (This activity is good for 2 worn-out clothes.
taking care of clothes B. Lesson Proper days).
B. Recognize the different sewing 1. The teacher will prepare her own B. Lesson Proper B. Lesson Proper
tools and their functions sewing kit and worn-out clothes. B. Lesson Proper 1. The teacher will demonstrate 1. Distribute the copies of the quiz.
C. Repair worn out clothes through 1. The teacher will demonstrate again again the proper stitching; starting
proper stitching 2. She will start the the proper stitching; starting from from inserting the thread into the 2. Give the instructions of the quiz.
D. Wear clothes properly discussion/demonstration by inserting the thread into the needle. needle.
instruction about the lesson giving/reading the do’s and don’t’s of 3. Let the students answer the quiz
sewing a worn-out clothes. 2. Elicit from the students that they 2. Elicit from the students that they within 15-20 minutes.
II. Learning Content: have to be careful when doing this have to be careful when doing this
A. Subject Matter: 3. She will discuss that there are a lot activity. activity.
Taking Care of One’s Clothes of ways to repair the worn-out parts of C. Evaluation
(Tools in Repairing Worn-Out clothes. 3. The teacher will give the criteria that 3. The teacher will give the criteria Check the quiz then evaluate how
Parts of Clothes) the students need to follow for this that the students need to follow for many students have passed or
4. She will demonstrate the proper way activity. this activity. failed the quiz.
B. Materials: of stitching, mending, or patching.
C. Evaluation C. Evaluation
Sewing kit
5. She will call some representatives to Stitching of worn-out clothes will start. Stitching of worn-out clothes will
try stitching or mending. start. D. Closure
C. Resources:
D. Closure Assess in which topic they got low
English Learning Portals 7 and
C. Evaluation The teacher will give her remarks about D. Closure scores. Clarify any
8
Get your dictionary and find the the activity. The teacher will give her remarks misunderstanding or confusion or
meaning of stitching, mending, and about the activity. questions students have.
other ways to repair worn-out clothes.
D. Closure
Clarify any misunderstanding about the
topic.

I
Quiz
student should be able to: 1. Show a picture of a grandmother Play a video clip showing care for the Each pair will prepare their Let the students recall the lessons
Cognitive and grandfather. elderly. presentation on how to take care of that had been discussed..
A. Recognize the different activities 2. Ask the students: Do you also the elderly. The first person will act
in taking care of the elderly have a grandmother/grandfather? B. Lesson Proper as an elder and the other one will
B. Demonstrate the acceptable How old is he/she? How do you 1. Recall the topic that was discussed demonstrate one activity on how to B. Lesson Proper
attitude in performing one’s activity. take care of them as their yesterday. take care of the elderly. 1. Distribute the copies of the quiz.
grandchild?
II. Learning Content: 2. Ask the students: Have you B. Lesson Proper 2. Give the instructions of the quiz.
A. Subject Matter: B. Lesson Proper experience to take care of an elder just
Taking Care of the Elderly Member like on the video clip? 1. The teacher will give her 3. Let the students answer the quiz
of the Family 1. Introduce the topic by reading remarks about the presentation. within 15-20 minutes.
the do’s in taking care of the elderly 3. Explain to the students that even at
B. Materials: in the textbook. their age, they can already show their 2. Discuss again the activities on
whiteboard, visual aids, textbook love and care to their grandparents by how to take care of the elderly. C. Evaluation
2. Explain the concept of what is assisting or helping them in their daily Check the quiz then evaluate how
C. Resources: written in the textbook. Instil to the activities such as personal hygiene, 3. End the discussion by many students have passed or
English Learning Portals 7 and 8 mind of the students that each of bathing, dressing, and eating. summarizing the topic that was failed the quiz.
us needs to respect the elderly so discussed.
that we will be also be respected 4. Read in the textbook and explain on
when we get older. how to do the abovementioned C. Evaluation
activities. Answer the activity given by the D. Closure
3. Discuss that we need to love and teacher. Assess in which topic they got low
take care of them because there scores. Clarify any
are things that they cannot do C. Evaluation D. Closure misunderstanding or confusion or
anymore on their own. Answer the activity given by the Conclude the topic discussed. questions students have.
teacher. Clarify any misunderstanding
4. Explain that taking good care of students may have.
the elderly begins with
understanding their characteristics.
Most elders change their behaviour
as they get older so we need more
patience and understanding.
D. Closure
5. Read the common The teacher will check the exercises
characteristics of the elderly that given and discuss the common
we should be aware of, stated in mistakes of the students in the
the textbook. seatwork.
C. Evaluation
Answer this question in a
paragraph form: How you will take
care of your
grandmother/grandfather?
D. Closure
1. The teacher will close the lesson
by summarizing the topic that has
been discussed.
2. Have each student find a
partner. Each pair will demonstrate
one activity showing care for the
elderly. Be ready to present it on
Thursday.
Quiz
student should be able to: Ask: Do you have a brother or The teacher will present the different Call several students. Make a mini Let the students recall the lessons
A. Recognize the different activities sister? What are your bonding or things to be used when someone is role play on how to accept visitors. that had been discussed..
in taking care of the sick member in activities together? sick.
the family or family members. B. Lesson Proper
B. Demonstrate the acceptable B. Lesson Proper B. Lesson Proper 1. Recall the topics that were B. Lesson Proper
behaviour when doing the activities 1. Ask the students: If one of your discussed for the past 2 days. 1. Distribute the copies of the quiz.
1. Explain that aside from being a family members is sick, what you will 2. Discuss the guidelines to be
involved in taking care of the sick.
playmate to your sibling, it is also do? observed when accepting/dealing 2. Give the instructions of the quiz.
C. Identify the different guidelines
your part to take good care of him with visitors.
to be observed when dealing with or her. 3. Let the students answer the quiz
2. Discuss that all of us are expected to 3. Explain that Filipinos are well-
the visitor. within 15-20 minutes.
be a home nurse, especially when known for being hospitable so each
2. Discuss the basic guidelines to there is a sick in the family. of us have to show it.
help them provide the support and 4. End the topic by summarizing all
II. Learning Content: care to their brothers and sisters. 3. Read the meaning of “Home the guidelines. C. Evaluation
A. Subject Matter: 3. Explain each guideline. Nursing” and explain the Check the quiz then evaluate how
Taking Care of the Family Members responsibilities. C. Evaluation many students have passed or
and Visitors. C. Evaluation Have the students work on the failed the quiz.
Make a letter to your sibling/s 4. Inculcate to their mind that at their worksheet/s provided by the
B. Materials: showing how you love him/her. It age, they have to know the following teacher to drill them on.
whiteboard, visual aids, textbook also contains the things to do on basic home treatments to assist the
how you will take care of him/her sick member in the family. Let the D. Closure D. Closure
C. Resources: student read those home treatments in The teacher will check the Assess in which topic they got low
English Learning Portals 7 and 8 D. Closure the textbook. scores. Clarify any
exercises given and discuss the
The teacher will generalize the misunderstanding or confusion or
common mistakes of the students
lesson. 5. The teacher will explain those home questions students have.
in the seatwork. given and discuss the common
treatments. She will also show the
different things to use when someone is mistakes of the students in the
sick. seatwork.
C. Evaluation
Have the students work on the
worksheet/s provided by the teacher.
D. Closure
The teacher will check the exercises
given and discuss the common
seatwork.
DAY 1 DAY 2 Day 3 Day 4 Day 5

Quiz
student should be able to: Instruct the students to make their Have the students make their own meal Play a mini-game. The teacher will Let the students recall the lessons
A. Classify the food items according own plate using a scratch paper. pattern. For example: mention a food. The students will that had been discussed..
to the three basic food groups On the plate, ask them to draw Breakfast Lunch Dinner identify to what food group it
B. Explain the food pyramid for their food intake every day. Let soup soup belongs.
balanced meals them present their work afterwards. milk and rice fish B. Lesson Proper
C. Explain the importance of meal cereals meat vegetables B. Lesson Proper 1. Distribute the copies of the quiz.
planning and its factors B. Lesson Proper B. Lesson Proper
D. Plan healthy and nutritious 1. Recall the topic yesterday. 2. Give the instructions of the quiz.
meals for the family to meet every 1. Make a review about the three 1. Ask the students: Based on your
member’s needs basic food groups. meal pattern, did you consider the food 2. Discuss the factors to consider in 3. Let the students answer the quiz
pyramid/food groups? meal planning. within 15-20 minutes.
2. Discuss the benefits of the food
II. Learning Content: under each group and what are 2. Discuss the importance of meal 3. Call one student at a time to
A. Subject Matter: their roles to make our body strong planning and its factors. read each factor and the teacher C. Evaluation
Planning Healthy and Nutritious and healthy. will explain it. Check the quiz then evaluate how
Food for the Family 3. Explain that you have to consider the many students have passed or
3. Present the illustration of Food nutritional value of your food intake. 4. Wrap-up the lesson. failed the quiz.
B. Materials: Pyramid and discuss that this is
also another guide or tool in 4. Wrap-up the lesson. C. Evaluation
whiteboard, visual aids, textbook
planning nutritious and healthy Answer the activity in your D. Closure
meals for the family. C. Evaluation textbook. Assess in which topic they got low
C. Resources:
English Learning Portals 7 and 8 Have the students work on the scores. Clarify any
4. Explain that a person should worksheet/s provided by the teacher to misunderstanding or confusion or
observe the following eating habits drill them. D. Closure questions students have given and
everyday (Read the eating habits in Generalize the lesson. discuss the common mistakes of the
the textbook) students in the seatwork.
D. Closure
5. Explain the topic further for the The teacher will check the exercises
mastery of the topic. given and discuss the common
seatwork.
C. Evaluation
Have the students make their own
menu planning for 1 week. This
meal planning will be checked
every Monday.
D. Closure
With the help of your parents, lists
down your food intake for 1 week.
Sort out the different food based on
its group.
Quiz
student should be able to: Present different dining utensils via The teacher will show a table cloth and Call several students to do the Let the students recall the lessons
PPT. Ask them: What are the other utensils. She will use these in table setting. that had been discussed..
A. Classify the food items according common dining utensils you are setting the cover.
to the three basic food groups using? B. Lesson Proper
B. Explain the food pyramid for B. Lesson Proper 1. Discuss again the lesson. B. Lesson Proper
balanced meals B. Lesson Proper 1. Before she proceeds to the 2. Explain further for the mastery of 1. Distribute the copies of the quiz.
C. Explain the importance of meal 1. Differentiate meal service from demonstration, she will review the the lesson.
planning and its factors table appointments. different table appointments and its 2. Give the instructions of the quiz.
D. Plan healthy and nutritious 2. The discussion will be focusing uses.
meals for the family to meet every more on table appointments. Tell to 2. Let the class make themselves C. Evaluation 3. Let the students answer the quiz
member’s needs. them that table appointments can comfortable before the demonstration. Answer the given activity. within 15-20 minutes.
be classified as linen, dinnerware, 3. Some student will read the
flatware, and beverage ware. chronological guidelines in setting D. Closure
II. Learning Content: 3. Discuss each kind of table individual cover at home. Then, the Conclude the topic discussed. C. Evaluation
A. Subject Matter: appointments (refer to the teacher will show it. (Follow the Check the quiz then evaluate how
Clarify any misunderstanding
Serving Meals for the Family textbook). guidelines in the textbook). many students have passed or
students may have.
4. Make the students be familiar 4. Make the students experience failed the quiz.
B. Materials: with those utensils and how to use setting the cover.
whiteboard, visual aids, textbook it. 5. Wrap-up the lesson.
D. Closure
C. Resources: C. Evaluation C. Evaluation Assess in which topic they got low
English Learning Portals 7 and 8 Draw a table and make an individual scores. Clarify any
Answer this question in paragraph setting cover then putting each utensil misunderstanding or confusion or
form: What kind of food are you correctly. questions students have given and
going to serve to your family? How discuss the common mistakes of the
will you serve it using the table D. Closure students in the seatwork.
appointments? The teacher will generalize the topic by
asking the students what have they
D. Closure learned or What are the things need to
Generalize the lesson. be clarified.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. Learning Objectives: III. Learning Experiences: III. Learning Experiences:

At the end of the lesson, the student A. Motivation A. Motivation
should be able to: Ask: Do you and your family go to Have the students show in front the
garden park? Have you been fascinated ornamental plant that they brought.
A. Demonstrate the proper way of by how those plants, when artistically Make them explain why they
ornamental planting planted attract people’s attention? brought it.
B. Be familiar with the different ways
of planting B. Lesson Proper B. Lesson Proper
C. Enumerate the safety tips in 1. The teacher will post pictures of 1. Recall the lesson that was
gardening different houses with planted plants. discussed yesterday.
D. Identify the common tools for 2. Discuss the common household
growing plants in the garden 2. Explicit to the students that plant adds ornamental plants.
beauty to our surroundings. We can also 3. Show a picture of those
II. Learning Content: use them as decorations to our houses. ornamental plants or use a PPT to
A. Subject Matter: make it more interesting.
Choosing the Appropriate 3. Tell to them that one of the common 4. Define each plant and how it
Ornamental Plants plants that we can use or displays are adds beauty to our house.
ornamental plants. 5. Wrap-up the lesson.
B. Materials: C. Evaluation
whiteboard, visual aids, textbook 4. Call some students to read the most Answer the activity given by the
common uses of ornamental plants. teacher.
C. Resources:
5. Explain each uses.
English Learning Portals 7 and 8 D. Closure
The teacher will check the activity
C. Evaluation
and explain further if students have
Draw a house. And to make it more
any confusion or questions
beautiful, add some ornamental plants.
regarding the topic.
Be creative.
D. Closure
Bring your own flowering plant tomorrow
(one flower only)
Quiz
I. Learning Objectives: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences:
At the end of the lesson, the A. Motivation A. Motivation A. Motivation
student should be able to: Ask: If you will plant an ornamental The students will read in front their Let the students recall the lessons that
plant, what do you think are the answers in the Guide Questions. had been discussed..
A. Demonstrate the proper way factors to consider before planting
of ornamental planting it? Let each student give a short and B. Lesson Proper B. Lesson Proper
B. Be familiar with the different sensible answer. 1. Distribute the copies of the quiz.
ways of planting 1. Recall previous lesson by
C. Enumerate the safety tips in B. Lesson Proper asking questions. 2. Give the instructions of the quiz.
gardening 1. Instruct the students to get their
D. Identify the common tools for textbook. Together with the teacher, 2. The teacher will explain why we 3. Let the students answer the quiz
growing plants in the garden read the different factors in planting need to take into consideration within 15-20 minutes.
ornamental plants at home. those guide questions.
II. Learning Content:
A. Subject Matter: 2. Give emphasis on how these 3. Wrap-up the lesson. C. Evaluation
Choosing the Appropriate factors can affect the growth of your Check the quiz then evaluate how
Ornamental Plants plant. C. Evaluation many students have passed or failed
Answer the given activity. the quiz.
B. Materials: 3. Let the students think why they
whiteboard, visual aids, textbook need to consider these factors in D. Closure
planting. The teacher will generalize the D. Closure
C. Resources: topic by asking the students what Assess in which topic they got low
English Learning Portals 7 and 8 4. Wrap-up the lesson. have they learned or What are the scores. Clarify any misunderstanding
things need to be clarified. or confusion or questions students
C. Evaluation have given and discuss the common
Choose one factor to consider in mistakes of the students in the
planting ornamental plant, and seatwork.
explain why you think this is the
most important one.
D. Closure
Answer the Guide Questions on p.
90 of your textbook.
Quiz
student should be able to: The teacher will bring the whole Bring the students in the mini-garden Instruct the students to draw the tool Let the students recall the lessons
class in the mini-garden area of the area of the school. Have them that has been described by the that had been discussed..
A. Demonstrate the proper way of school. She will discuss her lesson experience to plant their own plant. teacher.
ornamental planting there about different tools in B. Lesson Proper
B. Be familiar with the different gardening. B. Lesson Proper B. Lesson Proper 1. Distribute the copies of the quiz.
ways of planting 1. After going to the garden, ask the 1. Call one student at a time. Have
C. Enumerate the safety tips in B. Lesson Proper students about their experiences in him/her choose one tool and explain 2. Give the instructions of the quiz.
gardening 1. The teacher will now discuss the planting their own plant. its function in front of the class.
D. Identify the common tools for different tools for gardening and how 2. Discuss again the tools in 2. The teacher will give her remark 3. Let the students answer the quiz
growing plants in the garden to use it. gardening. and add information if it is needed. within 15-20 minutes.
2. She will also discuss the safety 3. Make sure that they are all familiar 3. Make sure that all students
II. Learning Content: precautions in gardening. about those tools. presented their own task.
A. Subject Matter: 3. Make the students experience 4. Wrap-up the lesson. 4. Wrap-up the lesson. C. Evaluation
Common Tools for Growing Plants how to use each tool. Check the quiz then evaluate how
in the Garden 4. She will continue the discussion C. Evaluation C. Evaluation many students have passed or failed
tomorrow. Answer the given activity. The teacher will give a worksheet to the quiz.
B. Materials: the students.
whiteboard, visual aids, textbook C. Evaluation D. Closure
Have a short recitation about the The teacher will generalize the topic D. Closure D. Closure
C. Resources: topic that was discussed. by asking the students what have Prepare for a quiz tomorrow. Assess in which topic they got low
English Learning Portals 7 and 8 they learned or What are the things scores. Clarify any misunderstanding
D. Closure need to be clarified. or confusion or questions students
Bring your own seedlings tomorrow. have given and discuss the common
seatwork.

At the end of the lesson, the student A. Motivation A. Motivation A. Motivation
should be able to: Have the students share their house Divide the class into three groups and Call one student at a time. Make
At the end of the lesson, the student activities every day or every conduct a mini-game. The teacher him/her share his/her contribution in
should be able to: weekend. will read the definition of the cleaning maintaining the cleanliness of their
A. Explain the different cleaning tool and one member for each group house.
tools, equipment, and materials B. Lesson Proper will right the correct answer on the
needed in taking care of the house 1. The teacher will present the board. The group who gets 5 points B. Lesson Proper
B. Demonstrate the procedures different cleaning equipment, tools will win the game. 1. Discuss again the different cleaning
involved in housekeeping and materials using PPT. tools.
C. Observe precautionary measures B. Lesson Proper
when doing housekeeping 2. Classify each cleaning tool
2. Explain further for the mastery of
D. Prepare the schedule of activities according to its uses. 1. Continue the discussion about
different cleaning tools. the topic.
E. Show acceptable behaviour when
3. Explain the function of each
doing household chores.
cleaning tool. 2. Discuss also the safety 3. Wrap-up the lesson.
II. Learning Content: precautions to follow in cleaning your
4. Make the students be familiar by
A. Subject Matter: house. C. Evaluation
highlighting the keyword for each Divide the class into three groups.
Taking Care of the House
tool. 3. Call one student at a time to Assign each group to do
B. Materials: identify and give the uses of each housekeeping activities every week.
5. To end the discussion, expound
whiteboard, visual aids, textbook tool.
that keeping the house clean and
D. Closure
orderly makes us comfortable and 4. Wrap-up the lesson.
C. Resources: safe to stay and live. The teacher will generalize the topic
English Learning Portals 7 and 8
C. Evaluation by asking the students what have they
C. Evaluation
Answer the activity given by the learned or What are the things need to
Write a short essay about this topic:
teacher. be clarified.
How you will maintain the
cleanliness of your house.
D. Closure
Conclude the topic discussed. Clarify
D. Closure
any misunderstanding students may
Continuation of the topic tomorrow.
have.
DAY 1 Day 2 DAY 3 DAY 4
Quiz
student should be able to: The class will be divided into 2 Call one student at a time to act each Call one student at a time to act each Let the students recall the lessons
A. Explain the different cleaning groups. Each group will have a activity that is discussed by the activity that is discussed by the that had been discussed..
tools, equipment, and materials representative who will act the given teacher yesterday. teacher yesterday.
needed in taking care of the house word. The members must be able to
B. Demonstrate the procedures guess the correct word. The words B. Lesson Proper B. Lesson Proper B. Lesson Proper
involved in housekeeping will be used are cleaning tools. The 1. Distribute the copies of the quiz.
C. Observe precautionary group who will get the most words 1. Explain again the uses and 1. Explain again the uses and
measures when doing will win. functions of each cleaning tool. functions of each cleaning tool. 2. Give the instructions of the quiz.
housekeeping
D. Prepare the schedule of B. Lesson Proper 2. Encourage the students to highlight 2. Encourage the students to highlight 3. Let the students answer the quiz
activities the cue word for each tool for them to the cue word for each tool for them to within 15-20 minutes.
1. Recall the topics that were
E. Show acceptable behaviour easily remember. easily remember.
discussed.
when doing household chores.
3. Wrap-up the lesson. 3. Wrap-up the lesson. C. Evaluation
2. Let the students read aloud the Check the quiz then evaluate how
II. Learning Content: definition of HOUSEKEEPING in
A. Subject Matter: many students have passed or failed
their textbook and the teacher will C. Evaluation C. Evaluation the quiz.
Taking Care of the House explain further the definition of it.
Have the students work on the Have the students work on the
B. Materials: 3. Discuss the activities that are worksheet/s provided by the teacher. worksheet/s provided by the teacher.
whiteboard, visual aids, textbook involved in housekeeping. D. Closure
A. Closure B. Closure Assess in which topic they got low
C. Resources: 4. Expound again the safety
English Learning Portals 7 and precautions that we need to follow The teacher will check the exercises The teacher will check the exercises scores. Clarify any misunderstanding
8 given and discuss the common given and discuss the common or confusion or questions students
before cleaning the house. have.
mistakes of the students in the mistakes of the students in the
5. Wrap-up the lesson. seatwork. seatwork.
C. Evaluation
Divide the class into three groups.
Assign each group to do
housekeeping activities every week.
D. Closure
The teacher will generalize the topic
by asking the students what have
they learned or What are the things
need to be clarified.


I. Learning Objectives: . III. Learning Experiences: III. Learning Experiences:

should be able to: Instruct the students to write their own Ask the students: Are you still making
A. Illustrate the methods of lettering name in their most creative way. greeting cards or love letters for your
B. Distinguish the different tools in parents, relatives, and friends? Let the
lettering B. Lesson Proper students share their experiences.
C. Observe the proper procedures in
lettering 1. Check their lettering. B. Lesson Proper
D. Be mindful about the 1. The teacher will say: Remember when
measurement of each letter. 2. Introduce the lesson by showing you were younger, you used to create letter
E. Comply positively with the topic different methods of lettering. cards for your parents or loved ones. Your
discussed. letter is usually composed of hand drawn
3. Discuss that lettering uses different illustrations and a simple handwritten
II. Learning Content: styles in writing letters, numbers and message.
A. Subject Matter: other characters to form an artistic
Using Tools for Lettering work of art. 2. Discuss again the methods of lettering.
Using Measurements in Lettering What they did for greeting cards is an
4. Discuss the methods of lettering example of freehand lettering.
(freehand, mechanical and modern)
B. Materials:
whiteboard, visual aids, textbook 3. Explain that mechanical lettering is done
5. Illustrate each method of lettering. with the aid of guide tools and templates in
C. Resources: lettering and modern drawing uses
6. Wrap-up the discussion.
English computer-aided software in lettering.
C. Evaluation
4. The teacher will continue the discussion
Additional lettering exercises to
tomorrow.
enhance their skill.
C. Evaluation
D. Closure Additional lettering exercises to enhance
Continuation of the topic tomorrow. their skill.
D. Closure
Continuation of the topic tomorrow.
Quiz
I. Learning Objectives: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences: II. Learning Experiences:
At the end of the lesson, the student A. Motivation A. Motivation A. Motivation A. Motivation
should be able to: Instruct the students to get their art Have the students get their drawing Solve the crossword puzzle by giving Let the students recall the lessons
A. Illustrate the methods of lettering materials. paper. the correct name of the tool as that had been discussed..
B. Distinguish the different tools in Instruct them to lettering the name of described in parentheses.
lettering B. Lesson Proper their favourite group or artist.
C. Observe the proper procedures in 1. Instruct the students to place B. Lesson Proper B. Lesson Proper
lettering their art materials on the top of their B. Lesson Proper 1. Distribute the copies of the quiz.
D. Be mindful about the chair. 1. Review the tools for lettering.
measurement of each letter. 2. As the teacher introduces each 1. Discuss again the different tools for 2. Give the instructions of the quiz.
E. Comply positively with the topic tool, the students will hold and use lettering. 2. Each student need to make their own
discussed. it. greeting card for their parents using 3. Let the students answer the quiz
3. Discuss the lettering tools as 2. Highlight the cue words for each tool their drawing paper. within 15-20 minutes.
II. Learning Content: classify in the textbook and explain to easily remember the meaning of
A. Subject Matter: its uses. each. C. Evaluation
Using Tools for Lettering 4. Demonstrate the proper use of C. Evaluation
3. Wrap-up the lesson. The teacher will check the activity and Check the quiz then evaluate how
Using Measurements in Lettering each tool.
ask each student to present their work many students have passed or failed
4. Remind the students to bring again in front. the quiz.
B. Materials: C. Evaluation
their drawing book tomorrow for an
whiteboard, visual aids, textbook Answer the activity given by the
activity.
teacher.
D. Closure
C. Resources: C. Evaluation Generalize the lesson. D. Closure
English Learning Portals 7 and 8 D. Closure Answer the activity in your textbook.
Bring a drawing paper tomorrow. Assess in which topic they got low
scores. Clarify any misunderstanding
D. Closure or confusion or questions students
The teacher will check the exercises have.
given and discuss the common
seatwork.
M MONTESSORI ACADEMY OF VALENZUELA

Perfect Tense Continuation Quiz
I. Learning Objectives: III. Learning Experiences: III. Learning Experiences: II. Learning Experiences:
should be able to: The teacher will ask the students to The teacher will group the class Let the students recall the lessons
A. Illustrate the methods of lettering pick a partner and ask the following into 2. Each group talk about the that had been discussed..
B. Distinguish the different tools in questions to your partner and vice- following scenario:
lettering versa. This is an opportunity to  Talk about Saturday and
C. Observe the proper procedures in know your classmates well. Sunday family bonding B. Lesson Proper
lettering Have you ever…?  Things that you planned 1. Distribute the copies of the quiz.
D. Be mindful about the Question: have you ever received a to do this weekend
measurement of each letter. gift? 2. Give the instructions of the quiz.
E. Comply positively with the topic Answer: Yes, I have received a gift. B. Lesson Proper
discussed. No, I have never received 3. Let the students answer the quiz
a gift. 1. Recall previous lesson by within 15-20 minutes.
II. Learning Content: Question Affirmative Negative asking questions.
A. Subject Matter: answer answer C. Evaluation
Using Tools for Lettering …did 2. Give emphasis on how to form Check the quiz then evaluate how
Using Measurements in Lettering silly the present, past, future and many students have passed or failed
things? perfect forms of the verb. the quiz.
B. Materials:
whiteboard, visual aids, textbook B. Lesson Proper C. Evaluation
Additional exercises to enhance
C. Resources: 1. The teacher will discuss the them on giving and using simple D. Closure
English Learning Portals 7 and 8 present, past and future perfect tenses of verb. Assess in which topic they got low
forms of the verbs. scores. Clarify any misunderstanding
or confusion or questions students
2. Explain very well to the students have.
how to form present, past and D. Closure
future perfect forms of the verb. The teacher will generalize the
topic by asking the students what
3. Let the students give examples. have they learned or What are the
things need to be clarified.
C. Evaluation
Have the students work on the
worksheet/s provided by the
teacher to drill them on giving and
using perfect tense.
D. Closure
The teacher will check the
common mistakes of the students in
the seatwork.

Prepared by: Joanna Marie R. Mendoza Grade and Section: 7- Charity/Obedience


Conjunctions Continuation Quiz SRA
should be able to: The teacher will ask the students to Solve the crossword puzzle by giving Let the students recall the lessons
A. Recognize coordinating, play this game is similar to the the correct conjunction described in that had been discussed..
correlative, and subordinating murder mystery Clue. You can set parentheses.
conjunctions it up by having the students create
B. Connect sentences using the crime they are going to B. Lesson Proper B. Lesson Proper
appropriate conjunctions investigate. After that, students are 1. Distribute the copies of the quiz.
C. Construct sentences and divided into two groups-- 1. The teacher review previous lesson
punctuate sentences properly suspects and detectives. You 2. Give the instructions of the quiz.
D. Perform an activity on sentence want to have more suspects and 2. Introduce subordinating conjunctions
and its part just 2-4 detectives. The suspects 3. Let the students answer the
each have to create a story of 3. Explain what conjunctions are. quiz within 15-20 minutes.
II. Learning Content: where they were and what they
4. Let the students identify and use
A. Subject Matter: were doing at the time of the crime.
coordinating and subordinating C. Evaluation
Conjunctions They are then questioned by one of
conjunctions in sentences. Check the quiz then evaluate how
the detective students. The
B. Materials: detectives must ask questions many students have passed or
C. Evaluation failed the quiz.
whiteboard, visual aids, textbook about the time of the murder. For
example they could ask questions Additional exercises to enhance them
C. Resources: like: What were you on giving and using prepositions.
English Learning Portals 7 and 8 discussing? or Where was the
doctor eating? If you want you D. Closure
could set up a jury as well and Assess in which topic they got low
D. Closure scores. Clarify any
have the class vote as to who is The teacher will check the exercises
guilty and why they don’t believe misunderstanding or confusion or
given and discuss the common questions students have.
the alibi. mistakes of the students in the
seatwork.
B. Lesson Proper
1. The teacher review previous
lesson
2. Introduce subordinating
conjunctions
3. Explain what conjunctions

are.
4. Let the students identify and

use coordinating and
subordinating conjunctions in
sentences.
C. Evaluation
Additional exercises to enhance
them on giving and using
prepositions.
D. Closure
The teacher will check the
common mistakes of the students
in the seatwork.

Following Series of Directions Sequencing of Events Quiz
should be able to: Provide sentences of different kinds of The teacher will instruct the Let the students recall the lessons
A. Follow specific directions sentences. Each sentence will be read students on what they do before that had been discussed..
B. Sequence the following events by volunteers with appropriate going to school. Let them list down
based on the article/text that you emotions and intonation. The rest of the their answers on the board, then
have been read. class must be able to identify the number each sentence on what B. Lesson Proper
C. Perform an activity by following the purpose of each sentence. comes first down to the last 1. Distribute the copies of the quiz.
given series of directions activity.
D. Work cooperatively B. Lesson Proper 2. Give the instructions of the quiz.
1. Discuss following directions. B. Lesson Proper
II. Learning Content: 2. Provide instructions in which 3. Let the students answer the quiz
A. Subject Matter: students will follow. 1. Post the visual aids on the within 15-20 minutes.
Following Series of Directions board then discuss how to
Sequencing of Events C. Evaluation sequence the important events in
1. Make 5 phrases and 5 clauses and the story. C. Evaluation
B. Materials: write it in their notebooks. Check the quiz then evaluate how
whiteboard, visual aids, textbook 2. Answer Skill Building 2 and 3. 2. Give an example of jumbled many students have passed or failed
paragraph then ask them what the quiz.
C. Resources: D. Closure happens first up to the end.
English Learning Portals 7 and 8 The students will exchange books then
check their answers with the teacher. 3. Let them recite the events that
The teacher will generalize the topic happened when the class started D. Closure
and clarify any confusion the students up to that time. Assess in which topic they got low
may have. scores. Clarify any misunderstanding
or confusion or questions students
C. Evaluation have.
Answer the given activity in the
textbook.
D. Closure
Students will exchange books
then check the answers with the
teacher.
Prepare for a quiz tomorrow.

Poetry Continuation Emphatic Tense Quiz
I. Learning Objectives: III. Learning Experiences: III. Learning Experiences: III. Learning Experiences: II. Learning Experiences:
At the end of the lesson, the student A. Motivation A. Motivation A. Motivation A. Motivation
should be able to: Provide three poems in class. Ask Post different poems on the board. Let The teacher will group the class Let the students recall the lessons
them to interpret each poem. the students study them. After a minute with 5 members each. Make a skit that had been discussed..
A. Identify Poetry or two, ask them to differentiate the with a talk show setting. Write
B. Determine the Kids of Poetry B. Lesson Proper poems to each other. your script in a 1 whole sheet of
C. Use the correct form of the verb to 1. Discuss what poetry is. paper. Be ready to perform it in B. Lesson Proper
indicate progressive/perfect/emphatic 2. Explain the topic and make sure B. Lesson Proper class. 1. Distribute the copies of the quiz.
tenses. that each student understands the 1. Post the different kinds of poetry on
D. Influence others to pay forward the lesson well. the board. B. Lesson Proper 2. Give the instructions of the quiz.
good things done to them. 2. Define each kind and explain how 1. The teacher will discuss the
many lines, stanza and syllables they present and past emphatic forms 3. Let the students answer the quiz
II. Learning Content: C. Evaluation have. of the verbs. within 15-20 minutes.
A. Subject Matter: Answer the activities that follow. 3. Provide more examples of poems 2. Explain very well to the
Poetry then ask the students to identify what students how to form present and
Emphatic Tense kind it is. past emphatic forms of the verb. C. Evaluation
3. Let the students give examples. Check the quiz then evaluate how
B. Materials: D. Closure many students have passed or failed
whiteboard, visual aids, textbook Conclude the topic discussed. C. Evaluation C. Evaluation the quiz.
Clarify any misunderstanding Students will make 2 poems of their Have the students work on the
C. Resources: students may have. chosen kind of poetry. They will write worksheet/s provided by the
English Learning Portals 7 and 8 them in their notebooks. teacher to drill them on.
D. Closure
D. Closure Assess in which topic they got low
D. Closure The teacher will check the scores. Clarify any misunderstanding
Generalize the discussion. Clarify any exercises given and discuss the or confusion or questions students
misunderstanding the students may common mistakes of the students have.
have. in the seatwork.


LP No. Inclusive Dates Deadline of Submission

1 September 1-4, 2015 August 26, 2015
2 September 7-11, 2015 August 26, 2015
3 September 14-18, 2015 September 2, 2015
4 September 21-25, 2016 September 2, 2015
5 September 28 – October 2, 2015 September 9, 2015
6 October 5-9, 2015 September 9, 2015
Notes:
1. Kindly specify under the heading (Day #) if the lesson is an Introduction, Continuation, or Review.
2. For Reading, always include a list of Vocabulary and Spelling words for the week.
3. Please do cite your sources (books, textbooks, websites, etc.) under Part II (Learning Content).
4. If your subject is not held daily, put N/A on the other days.
5. Deadline of Submission:
9 October 26–October 30 September 16, 2015
Third Quarter Day 1 October 26, 2015

(Story and Vocabulary
Fourth Quarter December 7, 2015(Seatwork/Activity)
(Introduction: Synonyms) (Continuation) (Quiz)
Building)

Weekly Lesson Plan for September 7-11, 2015
Prepared by: Joanna Marie R. Mendoza Grade/Level and Section: 2-Humility, 2-Faith, and 2-Meekness
I. Learning Objectives III. Learning Experiences III. Learning Experiences III. Learning Experiences IV. Learning Experiences III. Learning Experiences
At the end of the lesson, A. Motivation A. Motivation A. Motivation E. Motivation A. Motivation
the students should be able 1. Do you have a friend? 1. Play a simple game 1. What did we discuss 1.Do you want a mini 1. Have a short review
to: 2.In your own words, using set of words yesterday? activity? before the quiz.
Cognitive: what is a friend? with synonyms. 2. Can you give some 2.Form a group with 5 2. Prepare your quiz
1. Memorize a poem. 2. Use these words as examples? members. booklet
2. Identify Synonyms. B. Lesson Proper vocabulary for the B. Lesson Proper F. Lesson Proper
3. List examples of 1. Before reading the week. 1. Continue the lessons 1. Play the song “Hush B. Lesson Proper
synonyms. poem “What is a about synonyms. Little Baby.” Each 1. Give the quiz. Let the
Psychomotor: friend?’’ Unlock some B. Lesson Proper 2. Let the students read group will sing the student copy it.
1. Write the synonym of unfamiliar words. 1. Let the students the synonym word song with action.
each given words. 2. Encourage the pupils analyse the set of lists. 3. They will change the C. Evaluation
Affective: to use each word in a words used in the C. Evaluation underlined word in the 1. Check their quiz and
1. Change the given word sentence. game. 1. Ask each students lyrics with its announce their score.
with its synonym. 3. Read and discuss the 2. Discuss the lesson. about the synonym of synonym.
poem. the given word. G. Evaluation D. Closure
II. Learning Content C. Evaluation 2. Give a seatwork. 1. Evaluate their 1. Returning of quiz
A. Subject Matter C. Evaluation 1. Change the given D. Closure performance. booklet to its proper
Topic: Synonyms 1. Answer the questions word with its synonym. 1. Generalization of the H. Closure place.
that follow after the lesson. 1. Generalization of their
B. Materials poem. D. Closure presentation.
synonym word lists 2. Draw a flower with 8 1. Generalization of the
petals. Write your lesson
C. Resources descriptions with
Read to Lead 2, Learning and him/her in each petal.
Intensifying English Today
D. Closure
1. Give the flower to
their friend.
2.Generalization of the
lesson.
Day 1
(Introduction: Antonyms) (Continuation: Antonyms) (Quiz) (Seatwork)
Building)

Prepared by: Joanna Marie R. Mendoza Grade/Level and Section: 2-ABC
I. Learning Objectives III. Learning Experiences III. Learning Experiences III. Learning Experiences III. Learning Experiences III. Learning Experiences
At the end of the lesson, A. Motivation A. Motivation A. Motivation A. Motivation A. Motivation
the students should be able Ask the pupils if they have a Make a review about Play a simple game as a Are you ready for the 1. Have a short review
to: pet at synonyms. review about yesterday’s quiz today? before the quiz.
Cognitive: home. Let themDaytell
1 something Day 2 topic. Day 3 Day 4
B. Lesson Proper Day 5 your quiz
2. Prepare
1. Identify Antonyms. about their pet/s. B. Lesson Proper B. Lesson Proper Explain the content of booklet
2. List examples of B. Lesson Proper Discuss antonyms. Cite Continue the lessons the quiz and how they will be
antonyms The teacher will lead the examples using the antonym about antonyms. going to answer it. B. Lesson Proper
Psychomotor: students word lists. C. Evaluation C. Evaluation 1. Give the quiz. Let the
1. Classify each wordinasreading the poem. She will pick Give each student a Give the quiz. student copy it.
synonyms or antonyms. unfamiliar words from the C. Evaluation worksheet about antonyms. D. Closure
Affective: poem that needs to be Answer the activity in their D. Closure Checking of quizzes. C. Evaluation
1. Answer the given unlocked. books. Give assignment. 1. Check their quiz and
worksheets quietly. announce their score.
II. Learning Content Let the students answer the Generalization of the lesson D. Closure
A. Subject Matter given 1. Returning of quiz
Topic: Antonyms questions after reading the booklet to its proper
poem. place.
B. Materials
antonym word lists D. Closure
C. Resources
Read to Lead 2, Learning and

Prepared by: Joanna Marie R. Mendoza Grade/Level and Section: 2ABC
I. Learning Objectives
At the end of the lesson,
the students should be able
to:
Cognitive:
Second Second Second
Day 1 Day 2 Day 3 FUN
Day 4
HOLIDAY Day 5
1. Answer the given exams
Long Long Long
(Story and Vocabulary (Introduction: Homophones) (Continuation: (Quiz)
DAY
correctly.
Psychomotor:
1. Follow the given
directions for each exam.
Affective:
Test Test Test
1. Obey the rules to follow
during their exams.
II. Learning Content
A. Subject Matter
Topic: Second Long Test
B. Materials
Test papers
C. Resources

Weekly Lesson Plan for September 28-October 2, 2015
Building) Homophones)
I. Learning Objectives III. Learning Experiences III. Learning Experiences III. Learning Experiences III. Learning Experiences
At the end of the lesson,
the students should be able
A. Motivation
Asked eachDaystudent
1 if they
A. Motivation
Show 2 pictures
Day 2 that sound
A. Motivation
What did
Daywe 3 discuss
A. Motivation
Are youDayready
4 for the
T
Day 5
to:
Cognitive:
have(Vocabulary
a best friend.Building)
Tell them to
describe their best friend and
the
(Introduction:
same. (son-sun)
Homographs) yesterday?
(Quiz: Homophones)
B. Lesson Proper
quiz
(Continuation:
today? Homograph)
B. Lesson Proper
E
(Seatwork)
1. Identify homophones.
2. Select the correct
what the things they do
together.
B. Lesson Proper
Explain the meaning of two
Continue the lessons
about homonyms. Give many
Explain the content of
the quiz and how they will be
A
homophones to be used in
each sentence.
B. Lesson Proper
Before reading the poem,
pictures. Discuss homophones
and the correct usage of it.
examples for the mastery of
the lesson.
going to answer it.
C. Evaluation
C
Psychomotor:
1. Write the correct answer
unlock some unfamiliar words.
Read the poem “Friends are C. Evaluation
C. Evaluation
Answer the given
Give the quiz.
D. Closure H
in each given worksheet.
Affective:
like
That.”
Call pair of students. Show
two words and they will
activity on their book.
D. Closure
Checking of quizzes.
E
1. Comply positively on the
topic discussed.
C. Evaluation
Let the students answer the
explain the meaning of it. Give assignment.
R’
II. Learning Content
given
questions after reading the
D. Closure
Generalization of the lesson S
A. Subject Matter poem.
Topic: Homophones D
D. Closure
B. Materials Generalization of the lesson. A
Homophones word lists
Y
C. Resources

Weekly Lesson Plan for October 5 - 9, 2015
I. Learning Objectives III. Learning Experiences III. Learning Experiences III. Learning Experiences III. Learning Experiences III. Learning Experiences
At the end of the lesson, A. Motivation A. Motivation A. Motivation A. Motivation A. Motivation
the students should be able Show the meaning of a Make a review about Are you ready for the Do you still remember Have a short review
to: word. Let them think the homophones. quiz today? what is homograph? before giving seatwork.
Cognitive: answer. Day 1 Day 2 Day 3 Day 4 Day 5
1. Identify homograph. (Story and Vocabulary B.(Introduction: Topic
Lesson Proper (Quiz:
B. Homographs)
Lesson Proper (Worksheets
B. LessonwillProper
be given to (Worksheets will be given to
B. Lesson Proper
2. Select the correct B. Lesson Proper Discusshomographs and its Explain the content of Continue the lesson Ask if they have any
homograph to be used in Present the vocabulary difference between the quiz and how they will be about homograph. Give many question about homograph.
each sentence. words. Let them read it and homophones. Cite examples going to answer it. examples for the mastery of
Psychomotor: use each word in a sentence. using the homograph word the lesson. C. Evaluation
1. Write the correct answer lists. C. Evaluation Give the seatwork.
in each given worksheet. C. Evaluation Give the quiz. C. Evaluation
Affective: Have an oral recitation C. Evaluation Call pair of students. Show D. Closure
1. Comply positively on the about vocabulary words. Answer the activity in their D. Closure two words and they will Checking of their
topic discussed. book. Checking of quizzes. explain the meaning of it. seatwork. Correcting of their
D. Closure mistakes.
II. Learning Content Generalization of the lesson. D. Closure D. Closure
A. Subject Matter Generalization of the lesson Generalization of the
Topic: Homographs lesson.
B. Materials
homograph word lists
C. Resources

Weekly Lesson Plan for October 12 - 16, 2015
Building) Sentence) the non-communicants) the non-communicants)
I. Learning Objectives III.Learning Experiences III. Learning Experiences III. Learning Experiences
At the end of the lesson, A. Motivation A. Motivation A. Motivation
the students should be able Ask the students to Tell a short story and let Are you ready for the
to: make a family tree. Then, they the students tell the title of it. quiz today?
Cognitive: will present it in the class.
1. Identify the topic B. Lesson Proper B. Lesson Proper
sentence of the B. Lesson Proper Using the short story, group Explain the content of
paragraph. The teacher will prepare the class into 5 groups. The the quiz and how they will
2. Determine main idea of a set of letters in small teacher will give small strips of answer it.
the paragraph. squares. She will give the paper in each group. They will
Psychomotor: meaning of unfamiliar words tell the main idea of each C. Evaluation
1. Choose and write the and the students will given paragraph. Discussthe Give the quiz.
topic and main idea of unscramble the letters to get topic sentence and the main
each paragraph. the answer. Read the story idea of a paragraph. D. Closure
Affective: about family. Ask certain Checking of quizzes.
1. Comply positively on thequestions about it. C. Evaluation
topic discussed. Answer orally the written
C. Evaluation paragraph on the paper.
II. Learning Content Answer the given
A. Subject Matter questions after the story. D. Closure
Topic: Topic Generalization of the lesson
Sentence/Main Idea D. Closure
B. Materials
art materials, book, chalk
and board
C. Resources

Weekly Lesson Plan for November 4 - 7, 2015

(Introduction) (Continuation) (Seatwork) (Quiz)
I. Learning Objectives III. Learning Experiences III. Learning Experiences III. Learning Experiences III. Learning Experiences
At the end of the lesson, A. Motivation A. Motivation A. Motivation A. Motivation
the students should be able Ask the students to Show some pictures. Have a short review Are you ready for the
to: make a family tree. Then, they Let the students give a title for before giving seatwork. quiz today?
Cognitive: will present it in the class. each picture.
1. Identify the topic B. Lesson Proper B. Lesson Proper
sentence of the B. Lesson Proper B. Lesson Proper Ask if they have any Explain the content of
paragraph. The teacher will prepare The teacher will questions about main idea of a the quiz and how they will
2. Determine main idea of a set of letters in small continue to discuss the lesson. paragraph. answer it.
the paragraph. squares. She will give the Give other examples for the
Psychomotor: meaning of unfamiliar words mastery of the lesson. C. Evaluation C. Evaluation
1. Choose and write the and the students will Give the seatwork. Give the quiz.
topic and main idea of unscramble the letters to get C. Evaluation
each paragraph. the answer. Read the story Answer the activity in D. Closure D. Closure
Affective: about family. Ask certain their book. Checking of their Checking of quizzes.
1. Comply positively on the questions about it. seatwork. Correcting of their
topic discussed. D. Closure mistakes.
C. Evaluation Checking of activity.
II. Learning Content Answer the given
A. Subject Matter questions after the story.
Topic: Topic
Sentence/Main Idea D. Closure
B. Materials
pictures, visual aids
C. Resources

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6

I. Learning Objectives III. Learning III. Learning III. Learning III. Learning
At the end of the lesson, Experiences Experiences Experiences Experiences
the students should be A. Motivation A. Motivation A. Motivation A. Motivation
able to: The teacher will Show some Have a short review Are you ready for
Cognitive: prepare a small ball. She pictures. Let each students before giving seatwork. the quiz today?
1. Define adjectives. will throw it and whoever give a descriptive words for
2. Determine the use of catch it will need to each picture. B. Lesson Proper B. Lesson Proper
adjectives in the sentence. describe himself/herself. Ask if they have any Explain the content
Psychomotor: B. Lesson Proper questions about descriptive of the quiz and how they
1. Tell the descriptive B. Lesson Proper The teacher will words. will answer it.
words found in each The teacher will continue to discuss the
sentence. write the descriptive words lesson. Give other C. Evaluation C. Evaluation
Affective: that the students will say. examples for the mastery Give the seatwork. Give the quiz.
1. Comply positively on She will discuss adjectives of the lesson.
the topic discussed. and the use of it in the D. Closure D. Closure
sentence. Checking of their Checking of
II. Learning Content C. Evaluation seatwork. Correcting of quizzes.
A. Subject Matter C. Evaluation Answer the their mistakes.
Topic: Descriptive Answer the activity worksheets given by the
Words (Adjectives) in their book. teacher.
B. Materials D. Closure D. Closure

strips of paper, pictures As we discussed Checking of activity.
adjectives, do you think we Giving of assignment.
C. Resources can describe something or
Read to Lead 2, New someone without using
Dynamics Series in English, adjectives? What do you
google.com think of a world without
adjectives?
Day 5 Day 6
(Continuation and (Quiz)
(Introduction) (Continuation)
Seatwork)
I. Learning Objectives III. Learning III. Learning III. Learning III. Learning
At the end of the lesson, Experiences Experiences Experiences Experiences
the students should be A. Motivation A. Motivation A. Motivation A. Motivation
able to: What did you learn Do the simple game “I Do again “I spy”. Are you ready for the
Cognitive: from the take home topics spy.” The teacher will start quiz today?
1. Define context clues. and seatwork during the the game by saying “I spy B. Lesson Proper
2. Identify the meaning of APEC Week? with my little eye something The teacher will give
a certain word based on ________”. The students more examples for the B. Lesson Proper
the sentence. B. Lesson Proper will guess the answer. mastery of the topic. Explain the content of
Psychomotor: The teacher will Whoever gave the correct the quiz and how they will
1. Tell the meaning of check their learning by answer will do the same C. Evaluation answer it.
unfamiliar word on a asking questions about the thing. Answer the given
sentence. take home activities. worksheets. C. Evaluation
Affective: B. Lesson Proper Give the quiz.
1. Comply positively on C. Evaluation Tell to the students D. Closure
the topic discussed. Oral questions. that for this topic, they will Generalization of D. Closure
be a small detective. the lesson. Checking of quizzes.
II. Learning Content D. Closure Explain to them that they
A. Subject Matter Generalization of need to be alert for them to
Topic: Context Clues the lesson. see the clues. Discuss
context clues.
B. Materials
sets of examples C. Evaluation
Answer the given
C. Resources worksheet.
Read to Lead 2, New
Dynamics Series in English, D. Closure
google.com Checking of
worksheets.
Day 4 Day 5
Day 1 Day 2 Day 3
(Quiz and Intro. of the (Continuation of
(Introduction) (Continuation) (Seatwork)
Performance Task) Performance Task)

Weekly Lesson Plan for December 1 - 5, 2015
III. Learning Objectives III. Learning Experiences III. Learning Experiences III. Learning III. Learning Experiences III. Learning Experiences
At the end of the lesson, A. Motivation A. Motivation Experiences A. Motivation A. Motivation
the students should be able Call a student. He/She Show two pictures (dog A. Motivation Are you ready for the Prepare again the
to: will choose
Day 1 two classmates. and cat).
Day 2 Compare and contrast
Day 3 Have a short review
Day 4 quiz today? Day 5 materials. Day 6
1. Differentiate between (StoryHe/She needs to describe(Introduction)
and Vocabulary it. before giving seatwork.
(Continuation) (Activity) (Seatwork) (Quiz)
comparing and theirBuilding)
similarities and some B. Lesson Proper B. Lesson Proper
contrasting. differences. Explain the content of Give again the criteria
2. Identify the different clue B. Lesson Proper B. Lesson Proper the quiz and how they will for their Performance
words for comparing and B. Lesson Proper She will continue to Ask if they have any answer it. Task.Remind them to do the
contrasting. Discuss the lesson by discuss the lesson using a Venn questions about descriptive task properly.
Psychomotor: using a Venn Diagram. Diagram. She will write the words. C. Evaluation
1. Write the correct Discuss the parts of it (where similarities and differences of the Give the quiz. C. Evaluation
comparison between to put the similarities and dog and cat. C. Evaluation Evaluate the cleanliness
things or people. differences). Give the seatwork. D. Closure of their place.
Affective: C. Evaluation Checking of quizzes.
1. Comply positively on the C. Evaluation Answer the worksheet D. Closure D. Closure
topic discussed. Answer the activity in given by the teacher. Checking of their Cleaning of own places.
their book. seatwork. Correcting of their
IV. Learning Content D. Closure mistakes.
A. Subject Matter D. Closure Giving of homework.
Topic: Comparing and Generalization of the
Contrasting lesson.
B. Materials
sets of examples,
pictures
C. Resources
Read to Lead 2, New
Dynamics Series in English,
google.com

Weekly Lesson Plan for January 11-16, 2016
I. Learning Objectives III. Learning III. Learning III. Learning III. Learning III. Learning III. Learning
At the end of the Experience Experience Experience Experiences Experiences Experiences
lesson, the students s s s A. Motivation A. Motivation A. Motivation
should be able to: A. Motivation A. Motivation A. Motivation Do you have any Did you understand Are you ready for
Cognitive: Ask: Do you have Give each student The teacher will questions about fact and our topic for this week? the quiz today?
1. Differentiate any idea about your a strip of paper. Each of group the class into two. opinion? Can you
between fact and surname? Where did them will analyse if it is She will instruct them to differentiate it? B. Lesson Proper
opinion. your surname come fact or opinion. They will give their opinion in this The teacher will give B. Lesson Proper
2. Analyse what is fact from? also explain why they topic: Which do you like B. Lesson Proper the seatwork. She will Explain the content
and opinion based on the came up with that best: book or The teacher will instruct them to read each of the quiz and how they
given sentences. B. Lesson Proper answer. movie/television? group the class into four. question carefully. will answer it.
Relate the She will give a short story to
Psychomotor: questions in the story B. Lesson Proper B. Lesson Proper each group about fact and C. Evaluation C. Evaluation
1. Write fact or opinion “How Filipinos Got Their The teacher will She will continue opinion. Each group will list Answer the given Give the quiz.
based on the given Surnames.” Read the put the strips of paper on to discuss the topic the fact and opinion they worksheets.
sentences. story aloud. the proper column (fact about fact and opinion. found in the story. D. Closure
or opinion). She will then She will give many D. Closure Checking of
Affective: C. Evaluation discuss the meaning of examples using chalk C. Evaluation Checking of quizzes.
1. Comply positively on Let the students fact and opinion. The and board. Do the group activity. seatwork.
the topic discussed. answer the follow-up teacher will say: Fact is
questions in their book. something that can be C. Evaluation D. Closure
II. Learning Content proven true while Answer the Checking of activity.
A. Subject Matter D. Closure Opinion is a feeling or activity in their book.
Topic: Fact or Opinion Generalization of belief about something
the lesson. and cannot be D. Closure
B. Materials proventrue. Giving of
strips of paper, homework.
chalk and board
C. Evaluation
C. Resources Oral questions:
Read to Lead 2, New Differentiate fact
Dynamics Series in between opinion. Give
English, google.com one example of fact and
opinion.
D. Closure
Generalization of
the lesson.
Day 3 Day 5 Day 6

Day 1 Day 2 Day 4
(Continuation and (Quiz)
(Story and Vocabulary (Introduction) (Activity)
seatwork)
Building)

I. Learning Objectives III. Learning III.Learning III. Learning III. Learning III. Learning
At the end of the Experience Experience Experience Experiences Experiences
lesson, the students s s s A. Motivation A. Motivation
should be able to: A. Motivation A. Motivation A. Motivation Do you have any Are you ready for the
Cognitive: Ask: Have you Give each student The teacher will questions about WH- quiz today?
1. Identify and classify been to any place here ina strip of paper. A strip of group the class into two. Questions? Did you
the different WH- Philippines? What was paper contains basic She will give each child understand the use of it? B. Lesson Proper
questions by finding the the most attractive and questions: e.g., Who is from each group a strip Explain the content
correct match. memorable place you’ve your best friend? What is of paper. Each ofthem of the quiz and how they will
2. Define each WH- been to? your favourite food? will need to find their B. Lesson Proper answer it.
question. When is your birthday?. partner the fastest way The teacher will
B. Lesson Proper They will answer it as possible. Example: group the class into three. C. Evaluation
Psychomotor: Relate the correctly. Group A will hold the Each group will be given a Give the quiz.
1. Construct correct questions in the story “To WH-questions; Group B half manila paper and a
sentences using the WH- Baguio Off We Go.” B. Lesson Proper will hold the answer. marker. The teacher will D. Closure
questions. Read the story aloud. Using the instruct them to give Checking of quizzes.
motivation above, the B. Lesson Proper questions using WH as
Affective: C. Evaluation teacher will explain why The teacher will many as possible within the
1. Comply positively on Let the students she instructs the discuss again the topic given time allotment. The
the topic discussed. answer the follow-up students to answer it. using the strips of paper group who will give many
questions in their book. Ask: What did you notice used in the motivation. questions correctly will be
II. Learning Content with all the questions? She will correct any the winner.
A. Subject Matter D. Closure Discuss now the different mistakes done and
Topic: WH-Questions Generalization of use of WH-Questions. explain it. C. Evaluation
the lesson. Say: Who-is for person, Do the group activity.
B. Materials What-is for thing, When- C. Evaluation
strips of paper, is for the date, Where- is Answer the D. Closure
chalk and board for place. activity in the book. Checking of activity.
C. Resources C. Evaluation D. Closure

Read to Lead 2, New Let the students Giving of
Dynamics Series in answer orally. assignment.
English, google.com
D. Closure
Generalization of
the lesson.

(Story and Vocabulary (Introduction) (Continuation) (Seatwork) (Quiz)
Building)

I. Learning Objectives III. Learning III. Learning III. Learning III. Learning III. Learning
At the end of the Experience Experience Experience Experiences Experiences
lesson, the students s s s A. Motivation A. Motivation
should be able to: A. Motivation A. Motivation A. Motivation Did you understand Are you ready for the
Cognitive: Ask: Who among Ask: Why do you Ask: Did you ever our topic for this week? quiz today?
1. Identify the you have brothers or think we have alphabets? wonder why we have a
alphabets. sisters? Did you ever get class number? Why do B. Lesson Proper B. Lesson Proper
2. Determine which will jealous of him or her? B. Lesson Proper we need it? The teacher will give Explain the content of
come first up to the last The teacher will the seatwork. She will the quiz and how they will
using sets of word. B. Lesson Proper present the lesson using B. Lesson Proper instruct them to read each answer it.
Relate the the motivation above. The teacher will question carefully.
Psychomotor: questions in the story “A She will say that we explain the lesson about C. Evaluation
1. Organize the group Brother’s Keeper.” Read need alphabets for us to alphabetizing words. C. Evaluation Give the quiz.
of words alphabetically. the story aloud. easily arrange names of Answer the given
person or objects. C. Evaluation worksheets. D. Closure
Affective: C. Evaluation Oral questions. Checking of quizzes.
1. Comply positively on Let the students C. Evaluation D. Closure
the topic discussed. answer the follow-up Answer the short D. Closure Checking of
questions in their book. activity in the book. Generalization of seatwork.
II. Learning Content the lesson.
A. Subject Matter D. Closure D. Closure
Topic: Alphabetizing Generalization of Generalization of
Words the lesson. the lesson.
B. Materials
chalk and board
C. Resources
Read to Lead 2, New
Dynamics Series in
English, google.com

Weekly Lesson Plan for February 1-6, 2016

(Continuation) (Quiz) (Review)
I. Learning Objectives III. Learning III. Learning III. Learning

At the end of the lesson, the Experience Experience Experience
students should be able to: s s s
Cognitive: A. Motivation A. Motivation A. Motivation
1. Identify the alphabets. Ask: Can we sing Are you ready for Ask: Did you
2. Determine which will the Alphabet Song? the quiz today? study our lessons about
come first up to the last using Fact or Opinion, WH-
sets of word. B. Lesson Proper B. Lesson Proper Questions and
The teacher will Explain the Alphabetizing Words?
Psychomotor: call several students. content of the quiz and
1. Organize the group of They will instruct to write how they will answer it. B. Lesson Proper
words alphabetically. their names on the The teacher will
board. Other students C. Evaluation give a short review for
Affective: will need to do the Give the quiz. each topic.
1. Comply positively on the alphabetizing by placing
topic discussed. each student in proper D. Closure C. Evaluation
order. Tell to the Checking of Oral questions.
II. Learning Content students that we need to quizzes.
A. Subject Matter do the alphabetizing so D. Closure
Topic: that we can easily Generalization of
Continuation:Alphabetizing identify things or people. the topics.
Words, Review: About the
previous topics C. Evaluation
Let the students
B. Materials answer the worksheet.
chalk and board
D. Closure
C. Resources Generalization of
Read to Lead 2, New the lesson.
google.com

Weekly Lesson Plan for February 8-13, 2016
Day 2 Day 3 Day 4 Day 5 Day 6

Day 1
(Story and Vocabulary (Introduction) (Continuation) (Seatwork) (Quiz)
Building)
I. Learning Objectives III. Learning III. Learning III. Learning III. Learning III. Learning
At the end of the Experience Experience Experiences Experiences Experiences
lesson, the students s s A. Motivation A. Motivation A. Motivation
should be able to: A. Motivation A. Motivation Let the pupil sing a Did you understand Are you ready for
Cognitive: Describe your Show a picture. song “Old McDonald had a our topic for this week? the quiz today?
1. Identify the setting of house. Which part of Ask: What can you say Farm.”
a story. your house do you like about it? Can you B. Lesson Proper
2. Analyse the setting best? Why? identify if this picture B. Lesson Proper The teacher will give B. Lesson Proper
(time and place) of the happens in the past, The teacher will the seatwork. She will Explain the content
given story. present or future? discuss the topic to the instruct them to read each of the quiz and how they
learner. Ask: Where and question carefully. will answer it.
Psychomotor: B. Lesson Proper B. Lesson Proper When did you think the
1. Write the missing Relate the The teacher will song happen? The pupils C. Evaluation C. Evaluation
element of the setting. question to the story. use the picture in will give their reaction Answer the given Give the quiz.
Read the poem “Home discussing the lesson. about the topic. worksheets.
Affective: Sweet Home.” Tell the Tell that setting indicates D. Closure
1. Comply positively on meaning of the unfamiliar the time and place the D. Closure Checking of
the topic discussed. words found in the poem. story/picture happens. Checking of quizzes.
We can identify the C. Evaluation seatwork.
II. Learning Content setting of the Do the group activity.
A. Subject Matter story/picture by
Topic: Identifying analysing the picture and D. Closure
Setting understanding the story. Checking of activity.
C. Evaluation
B. Materials Answer the C. Evaluation
pictures, chalk and questions given after the Answer the
board poem. activity in their book.
C. Resources C. Closure D. Closure

Read to Lead 2, New Generalization of Generalization of
Dynamics Series in the story. the lesson.
English, google.com
Day 1
Building)

Weekly Lesson Plan for February 15 - 19, 2016
I. Learning Objectives III. Learning Experiences III. Learning Experiences III. Learning III. Learning Experiences III. Learning Experiences
the students should be able Have you ever heard Do you still remember the A. Motivation Have a short review Are you ready for the
to: of the story about the details of the story about the Show a picture of before giving seatwork. quiz today?
1. Sequence the events Prodigal Son during your Prodigal Son? sandwich and coffee. Ask:
after reading the story. GMRC time? Who among you tried to
2. Identify the important prepare sandwich and coffee
details in the story. B. Lesson Proper B. Lesson Proper for their dad or mom? What B. Lesson Proper B. Lesson Proper
The teacher will read The teacher will list the are the steps that you Ask if they have any Explain the content of
Psychomotor: the story. She will also write details of the story in a sentence follow? questions about sequencing of the quiz and how they will
1. Write the sequencing on the board some unfamiliar form. She will ask: Is this the events. answer it.
events of the story heard. words and explain the correct sequencing of the story
meaning of it after reading we read yesterday? The teacher B. Lesson Proper
Affective: the story. will say: Sequencing is important In preparing C. Evaluation C. Evaluation
1. Comply positively on the because it will help us to anything, we also have to Give the seatwork. Give the quiz.
topic discussed. C. Evaluation remember the details of the story follow proper sequencing of
Answer the given in correct order. If we didn’t know events so that it will become D. Closure D. Closure
II. Learning Content questions after the story. the proper sequencing, the story successful. Checking of their Checking of quizzes.
D. Subject Matter will be not understood by others. seatwork. Correcting of their
Topic: Sequencing of D. Closure C. Evaluation mistakes.
Events Giving the moral story C. Evaluation Answer the other
of the story. Answer the activity in their activity in their book.
E. Materials book.
book, chalk and board, D. Closure
pictures D. Closure Giving of homework.
Giving of homework.
F. Resources Generalization of the lesson.
Read to Lead 2, New
google.com
Weekly Lesson Plan for February 22 - 26, 2016
Day 1 Day 3
Day 2 Day 4 Day 5
(Story and Vocabulary (Continuation and
(Introduction) (No Classes) (Quiz)
Building) Seatwork)
I. Learning Objectives III. Learning Experiences III. Learning Experiences III. Learning III. Learning Experiences
At the end of the lesson, A. Motivation A. Motivation Experiences A. Motivation
the students should be able What do you want Call several students and A. Motivation Prepare again the
to: when you grow up? Do you ask their parent’s job. Ask: Do The teacher will show materials.
1. Identify the different jobs want to be an engineer, you want to be like your again the pictures of
or professions through doctor, teacher, etc.? dad/mom? Why? different professions. She B. Lesson Proper
pictures. will ask if they can still Give again the criteria
2. Identify the different jobs B. Lesson Proper remember it. for their Performance Task.
or professions through The teacher will read B. Lesson Proper Remind them to do the task
their descriptions. the story “Different People, The teacher will discuss properly.
One Goal.” After reading the the different professions. She will B. Lesson Proper
Psychomotor: story, she will ask, “Why show pictures so that the The teacher will C. Evaluation
1. Write the correct name Different People, One Goal is students will become familiar with continue to discuss the Evaluate the cleanliness
of person’s work. the title of the story?” Let the them. topic. This time, she will of their place.
children give their opinion. give the description of each
Affective: C. Evaluation job. Afterwards, she will ask D. Closure
1. Comply positively on the C. Evaluation Ask: In some professions the students one by one. Cleaning of own places.
topic discussed. The teacher will ask that I had discussed, did you
the students orally. change your mind on what do C. Evaluation
II. Learning Content you want when you grow up? Let Answer the worksheet
A. Subject Matter D. Closure the students give their opinion. given by the teacher.
Topic: Professions Generalization of the
` story. D. Closure D. Closure
Generalization of the lesson. Checking of activity.
Giving of homework.
B. Materials
pictures of different
professions
C. Resources
Read to Lead 2, New
google.com
Weekly Lesson Plan for February 29 – March 4, 2016
Day 1
Building)
I. Learning Objectives III. Learning Experiences III. Learning Experiences III. Learning III. Learning Experiences III. Learning Experiences
the students should be able Ask: What will you do The teacher will show a A. Motivation Have a short review Are you ready for the
to: if there’s a stranger/person rubber band to the students. She Group the class into before giving seatwork. quiz today?
Cognitive: asking for your help? will let them touch it, expand it two. Each student in each
1. Identify the different form etc. group will receive a strip of
of contractions. B. Lesson Proper paper. They will try to find
2. Reconstruct the The teacher will read their partner as fast as they B. Lesson Proper B. Lesson Proper
sentence using the the story “Who is my B. Lesson Proper can, e.g., I am-I’m, she is- Ask if they have any Explain the content of
contraction form of the Neighbor?” She will tell that Using the rubber band, the she’s questions about contractions the quiz and how they will
verb. this story came from the teacher will demonstrate the and expansions. answer it.
Bible. She will also explain concept of expanding and
Psychomotor: what “Samaritan” means. contracting. Say: When you B. Lesson Proper
1. Write the correct stretch the rubber band, it The teacher will C. Evaluation C. Evaluation
contractions and long C. Evaluation expands; when you let it go, it continue to discuss the Give the seatwork. Give the quiz.
form. The teacher will ask contracts. That’s how we will topic. Demonstrate again
the students orally. contract and expand words. the concept by writing he is D. Closure D. Closure
Affective: on the board. Cross out the Checking of their Checking of quizzes.
1. Comply positively on the D. Closure iand replace it with an seatwork. Correcting of their
topic discussed. Generalization of the C. Evaluation apostrophe. Read the new mistakes.
story. Do a board activity. word to the students to
II. Learning Content show how the pronunciation
A. Subject Matter D. Closure changes from he is to he’s.
Topic: Contractions Generalization of the
lesson. Giving of homework. C. Evaluation
B. Materials Answer the activity in
rubber band, chalk and their book.
board
D. Closure
C. Resources Checking of activity.
Read to Lead 2, New
google.com

UGS Department Lesson Plan 2018-2019
NOVEMBER 6 - 9
Prepared by: Joanna Marie R. Mendoza Grade and Section: 5-Sincerity, Courage, Zeal
Day 1 Day 2 DAY 3 Day 4
ADJECTIVES ADJECTIVES
I. Learning Objectives: III. Learning Experiences: III. Learning Experiences:
should be able to:  The teacher will post different Recall the previous lesson
Cognitive pictures. Each student must discussed.
 Identify adjectives and adverbs in
describe the picture pointed out by
sentences. B. Lesson Proper
the teacher.  Ask the students to describe
 Differentiate irregular adjectives
from regular adjectives. their friend or best friend.
B. Lesson Proper  Explain the use of adjectives in
 Identify the different degrees of
adjectives.  Ask the students about their a sentence.
previous knowledge about  Provide example sentences for
Psychomotor adjectives. better comprehension.
 Construct sentences using
 Discuss about adjectives.
adjectives/degrees of adjectives. C. Evaluation
 Give more examples for the mastery The students will compose a
Affective of the topic. paragraph using the adjectives.
 Show awareness of importance The adjectives used must be
of following and applying rules. C. Evaluation encircled.
 Work collaboratively.
Write sentences using adjectives. D. Closure
II. Learning Content: Generalize the topic on how to
A. Subject Matter: retell a story. Answer any
Adjectives questions students may have.
Degrees of Adjectives D. Closure
B. Materials: The teacher will check the exercises
pictures, chalkboard, worksheet,
given and discuss the common mistakes
module
C. Resources: of the students in the seatwork.
Language Module 5 and 6

NOVEMBER 12 - 16
KINDS OF ADJECTIVES KINDS OF ADJECTIVES QUIZ
At the end of the lesson, the A. Motivation A. Motivation A. Motivation
student should be able to: Point different objects or random  The teacher will conduct a
Cognitive students around the room. Once you Conduct a review about Adjectives
short game about kinds of
 Identify adjectives and in point, a student will describe and its Kinds.
adjectives
sentences. him/her/it. Then that student will
 Differentiate the different point next. B. Lesson Proper B. Lesson Proper
kinds of adjectives  Review about Kinds of  The teacher will give instructions
B. Lesson Proper
Adjectives. of the quiz.
Psychomotor  Ask the students of what they
have done in the activity earlier.  Let the students give their
 Construct sentences using C. Evaluation
 Discuss the different kinds of own sentences showing each
kinds of adjectives. kind of adjectives. The students will answer the quiz
Adjectives.
 Provide example sentences for provided by the teacher.
Affective
 Show awareness of better comprehension.
importance of following and
applying rules. C. Evaluation Give an additional exercises to The teacher will check the quiz given
 Work collaboratively.  The students will answer the enhance them in using the kinds of and discuss the common mistakes of
activity in their book adjectives the students.
II. Learning Content:  The students will write 5
A. Subject Matter: sentences with the different kinds
Adjectives of Adjectives. They must encircle D. Closure
Kinds of Adjectives the adjectives they have used.  The teacher will check the
homework given yesterday.
B. Materials: D. Closure  Quiz tomorrow about Kinds of
chalkboard, worksheet, module, Generalize the topic. Answer any Adjectives
visual aids questions students may have.
C. Resources:

NOVEMBER 19 - 23
DAY 1 Day 2 Day 4
DAY 3
CONTINUATION (KINDS OF CONTINUATION (KINDS OF DEGREES OF ADJECTIVES
QUIZ
ADJECTIVES) ADJECTIVES)
student should be able to: Point different objects or random  The teacher will conduct a short Present three different types of
Cognitive students around the room. Once you Conduct a review about Adjectives phones to students. Let them
game about kinds of adjectives
 Identify adjectives and in point, a student will describe and its Kinds. compare it to each other.
sentences. him/her/it. Then that student will B. Lesson Proper
 Differentiate the different point next. B. Lesson Proper B. Lesson Proper
 Review about Kinds of
kinds of adjectives 1. Ask the students of what they
Adjectives.  The teacher will give instructions
B. Lesson Proper have done in the activity earlier.
 Ask the students of what they  Let the students give their own of the quiz. 2. Discuss the degree of comparison
Psychomotor sentences showing each kind of
have done in the activity earlier. C. Evaluation of Adjectives.
 Construct sentences using adjectives.
 Discuss the different kinds of 3. Provide example sentences for
kinds of adjectives. The students will answer the quiz better comprehension.
Adjectives.
 Provide example sentences for provided by the teacher.
Affective
better comprehension. C. Evaluation C. Evaluation
 Show awareness of
importance of following and D. Closure 1. The students will answer Act 6.
Give an additional exercises to
C. Evaluation 2. The students will write 5
applying rules. enhance them in using the kinds of The teacher will check the quiz given
 The students will answer the sentences using the degree of
 Work collaboratively. adjectives and discuss the common mistakes of
activity in their book comparison of Adjectives. They must
the students. encircle the adjectives they have
II. Learning Content:  The students will write 5
A. Subject Matter: sentences with the different kinds D. Closure used.
Kinds of Adjectives of Adjectives. They must encircle  The teacher will check the
Degrees of Adjectives the adjectives they have used. D. Closure
homework given yesterday.
Generalize the topicAnswer any
 Quiz tomorrow about Kinds of questions students may have.
B. Materials: D. Closure Adjectives
chalkboard, worksheet, module, Generalize the topic. Answer any
visual aids questions students may have.
C. Resources:
Three Domains of Learning – Cognitive, Affective, Psychomotor
©Leslie Owen Wilson all rights reserved Contact Leslie

Three domains of learning – What are the differences between the cognitive, affective, and psychomotor taxonomies?
There are three main domains of learning and all teachers should know about them and use them to construct lessons. These domains are cognitive
(thinking), affective (emotion/feeling), and psychomotor (physical/kinesthetic). Each domain on this page has a taxonomy associated with it. Taxonomy is simply
a word for a classification. All of the taxonomies below are arranged so that they proceed from the simplest to more complex levels. The ones discussed here
are usually attributed to their primary author, even though the actual development may have had many authors in its formal, complete citation.
 Benjamin Bloom (Cognitive Domain),
 David Krathwohl (Affective Domain), and
 Anita Harrow (Psychomotor Domain).
It is interesting to note that even though the taxonomy associated with cognition is commonly referred to as Bloom’s Taxonomy, David Krathwohl was also one
of the original authors in creating this work. This will become important when you look at the 2001 revisions to this taxonomy.
Many veteran teachers are unaware that the cognitive/thinking domain, again commonly known as Bloom’s Taxonomy and originally published in 1956, had
major revisions in 2000/01. While I have included the original cognitive one, I have also attached it to the newly revised version so that users can see the
differences. The newer version of Bloom’s Taxonomy of Learning has a number of added features that are very useful to educators in constructing optimal
learning experiences.
Additionally, when possible, teachers should attempt to construct more holistic lessons by using all 3 domains in learning tasks. This diversity helps to create
more well-rounded learning experiences and meets a number of learning styles and learning modalities, plus it creates more neural networks and pathways
aiding recall.
The Original Cognitive or Thinking Domain –
Based on the 1956 work, The Handbook I-Cognitive Domain, behavioral objectives are divided into subsets. These subsets were arranged into a taxonomy and
listed according to the cognitive difficulty, simpler to more complex forms. As stated earlier it has been commonly known as Bloom’s Taxonomy since 1956. In
2000-01 revisions to this taxonomy were spearheaded by one of Bloom’s former students, Lorin Anderson, and one of his original partners in defining the
cognitive domain, David Krathwohl. Please see my page entitled Anderson and Krathwohl – Bloom’s Taxonomy Revised for further details.
Remember while it is good to understand the history of the older version of the domain, the newer version has a number of strong advantages that make it a
better choice for planning instruction today. One of the major changes that has occurred between the old and newer updated version is that the two highest
forms of cognition have been reversed.
Additional Resources: A wonderfully succinct and comprehensive overview of both taxonomies is provided by Mary Forehand at the University of Georgia in a
Wikipedia type format, see Bloom’s taxonomy. Plus, there are many different types of graphics cleverly depicting the new versions that can be printed and
readily used as everyday references during instructional planning. In a search engine like Google enter “revised Bloom’s taxonomy” and view the “images”
portion of the search to find many different types of colorful and useful graphics on this topic.
Taxonomies of the Cognitive Domain
Bloom’s Taxonomy 1956 Anderson and Krathwohl’s Taxonomy 2001
1. Knowledge: Remembering or retrieving previously 1. Remembering:Recognizing or recalling knowledge

learned material. Examples of verbs that relate to this function from memory. Remembering is when memory is used to
are: produce definitions, facts, or lists, or recite or retrieve
material.
know identify define recall record name

relate list memorize recognize
repeat acquire
2. Comprehension: The ability to grasp or construct meaning 2. Understanding: Constructing meaning from different
from material. Examples of verbs that relate to this function types of functions be they written or graphic messages
are: activities like interpreting, exemplifying, classifying,
summarizing, inferring, comparing, and explaining.
restate locate identify discuss illustrate
report recognize describe discuss interpret draw
explain express review infer represent
differentiate
conclude
3. Application: The ability to use learned material, or to 3. Applying: Carrying out or using a procedure through
implement material in new and concrete situations. Examples executing, or implementing. Applying related and refers
of verbs that relate to this function are: to situations where learned material is used through
products like models, presentations, interviews or
apply relate organize employ practice simulations.
develop restructure calculate show
translate use interpret exhibit
operate demonstrate dramatize
illustrate
4. Analysis: The ability to break down or distinguish the 4. Analyzing: Breaking material or concepts into parts,
parts of material into its components so that its organizational determining how the parts relate or interrelate to one
structure may be better understood.Examples of verbs that another or to an overall structure or purpose. Mental
relate to this function are: actions included in this function are differentiating,
organizing, and attributing, as well as being able to
analyze compare differentiate experiment distinguish between the components or parts. When one is
probe inquire contrast scrutinize analyzing he/she can illustrate this mental function by
examine contrast investigate detect discover inspect creating spreadsheets, surveys, charts, or diagrams, or
categorize survey classify dissect graphic representations.
deduce discriminate
separate
5. Synthesis: The ability to put parts together to form a 5. Evaluating: Making judgments based on criteria and
coherent or unique new whole. Examples of verbs that relate standards through checking and critiquing. Critiques,
to this function are: recommendations, and reports are some of the products
that can be created to demonstrate the processes of
compose produce plan invent propose develop evaluation. In the newer taxonomy evaluation comes
design assemble formulate collect arrange construct before creating as it is often a necessary part of the
create prepare set up generalize organize precursory behavior before creating something.
predict modify document originate derive
tell combine relate write propose
6. Evaluation: The ability to judge, check, and even critique 6. Creating: Putting elements together to form a
the value of material for a given purpose. Examples of verbs coherent or functional whole; reorganizing elements into
that relate to this function are: a new pattern or structure through generating, planning,
or producing. Creating requires users to put parts together
judge assess argue decide validate consider in a new way or synthesize parts into something new and
compare evaluate choose rate select appraise value different a new form or product. This process is the most
conclude estimate criticize infer difficult mental function in the new taxonomy.
measure deduce
Table 1.1 – (Wilson, L.O. 2001) – Bloom vs. Anderson/Krathwohl revisions
The Affective or Feeling Domain:
Like cognitive objectives, affective objectives can also be divided into a hierarchy (according to Krathwohl). This area is concerned with feelings or emotions.
Again, the taxonomy is arranged from simpler feelings to those that are more complex.
1. Receiving
This refers to the learner’s sensitivity to the existence of stimuli – awareness, willingness to receive, or selected attention.
feel sense capture experience pursue attend perceive
2. Responding
This refers to the learners’ active attention to stimuli and his/her motivation to learn – acquiescence, willing responses, or feelings of satisfaction.
conform allow cooperate contribute enjoy satisfy
3. Valuing
This refers to the learner’s beliefs and attitudes of worth – acceptance, preference, or commitment. An acceptance, preference, or commitment to a value.
believe seek justify respect search persuade
4. Organization
This refers to the learner’s internalization of values and beliefs involving (1) the conceptualization of values; and (2) the organization of a value system. As
values or beliefs become internalized, the leaner organizes them according to priority.
examine clarify systematize create integrate
5. Characterization – the Internalization of values
This refers to the learner’s highest of internalization and relates to behavior that reflects (1) a generalized set of values; and (2) a characterization or a
philosophy about life. At this level the learner is capable of practicing and acting on their values or beliefs.
internalize review conclude resolve judge
Based on:
Krathwohl, D.R., Bloom,B.S. and Masia, B. B. (1964).Taxonomy of educational objectives, Book II. Affective domain. New York, NY. David McKay Company,
Inc.
Note: As with all of the taxonomies, in labeling objectives using this domain there has to be a very clear instructional intention for growth in this area
specified in the learning objective(s). Folks in the sciences and in math often avoid including affective objectives stating that their areas are not emotional.
However, any group work or cooperative exercise where deportment, or collaborative or cooperative skills are discussed, used, and emphasized qualifies as
having the potential for affective growth. Additionally, if students are asked to challenge themselves with independently taking risks to develop and present a
hypothesis and/or persuade others on drawn conclusions, or actively take an intellectual risk whereby they increase in self-confidence, these types of exercises
also have the potential to be affective as well as a cognitive. Also, in areas of potential debate, where data allows students to draw conclusions about
controversial topics or express opinions and feelings on those topics, this too can be tweaked so there is intentional affective growth. Since emotion draws
both attention and channels strong residual memory, it behoves all dedicated and artful educators to include affective objectives, no matter what their
discipline or area of study.
The Psychomotor or Kinesthetic Domain
Psychomotor objectives are those specific to discreet physical functions, reflex actions and interpretive movements. Traditionally, these types of objectives are
concerned with the physically encoding of information, with movement and/or with activities where the gross and fine muscles are used for expressing or
interpreting information or concepts. This area also refers to natural, autonomic responses or reflexes.
As stated earlier, to avoid confusion, if the activity is simply something that is physical which supports another area — affective or cognitive — term the objective
physical rather than psychomotor. Again, this goes to instructional intent. A primary example of something physical which supports specific cognitive
development and skills might be looking through a microscope and identifying and drawing cells. Here the instructional intent of this common scientific activity is
not to develop specific skilled proficiency in microscope viewing or in reproducing cells through drawing. Usually the key intent in this activity is that a physical
action supports or is a vehicle for cognitive growth and furthering recognition skills. The learner is using the physical action to achieve the cognitive objectives —
identify, recognize, and differentiate varied types of cells.
If you are using a physical activity to support a cognitive or affective function, simply label it as something physical (labeling the objective as kinesthetic, haptic,
or tactile is also acceptable) and avoid the term psychomotor. Labeling something psychomotor means there is a very clear educational intention for growth to
occur in the psychomotor domain.
Certainly more complex learning objectives can be written so that they that meld 2 or 3 domains. For instance, students can gain appreciation (an affective
objective) for the culture or country of origin through conducting investigations or listening to stories while learning the dances from other countries. Learning
dance steps would fall under “skilled movements” in the psychomotor domain.
(Terms in this area based on Anita Harrow’s taxonomy).
Reflex movements
Objectives at this level include reflexes that involve one segmental or reflexes of the spine and movements that may involve more than one segmented portion
of the spine as intersegmental reflexes (e.g., involuntary muscle contraction). These movements are involuntary being either present at birth or emerging
through maturation.
Fundamental movements
Objectives in this area refer to skills or movements or behaviors related to walking, running, jumping, pushing, pulling and manipulating. They are often
components for more complex actions.
Perceptual abilities
Objectives in this area should address skills related to kinesthetic (bodily movements), visual, auditory, tactile (touch), or coordination abilities as they are
related to the ability to take in information from the environment and react.
Physical abilities
Objectives in this area should be related to endurance, flexibility, agility, strength, reaction-response time or dexterity.
Skilled movements
Objectives in this area refer to skills and movements that must be learned for games, sports, dances, performances, or for the arts.
Nondiscursive communication
Objectives in this area refer to expressive movements through posture, gestures, facial expressions, and/or creative movements like those in mime or
ballet. These movements refer to interpretative movements that communicate meaning without the aid of verbal commands or help.
Remember that the trick in effectively planning lessons — there has to be the intention for growth specifically in the selected domain area! Learning takes place
in ALL 3 domains and wise teachers combine domains so that lessons and learning are more holistic and multidimensional.
Additional Links
 Major Categories in the Taxonomy of Learning Objectives

 Bloom's Taxonomy (University of Georgia)
 Bloom's Taxonomy of the Cognitive Domain
 Learning Objective Verbs for Specific Disciplines
 Beyond Bloom - A New Version of the Cognitive Taxonomy
Offline References
Anderson, L.W., &Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.
New York: Longman.
Bloom, B.S. and Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and
university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green.
Affective Objectives
Affective objectives are designed to change an individual's attitude, choices, and relationships.
Example:
 Given the opportunity to work in a team with several people of different races, the student will demonstrate a positive increase in attitude towards non-
discrimination of race, as measured by a checklist utilized/completed by non-team members.
Krathwohl and Bloom created a taxonomy for the affective domain that lists levels of commitment (indicating affect) from lowest to highest.
The levels are described as follows:
Affective Domain Hierarchy

Level Definition Example
Receiving Being aware of or attending to something in the environment. Individual reads a book passage about civil rights.
Individual answers questions about the book, reads another
Responding Showing some new behaviors as a result of experience.
book by the same author, another book about civil rights, etc.
The individual demonstrates this by voluntarily attending a
Valuing Showing some definite involvement or commitment.
lecture on civil rights.
Integrating a new value into one's general set of values, giving
Organization The individual arranges a civil rights rally.
it some ranking among one's general priorities.
The individual is firmly committed to the value, perhaps
Characterization by Value Acting consistently with the new value.
becoming a civil rights leader.
Here are key verbs for each level you can use when writing affective objectives:
Additional Links
Behavioral Objectives - Affective Domain
Krathwohl's Taxonomy
References
Krathwohl, D.R., Bloom,B.S. and Masia, B. B. (1964).Taxonomy of educational objectives, Book II. Affective domain. New York, NY. David McKay Company,
Inc.
Psychomotor Objectives
This domain is characterized by progressive levels of behaviors from observation to mastery of a

physical skill. Several different taxonomies exist.
Simpson (1972) built this taxonomy on the work of Bloom and others:
 Perception - Sensory cues guide motor activity.

 Set - Mental, physical, and emotional dispositions that make one respond in a certain way to a situation.
 Guided Response - First attempts at a physical skill. Trial and error coupled with practice lead to better performance.
 Mechanism - The intermediate stage in learning a physical skill. Responses are habitual with a medium level of assurance and proficiency.
 Complex Overt Response - Complex movements are possible with a minimum of wasted effort and a high level of assurance they will be successful.
 Adaptation - Movements can be modified for special situations.
 Origination - New movements can be created for special situations.
Dave (1970) developed this taxonomy:

 Imitation - Observing and copying someone else.
 Manipulation - Guided via instruction to perform a skill.
 Precision - Accuracy, proportion and exactness exist in the skill performance without the presence of the original source.
 Articulation - Two or more skills combined, sequenced, and performed consistently.
 Naturalization - Two or more skills combined, sequenced, and performed consistently and with ease. The performance is automatic with little physical or
mental exertion.
Harrow (1972) developed this taxonomy. It is organized according to the degree of coordination including involuntary responses and learned capabilities:
 Reflex movements - Automatic reactions.

 Basic fundamental movement - Simple movements that can build to more complex sets of movements.
 Perceptual - Environmental cues that allow one to adjust movements.
 Physical activities - Things requiring endurance, strength, vigor, and agility.
 Skilled movements - Activities where a level of efficiency is achieved.
The following list is a synthesis of the above taxonomies:
Psychomotor Domain Hierarchy

Level Definition Example
The learner watches a more experienced person. Other mental activity, such as
Observing Active mental attending of a physical event.
reading may be a pert of the observation process.
The first steps in learning a skill. The learner is observed and given direction and
Imitating Attempted copying of a physical behavior.
feedback on performance. Movement is not automatic or smooth.
The skill is repeated over and over. The entire sequence is performed repeatedly.
Practicing Trying a specific physical activity over and over.
Movement is moving towards becoming automatic and smooth.
Fine tuning. Making minor adjustments in the The skill is perfected. A mentor or a coach is often needed to provide an outside
Adapting
physical activity in order to perfect it. perspective on how to improve or adjust as needed for the situation.
Here are key verbs for each level you can use when writing psychomotor objectives:
Key Verbs for the Psychomotor Domain

 bend  grinds  organizes
 calibrates  handle  perform (skillfully)
 constructs  heats  reach
 differentiate (by touch)  manipulates  relax
 dismantles  measures  shorten
 displays  mends  sketches
 fastens  mixes  stretch
 fixes  operate  write
 grasp
Additional Links
Behavioral Objectives - Psychomotor Domain
Simpson's Psychomotor Domain
Offline References
Dave, R.H., in R. J. Armstrong et al., Developing and Writing Behavioral Objectives (Tucson, AZ: Educational Innovators Press, 1970).
Harrow, A.J. (1972). A taxonomy of the psychomotor domain. New York: David McKay Co.
Simpson, E. (1972). The classification of educational objectives in the psychomotor domain: The psychomotor domain. Vol. 3. Washington, DC: Gryphon
House.
How To Write Instructional Objectives
Instructional objectives should specify four main things:
 Audience - Who? Who is this aimed at?

 Behavior - What? What do you expect them to be able to do? This should be an overt, observable behavior, even if the actual behavior is covert or
mental in nature. If you can't see it, hear it, touch it, taste it, or smell it, you can't be sure your audience really learned it.
 Condition - How? Under what circumstances will the learning occur? What will the student be given or already be expected to know to accomplish the
learning?
 Degree - How much? Must a specific set of criteria be met? Do you want total mastery (100%), do you want them to respond correctly 80% of the time,
etc. A common (and totally non-scientific) setting is 80% of the time.
This is often called the ABCD's of objectives, a nice mnemonic aid!
Tip: Never use the word understand in an objective. It is too vague, and does not specify a measurable behavior.
Be SMART
Instructional objectives should be SMART:
Specific - Use the ABCDs to create a clear and concise objective.
Measurable - Write the objective so that anyone can observe the learner perform desired action and objectively assess the performance.
Achievable - Make sure the learner can do what is required. Don't, for example, ask the learner to perform complex actions if they are a beginner in an area.
Relevant - Demonstrate value to the learner. Don't teach material that won't be used or on which you will not assess.
Timely and Time Bound - Ensure the performance will be used soon, not a year from now. Also, include any necessary time constraints, such as completing
a task in "10 minutes or less."
Examples of Well-written Objectives
Below are some example objectives which include Audience (A), Behavior (B), Condition (C), and Degree of Mastery (D). Note that many objectives actually put
the condition first.
Audience - Green
Behavior - Red
Condition - Blue
Degree - Pink
Psychomotor - "Given a standard balance beam raised to a standard height, the student (attired in standard balance beam usage attire) will be able to walk the
entire length of the balance beam (from one end to the other) steadily, without falling off, and within a six second time span."
Cognitive (comprehension level) - "Given examples and non-examples of constructivist activities in a college classroom, the student will be able to accurately
identify the constructivist examples and explain why each example is or isn't a constructivist activity in 20 words or less."
Cognitive (application level) - "Given a sentence written in the past or present tense, the student will be able to re-write the sentence in future tense with no
errors in tense or tense contradiction (i.e., I will see her yesterday.)."
Cognitive (creation/synthesis level) - "Given two cartoon characters of the student's choice, the student will be able to list five major personality traits of each
of the two characters, combine these traits (either by melding traits together, multiplying together complimentary traits, or negating opposing traits) into a
composite character, and develop a short (no more than 20 frames) storyboard for a cartoon that illustrates three to five of the major personality traits of the
composite character."
Affective - "Given the opportunity to work in a team with several people of different races, the student will demonstrate a positive increase in attitude towards
non-discrimination of race, as measured by a checklist utilized/completed by non-team members."
When reviewing example objectives above, you may notice a few things.
As you move up the "cognitive ladder," it can be increasingly difficult to precisely specify the degree of mastery required.
Affective objectives are difficult for many instructors to write and assess. They deal almost exclusively with internal feelings and conditions that can be difficult to
observe externally.
It's important to choose the correct key verbs to express the desired behavior you want students to produce. See the pages on cognitive objectives, affective
objectives, and psychomotor objectives to see examples of key words for each level.
Typical Problems Encountered When Writing Objectives
Problems in Writing Objectives

Problem Error Type Solution
The objective is too broad in scope or is actually more than one
Too vast/complex Simplify/break apart.
objective.
False/missing behavior, The objective does not list the correct behavior, condition, and/or Be more specific, make sure the behavior,
condition, or degree degree, or they are missing. condition, and degree is included.
Describes instruction, not conditions. That is, the instructor may list the
Only topics listed Simplify, include ONLY ABCDs.
topic but not how he or she expects the students to use the information
Describe what behavior you must
False performance No true overt, observable performance listed.
observe.
Self Check
How well do you understand the basics of writing good instructional objectives? Try this self test and you'll find out!
Additional Links
A Quick Guide to Writing Learning Objectives
Assessment and Instructional Objectives
Assessment and instructional objectives are ideally closely bound. A well-written objective should clearly illustrate the most important criteria for assessing if the
individual has accomplished the objective.
This section illustrates how a well-written objective assists one in developing valid assessment instruments. Psychomotor, affective, and cognitive types of
objective are illustrated here.
Psychomotor Performance Target
Goal
Walk the length of a balance beam.
Objective Derived From Goal
Given a standard balance beam raised to a standard height, the student (attired in standard balance beam usage attire) will be able to walk the entire length of
the balance beam (from one end to the other) steadily, without falling off, and within a six second time span.
Purpose of Assessment
To partially determine placement on a high school gymnastics team. Other assessments using other gymnastic devices will be used in conjunction with this
assessment to determine the final ranking/placement. The criterion for acceptable performance is thus irrelevant here; higher scoring individuals simply have a
better chance of being selected for the team.
Possible Biases
As males do not use the balance beam in gymnastics, this assessment is for females only. Thus, some may consider this test gender biased; but the rules of
gymnastics dictate this distinction is necessary. Testing male's performance on equipment they will not use is irrelevant.
This test is biased against people who are physically incapable of mounting a balance beam and/or walking. However, these people would be incapable of
performing on a gymnastics team and thus would not attempt the assessment in the first place.
Assessment Procedure
Pretest
Not needed. This is a sorting type of assessment and is designed to rank individuals, not chart their improvement and/or change in behavior.
Sole Test
The student (attired in standard balance beam usage attire) must walk the entire length of a standard balance beam raised to a standard height steadily, without
falling off, and within a six second time span. (Note how this part reflects the objective.) A team of no less than three judges will observe a given individual
perform this task three times, using a given scoring rubric to assign a score for each trial. The trial score for each trial is the average of all the judge's scores.
The overall score for the individual is the average of the three trial scores.
Rubrics for Assessment
5 - Walks the balance beam flawlessly. Does not need to check balance, does not pause. Completes the walk within six seconds.
4 - Walks the beam, but is somewhat unsteady. Completes the walk within six seconds.
3 - Walks the beam, but is somewhat unsteady. May pause one or more times. Takes more than six seconds to complete the walk.
2 - Walks the beam, but is very unsteady, almost falling off, may pause one or more times, and/or takes more than six seconds.
1 - Falls off the beam before completing the walk.
0 - Falls off the beam immediately.
Conditions of Assessment
 Assessment occurs only during the walking phase, not during the mount/dismount phases.
 The individual indicates when the assessment should begin.
 The assessment ends as soon as the individual reaches the other end of the balance beam.
 A team of judges consisting of no less than three people will use the provided rubric to assess a given individual. Additional judges are optional.
 Individual judge's scores are averaged to determine a composite trial score for a given performance for a given individual.
 Each individual is given three chances to walk the beam. The combined time for these three chances should not exceed three minutes per individual.
 The average of these three trials (as determined by the judges using the provided rubric) is used to determine the overall score.
Validity Defense
 The same psychomotor task is used to assess the desired psychomotor performance.
 This type of assessment is easy to use and provides overt, non-ambiguous results.
Reliability Assessment
 Three judges are used to improve reliability of assessors. (Inter-rater reliability).

 Three trials per individual are allowed to improve reliability over time. (Test-retest reliability).
Assessment Package for Judges of the Balance Beam Exercise
Directions: Each individual must walk the balance beam. For each individual, use the following scale to assign a value to the individual's performance on the
balance beam. Each individual will be given three trials or chances to walk the balance beam. Score each trial individually. After scoring each trial, hold up the
numbered card in front of you that corresponds to the score you gave the individual for that trial. Your score will be averaged with the other judge's scores. Note
that you must time the individuals; a maximum time of six seconds to walk the beam from one end to the other is permitted.
Scale
5 - Walks the balance beam flawlessly. Does not need to check balance, does not pause. Completes the walk within six seconds.
4 - Walks the beam, but is somewhat unsteady. Completes the walk within six seconds.
3 - Walks the beam, but is somewhat unsteady. May pause one or more times. Takes more than six seconds to complete the walk.
2 - Walks the beam, but is very unsteady, almost falling off, may pause one or more times, and/or takes more than six seconds.
1 - Falls off the beam before completing the walk.
0 - Falls off the beam immediately.
 Assessment occurs only during the walking phase, not during the mount/dismount phases.
 The individual indicates when the assessment should begin.
 The assessment ends as soon as the individual reaches the other end of the balance beam.
 A team of judges consisting of no less than three people will use the provided scale to assess a given individual. Additional judges are optional.
 Individual judge's scores are averaged to determine a composite trial score for a given performance for a given individual.
 Each individual is given three chances to walk the beam. The combined time for these three chances should not exceed three minutes per individual.
 The average of these three trials (as determined by the judges using the provided scale) is used to determine the overall score.
Scoring Template for an Individual
Balance Beam Rubric

Judge 1 Judge 2 Judge 3 Trial Total (Sum of Judge's scores) Trial Score (Trial Total/# of Judges)
Trial 1
Trial 2
Trial 3
Overall Score (Sum of Trial Scores/# of Trials) =
Affective Learning Target
Goal - Learner's perspective on civil rights will improve.
Objectives Derived From Goal
1. Given the opportunity to work in a team with several people of different races, the student will demonstrate a positive increase in attitude towards non-
discrimination of race, as measured by a checklist utilized/completed by non-team members.
2. Given the opportunity to choose/not choose to do so, the student will demonstrate a positive increase in attitude towards non-discrimination of race, as
demonstrated by choosing to participate (at varying levels of responsibility) in the organization of a racial equality rally.
3. Given the opportunity to rank non-discrimination of race in relationship to other issues, the student will demonstrate a positive increase in attitude towards
non-discrimination of race, as demonstrated by ranking non-discrimination of race as more important than other issues.
To determine if an individual's attitude towards racial equality has improved. If the student's score increases at all on the posttest, they are considered
successful.
Possible Biases
 People from different cultures may use different body language and facial expressions to convey the same meaning. The assessor must take this into
account when assessing an individual.
 There may be other intrinsically-based (and thus difficult to quantify) motivations for participating in a rally.
Assessment Procedure - Objective 1
Objective 1 Pretest
The student being assessed would be part of a racially diverse group. The provided rubric would be employed by the instructor or by someone not actually
participating in the group. To have a group member or members employ the rubric as a pretest device would invalidate it, for the individual's actions and
mannerisms would change upon introduction of the rubric. This could interfere with or augment the instruction that would follow.
Objective 1 Posttest
The student being assessed would be part of a racially diverse group. The provided rubric would be employed by the instructor or by someone not actually
participating in the group. Ideally, this assessor should be the same person who administered the pretest. To have a group member or members employ the
rubric as a posttest device would invalidate it, for the individual's actions and mannerisms would change upon introduction of the rubric. Ideally, each student
should be assessed at least two times with different groups.
Comparisons between pretest and posttest scores would be used to determine if a positive increase in attitude towards non-discrimination of race has occurred.
Rubrics/Scoresheets for Assessment
Directions: For each individual, use the following scale to assign a value to the individual's performance on each item listed in the left column. Place an X in the
most appropriate square to the right of each item. Example: If you decide a student only rarely attended individuals with the same amount of interest, place an X
in the box under the 2. Twenty-eight possible points. Observe each student for 10 minutes.
Affective Objective 1 Rubric

4 3 1
2
Student Name:
Most (90- Usually (60 - Rarely (0 -
Somewhat (30 -
100%) of the 89%) of the 29%) of the
59%) of the time
time time time
Student attends to each individual with the same amount of interest.

Student uses the same respectful tone of voice when addressing each team
member.
Student does not make culturally sensitive or degrading remarks. (Example:
"You Brugians are always thinking about yourselves.")
When a disagreement occurs, the student addresses the disagreement and
not the other team member(s). (Example: "I don't believe that is true
because..." NOT "Maybe where you come from that's true, but...")
Student generally maintains the same body language and facial expressions
for all other team members. (Example: The student frowns at Xavier all the
time, but smiles at Jessica all the time.)
Student maintains same level of eye contact with all other group members.
 The student must be unaware s/he is being assessed.

 Pretest/posttest environmental conditions must be as similar as possible.
 Group size should remain constant for pre and posttests.
 Group topics should remain fairly consistent between pre and posttests.
Validity Defense
 Overt, measurable actions are used to assess the student.

 All assessment tasks work together in that they are assessing verbal and non-verbal responses (Internal structure evidence.)
 This type of assessment is easy to use and provides overt, non-ambiguous results. (Practicality evidence.)
 No negative or unexpected side effects are foreseen when this assessment is used. (Consequential evidence.)
 The same assessor is used on the pretest and posttest. (Assessor reliability).
 Two trials per individual are allowed to improve reliability over time. (Test-retest reliability).
 Environmental factors that may affect how a student reacts are neutralized.
 Group dynamics, such as size and topic, are made as consistent as possible to neutralize possible external variations that might affect testing.
Pretest
Via a paper handout, students would be asked to volunteer to work on developing a rally for racial equality. Students would return the handout having checked
how they would like to (or not to) participate in the rally. The provided scoresheet would be employed by the instructor to assign a pretest score to each student.
Posttest (After instruction)

Via a paper handout, students would be asked to volunteer to work on developing a rally for racial equality. Students would return the handout having checked
how they would like to (or not to) participate in the rally. The provided scoresheet would be employed by the instructor to assign a posttest score to each
student.
Comparisons between pretest and posttest scores would be used to determine if a positive increase in attitude towards non-discrimination of race has occurred.
Scoresheet
Assign each individual a numeric score based on his/her indicated level of involvement on the completed handout.
5 - Master organizer of entire rally.

4 - Organize a specific part of the rally.
3 - Assistant for two or more organizers of a specific part of the rally.
2 - Assistant for one organizer of a specific part of the rally.
1 - Minimal involvement (i.e., man refreshment stand night of the rally).
0 - No involvement.
 No other external incentive must be provided/available to the student that might influence his/her choice of level of involvement.
Validity Defense

 Environmental factors and covert incentives that may affect how a student reacts are neutralized.
Pretest
Via a pencil and paper quiz, students would be asked to rank the relative importance of non-discrimination of race as compared to other social issues.
Posttest (After instruction)
Via a pencil and paper quiz, students would be asked to rank the relative importance of non-discrimination of race as compared to other social issues.
Comparisons between pretest and posttest rankings would be used to determine if a positive increase in attitude towards non-discrimination of race has
occurred.
Sample Quiz
1. You are the mayor of a large city. You have a budget surplus. Please rank the following programs in order of importance. The higher-ranking items will
receive more money for programs that support them, and thus will be more successful.
__ Additional Policemen
__ Racial Equality Programs
__ Spouse Abuse Shelters
__ Pollution Control Programs
2. You are the new superintendent in an inter-racial school. Several gangs exist, and there is graffiti everywhere. Teachers are afraid of some of the
students. No type of security measures are in place at this time. You have a plan to change things, but you need to decide what to do first, second, etc.
Please rank the following programs in order of importance.
__ Racial Tolerance Programs
__ Gang Control
__ Graffiti Cleanup
__ Security Program
3. You are the social director in a small, rural town in mid-western United States. The population of your town was 100% white until this week. A Mexican
family of 10 just moved into town. Rumor has it that the father of the family has no job at this time. The mother creates and sells crafts out of her house.
The 8 children's ages span between 1 and 15. As social director, what do you think you should do? Please rank the following ideas in order of
importance.
__ Advertise Available Jobs Throughout Town
__ Host an Open House for the Mother's Crafts
__ Mexican Culture Awareness Social
__ Do Nothing Unless Asked By Someone
4. You are in an airplane with your classmates, a group of Indians, and a group of Eskimos. The plane crashes in the water, but fortunately many of you
survive. The plane is sinking. You are one of the least injured people. Each group is huddled near an exit, and will be equally easy (or difficult) to rescue.
Some of the less injured will probably be able to rescue themselves, but you are not sure. You have to decide who to rescue first, second, and so on. You
doubt you have time to rescue everyone before the plane sinks completely. Please rank the following groups in the order you would save them.
__ Your classmates
__ The most injured
__ The Indians
__ The Eskimos
__ The least injured
__ Obviously dead bodies
5. You are in charge of a private golf club. It was open only to white people with low handicaps (10 or less). Recently, the clubhouse burnt down, and many
of the members have left for other clubs. You have to rebuild the physical site, and also build up the number of members. Please rank the following
decisions in order of importance.
__ Raise membership fees to help pay for the new clubhouse.
__ Open the club membership to anyone who can pay the membership fee.
__ Place a handicap limit on perspective members. Those people with a handicap greater than 20 cannot join the club.
__ Build a cheap, temporary clubhouse for use until the new clubhouse can be built.
Scoring
1. Item to examine for positive change is "Racial Equality Programs."

2. Item to examine for positive change is "Racial Tolerance Programs."
3. Item to examine for positive change is "Mexican Culture Awareness Social."
4. Items to examine for positive change are "Most Injured" and "Least Injured."
5. Item to examine for positive change is "Open the club membership to anyone who can pay the membership fee."
 No other external incentive must be provided/available to the student that might influence his/her rankings.
Validity Defense

 Environmental factors and covert incentives that may affect how a student reacts are neutralized.
Cognitive Learning Target: Problem Solving/Synthesis Level
Goal - Students will be able to create a cast (using cartoon characters, modern entertainers, etc.) which reflect the personalities of the characters in a piece of
literature, and explain why they have chosen the particular cast members. (The cast would be those characters, cartoon figures, entertainers, etc. that they
choose to play the role of each character in an upcoming TV show, movie, play, etc.)
Objective
Given two cartoon characters of the student's choice, the student will be able to list five major personality traits of each of the two characters, combine these
traits (either by melding traits together, multiplying together complimentary traits, or negating opposing traits) into a composite character, and develop a short
(no more than 20 frames) storyboard for a cartoon that illustrates three to five of the major personality traits of the composite character.
To determine if a student in a high school setting can construct a composite character based on the personality traits of two given characters, can depict the
composite character's personality, and can logically defend the composite character's personality and actions. This is a pass/fail assignment. Student receiving
a score of 26 or more on the provided rubric have passed this test.
Possible Biases
Some students may not be familiar with certain cartoon characters, due to cultural differences, or simply because of lack of exposure to the cartoon genre. In
these cases, the instructor may want to assist the student in choosing two characters (cartoon or otherwise, fictional or non-fictional) the student is familiar with,
so the student can complete the assignment without negative bias.
The student will list five major personality traits of each of the two characters. These are perceived traits, and are not judged by the instructor as to their
correctness. The student must then combine the traits of the two characters in a logical, defensible manner. Each new trait must be defended by the student
either verbally or in writing. The following three examples illustrate this:
1. Melding traits - Garfield loves lasagna. Green Lantern receives his power from a green lantern. His power is focused through a ring he wears. The ring
must be recharged by the lantern every 24 hours. In the composite character, it may be necessary to recharge the Ring of Pasta with the Lasagna of
Power every 24 hours.
2. Multiplying together complimentary traits - If you have two characters that both fight for justice, the composite character would fight for justice as well,
perhaps at a level some would consider fanatical.
3. Negating opposing traits - If one character is good and the other evil, the composite character would be neutral. Thus he/she/it might respond to a bank
robbery not because it is the right thing to do, or to share in the loot, but perhaps to collect a reward.
Then the student would develop short (no more than 20 frames) storyboard for a cartoon that illustrates three to five of the major personality traits of the
composite character. The storyboard could be plain text (one paragraph would comprise a frame), rough sketches (one sketch per frame), colored drawings
(one drawing per frame), or any combination thereof.
The instructor(s) would assess the storyboard by examining the listing of original personality traits and their combinations into a new composite character. The
storyboard must reflect at least three of the composite traits in a story that fits the composite character. If the student offers a verbal defense, the instructor(s)
must listen to this defense. If the defense is in writing, the instructor(s) must consult it at this time. The instructor(s) must use the provided rubric to assign a
score to the student. Students must complete this assessment in two hours.
 Student must be in an environment that supports paper and pencil activities. Optionally, sketching and coloring tools may be available for students
wishing to express themselves with these tools.
 Ideally, two or more instructors would assess a given student, as the assessment is partially subjective in nature.
Validity Defense

 All assessment tasks work together in that they are assessing a synthesis task. (Internal structure evidence.)
 Subjectivity is minimized through the use of a rubric.

 Two or more judges are recommended to improve reliability of assessors. (Inter-rater reliability).
Read the following to the students. Also, have this available in print form:
A. Choose two cartoon characters. List five major personality traits of each of the two characters. Combine these traits (either by melding traits together,
multiplying together complimentary traits, or negating opposing traits) into a composite character, and develop a short (no more than 20 frames) storyboard for a
cartoon that illustrates three to five of the major personality traits of the composite character. Melding traits together, multiplying together complimentary traits,
and negating opposing traits are defined in this way:
1. Melding traits - Garfield loves lasagna. Green Lantern receives his power from a green lantern. His power is focused through a ring he wears. The ring
must be recharged by the lantern every 24 hours. In the composite character, it may be necessary to recharge the Ring of Pasta with the Lasagna of
Power every 24 hours.
2. Multiplying together complimentary traits - If you have two characters that both fight for justice, the composite character would fight for justice as well,
perhaps at a level some would consider fanatical.
3. Negating opposing traits - If one character is good and the other evil, the composite character would be neutral. Thus he/she/it might respond to a bank
robbery not because it is the right thing to do, or to share in the loot, but perhaps to collect a reward.
B. After you have your combined traits list, develop short (no more than 20 frames) storyboard for a cartoon that illustrates three to five of the major personality
traits of your composite character. The storyboard can be plain text (one paragraph would comprise a frame), rough sketches (one sketch per frame), colored
drawings (one drawing per frame), or any combination thereof. (Show examples). You will be evaluated on how logical your combined traits are, how well you
can explain/defend these traits, and how well your storyboard utilizes and illustrates those combined traits. This is a pass/fail test. You must score at least 26 out
of 36 possible points to pass. (Explain rubric). You have two hours to complete this task.
Assessment Package for Judges of the Cartoon Melding Assessment
Directions: For each individual, use the following scale to assign a value to the individual's performance on each item listed in the left column. Place an X in the
most appropriate square to the right of each item. 36 possible points. This is a pass/fail test. Students receiving a score of 26 or better have passed this test.
Rubric for Creation/Synthesis Cognitive Level
Name of 3 - Excellent. The 2 - Fair. The combination of traits 1 - Poor. The combination of traits is not logical.
Student: combination of traits is is somewhat logical, but other
logical. interpretations are more so.
Student combo
of Traits 1
Student combo
of Traits 2
Student combo
of Traits 3
Student combo
of Traits 4
Student combo
of Traits 5
3 - The student’s defense of the 2 - The student’s defense of the 1 - The student’s defense of the combination is
combination is flawless. combination is adequate, but open to weak.
argument.
Student combo
of Traits 1
Student combo
of Traits 2
Student combo
of Traits 3
Student combo
of Traits 4
Student combo
of Traits 5
3 - Excellent. The student used 2 - Fair. The student used one or two 1 - Poor. The student used at most one of the
at least three of the combined of he combined traits in the combined traits in the storyboard.
traits in the storyboard. storyboard.
Storyboard
construction
3 - The story fits the composite 2 - The story fits the composite 1 - Poor. The student used at most one of the
character - i.e., it is believable character but is somewhat artificial or combined traits in the storyboard. The story does not
for that character. contrived. fit the composite character and is somewhat artificial
or contrived.
Storyboard
coherence
Total Score:
Activities and Instructional Objectives
Dwyer, 1991 – "If your final objective is to have learners engage in problem-solving,you inspect the instructional unit to make sure that the content contains the
appropriate facts, concepts, rules/principles, etc. which are a prerequisite for that intended learners to engage in successful problem-solving."
Activities can include writing papers, doing projects, solving problems, discussing issues, etc. Activities should flow naturally from your objectives. Here are
some questions to ask yourself:
 What do the students need to do in order to achieve the course goals and objectives? Is it only memorization of concepts? Probably not. Then what
activities are necessary to achieve the level of learning you expect?
 What do students need to memorize in order to perform higher-level tasks? What is the most basic? Can other information be looked up as needed or
does the student need to know the information "on demand?"
 What is the ideal way to learn course content if money, time, location were not of concern? What of those ways can be incorporated into this course?
 What kind of knowledge/skills do you want to the students to apply in later courses or in their internship or jobs? Problem-solving, analysis, or what?
 What learning activities will motivate students; that is, what will convey your passion about the content?
 What will the students do in class, out of class and in recitation/small group sessions?
 What must the students, teaching assistants, and you do to support students as they learn?
 What is the nature of the class and how might that impact the range of student activities?
You want to select student activities based on the level of the objectives. Following are some examples of student activities related to different levels of cognitive
learning.
Matching Objectives With Activities

Level of Learning Student Activities
Facts Self-check quizzes, trivia games, etc.
Concepts Have students show examples/non-examples, student generated flowchart, etc.
Rules/Principles Design projects and prototypes, simulations, etc.
Problem Solving Case study, small group discussion, critical thinking, teamwork, etc.
Additional Links
How to Write Learning Objectives that Meet Demanding Behavioral Criteria
TEDI Learning Activities
UMUC Teaching and Learning Activities
EKU TLC Teaching Tips
Michigan State on Objectives and Assessment
Offline References
Dwyer, F. M.(1991). A paradigm for generating curriculum design oriented research questions in distance education. Second American Symposium Research in
Distance Education, University Park, PA: Pennsylvania State University.
Heinrich, R., Molenda, M., Russell, J.D., Smaldino, S.E. (1996). Instructional Media and Technologies for Learning. Englewood Cliffs, NJ: Merrill.
Aligning Instructional Objectives, Activities, and Assessment
A well-written objective will assist you in aligning the objective to activities and assessment.
The graphic below (Adapted from Dwyer 1991) shows a mismatch of the objectives, instruction and assessment. In this case:
 Objectives were set to problem-solving,

 The students were assessed with problem-solving.
 However, only lower levels of learning, such as concepts, were presented to students.
Because of this students who have not been exposed to problem-solving techniques related to the course will more than likely have low-achievement when
working on problem-solving assignments or problem-solving questions on an exam.
In contrast, the graphic below (Adapted from Dwyer) shows one example of matching your objectives with instruction.
 Set your objectives to teach problem-solving.

 Design your instruction and learning activities to teach or demonstrate problem-solving.
 Assess the students at the problem-solving level.
Offline References
Dwyer, F. M.(1991). A paradigm for generating curriculum design oriented research questions in distance education. Second American Symposium Research in
Distance Education, University Park, PA: Pennsylvania State University.
Heinrich, R., Molenda, M., Russell, J.D., Smaldino, S.E. (1996). Instructional Media and Technologies for Learning. Englewood Cliffs, NJ: Merrill.
Cognitive, Affective, and Psychomotor Domains

Grading
Assignments are graded at the level indicated on the assignment. Generally, in Pharm 439, higher cognitive levels are expected (e.g., application and higher). Use the following
tables to help you prepare your assignments.
Cognitive Domain
According to various researchers there are six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, evaluation. In the chart below, note
the hierarchical arrangement, which means that higher levels subsume ability in lower levels. The higher the level, the presumably more complex mental operation is
required. Higher levels are not necessarily more desirable than lower levels, because one cannot achieve the higher levels without an ability to use the lower levels. As one
moves up into higher levels, however, the more applicable the skills are to those needed in daily life.
Action Verbs Describing Learning Outcomes

Level Description
Evaluation Requires the formation of judgments and Appraise Judge
decisions about the value of methods, ideas, Compare Justify
people, products. Must be able to state the bases Contrast Support
for judgments (e.g., external criteria or principles Criticize Validate
used to reach conclusions.) Defend
Sample question: Evaluate the quality or worth

of a value as applied to pharmacy.
Synthesis Requires production of something unique or Categorize Devise
original. At this level, one is expected to solve Compile Formulate
unfamiliar problems in unique way, or combine Compose Predict
parts to form a unique or novel solution. Create Produce
Design
Sample question: Integrate data from several
sources (e.g., various readings and observations
at the service site).
Analysis Identification of logical errors (e.g., point out Break down Infer
contradictions, erroneous inference) or Deduce Outline
differentiate among facts, opinions, assumptions, Diagram Point out
hypotheses, conclusions. One is expected to Differentiate Relate
draw relations among ideas and to compare and Distinguish Separate out
contrast. Illustrate Subdivide
Sample question: Deduce a client’s beliefs

regarding preventive health actions.
Application Use previously acquired information in a setting Change Organize
other than the one in which it was Compute Prepare
learned. Because problems at this level are Demonstrate Relate
presented in a different and applied way, one Develop Solve
cannot rely on content or context to solve the Modify Transfer
problem. Operate Use
Sample question: Organize your observations at

a site to demonstrate a particular value.
Comprehension Some degree of understanding is required in Convert Extend
order to change the form of communication, Defend Generalize
translate, restate what has been read or heard, see Discriminate Infer
connections or relationships among parts of a Distinguish Paraphrase
communication (interpretation), draw Estimate Predict
conclusions, see consequences from information Explain Summarize
(inference).
Sample Question: Explain pharmaceutical care.

Knowledge Remember or recall information such as facts, Define Name
terminology, problem-solving strategies, rules Describe Outline
Identify Recall
Sample question: Define pharmaceutical care. Label Recite
List Select
Match State
rd
Borich, G.D. (1996). Effective teaching methods, 3 Ed. Englewood cliffs, NJ: Merrill.
Affective Domain
Like the cognitive domain, the affective domain is hierarchical with higher levels being more complex and depending upon mastery of the lower levels. With movement to
more complexity, one becomes more involved, committed, and self-reliant. Note the parallel between external and internal motivation. As one moves from being externally to
internally motivated, one moves to higher levels.
Action Verbs Describing

Level Description Learning Outcomes
Characteri- All behavior displayed is consistent with Avoid
zation one’s value system. Values are integrated Display
into a pervasive philosophy that never Exhibit
allows expressions that are out of Internalize
character with those values. Evaluation at Manage
this level involves the extent to which one Require
has developed a consistent philosophy of Resist
life (e.g., exhibits respect for the worth Resolve
and dignity of human beings in all Revise
situations).
Organization Commitment to a set of values. This level Abstract Formulate
involves 1) forming a reason why one Balance Select
values certain things and not others, and Compare Systemize
2) making appropriate choices between Decide Theorize
things that are and are not valued. One is Define
expected to organize likes and preferences
into a value system and then to decide
which ones will be dominant.
Valuing Display behavior consistent with a single Act Express
belief or attitude in situations where one is Argue Help
neither forced or asked to comply. One is Convince Organize
expected to demonstrate a preference or Debate Prefer
display a high degree of certainty and Display
conviction.
Responding One is required to comply with given Applaud Participate
expectations by attending or reacting to Comply Play
certain stimuli. One is expected to obey, Discuss Practice
participate, or respond willingly when Follow Volunteer
asked or directed to do something. Obey
Receiving One is expect to be aware of or to Attend Listen
passively attend to certain stimuli or Be aware Look
phenomena. Simply listening and being Control Notice
attentive are the expectations. Discern Share
Hear
Psychomotor Domain
This domain is given primarily for information. Other courses within the curriculum stress this various levels of psychomotor performance (e.g., Clinical Skills Laboratory,
Pharmacy Practice I).
Psychomotor behaviors are performed actions that are neuromuscular in nature and demand certain levels of physical dexterity.
Action Verbs Describing

Level Description Learning Outcomes
Naturali- High level of proficiency is Automatically Spontaneously
zation necessary. The behavior is performed Effortlessly With ease
with the least expenditure of energy, Naturally With
becomes routine, automatic, and perfection
spontaneous. Professionally With poise
Routinely
Articulation Requires the display of coordination of a Confidence Smoothness
series of related acts by establishing the Coordination Speed
appropriate sequence and performing the Harmony Stability
acts accurately, with control as well as Integration Timing
with speed and timing. Proportion
Precision Requires performance of some action Accurately Proficiently
independent of either written instructions Errorlessly With balance
or a visual model. One is expected to Independently With control
reproduce an action with control and to
reduce errors to a minimum.
Manipulation Performance of an action with written or Align Place
verbal directions but without a visual Balance Repeat
model or direct observation. The action Follow Rest (on)
may be performed crudely or without Grasp Step (here)
neuromuscular coordination at this Hold
stage. Notice that the action verbs are the
same as those for the imitation stage. The
difference is that these actions are
performed with the aid of written and
verbal instruction, not visual
demonstration.
Imitation The learner observes and then imitates an Align Place
action. These behaviors may be crude and Balance Repeat
imperfect. The expectation that the Follow Rest (on)
individual is able to watch and then repeat Grasp Step (here)
an action. Hold
Language.
I used a thesaurus to create the synonym lists below. The first list might be appropriate to use at grades 2-4.
center, middle damp, wet hurry, rush
gaze, stare hear, listen lost, missing
lump, chunk odd, strange stop, halt
paw, foot paste, glue present, gift
quick, fast get, receive funny, silly
sad, unhappy small, little smile, grin
stay, wait stream, creek tow, pull
pick, choose lid, cover neighborhood, community
big, large harm, hurt fire, blaze
fight, battle hate, dislike crash, smash
This list might be appropriate to use at grades 5 and up.
disappear, vanish caution, care petty, unimportant
copy, duplicate danger, hazard distribute, dispense
divide, separate hesitant, indecisive inappropriate, improper
poison, toxin ponder, contemplate prison, penitentiary
substitute, replacement sudden, unexpected tough, rugged
weaken, undermine veer, swerve natural, organic
inspect, examine insult, offend clench, squeeze
unprotected, vulnerable courageous, valiant categorize, classify
mission, assignment liberty, freedom restriction, limitation
traditional, customary exaggerate, magnify alternative, option
- See more at: http://www.educationworld.com/a_lesson/04/lp334-01.shtml#sthash.K3T6YWzG.dpuf

Hele4 LP 2018 Final

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HOME ECONOMICS AND LIVELIHOOD EDUCATION 4

MONTESSORI ACADEMY OF VALENZUELA

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Why do we need to follow instruction?

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II. Learning Content 3. Explain that doing an exercise C. Evaluation

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II. Learning Content:

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I. Learning Objectives: III. Learning Experiences: III. Learning Experiences:

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I. Learning Objectives: . III. Learning Experiences: III. Learning Experiences:

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3. Explain what conjunctions

4. Let the students identify and

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LP No. Inclusive Dates Deadline of Submission

Third Quarter Day 1 October 26, 2015

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Day 1 Day 2 Day 3 Day 4

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B. Materials D. Closure D. Closure

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C. Resources C. Evaluation D. Closure

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I. Learning Objectives III. Learning III. Learning III. Learning

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C. Resources C. Closure D. Closure

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MONTESSORI ACADEMY OF VALENZUELA

MONTESSORI ACADEMY OF VALENZUELA

Three Domains of Learning – Cognitive, Affective, Psychomotor

©Leslie Owen Wilson all rights reserved Contact Leslie

 Benjamin Bloom (Cognitive Domain),