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School: Baliwagan NHS Teacher: CRYSTAL JERLY A. PADING
GRADES 1 to 12 DAILY LESSON LOG
July 2-6, 2018 Teaching Dates and Time: 7:30AM – 11:45AM/1:00-2:00PM MONDAY
IV. OBJECTIVES
A. Content Standards:
Grade Level: Grade - 9 Learning Area: ENGLISH
TUESDAY
WEDNESDAY
Quarter: I
THURSDAY
FRIDAY
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how Anglo-American literature & other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.
B. Performance Standards: The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/gestures and audience impact.
C. Learning Competencies/Objectives: Write the LC Code for each
V. CONTENT VI. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages
EN9RC-Ic-13.2 Take note of sequence signals or connectors to determine patterns of idea development given in a text
EN9VC-Id-21 Summarize the contents of materials viewed.
EN9LT-Id-8.1 Analyze literature as means of discovering the self.
EN9LT-Id-2.2.1 Express appreciation for sensory images.
EN9LT-Id-2.2.1 Express appreciation for sensory images.
EN9V-Id-15 Explain how words are derived from names of persons & places.
EN9G-Id-1.6/1.7 Use appropriate punctuation marks and capitalization to convey meaning.
EN9WC-Id-8.1 Examine sample texts representatives of each type.
EN9WC-Id-8.1 Examine sample texts representatives of each type.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. Rap a Spot the Signals and Spot the Signals and Battle with Grendel Battle with Grendel Message for Punctuations Marks Punctuations Marks your hero Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
pp. 24-26
pp. 24-26
pp. 29-30
pp.30-31
pp.30-31
2. Learner’s Materials Pages
pp. 45-47
pp. 45-47
pp. 52-59
pp. 60-63
pp. 60-63
3. Textbook Pages
pp. 45-47
pp. 45-47
pp. 52-59
pp. 60-63
pp. 60-63
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Google.com
Google.com
Google.com
4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources
Google.com
MONDAY VII.
PROCEDURES
TUESDAY
A. Reviewing Previous Lesson or Presenting the New Lesson
Present/explain the proper using of punctuation marks
Present/explain the proper using of punctuation marks
B. Establishing a Purpose for the Lesson
To analyze literature in enhancing one’s self.
To analyze literature in enhancing one’s self.
C. Presenting Examples/Instances of the Lesson
To use the correct pitch, juncture, stress, intonation, rate of speech, volume and projection in delivering lines of prose and poetry. Introduce dash as one of the punctuation marks. Present a sentences to the students.
To use the correct pitch, juncture, stress, intonation, rate of speech, volume and projection in delivering lines of prose and poetry. Introduce dash as one of the punctuation marks. Present a sentences to the students.
MONDAY
TUESDAY
D. Discussing New Concepts and Practicing New Skills #1
IV. PROCEDURES E. Discussing New Concepts and Practicing New Skills #2
G. Finding Practical Applications of Concepts and Skills in Daily Living
THURSDAY
FRIDAY
To present to them the evidence of their understanding and learning To motivate/convey them to write meaningful sentences to describe their hero through rap. Ask the students to make a simple action plan on how to show your small acts of heroism
Film viewing
Film viewing
Let them analyze the story of the movie all about being a super hero
Let them analyze the story of the movie all about being a super hero
Identify the strengths and weaknesses
Identify the strengths and weaknesses
Allot them sufficient time to convert the sentences into rap.
Film viewing
Film viewing
WEDNESDAY
THURSDAY
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Discuss the different types of text: Informative text Journalistic text Literary Text
F. Developing Mastery (Leads to Formative Assessment 3)
WEDNESDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Let the students read articles and ask them to identify what text was being presented in the articles. Report the chosen article by group.
From the given examples, let them cite another articles and let them differentiate it.
Have them take note of the ideas they have seen/watched in the video and encourage them to express whether they agree or disagree with it.
Have the students summarize the contents of the video watched.
Instruct them to use the appropriate sequence signals or connectors.
Assigned the reading selection and encourage them to write at least five questions they want to be answered. Have them accomplish the chart on sensory images on page 60 Task 7
Extract from them the rule for each sample statement.
Extract from them the rule for each sample statement.
Elicit from the students its general function.
Elicit from the students its general function.
Instruct them to answer Task 5 on page 15
Instruct them to answer Task 5 on page 15
MONDAY V. PROCEDURES
Share ideas on the lesson/moral lesson from the articles.
I. Evaluating Learning
Answer page 45: Task 12
J. Additional Activities for Application or Remediation
Research what are the causes of climate change.
VIII.
REFLECTION
A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies work well? Why did these work?
WEDNESDAY
THURSDAY
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and Abstractions about the Lesson
VI. REMARKS
TUESDAY
The teacher must present some key points on the use of these sequence connectors. Let them compose a sentences on their own using sequence connectors. Cite another examples of sequence connectors.
Validate their responses by checking the activity.
Ask the students how important sensory images are in writing poetry writing. Let them compose a poem using sensory images.
Provide them with guide questions to formulate the rule for each sample. Instruct them to answer Task 7
Provide them with guide questions to formulate the rule for each sample. Instruct them to answer Task 7
Only 75% of the lessons last week were completed since there was a conflict of schedules not yet finalized.
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovations or localized materials did I used/discover which I wish to share with other teachers
Prepared by:
Noted by:
EMI ANN MICHELLE JO NACUA Teacher III
GRADES 1 to 12 DAILY LESSON LOG
RAUL M. SALVANE HT-1
July 9-13, 2018 Teaching Dates and Time: 7:30-9:30 / 1:00-2:00 pm
A.
Content Standards:
B.
Performance Standards:
TUESDAY
Approved by:
ANITA V. PASAYON MT – 1
School: Baliwagan NHS Teacher: EMI ANN MICHELLE JO NACUA
MONDAY I.OBJECTIVES
Checked by:
MARILYN A. ABAN Principal III
Grade Level: Grade - 9 Learning Area: ENGLISH Quarter: I
WEDNESDAY
THURSDAY
FRIDAY
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how Anglo-American literature & other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/gestures and audience impact.
C. Learning Competencies/Objectives: Write the LC Code for each
EN9VC-Id-21 Summarize the contents of materials viewed.
EN9V-Ie-11 Arrive at meaning of words through word formation (clipping, blending, acronym, compounding, folk etymology, etc.)
EN9SS-Ie-1.5.1 Skim to determine key ideas and author’s purpose.
EN9VC-Id-21 Summarize the contents of materials viewed.
II.
CONTENT
D. LEARNING RESOURCES C. References 1. Teacher’s Guide Pages 2.
Learner’s Materials Pages
3. Textbook Pages 4. Additional Materials from Learning Resource (LR) portal 5. Other Learning Resources
A.
PROCEDURES Reviewing Previous Lesson or Presenting the New Lesson
B.
Establishing a Purpose for the Lesson
C.
Presenting Examples/Instances of the Lesson
EN9LT-Ie-14: Analyze literature as means of discovering the self
EN9LT-Ie-2.2.2: Explain the literary devices used
EN9LT-Ie-2.2.2: Explain the literary devices used
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. Battle with Grendel LEAVING A LEGACY Film Viewing Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
pp. 24-26
pp. 24-26
pp. 29-30
pp. 29-30
pp. 29-30
pp. 45-47
pp. 50-52
pp. 52-59
pp. 52-59
pp. 52-59
pp. 45-47
pp. 50-52
pp. 52-59
pp. 52-59
pp. 52-59
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Google.com
Google.com
Google.com
Google.com
MONDAY III.
EN9LT-Ie-14: Analyze literature as means of discovering the self
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Let them watch a short Film viewing Film viewing To present to them the To present to them the presentation about H.O.M.E evidence of their evidence of their
Let them analyze the story of the movie all about being a super hero Identify the strengths and weaknesses
Let them analyze the story of the movie all about being a super hero Identify the strengths and weaknesses
To motivate them how they will cope with challenges in life. Instruct them to listen very well to the video/text presented.
understanding and learning Pose the motive question, “ What does it take to be great man?” Ask the students to read selection on page 52 of their textbook.
understanding and learning Pose the motive question, “ What does it take to be great man?” Ask the students to read selection on page 52 of their textbook.
D. Discussing New Concepts and Practicing New Skills #1
IV.
PROCEDURES
E. Discussing New Concepts and Practicing New Skills #2
F. Developing Mastery (Leads to Formative Assessment 3) G. Finding Practical Applications of Concepts and Skills in Daily Living
V. PROCEDURES
Film viewing
Film viewing
MONDAY
TUESDAY
Introduce dash as one of the punctuation marks. Present a sentences to the students.
WEDNESDAY
Discuss their understanding on the topic.
Discuss their understanding on the topic.
THURSDAY
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Discuss the different types of text:
Discuss the different types of text:
Informative text Journalistic text Literary Text
Informative text Journalistic text Literary Text
Let the students read articles and ask them to identify what text was being presented in the articles. Report the chosen article by group.
Let the students read articles and ask them to identify what text was being presented in the articles. Report the chosen article by group.
From the given examples, let them cite another articles and let them differentiate it.
From the given examples, let them cite another articles and let them differentiate it.
MONDAY
TUESDAY
Have them take note of the ideas they have seen/watched in the video and encourage them to express whether they agree or disagree with it.
Have them write the vocabulary words found on the selection.
Extract from them the rule for each sample statement.
Have the students summarize the contents of the video watched. Instruct them to use the appropriate sequence signals or connectors.
Elicit from the students its general function.
Elicit from the students its general function.
Have them accomplish the chart on sensory images on page 60 Task 7
Have them accomplish the chart on sensory images on page 60 Task 8
THURSDAY
FRIDAY
WEDNESDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and Abstractions about the Lesson
Share ideas on the lesson/moral lesson from the articles.
Share ideas on the lesson/moral lesson from the articles.
I. Evaluating Learning
Answer page 45: Task 12
Answer page 45: Task 12
J. Additional Activities for Application or Remediation
Research what are the causes of climate change.
Research what are the causes of climate change.
The teacher must present some key points on the use of these sequence connectors. Let them compose a sentences on their own using sequence connectors. Cite another examples of sequence connectors.
Validate their responses by checking the activity.
Validate their responses by checking the activity.
Ask the students how important sensory images are in writing poetry writing. Let them compose a poem using sensory images.
Provide them with guide questions to formulate the rule for each sample. Instruct them to answer Task 9
WEDNESDAY
THURSDAY
H. REMARKS
VI.
REFLECTION
MONDAY
TUESDAY
FRIDAY
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the evaluation B.
No. of learners who require additional activities for remediation
C.
Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation. E. Which of my teaching strategies work well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I used/discover which I wish to share with other teachers
Prepared by: EMI ANN MICHELLE JO NACUA Teacher III
Noted by: RAUL M. SALVANE HT-1
Checked by: ANITA V. PASAYON MT – 1
Approved by: MARILYN A. ABAN Principal III
School: Baliwagan NHS Teacher: EMI ANN MICHELLE JO NACUA
GRADES 1 to 12 DAILY LESSON LOG
July 16-20, 2018 7:35am-11:59am (MTWTH) Teaching Dates and Time: 1:00-3:00pm (MTWTH) MONDAY
I.OBJECTIVES
A. Content Standards: B.
Grade Level: Grade - 9 Learning Area: ENGLISH
TUESDAY
Quarter: I
WEDNESDAY
THURSDAY
FRIDAY
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how Anglo-American literature & other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.
Performance Standards:
C. Learning Competencies/Objectives: Write the LC Code for each
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/gestures and audience impact. EN9LT-Ie-14: EN9LT-Ie-14: EN9SS-Ie-1.5.1 EN9LT-Ie-14: EN9LT-Ig-14: Analyze literature as means Analyze literature as means Skim to determine key ideas Analyze literature as means Analyze literature as a of discovering the self of discovering the self and author’s purpose. of discovering the self means of discovering the self. EN9LT-Ie-2.2.2: Explain the literary devices used
EN9LT-Ie-2.2.2: Explain the literary devices used
EN9LT-Ie-2.2.2: Explain the literary devices used
EN9LT-Ig-2.2.3: Determine tone, mood, technique, and purpose of the author
II.
CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. DASH HYPHEN Final Task THE DAY OF DESTINY
III.
LEARNING RESOURCES
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References 1. Teacher’s Guide Pages 2.
Learner’s Materials Pages
3. Textbook Pages 4. Additional Materials from Learning Resource (LR) portal 5. Other Learning Resources
pp. 29-30
pp. 29-30
pp. 30
pp. 30
pp. 30
pp. 52-59
pp. 52-59
pp. 62
pp. 63
pp. 63
pp. 52-59
pp. 52-59
pp. 62
pp. 63
pp. 63
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Google.com
Google.com
Google.com
Google.com
Google.com
MONDAY IV.
PROCEDURES
A. Reviewing Previous Lesson or Presenting the New Lesson
B.
Establishing a Purpose for the Lesson
C.
Presenting Examples/Instances of the Lesson
D. Discussing New Concepts and Practicing New Skills #1
V.
PROCEDURES
TUESDAY
WEDNESDAY
THURSDAY
understanding and learning Pose the motive question, “ What does it take to be great man?” Ask the students to read selection on page 52 of their textbook.
understanding and learning Pose the motive question, “ What does it take to be great man?” Ask the students to read selection on page 52 of their textbook.
Discuss their understanding on the topic.
Discuss their understanding on the topic.
MONDAY
TUESDAY
Present the sentences to the students
Guide students on the sample of hyphenated words
Guide students to examine carefully the picture
Extract from them the rule for each sample statement.
Provide them with guide questions to formulate the rule for each sample
Let them voice out what they think about the picture
Introduce dash as one of the punctuation marks. Present a sentences to the students.
Discuss their understanding on the topic.
Motivate them to be in the place of each given sector
WEDNESDAY
THURSDAY
Have them write the vocabulary words found on the selection.
Have them write the vocabulary words found on the selection.
Write on the board the students formulated statement.
F. Developing Mastery (Leads to Formative Assessment 3)
Elicit from the students its general function.
Elicit from the students its general function.
Elicit from the students its general function.
Elicit from the students its general function.
G. Finding Practical Applications of Concepts and Skills in Daily Living
Have them accomplish the chart on sensory images on page 60 Task 8
Have them accomplish the chart on sensory images on page 61 Task 10
Instruct them to use the dash in a sentence
Instruct them to use the hyphen in a sentence
MONDAY
TUESDAY
H. Making Generalizations and Abstractions about the Lesson
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Practicing New Skills #2
VI. PROCEDURES
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Introduce dash as one of Introduce hyphen as one of To present to them the To present to them the the punctuation marks the punctuation marks evidence of their evidence of their
WEDNESDAY
Encourage students to write down their opinion about it.
THURSDAY
Elicit from the students its general function.
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Validate their responses by checking the activity.
Share ideas on the lesson/moral lesson from the articles.
The teacher must present some key points on the use of dash.
Accomplish all the sectors given.
I. Evaluating Learning
Ask the students how important sensory images are in writing poetry writing.
Answer page 61: Task 11
Let them compose a sentences on their own using sequence connectors.
J. Additional Activities for Application or Remediation
Let them compose a poem using sensory images.
.
Cite another examples of dash
VII.
REMARKS
VIII.
REFLECTION
MONDAY
TUESDAY
WEDNESDAY
Use the attached rubrics fro the assessment
Cite another examples of hyphen
THURSDAY
A. No. of learners who earned 80% in the evaluation B.
No. of learners who require additional activities for remediation
C.
Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation. E. Which of my teaching strategies work well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I used/discover which I wish to share with other teachers
Prepared by: EMI ANN MICHELLE JO NACUA Teacher III
FRIDAY
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Noted by: RAUL M. SALVANE HT-1
Checked by: ANITA V. PASAYON MT – 1
Approved by: MARILYN A. ABAN Principal III
School: Baliwagan NHS Teacher: EMI ANN MICHELLE JO NACUA
GRADES 1 to 12 DAILY LESSON LOG
July 23-27,2018 Teaching Dates and Time: 7:30-9:30 / 1:00-2:00 pm MONDAY
I.OBJECTIVES
A. Content Standards:
Grade Level: Grade - 9 Learning Area: ENGLISH
TUESDAY
Quarter: I
WEDNESDAY
THURSDAY
FRIDAY
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how Anglo-American literature & other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.
D. Performance Standards:
E. Learning Competencies/Objectives: Write the LC Code for each
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/gestures and audience impact. EN9LT-Ie-14: EN9LT-Ie-14: EN9SS-Ie-1.5.1 EN9LT-Ie-14: EN9LT-Ig-14: Analyze literature as means Analyze literature as means Skim to determine key ideas Analyze literature as means Analyze literature as a of discovering the self of discovering the self and author’s purpose. of discovering the self means of discovering the self. EN9LT-Ie-2.2.2: Explain the literary devices used
EN9LT-Ie-2.2.2: Explain the literary devices used
EN9LT-Ie-2.2.2: Explain the literary devices used
EN9LT-Ig-2.2.3: Determine tone, mood, technique, and purpose of the author
IX.
CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. DASH HYPHEN Final Task THE DAY OF DESTINY
X.
LEARNING RESOURCES
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References 6. Teacher’s Guide Pages 7.
Learner’s Materials Pages
8. Textbook Pages 9. Additional Materials from Learning Resource (LR) portal 10. Other Learning Resources
pp. 29-30
pp. 29-30
pp. 30
pp. 30
pp. 30
pp. 52-59
pp. 52-59
pp. 62
pp. 63
pp. 63
pp. 52-59
pp. 52-59
pp. 62
pp. 63
pp. 63
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Google.com
Google.com
Google.com
Google.com
Google.com
MONDAY PROCEDURES
XI.
A. Reviewing Previous Lesson or Presenting the New Lesson
K.
Establishing a Purpose for the Lesson
L.
Presenting Examples/Instances of the Lesson
M. Discussing New Concepts and Practicing New Skills #1
XII.
PROCEDURES
TUESDAY
WEDNESDAY
THURSDAY
understanding and learning Pose the motive question, “ What does it take to be great man?” Ask the students to read selection on page 52 of their textbook.
understanding and learning Pose the motive question, “ What does it take to be great man?” Ask the students to read selection on page 52 of their textbook.
Discuss their understanding on the topic.
Discuss their understanding on the topic.
MONDAY
TUESDAY
Present the sentences to the students
Guide students on the sample of hyphenated words
Guide students to examine carefully the picture
Extract from them the rule for each sample statement.
Provide them with guide questions to formulate the rule for each sample
Let them voice out what they think about the picture
Introduce dash as one of the punctuation marks. Present a sentences to the students.
Discuss their understanding on the topic.
Motivate them to be in the place of each given sector
WEDNESDAY
THURSDAY
Have them write the vocabulary words found on the selection.
Have them write the vocabulary words found on the selection.
Write on the board the students formulated statement.
O. Developing Mastery (Leads to Formative Assessment 3)
Elicit from the students its general function.
Elicit from the students its general function.
Elicit from the students its general function.
Elicit from the students its general function.
P. Finding Practical Applications of Concepts and Skills in Daily Living
Have them accomplish the chart on sensory images on page 60 Task 8
Have them accomplish the chart on sensory images on page 61 Task 10
Instruct them to use the dash in a sentence
Instruct them to use the hyphen in a sentence
MONDAY
TUESDAY
PROCEDURES
Q. Making Generalizations and Abstractions about the Lesson R. Evaluating Learning
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
N. Discussing New Concepts and Practicing New Skills #2
XIII.
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Introduce dash as one of Introduce hyphen as one of To present to them the To present to them the the punctuation marks the punctuation marks evidence of their evidence of their
WEDNESDAY
Encourage students to write down their opinion about it.
THURSDAY
Elicit from the students its general function.
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Validate their responses by checking the activity. Ask the students how important sensory images are in writing poetry writing.
Share ideas on the lesson/moral lesson from the articles. Answer page 61: Task 11
The teacher must present some key points on the use of dash. Let them compose a sentences on their own using sequence connectors.
Accomplish all the sectors given. Use the attached rubrics fro the assessment
S. Additional Activities for Application or Remediation
XIV.
REMARKS
XV.
REFLECTION
Let them compose a poem using sensory images.
MONDAY
.
Cite another examples of dash
TUESDAY
WEDNESDAY
Cite another examples of hyphen
THURSDAY
H. No. of learners who earned 80% in the evaluation I.
No. of learners who require additional activities for remediation
None
J.
Did the remedial lessons work? No. of learners who have caught up with the lesson
None
No. of learners who continue to require remediation. L. Which of my teaching strategies work well? Why did these work? M. What difficulties did I encounter which my principal or supervisor can help me solve? N. What innovations or localized materials did I used/discover which I wish to share with other teachers
None
K.
Prepared by: EMI ANN MICHELLE JO NACUA Teacher III
FRIDAY
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Noted by: RAUL M. SALVANE HT-1
Checked by: ANITA V. PASAYON MT – 1
Approved by: MARILYN A. ABAN Principal III
School: Baliwagan NHS Teacher: EMI ANN MICHELLE JO NACUA
GRADES 1 to 12 DAILY LESSON LOG
July 30-31 and August 1-3, 2018 Teaching Dates and Time: 7:30-9:30 / 1:00-2:00 pm MONDAY
I.OBJECTIVES
A. Content Standards: B.
WEDNESDAY
Quarter: I
THURSDAY
FRIDAY
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how Anglo-American literature & other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.
Performance Standards:
C.
Learning Competencies/Objectives: Write the LC Code for each
II.
TUESDAY
Grade Level: Grade - 9 Learning Area: ENGLISH
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/gestures and audience impact. EN9LT-Ig-14: EN9LT-Ie-14: EN9SS-Ie-1.5.1 Analyze literature as a Analyze literature as means Skim to determine key ideas means of discovering the of discovering the self and author’s purpose. self. FIRST UNIT EXAMINATION EN9LT-Ig-2.2.3: EN9LT-Ie-2.2.2: Determine tone, mood, Explain the literary devices technique, and purpose of used the author
CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
LEARNING RESOURCES
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
COPING WITH CHALLENGES
III.
A. References 11. Teacher’s Guide Pages 12. Learner’s Materials Pages 13. Textbook Pages 14. Additional Materials from Learning Resource (LR) portal 15. Other Learning Resources
pp. 30
pp. 33
pp. 35
pp. 62
pp. 65
pp. 66
pp. 62
pp. 65
pp. 66
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Google.com
Google.com
Google.com
MONDAY IV.
PROCEDURES
A. Reviewing Previous Lesson or Presenting the New Lesson
T.
Establishing a Purpose for the Lesson
Guide students to examine carefully the picture
U. Presenting Examples/Instances of the Lesson
Let them voice out what they think about the picture
V. Discussing New Concepts and Practicing New Skills #1
Motivate them to be in the place of each given sector
MONDAY V.
PROCEDURES
TUESDAY
WEDNESDAY
understanding and learning Pose the motive question, “ What does it take to be great man?” Ask the students to read selection on page 52 of their textbook. Discuss their understanding on the topic.
TUESDAY
Extract from them the rule for each sample statement. Introduce dash as one of the punctuation marks. Present a sentences to the students.
WEDNESDAY
Have them write the vocabulary words found on the selection.
Write on the board the students formulated statement.
X. Developing Mastery (Leads to Formative Assessment 3)
Elicit from the students its general function.
Elicit from the students its general function.
Elicit from the students its general function.
Have them accomplish the chart on sensory images on page 61 Task 10
Instruct them to use the dash in a sentence
Y. Finding Practical Applications of Concepts and Skills in Daily Living
MONDAY
Making Generalizations and Abstractions about the Lesson
THURSDAY
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Encourage students to write down their opinion about it.
Z.
FRIDAY
Present the sentences to the students
W. Discussing New Concepts and Practicing New Skills #2
VI. PROCEDURES
THURSDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Introduce dash as one of To present to them the the punctuation marks evidence of their
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Accomplish all the sectors given.
Share ideas on the lesson/moral lesson from the articles.
The teacher must present some key points on the use of dash.
AA.
Evaluating Learning
Use the attached rubrics for the assessment
BB. Additional Activities for Application or Remediation
VII.
REMARKS
VIII.
REFLECTION
MONDAY
Answer page 61: Task 11
Let them compose a sentences on their own using sequence connectors.
.
Cite another examples of dash
TUESDAY
WEDNESDAY
THURSDAY
D. No. of learners who earned 80% in the evaluation E.
No. of learners who require additional activities for remediation
None
F.
Did the remedial lessons work? No. of learners who have caught up with the lesson
None
G. No. of learners who continue to require remediation. H. Which of my teaching strategies work well? Why did these work? I. What difficulties did I encounter which my principal or supervisor can help me solve? J. What innovations or localized materials did I used/discover which I wish to share with other teachers
None
Prepared by: EMI ANN MICHELLE JO NACUA Teacher III
FRIDAY
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Noted by: RAUL M. SALVANE HT-1
Checked by: ANITA V. PASAYON MT – 1
Approved by: MARILYN A. ABAN Principal III
GRADES 1 to 12 DAILY LESSON LOG
July 2-6, 2018 Teaching Dates and Time: 7:30AM – 11:45AM/1:00-2:00PM MONDAY
IV. OBJECTIVES
A. Content Standards:
Grade Level: Grade - 9 Learning Area: ENGLISH
TUESDAY
WEDNESDAY
Quarter: I
THURSDAY
FRIDAY
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how Anglo-American literature & other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.
B. Performance Standards: The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/gestures and audience impact.
C. Learning Competencies/Objectives: Write the LC Code for each
V. CONTENT VI. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages
EN9RC-Ic-13.2 Take note of sequence signals or connectors to determine patterns of idea development given in a text
EN9VC-Id-21 Summarize the contents of materials viewed.
EN9LT-Id-8.1 Analyze literature as means of discovering the self.
EN9LT-Id-2.2.1 Express appreciation for sensory images.
EN9LT-Id-2.2.1 Express appreciation for sensory images.
EN9V-Id-15 Explain how words are derived from names of persons & places.
EN9G-Id-1.6/1.7 Use appropriate punctuation marks and capitalization to convey meaning.
EN9WC-Id-8.1 Examine sample texts representatives of each type.
EN9WC-Id-8.1 Examine sample texts representatives of each type.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. Rap a Spot the Signals and Spot the Signals and Battle with Grendel Battle with Grendel Message for Punctuations Marks Punctuations Marks your hero Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
pp. 24-26
pp. 24-26
pp. 29-30
pp.30-31
pp.30-31
2. Learner’s Materials Pages
pp. 45-47
pp. 45-47
pp. 52-59
pp. 60-63
pp. 60-63
3. Textbook Pages
pp. 45-47
pp. 45-47
pp. 52-59
pp. 60-63
pp. 60-63
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Google.com
Google.com
Google.com
4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources
Google.com
MONDAY VII.
PROCEDURES
TUESDAY
A. Reviewing Previous Lesson or Presenting the New Lesson
Present/explain the proper using of punctuation marks
Present/explain the proper using of punctuation marks
B. Establishing a Purpose for the Lesson
To analyze literature in enhancing one’s self.
To analyze literature in enhancing one’s self.
C. Presenting Examples/Instances of the Lesson
To use the correct pitch, juncture, stress, intonation, rate of speech, volume and projection in delivering lines of prose and poetry. Introduce dash as one of the punctuation marks. Present a sentences to the students.
To use the correct pitch, juncture, stress, intonation, rate of speech, volume and projection in delivering lines of prose and poetry. Introduce dash as one of the punctuation marks. Present a sentences to the students.
MONDAY
TUESDAY
D. Discussing New Concepts and Practicing New Skills #1
IV. PROCEDURES E. Discussing New Concepts and Practicing New Skills #2
G. Finding Practical Applications of Concepts and Skills in Daily Living
THURSDAY
FRIDAY
To present to them the evidence of their understanding and learning To motivate/convey them to write meaningful sentences to describe their hero through rap. Ask the students to make a simple action plan on how to show your small acts of heroism
Film viewing
Film viewing
Let them analyze the story of the movie all about being a super hero
Let them analyze the story of the movie all about being a super hero
Identify the strengths and weaknesses
Identify the strengths and weaknesses
Allot them sufficient time to convert the sentences into rap.
Film viewing
Film viewing
WEDNESDAY
THURSDAY
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Discuss the different types of text: Informative text Journalistic text Literary Text
F. Developing Mastery (Leads to Formative Assessment 3)
WEDNESDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Let the students read articles and ask them to identify what text was being presented in the articles. Report the chosen article by group.
From the given examples, let them cite another articles and let them differentiate it.
Have them take note of the ideas they have seen/watched in the video and encourage them to express whether they agree or disagree with it.
Have the students summarize the contents of the video watched.
Instruct them to use the appropriate sequence signals or connectors.
Assigned the reading selection and encourage them to write at least five questions they want to be answered. Have them accomplish the chart on sensory images on page 60 Task 7
Extract from them the rule for each sample statement.
Extract from them the rule for each sample statement.
Elicit from the students its general function.
Elicit from the students its general function.
Instruct them to answer Task 5 on page 15
Instruct them to answer Task 5 on page 15
MONDAY V. PROCEDURES
Share ideas on the lesson/moral lesson from the articles.
I. Evaluating Learning
Answer page 45: Task 12
J. Additional Activities for Application or Remediation
Research what are the causes of climate change.
VIII.
REFLECTION
A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies work well? Why did these work?
WEDNESDAY
THURSDAY
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and Abstractions about the Lesson
VI. REMARKS
TUESDAY
The teacher must present some key points on the use of these sequence connectors. Let them compose a sentences on their own using sequence connectors. Cite another examples of sequence connectors.
Validate their responses by checking the activity.
Ask the students how important sensory images are in writing poetry writing. Let them compose a poem using sensory images.
Provide them with guide questions to formulate the rule for each sample. Instruct them to answer Task 7
Provide them with guide questions to formulate the rule for each sample. Instruct them to answer Task 7
Only 75% of the lessons last week were completed since there was a conflict of schedules not yet finalized.
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovations or localized materials did I used/discover which I wish to share with other teachers
Prepared by:
Noted by:
EMI ANN MICHELLE JO NACUA Teacher III
GRADES 1 to 12 DAILY LESSON LOG
RAUL M. SALVANE HT-1
July 9-13, 2018 Teaching Dates and Time: 7:30-9:30 / 1:00-2:00 pm
A.
Content Standards:
B.
Performance Standards:
TUESDAY
Approved by:
ANITA V. PASAYON MT – 1
School: Baliwagan NHS Teacher: EMI ANN MICHELLE JO NACUA
MONDAY I.OBJECTIVES
Checked by:
MARILYN A. ABAN Principal III
Grade Level: Grade - 9 Learning Area: ENGLISH Quarter: I
WEDNESDAY
THURSDAY
FRIDAY
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how Anglo-American literature & other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir. The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/gestures and audience impact.
C. Learning Competencies/Objectives: Write the LC Code for each
EN9VC-Id-21 Summarize the contents of materials viewed.
EN9V-Ie-11 Arrive at meaning of words through word formation (clipping, blending, acronym, compounding, folk etymology, etc.)
EN9SS-Ie-1.5.1 Skim to determine key ideas and author’s purpose.
EN9VC-Id-21 Summarize the contents of materials viewed.
II.
CONTENT
D. LEARNING RESOURCES C. References 1. Teacher’s Guide Pages 2.
Learner’s Materials Pages
3. Textbook Pages 4. Additional Materials from Learning Resource (LR) portal 5. Other Learning Resources
A.
PROCEDURES Reviewing Previous Lesson or Presenting the New Lesson
B.
Establishing a Purpose for the Lesson
C.
Presenting Examples/Instances of the Lesson
EN9LT-Ie-14: Analyze literature as means of discovering the self
EN9LT-Ie-2.2.2: Explain the literary devices used
EN9LT-Ie-2.2.2: Explain the literary devices used
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. Battle with Grendel LEAVING A LEGACY Film Viewing Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
pp. 24-26
pp. 24-26
pp. 29-30
pp. 29-30
pp. 29-30
pp. 45-47
pp. 50-52
pp. 52-59
pp. 52-59
pp. 52-59
pp. 45-47
pp. 50-52
pp. 52-59
pp. 52-59
pp. 52-59
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Google.com
Google.com
Google.com
Google.com
MONDAY III.
EN9LT-Ie-14: Analyze literature as means of discovering the self
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Let them watch a short Film viewing Film viewing To present to them the To present to them the presentation about H.O.M.E evidence of their evidence of their
Let them analyze the story of the movie all about being a super hero Identify the strengths and weaknesses
Let them analyze the story of the movie all about being a super hero Identify the strengths and weaknesses
To motivate them how they will cope with challenges in life. Instruct them to listen very well to the video/text presented.
understanding and learning Pose the motive question, “ What does it take to be great man?” Ask the students to read selection on page 52 of their textbook.
understanding and learning Pose the motive question, “ What does it take to be great man?” Ask the students to read selection on page 52 of their textbook.
D. Discussing New Concepts and Practicing New Skills #1
IV.
PROCEDURES
E. Discussing New Concepts and Practicing New Skills #2
F. Developing Mastery (Leads to Formative Assessment 3) G. Finding Practical Applications of Concepts and Skills in Daily Living
V. PROCEDURES
Film viewing
Film viewing
MONDAY
TUESDAY
Introduce dash as one of the punctuation marks. Present a sentences to the students.
WEDNESDAY
Discuss their understanding on the topic.
Discuss their understanding on the topic.
THURSDAY
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Discuss the different types of text:
Discuss the different types of text:
Informative text Journalistic text Literary Text
Informative text Journalistic text Literary Text
Let the students read articles and ask them to identify what text was being presented in the articles. Report the chosen article by group.
Let the students read articles and ask them to identify what text was being presented in the articles. Report the chosen article by group.
From the given examples, let them cite another articles and let them differentiate it.
From the given examples, let them cite another articles and let them differentiate it.
MONDAY
TUESDAY
Have them take note of the ideas they have seen/watched in the video and encourage them to express whether they agree or disagree with it.
Have them write the vocabulary words found on the selection.
Extract from them the rule for each sample statement.
Have the students summarize the contents of the video watched. Instruct them to use the appropriate sequence signals or connectors.
Elicit from the students its general function.
Elicit from the students its general function.
Have them accomplish the chart on sensory images on page 60 Task 7
Have them accomplish the chart on sensory images on page 60 Task 8
THURSDAY
FRIDAY
WEDNESDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
H. Making Generalizations and Abstractions about the Lesson
Share ideas on the lesson/moral lesson from the articles.
Share ideas on the lesson/moral lesson from the articles.
I. Evaluating Learning
Answer page 45: Task 12
Answer page 45: Task 12
J. Additional Activities for Application or Remediation
Research what are the causes of climate change.
Research what are the causes of climate change.
The teacher must present some key points on the use of these sequence connectors. Let them compose a sentences on their own using sequence connectors. Cite another examples of sequence connectors.
Validate their responses by checking the activity.
Validate their responses by checking the activity.
Ask the students how important sensory images are in writing poetry writing. Let them compose a poem using sensory images.
Provide them with guide questions to formulate the rule for each sample. Instruct them to answer Task 9
WEDNESDAY
THURSDAY
H. REMARKS
VI.
REFLECTION
MONDAY
TUESDAY
FRIDAY
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the evaluation B.
No. of learners who require additional activities for remediation
C.
Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation. E. Which of my teaching strategies work well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I used/discover which I wish to share with other teachers
Prepared by: EMI ANN MICHELLE JO NACUA Teacher III
Noted by: RAUL M. SALVANE HT-1
Checked by: ANITA V. PASAYON MT – 1
Approved by: MARILYN A. ABAN Principal III
School: Baliwagan NHS Teacher: EMI ANN MICHELLE JO NACUA
GRADES 1 to 12 DAILY LESSON LOG
July 16-20, 2018 7:35am-11:59am (MTWTH) Teaching Dates and Time: 1:00-3:00pm (MTWTH) MONDAY
I.OBJECTIVES
A. Content Standards: B.
Grade Level: Grade - 9 Learning Area: ENGLISH
TUESDAY
Quarter: I
WEDNESDAY
THURSDAY
FRIDAY
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how Anglo-American literature & other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.
Performance Standards:
C. Learning Competencies/Objectives: Write the LC Code for each
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/gestures and audience impact. EN9LT-Ie-14: EN9LT-Ie-14: EN9SS-Ie-1.5.1 EN9LT-Ie-14: EN9LT-Ig-14: Analyze literature as means Analyze literature as means Skim to determine key ideas Analyze literature as means Analyze literature as a of discovering the self of discovering the self and author’s purpose. of discovering the self means of discovering the self. EN9LT-Ie-2.2.2: Explain the literary devices used
EN9LT-Ie-2.2.2: Explain the literary devices used
EN9LT-Ie-2.2.2: Explain the literary devices used
EN9LT-Ig-2.2.3: Determine tone, mood, technique, and purpose of the author
II.
CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. DASH HYPHEN Final Task THE DAY OF DESTINY
III.
LEARNING RESOURCES
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References 1. Teacher’s Guide Pages 2.
Learner’s Materials Pages
3. Textbook Pages 4. Additional Materials from Learning Resource (LR) portal 5. Other Learning Resources
pp. 29-30
pp. 29-30
pp. 30
pp. 30
pp. 30
pp. 52-59
pp. 52-59
pp. 62
pp. 63
pp. 63
pp. 52-59
pp. 52-59
pp. 62
pp. 63
pp. 63
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Google.com
Google.com
Google.com
Google.com
Google.com
MONDAY IV.
PROCEDURES
A. Reviewing Previous Lesson or Presenting the New Lesson
B.
Establishing a Purpose for the Lesson
C.
Presenting Examples/Instances of the Lesson
D. Discussing New Concepts and Practicing New Skills #1
V.
PROCEDURES
TUESDAY
WEDNESDAY
THURSDAY
understanding and learning Pose the motive question, “ What does it take to be great man?” Ask the students to read selection on page 52 of their textbook.
understanding and learning Pose the motive question, “ What does it take to be great man?” Ask the students to read selection on page 52 of their textbook.
Discuss their understanding on the topic.
Discuss their understanding on the topic.
MONDAY
TUESDAY
Present the sentences to the students
Guide students on the sample of hyphenated words
Guide students to examine carefully the picture
Extract from them the rule for each sample statement.
Provide them with guide questions to formulate the rule for each sample
Let them voice out what they think about the picture
Introduce dash as one of the punctuation marks. Present a sentences to the students.
Discuss their understanding on the topic.
Motivate them to be in the place of each given sector
WEDNESDAY
THURSDAY
Have them write the vocabulary words found on the selection.
Have them write the vocabulary words found on the selection.
Write on the board the students formulated statement.
F. Developing Mastery (Leads to Formative Assessment 3)
Elicit from the students its general function.
Elicit from the students its general function.
Elicit from the students its general function.
Elicit from the students its general function.
G. Finding Practical Applications of Concepts and Skills in Daily Living
Have them accomplish the chart on sensory images on page 60 Task 8
Have them accomplish the chart on sensory images on page 61 Task 10
Instruct them to use the dash in a sentence
Instruct them to use the hyphen in a sentence
MONDAY
TUESDAY
H. Making Generalizations and Abstractions about the Lesson
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
E. Discussing New Concepts and Practicing New Skills #2
VI. PROCEDURES
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Introduce dash as one of Introduce hyphen as one of To present to them the To present to them the the punctuation marks the punctuation marks evidence of their evidence of their
WEDNESDAY
Encourage students to write down their opinion about it.
THURSDAY
Elicit from the students its general function.
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Validate their responses by checking the activity.
Share ideas on the lesson/moral lesson from the articles.
The teacher must present some key points on the use of dash.
Accomplish all the sectors given.
I. Evaluating Learning
Ask the students how important sensory images are in writing poetry writing.
Answer page 61: Task 11
Let them compose a sentences on their own using sequence connectors.
J. Additional Activities for Application or Remediation
Let them compose a poem using sensory images.
.
Cite another examples of dash
VII.
REMARKS
VIII.
REFLECTION
MONDAY
TUESDAY
WEDNESDAY
Use the attached rubrics fro the assessment
Cite another examples of hyphen
THURSDAY
A. No. of learners who earned 80% in the evaluation B.
No. of learners who require additional activities for remediation
C.
Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation. E. Which of my teaching strategies work well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovations or localized materials did I used/discover which I wish to share with other teachers
Prepared by: EMI ANN MICHELLE JO NACUA Teacher III
FRIDAY
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Noted by: RAUL M. SALVANE HT-1
Checked by: ANITA V. PASAYON MT – 1
Approved by: MARILYN A. ABAN Principal III
School: Baliwagan NHS Teacher: EMI ANN MICHELLE JO NACUA
GRADES 1 to 12 DAILY LESSON LOG
July 23-27,2018 Teaching Dates and Time: 7:30-9:30 / 1:00-2:00 pm MONDAY
I.OBJECTIVES
A. Content Standards:
Grade Level: Grade - 9 Learning Area: ENGLISH
TUESDAY
Quarter: I
WEDNESDAY
THURSDAY
FRIDAY
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how Anglo-American literature & other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.
D. Performance Standards:
E. Learning Competencies/Objectives: Write the LC Code for each
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/gestures and audience impact. EN9LT-Ie-14: EN9LT-Ie-14: EN9SS-Ie-1.5.1 EN9LT-Ie-14: EN9LT-Ig-14: Analyze literature as means Analyze literature as means Skim to determine key ideas Analyze literature as means Analyze literature as a of discovering the self of discovering the self and author’s purpose. of discovering the self means of discovering the self. EN9LT-Ie-2.2.2: Explain the literary devices used
EN9LT-Ie-2.2.2: Explain the literary devices used
EN9LT-Ie-2.2.2: Explain the literary devices used
EN9LT-Ig-2.2.3: Determine tone, mood, technique, and purpose of the author
IX.
CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. DASH HYPHEN Final Task THE DAY OF DESTINY
X.
LEARNING RESOURCES
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References 6. Teacher’s Guide Pages 7.
Learner’s Materials Pages
8. Textbook Pages 9. Additional Materials from Learning Resource (LR) portal 10. Other Learning Resources
pp. 29-30
pp. 29-30
pp. 30
pp. 30
pp. 30
pp. 52-59
pp. 52-59
pp. 62
pp. 63
pp. 63
pp. 52-59
pp. 52-59
pp. 62
pp. 63
pp. 63
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Google.com
Google.com
Google.com
Google.com
Google.com
MONDAY PROCEDURES
XI.
A. Reviewing Previous Lesson or Presenting the New Lesson
K.
Establishing a Purpose for the Lesson
L.
Presenting Examples/Instances of the Lesson
M. Discussing New Concepts and Practicing New Skills #1
XII.
PROCEDURES
TUESDAY
WEDNESDAY
THURSDAY
understanding and learning Pose the motive question, “ What does it take to be great man?” Ask the students to read selection on page 52 of their textbook.
understanding and learning Pose the motive question, “ What does it take to be great man?” Ask the students to read selection on page 52 of their textbook.
Discuss their understanding on the topic.
Discuss their understanding on the topic.
MONDAY
TUESDAY
Present the sentences to the students
Guide students on the sample of hyphenated words
Guide students to examine carefully the picture
Extract from them the rule for each sample statement.
Provide them with guide questions to formulate the rule for each sample
Let them voice out what they think about the picture
Introduce dash as one of the punctuation marks. Present a sentences to the students.
Discuss their understanding on the topic.
Motivate them to be in the place of each given sector
WEDNESDAY
THURSDAY
Have them write the vocabulary words found on the selection.
Have them write the vocabulary words found on the selection.
Write on the board the students formulated statement.
O. Developing Mastery (Leads to Formative Assessment 3)
Elicit from the students its general function.
Elicit from the students its general function.
Elicit from the students its general function.
Elicit from the students its general function.
P. Finding Practical Applications of Concepts and Skills in Daily Living
Have them accomplish the chart on sensory images on page 60 Task 8
Have them accomplish the chart on sensory images on page 61 Task 10
Instruct them to use the dash in a sentence
Instruct them to use the hyphen in a sentence
MONDAY
TUESDAY
PROCEDURES
Q. Making Generalizations and Abstractions about the Lesson R. Evaluating Learning
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
N. Discussing New Concepts and Practicing New Skills #2
XIII.
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Introduce dash as one of Introduce hyphen as one of To present to them the To present to them the the punctuation marks the punctuation marks evidence of their evidence of their
WEDNESDAY
Encourage students to write down their opinion about it.
THURSDAY
Elicit from the students its general function.
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Validate their responses by checking the activity. Ask the students how important sensory images are in writing poetry writing.
Share ideas on the lesson/moral lesson from the articles. Answer page 61: Task 11
The teacher must present some key points on the use of dash. Let them compose a sentences on their own using sequence connectors.
Accomplish all the sectors given. Use the attached rubrics fro the assessment
S. Additional Activities for Application or Remediation
XIV.
REMARKS
XV.
REFLECTION
Let them compose a poem using sensory images.
MONDAY
.
Cite another examples of dash
TUESDAY
WEDNESDAY
Cite another examples of hyphen
THURSDAY
H. No. of learners who earned 80% in the evaluation I.
No. of learners who require additional activities for remediation
None
J.
Did the remedial lessons work? No. of learners who have caught up with the lesson
None
No. of learners who continue to require remediation. L. Which of my teaching strategies work well? Why did these work? M. What difficulties did I encounter which my principal or supervisor can help me solve? N. What innovations or localized materials did I used/discover which I wish to share with other teachers
None
K.
Prepared by: EMI ANN MICHELLE JO NACUA Teacher III
FRIDAY
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Noted by: RAUL M. SALVANE HT-1
Checked by: ANITA V. PASAYON MT – 1
Approved by: MARILYN A. ABAN Principal III
School: Baliwagan NHS Teacher: EMI ANN MICHELLE JO NACUA
GRADES 1 to 12 DAILY LESSON LOG
July 30-31 and August 1-3, 2018 Teaching Dates and Time: 7:30-9:30 / 1:00-2:00 pm MONDAY
I.OBJECTIVES
A. Content Standards: B.
WEDNESDAY
Quarter: I
THURSDAY
FRIDAY
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of how Anglo-American literature & other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.
Performance Standards:
C.
Learning Competencies/Objectives: Write the LC Code for each
II.
TUESDAY
Grade Level: Grade - 9 Learning Area: ENGLISH
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/gestures and audience impact. EN9LT-Ig-14: EN9LT-Ie-14: EN9SS-Ie-1.5.1 Analyze literature as a Analyze literature as means Skim to determine key ideas means of discovering the of discovering the self and author’s purpose. self. FIRST UNIT EXAMINATION EN9LT-Ig-2.2.3: EN9LT-Ie-2.2.2: Determine tone, mood, Explain the literary devices technique, and purpose of used the author
CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
LEARNING RESOURCES
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
COPING WITH CHALLENGES
III.
A. References 11. Teacher’s Guide Pages 12. Learner’s Materials Pages 13. Textbook Pages 14. Additional Materials from Learning Resource (LR) portal 15. Other Learning Resources
pp. 30
pp. 33
pp. 35
pp. 62
pp. 65
pp. 66
pp. 62
pp. 65
pp. 66
Visual aid, laptop
Visual aid, laptop
Visual aid, laptop
Google.com
Google.com
Google.com
MONDAY IV.
PROCEDURES
A. Reviewing Previous Lesson or Presenting the New Lesson
T.
Establishing a Purpose for the Lesson
Guide students to examine carefully the picture
U. Presenting Examples/Instances of the Lesson
Let them voice out what they think about the picture
V. Discussing New Concepts and Practicing New Skills #1
Motivate them to be in the place of each given sector
MONDAY V.
PROCEDURES
TUESDAY
WEDNESDAY
understanding and learning Pose the motive question, “ What does it take to be great man?” Ask the students to read selection on page 52 of their textbook. Discuss their understanding on the topic.
TUESDAY
Extract from them the rule for each sample statement. Introduce dash as one of the punctuation marks. Present a sentences to the students.
WEDNESDAY
Have them write the vocabulary words found on the selection.
Write on the board the students formulated statement.
X. Developing Mastery (Leads to Formative Assessment 3)
Elicit from the students its general function.
Elicit from the students its general function.
Elicit from the students its general function.
Have them accomplish the chart on sensory images on page 61 Task 10
Instruct them to use the dash in a sentence
Y. Finding Practical Applications of Concepts and Skills in Daily Living
MONDAY
Making Generalizations and Abstractions about the Lesson
THURSDAY
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Encourage students to write down their opinion about it.
Z.
FRIDAY
Present the sentences to the students
W. Discussing New Concepts and Practicing New Skills #2
VI. PROCEDURES
THURSDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Introduce dash as one of To present to them the the punctuation marks evidence of their
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. Accomplish all the sectors given.
Share ideas on the lesson/moral lesson from the articles.
The teacher must present some key points on the use of dash.
AA.
Evaluating Learning
Use the attached rubrics for the assessment
BB. Additional Activities for Application or Remediation
VII.
REMARKS
VIII.
REFLECTION
MONDAY
Answer page 61: Task 11
Let them compose a sentences on their own using sequence connectors.
.
Cite another examples of dash
TUESDAY
WEDNESDAY
THURSDAY
D. No. of learners who earned 80% in the evaluation E.
No. of learners who require additional activities for remediation
None
F.
Did the remedial lessons work? No. of learners who have caught up with the lesson
None
G. No. of learners who continue to require remediation. H. Which of my teaching strategies work well? Why did these work? I. What difficulties did I encounter which my principal or supervisor can help me solve? J. What innovations or localized materials did I used/discover which I wish to share with other teachers
None
Prepared by: EMI ANN MICHELLE JO NACUA Teacher III
FRIDAY
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Noted by: RAUL M. SALVANE HT-1
Checked by: ANITA V. PASAYON MT – 1
Approved by: MARILYN A. ABAN Principal III
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