Department
of Education
Region
X
Division
of Gingoog City
West
District II
Don
Restituto Baol Central School
S.Y.
2012-2013
Lesson
Plan in English V
I. Objective:
At
the end of the 60 minute period, 75% of the pupils will be able to:
a. use the positive, comparative and
superlative forms of adjectives
b. list the positive, comparative and
superlative forms of adjectives
c. show awareness to the importance of
learning the forms of adjectives
Values Integration: Accuracy
II. Subject Matter: Forms of
Adjectives
A. References: English Expressways page
188-191 (textbook V)
B. Springboard: Comic Strip
C. Materials: Charts, flashcards,
different size of papers, pictures
D. Strategies: ADIDS, Carousel
III. Learning Experiences
Teacher’s Activity Pupil’s
Activity
A. Preliminary Activity
1. Checking of attendance
|
-Class, let us check the attendance. Who is the beadle in
this class?
-Okay, Pauline please report to us the number of absent
today and the number of present.
-Thank you Pauline.
|
-Maam, Pauline is the beadle of this class.
-(Pauline does the report of attendance)
-You are welcome Teacher May.
|
2. Checking of Assignments
|
-Everybody, please pass your assignments. 1, 2, 3, 4, 5.
Everybody please have a seat; just pass your assignments forward.
-Thank you!
|
-Here Teacher May.
-Welcome teacher.
|
3.
Review: Adjective
|
-Class,
did you remember the story about Mariang Makiling?
-Okay,
anyone from the class who can tell to us who is Mariang Makiling?
-Very
good! Anyone can describe Maria Makiling?
-Alright,
very good! What do we call kind, white,
and generous in parts of speech?
|
-Yes
maam.
-Maam,
she is a fairy.
-Maam,
she is king, white and generous.
-Maam,
those are adjectives.
|
Motivation
|
-
Class, let us sing a song entitled “Deep, deeper, deepest”
|
-Yes
maam!
|
B.
Presentation
|
-Class, I need three volunteers for
the comic strips. Anybody who wants to volunteer just to read the comic
strips written on the Manila paper. Anyone who wants to become JOY, NORA AND MOTHER?
-Alright,
please read your line.
|
(three pupils volunteer to become JOY,
NORA and MOTHER)
|
|
JOY: My skin is smooth.
NORA: Ana’s skin is smoother than Joy.
MOTHER: My baby’s skin is the
smoothest.
|
Discussion
for the comic strip
|
-How is Joy’s skin described?
-Okay, well said! Who is compared to her?
-How many compared to the baby’s skin?
-Okay, anyone from the class knows of what do we
call the SMOOTH, SMOOTHER and
SMOOTHEST?
-Alright, those are called the Forms of
Adjectives. We have the positive form, comparative form and superlative form
|
-Maam, smooth.
-Maam, Ana’s skin.
-Maam, there are many skin compared to the babay’s
skin.
-No maam.
|
Activity
2
|
-To cite a very good example, I need three
volunteers only. Please come here in front.
-Okay class, please describe the three pupils.
-Very good class!
|
(three volunteers come to the front)
-Maam, Pauline is tall.
-Maam, Cherry is taller than Cathy.
-Maam, Cherry is the tallest among the three.
|
Activity
3
|
-I have here notebook, book and a piece of paper.
Which among the three is the thickest?
-How about the notebook and the paper? Which of
the two is the thicker?
- Who can describe the piece of paper?
|
-Maam, the book is the thickest among the three.
-The notebook maam.
-The piece of paper is thick maam.
|
(The
teacher shows her board work on regular adjectives)
|
POSITIVE
FORM
|
COMPARATIVE
FORM
|
SUPERLATIVE
FORM
|
|
smooth
|
smoother
|
smoothest
|
|
big
|
bigger
|
biggest
|
|
small
|
smaller
|
smallest
|
.
(Two
or more syllables)
|
POSITIVE FORM
|
COMPARATIVE FORM
|
SUPERLATIVE FORM
|
|
graceful
|
more graceful
|
most graceful
|
|
tolerant
|
more tolerant
|
most tolerant
|
|
charming
|
more charming
|
most charming
|
Generalization
|
-Okay class, do you know about the
degrees
of comparison?
-Alright, what is a positive
degree?
-How about the comparative degree?
-How about the superlative degree?
|
-Yes
maam.
-Maam,
positive degree is used to describe only one person, place or thing.
-Maam,
comparative degrees is used to compare 2 or more persons, places or things.
-Superlative
degree is used to compare three or more persons, places or thigs.
|
Practice
Drill (Group work)
Carousel (This is a round robin
activity where the teacher sets a time limit on answering the activity sheets).
Instructions:
1. The activity sheets are
stationary.
2. In the
first round, each group answers the adjectives assigned to their group.
3. After the first round, pupils
move on to the next activity sheet to answer their respective columns of
adjectives.
4. At the third
round, the activity sheets are completely answered.
5. Reporting by
group will follow.
ACTIVITY SHEET
|
GROUP
|
POSITIVE FORM
|
COMPARATIVE FORM
|
SUPERLATIVE FORM
|
|
I
|
strong
|
|
|
|
II
|
healthy
|
|
|
|
III
|
much
|
|
|
|
GROUP
|
|
|
|
|
I
|
small
|
|
|
|
II
|
happy
|
|
|
|
III
|
difficult
|
|
|
|
GROUP
|
|
|
|
|
I
|
generous
|
|
|
|
II
|
behave
|
|
|
|
III
|
Great
|
|
|
IV. Evaluation
Use the following adjectives in sentences.
Write it on a one half sheet of paper.
1. smooth
2. pretty
3. stronger
4. smaller
5. most difficult
V. Agreement
Write a simple paragraph using the forms of
adjectives.
Prepared by: Mayhadiel R.
Zaballero Prepared to: Mrs. Violeta D.
Tabancura
Department
of Education
Region
X
Division
of Gingoog City
West
District II
Don
Restituto Baol Central School
S.Y.
2012-2013
Lesson
Plan for Final Demonstration in English IV
I. Objective:
At
the end of the 60 minute period, 75% of the pupils will be able to:
a. distinguish between a fact and an
opinion
b. identify a fact and an opinion
statement base on the story read
c. evaluate exactly and correctly the
fact from opinion
Values Integration: Respect
II. Subject Matter:
Distinguishing Between a Fact and an Opinion
A. References: BEC PELC #
English for You and
Me page 177-182
Reading for Meaning page 219-230
B. Springboard: Story about “The
Grasshopper”
C. Materials: Charts, Candies, Picture
of the Grasshopper, Match box
D. Strategies: Cooperative Learning,
Pick and Tell, Guessing Game, Experiential Learning
III. Learning Experiences
Teacher’s Activity Pupil’s
Activity
A. Preliminary Activity
1.
Checking of attendance
|
-Class, let us check the attendance. Who is the beadle in
this class?
-Okay, Bernabe please report to us the number of absent
today and the number of present.
-Thank you Bernabe.
|
-Maam, Bernabe is the beadle of this class.
-(Bernabe does the report of attendance)
-You are welcome Teacher May.
|
2. Checking of Assignments
|
-Everybody, please pass your assignments. 1, 2, 3, 4, 5.
Everybody please have a seat; just pass your assignments forward.
-Thank you!
|
-Here Teacher May.
-Welcome teacher.
|
3.
Review: Using Adverb of Place and Time
|
-Class,
What was our lesson last meeting?
-Anybody
can tell to the class the definition of the word adverb.
-Yes
please.
|
-Teacher,
our lesson last meeting was all about “Using Adverb of Place and Time”.
-Teacher!
I want to define.
-( The
pupil gives the definition)
|
(The unwrapping of gift will follow. Gift with
the sentences are inside When the music stops, the one who holds the gift will read the
sentence then tell to the class what adverb is being used).
Motivation
|
-Class,
let us have some fun this morning. Let us enjoy the game! Class, class,
class?
-
I want to group you into 5. Each group must have a leader, secretary and a
reporter. Each group will be given this envelop. Each group must form the
puzzle picture. The group who will form the picture first will be given a box
of chocolates. Is my instruction clear class.
-Alright,
Group
1- Picture of a bag
Group
2- Picture of a book
Group
3- Picture of a pencil
Group
4-Picture of a notebook
Group
5-Picture of a bicycle
|
-Yes,
yes, yes!
-Yes Teacher May!
|
C.
Presentation:
Story about “The Grasshopper”
|
-What is this class?
-Have you seen grasshopper in your
garden?
-Alright, very good class! In this
story, you will know more about the grasshopper. Okay, Juicy Pie, please read
the story.
|
-Wow! A picture of a grasshopper
Teacher May!
-Yes Teacher May!
|
|
The
Grasshopper
The
grasshopper has three body parts: the head, thorax, and abdomen. On its head
are found the eyes, the mouth parts, and the two antennae. The wings and the
legs are attached to the thorax.
Do
you know why this insect is called a grasshopper? It lives where there are
plenty of grasses. It just jumps and hops from one blade of grass to another.
It has six legs-two big legs that have sharp thorns. The grasshopper can jump
high because of its strong, long legs.
The grasshopper has four wings-two upper or
outer wings and two lower ones. The outer wings that are hard and stiff
spread out straight when the grasshopper flies. When it is flying, it is a
beautiful sight with its soft wings spread out like a fan. These wings are
the two lower ones. They are soft and thin. They are the
ones that produce a cracking sound.
The grasshopper has big eyes.
Its eyes cover almost all the two sides of its head. They are called compound
eyes. They are so-called because they armed up of thousands of little eyes.
They enable the grasshopper to see far objects.
The grasshopper eats grass. When
it begins to eat, it uses its two front teeth to hold the grass. Grasshoppers
are great eaters of leaves and plants. They are very destructive to our
plants especially rice. But it does not store food like ants.
The grasshopper has no lungs. It
has a series of air holes in the covering of its body. Air flows into these
holes. All the tubes and other spaces in its body are always filled with air.
When the grasshopper drops into a body of water it easily drowns because
water readily enters these spaces. If you happen to catch a grasshopper,
observe its parts.
Adapted from Building English Skills
|
Activity
1
WORDS
FOR STUDY
1. The
grasshopper has an abdomen. People and animals have an abdomen too. Which of
the following is a synonym of abdomen?
a.
mouth b. stomach c. legs
2. Ants store
food for the rainy days. The grasshopper does not store food. When you store
something what do you do?
a.
save b. buy c. give
3. When the
grasshopper spreads out its wings and flies, its wings are hard and stiff.
Stiff objects are ___
a.
difficult to bend b. easy to bend c. short and crooked
4.
The grasshopper makes a crackling sound when it flies. A crackling sound ____
a.
cannot be heard b. is a sharp sound c. is soft
Value
infusion:
5. It is
stated in the story that grasshoppers does not store food, is it good to be
like a grasshopper? Why?
C.
Discussion
|
OPINION
|
|
FACT
|
|
something that
can be proven true
|
|
tells how a
person thinks, feels or believes
|
|
contains words
such as maybe, perhaps, probably
|
|
true information
about something
|
|
Examples of a FACT
|
Examples of an OPINION
|
|
1. Cloud 9 is a chocolate.
2. Grasshoppers have six legs.
3. The
grasshopper eats grass.
4. The grasshopper has three body
parts; head, thorax and abdomen.
5. The grasshopper has four wings.
|
1. I think white chocolate is more delicious
than black chocolates.
2. Maybe chocolate is more delicious
than bread.
3. I believe that Teacher May will
give the chocolates to the behave children later.
4. Probably the grasshopper is a
beautiful sight to everyone.
5.
Maybe Teacher May loves to play with the grasshopper.
|
Group
Activity
|
-Alright
class, I want to group you into five. Each group will receive an envelope.
Inside are sentences. Each group must choose a leader, secretary and reporter
to list down all your answers. From the given sentences, you must distinguish
which is fact and which is an opinion. Is the instruction clear class?
|
-Yes
Teacher May!
|
Group 1
_____
1.The Horse has four legs.
_____2.
Maybe horse can fly.
Group 2
______1. The Carabao has four legs.
_____
2. Probably Carabao can dance.
Group 3
_______1.
The Pig has four legs.
_______2.
Perhaps the pig is the greediest animal.
Group
4
_____1.
The Cow gives milk.
_____2.
Maybe, the milk from the cow is the more delicious than the milk from goat.
Group
5
_____1.
Lion has four legs.
_____2.
The Lion is the more dangerous than Tiger.
C. Application
(Pick and Tell)
1.
The sun is hot.
2.
Sea water is salty.
3.
I feel that it is nice to wear jacket.
4.
Lynn is a girl.
5.
Maybe, black is the favorite color of Teacher May.
D.
Generalization
|
-Now
class, what is the difference between a fact and an opinion?
-Excellent!
Opinion has clue words. What are those words?
-Correct!
|
-Maam, fact is something that is true.
While opinion tells how a person thinks, feels or believe.
-Maam, probably
-maybe
-perhaps
-I
think
-I
believe
|
IV. Evaluation: Write if the given
statements are a FACT or an OPINION. Answer directly.
1.
Mango,
Durian, Apple are types of fruits.
2.
I
think French Fries taste better with ketchup.
3.
Soccer
and Table Tennis are both sports.
4.
Maybe Pizza is the best tasting foods.
5.
Elephant
has four legs.
V. Assignment
Instruction: Write at least 3 sentences
expressing facts and 3 sentences expressing opinions.
Prepared
by: Mayhadiel R. Zaballero Prepared to: Mrs. Annalee H. Mira
Department of Education
Region
X
South
District
Don
Restituto Baol Central School
Lesson
Plan for English V
I.
Objective:
At the end of the 60 minute period,
75% of the pupils will be able to:
a. use the descriptive words and
phrases in a sentence
b. identify descriptive words in a
selection heard
c. show cooperation in the group
activities
Values
Integration: appreciation
II.
Subject Matter: Forms of Adjectives
A. References: English
Expressways page 188-191 (textbook V)
B. Springboard: Selection of the Story:
Snow White
C. Materials: Charts, flashcards,
different size of papers, pictures
D. Strategies: Cooperative learning,
pick and tell
III.
Learning Experiences
Teacher’s Activity Pupil’s
Activity
E. Preliminary Activity
1. Checking of attendance
|
-Class, let us check the attendance. Who is the beadle in
this class?
-Okay, Pauline please report to us the number of absent
today and the number of present.
-Thank you Pauline.
|
-Maam, Pauline is the beadle of this class.
-(Pauline does the report of attendance)
-You are welcome Teacher May.
|
3. Checking of Assignments
|
-Everybody, please pass your assignments. 1, 2, 3, 4, 5.
Everybody please have a seat; just pass your assignments forward.
-Thank you!
|
-Here Teacher May.
-Welcome teacher.
|
3. Review: Forms of Adjectives
(Flashcards Presentation)
|
- Okay
class, please read the words written on the flashcards.
|
-positive
degree
-comparative
degree
-superlative
degree
-forms
of adjective
-words
-describing
words
|
Motivation
|
-
Class, somebody from Canada sent this gift to us. What do you think is inside
the gift?
-Anyone
from the class, who is willing to volunteer to open the gift?
-Okay,
please come to the front and please open the gift.
-Please
read the words.
-Okay
class, our new topic for today will be all about “Using a Descriptive Words
and Phrases”
|
-
Maam, food.
-Maam,
chocolates!
-Maam
t-shirt.
-
Maam, I want to volunteer.
-Maam,
there are words.
-Maam,
“Using a Descriptive Words and Phrases”
|
F.
Presentation
|
-Class, Please read the selection and
identify the descriptive words.
|
-Yes maam!
|
|
My pet dog’s name is Brownie.
He is a German Shepherd, one of the most popular breeds of dogs. He came from
a long line of working dogs. Brownie is big in size. He always stays in the
house protecting everybody in the family. Brownie likes to run and take-off
on long walks all alone.
|
Questions:
1.
What are the descriptive words in the
selection?
2.
What do they describe?
3.
What does Brownie like to do?
|
Sewing baby clothes, the queen was as busy as a bee.
Snow White’s lips were as red as blood.
Snow White’s hair was as black as ebony.
Snow White’s skin was as white as snow.
|
Discussion
Using the pattern as + adjective +
as + noun
1.
as white as pearl
2.
as tall as a tree
3.
as soft as a cotton
4.
as colorful as the rainbow
Pick and Tell
·
as fragrant as perfume
·
as slow as a lamb
·
as round as a ball
·
as hot as the sun
·
as deep as the ocean
·
as high as the sky
·
as tall as the building
·
as rough as the rock surface
·
as hard as the cement
Group Activity
|
-Group 1, Group II, Group III and Group IV will
report on the description of the given material/object.
Group I-flower
Group II-umbrella
Group III- leaf
Group IV- stone
-Is my instruction clear class?
|
-Yes maam!
|
Generalization (passing the ball)
|
-Okay class, I want you to read what is written on
the ball. But, where is the ball? Can you help me to find the ball?
-Please read …
-Oh it’s a question! Who wants to answer?
-Okay, well said! Please make it into a sentence.
-Excellent!
|
-Yes maam! Here it is!
-“What are the descriptive phrases that we have
learned?”
-maam, as red as blood
-Pauline’ lips are as red as blood.
|
IV.
Evaluation
Supply the correct descriptive word
to complete the sentences.
1. Her teeth are as_______ as the
chalk.
2. Ana’s face is ________as the moon.
3. Lina’s eyes are as_____ as the sun.
4. Cora’s hair is as ______as the
charcoal.
5. He runs as___________ as the horse
V.
Agreement
Ask pupils to read a news article or a
showbiz report. Write down five sentences about it using descriptive words.
Prepared by: Mayhadiel R. Zaballero Prepared
to: Mrs. Violeta D. Tabancura
Department
of Education
Region
X
South
District
Don
Restituto Baol Central School
Lesson
Plan in English V
I.
Objective:
At the end of the 60 minute period,
75% of the pupils will be able to:
a. identify the descriptive word in a
paragraph heard
b. write a descriptive paragraph
c. appreciate the descriptive words
Values Integration: Self-
confidence, Determination
II.
Subject Matter: Forms of Adjectives
A. References: English Expressways V pp. 173-175
B. Springboard: selected paragraph
C. Materials: Charts, flashcards,
different size of papers, pictures
D. Strategies: pick and tell,
cooperative learning
III.
Learning Experiences
Teacher’s Activity Pupil’s Activity
D. Preliminary Activity
1. Checking of attendance
|
-Class, let us check the attendance. Who is the beadle in
this class?
-Okay, Pauline please report to us the number of absent
today and the number of present.
-Thank you Pauline.
|
-Maam, Pauline is the beadle of this class.
-(Pauline does the report of attendance)
-You are welcome Teacher May.
|
4. Checking of Assignments
|
-Everybody, please pass your assignments. 1, 2, 3, 4, 5.
Everybody please have a seat; just pass your assignments forward.
-Thank you!
|
-Here Teacher May.
-Welcome teacher.
|
3. Review: Using Descriptive Words
and Phrases
|
-Class,
please read the words written on the flashcards.
|
-descriptive
words -phrases -as red as blood
-as white
as snow -as high as the sky
|
|
|
|
Motivation (Letter Coding)
|
-
Class, I will group you into two. Each group will form a words based on the
code of the letters.
|
-Okay
maam!
|
W___i___ng __ D__scr___p___i___e
P___ra___r____ph
18 20 1 5 9 20
22 1 7 1
A-1 B-2 C-3 D-4 E-5 F-6 G-7 H-8 I-9 J-10
K-11 L-12 M-13 N-14 O-15 P-16 Q-17 R-18 S-19 T-20 U-21 V-22 W-23 X-24 Y-25 Z-26
|
An Orphan
Dondon is a lonely orphan. He
sleeps in the cold corner of a dirty city. He wears rugged clothes. One day,
a kind widow adopted him and sent him to a good school. Many years after, he
became the best and the most successful engineer in the city.
|
|
-Class,
what are the descriptive words in the paragraph?
-Very
good class! What is the paragraph about?
-Okay,
who is Dondon?
-Who
adopted Dondon?
-Did
Dondon succeed?
-What
values that lead Dondon to success?
-Excellent!
|
-lonely
maam
-cold
maam
-rugged
maam
-kind
maaam
-about
Dondon maam
-
He is an Orphan maam.
-kind
widow maam
-Yes
maam! He became a successful engineer in the city maam.
-Self-confidence
and determination maam!
|
(
DISCUSSION
Paragraph is a group of
closely related sentences which is developed into one topic following a sentence.
Three Parts of the Paragraph
1.
Beginning
sentence- attracts attention and gives idea of
what is to follow.
2.
Middle
sentence- develops the thought given in the
first sentence.
3.
Ending
sentence- either tells the last thing that
happen or sums up what has been written in the middle sentence.
Generalization
|
-Class, written inside the box is a
question. Who wants to volunteer to read?
-Alright, please open the box.
-Okay, please answer.
-Great!
|
-Maam, I want to volunteer to read and
answer.
-“What are the three parts of the
sentence?”
-The three parts of the sentence are Beginning sentence, Middle sentence and
Ending sentence.
|
Application
(Group Activity)
The
pupils will form a small group then; they will write a paragraph describing the
following people.
Group
1- Manny Pacquiao
Group
II- Leah Salonga
Group
III- Jose P. Rizal
Group
IV- Mr. Ben on the Cartoon Networks
(The
reporting will follow)
IV. Evaluation
Write
a descriptive paragraph about your Christmas and New Year celebration.
V. Assignment
Write
a descriptive paragraph about your best friend.
Prepared by: Mayhadiel R. Zaballero
Prepared to: Mrs. Violeta D. Tabancura
Department
of Education
Region
X
South
District
Don
Restituto Baol Central School
Banghay
Aralin sa Edukasyong Pantahanan at Pangkabuhayan (EPP V)
I.
Layuning Tiyak
Pagkatapos
ng apatnapung minuto(40 minutes), 75% ng mga mag-aaral ay inaasahang:
a.
Nakapaglalapat ng atraktibong
pangalan at presyo (Product Name Tag) ng proyektong nabuo.
II.
Paksa: Paggawa ng Product Name
Tag
Yunit: PELC c.8.2
Reperensya: Umunlad sa Paggawa 5, page
221
Kagamitan: tsart, totoong bagay
Pagpapahalaga: pagsaalang-alang sa
opinion ng iba
Stratehiya: Cooperative Learning, Pick and
Tell, Guessing Game
III.
Mga Pamamaraan
Mga Gawaing
Guro
Mga Gawaing Bata
A.
Paghahanda
1.
Tsekin/ kolektahin ang
pinagkasunduan
|
-Okay class, ating itama ang mga nagawa
n’yong assignment. Pakipasa nga mga bata.
-Okay, maraming salamat.
|
-Heto na po maam.
|
2.
Balik-aral (flashcard drill)
|
-Okay class, pakibasa nga sa mga
salitang nakasulat dito.
|
-munting sira ng kagamitan
-pundidong ilaw
-mapurol na kutsilyo
|
B.
Pagganyak
|
-Class, ano ito?
-Ano ang pangalan sa produktong ito?
-Tama! Now class, may mga numero ako
dito na may mga correspond letters. Ang gagawin nyo ay isulat n’yo sa mga
patlang ang tamang letra para makabuo kayo ng salita. Malinaw ba ang
instructions ko class?
-Okay, bibigyan ko kayo ng tstlong
minuto para buoin ang salita.
-Okay, very good! Ano kaya sa palagay
n’yo an ating tatalakayin ngayon?
-Tama! Ang ating bagong leksyon ngayon
ay tungkol sa “PRODUCT NAME TAG”.
|
-Maam, mga pangalan ng produkto.
-Cloud 9 maam
-Yes maam!
(pagkatapos ng tatlong minuto)
-Maam, “PRODUCT NAME TAG” an gaming
nabuong salita maam.
-Maam, tungkol po sa “PRODUCT NAME
TAG”.
|
C.
Paglalahad
Product Name Tag- ito
ay pangalan ng produktong nagawa. Ito ay may nakapaskil na presyo. Simple at payak na desinyo lamang ang ginamit sa
Product Name Tag.
Mga Kahalagahang Duloy ng
“PRODUCT NAME TAG” sa produktong ipagbibili:
1.
Nakakakuha ng atensyon sa mga
mambibili
2.
Nakapagbigay buhay sa produktong
ipinagbibili
3.
Para madaling maibinta ang
produkto
4.
Para hindi na lagging tumatanong
ang mga customer kung ano ang pangalan sa produkto
5.
Para mabigyan ng buhay at
importansya ang produkto
GROUP ACTIVITY
(Subaybayan
ang mga bata sa pagbuo ng “Product Name Tag” sa proyektong nais nilang
ipagbibili)
(GROUP
PRESENTATION)
Pick and Tell
Mga katanungan
na nakasulat sa flaglet
-Ano nga ba
ang product name tag?
-Bakit mahalaga
na may “name tag” ang isang produktong ipagbibili?
-Anu-ano ang
dapat isaalang-alang sa paglalagay ng “ Product Name Tag”?
D.
Paglalahat
-Bakit dapat
lapatan ng “Product Name Tag” ang isang produkto lalo na kung ipagbibili?
IV.
Ebalwasyon
Lagyan ng tsek kung ang oahayag ay nagsasabi ng
maayos na “Product Name Tag” at ekis naman
kung hindi.
_____1.
Malalabo na pagkaprinta sa pangalan ng paninda.
_____2.
Matingkad na kulay sa papel ang ginamit.
_____3. May
presyong nakapaskil sa name tag.
_____4.
Maliliit na letra ang ginamit.
_____5. Simple
at payak na desinyo sa “Product Name Tag”.
V.
Kasunduan
Konsepto:
Paggawa ng Inbentaryo ng Proyektong Nailagay sa Tingiang Pangangalakal.
Inihanda ni: Mayhadiel R. Zaballero Inihanda para
kay: Gng. Violeta D. Tabancura
Department
of Education
Region
X
South
District
Don
Restituto Baol Central School
Banghay
Aralin sa Edukasyong Pantahanan at Pangkabuhayan (EPP V)
I.
Layuning Tiyak
Pagkatapos
ng apatnapung minuto(40 minutes), 75% ng mga mag-aaral ay inaasahang:
a.
Natutukoy ang mga sirang bahagi
ng kasangkapan tulad ng paa ng silya, mesa, sirang gripo at iba pa.
II.
Paksa: Mga Munting Sira ng mga
Kagamitan
Yunit: PELC c.7.1
Reperensya: Umuunlad sa Paggawa 5 pp.
90-91
Kagamitan: tsart, totoong bagay, mga
tunay na kagamitan sa bahay
Pagpapahalaga: pagtitipid, pngangalaga sa
mga kagamitan
Stratehiya: Cooperative Learning, Pick and
Tell, Guessing Game
III.
Mga Pamamaraan
Mga Gawaing
Guro
Mga Gawaing Bata
A.
Paghahanda
1.
Tsekin/ kolektahin ang
pinagkasunduan
|
-Okay class, ating itama ang mga
nagawa n’yong assignment. Pakipasa nga mga bata.
-Okay, maraming salamat.
|
-Heto na po maam.
|
2.
Balik-aral
|
-Class, ano ang kabutihang dulot sa
pagkukumpuni agad sa mga sirang gamit sa bahay?
-Ano pa?
-Tama class!
|
-Maam, ito ay magbibigay ng saya.
-Maam, para hindi lalong lumaki ang sira sa kasangkapan.
|
B.
Pagganyak
|
-Class. Saan natin ito ginagamit?
(picture ng gunting)
(picture ng kutsilyo)
-Very good class!
-Class, may mga kagamitan ako dito.
Isa na ditto ang kinakalawang na gunting, ano kaya ang maari nating gawin
nito?
-Tama! Itong sandok na may malwang na
turnilyo, paano ninyo ito maiaayos?
-Tama! Ano kaya sa palagay n’yo ang
bago nating leksyon ngayong umaga?
-Very good! Ang tatalakayin natin
ngayon ay tungkol sa mga munting sira ng mga kagamitan.
|
-Maam, ang gunting ay para pamputol ng
buhok.
-Maam, ang kutsilyo ay para panghiwa
ng isda, karne, gulay at iba pa.
-Maam, linisin sa pamamagitan ng papel
de liha.
-Maam, aayusin sa pamamamagitan ng
screw driver.
-Maam, tungkol po sa mga munting sira
ng kagamitan.
|
C.
Paglalahad (Pick and Tell)
(Hahayaang ang
mga bata ang magbasa at sumagot sa mga tanong sa Pandura’s box)
-Anu-ano ang mga
kagamitang ginagamit araw-araw sa tahanan kaya kadalasang magkakaroon ng sira
dahil parati itong ginagamit?
-Bakit
kadalasang magkakaroon ng munting sira ang ilan sa ating mga kagamitan sa
bahay?
-Paano ninyo
maiiwasan ang medaling pagkasira ng inyong mga kagamitan sa bahay?
GROUP ACTIVITY
|
-Okay class, papangkatin ko kayo ng
apat. Bawat grupo ay bibigyan ko ng mga tunay na kasangkapang may sira na. Hahayaan
ko kayong maglista sa bawat sira ng bagay. Pagkatapos ay sabihin n’yo kung
paano maiwasan ang madaling pagkasira sa bawat kagamitan. Maliwanag ba?
-Okay, Group 1- gunting na putol ang
talim
Group 2- kutsilyo na walang
hawakan
Group 3-cutter na putol ang
hawakan
Group 4-bolo na walang hawakan
|
-Opo maam.
|
(The group
reporting will follow)
D.
Paglalahat (Box na may mga
tanong)
|
-Clas, may box na pinadala si maam.
Pero, hindi ko alam kung ano ang laman nito. Sino ang gusting bubukas nito at
babasahin ang mga laman na katanungan.
-Okay, Jericho pakibasa nga.
-Very good Jericho!
-Oh! Ano pa ba ang mga tanong na yan?
- Bakit nga ba?
|
-Maam, ako po.
-Anu-anong mga kagamitan sa bahay ang
madalas masira?
-Maam, ilaw, kutsilyo, gunting, mesa,
silya
-Maam, may mga tanong pa sa box.
-Bakit ang mga ito ay madaling masira?
-Dahil hindi ginagamit ng maayos maam.
|
IV.
Ebalwasyon
Itambal ang
kasangkapan sa Hanay A sa katumbas nitong sira sa Hanay B. Titik lamang ang
isulat sa sagutang papel.
HANAY
A
HANAY B
1.ilaw
a.tuklap
2.gripo
b.pundido
3.
lababo
c.tumutulo
4.kutsilyo d.mapurol
5.bubong e.barado
V. Kasunduan
Basahin
in advance ang mga Kasangkapan at Kagamitan sa Paggawa
Inihanda ni: Mayhadiel R. Zaballero Inihanda para
kay: Gng. Violeta D. Tabancura
Department
of Education
Region
X
South
District
Don
Restituto Baol Central School
Lesson
Plan in English IV
I.
Objective:
At the end of the 60 minute period,
75% of the pupils will be able to:
a. use words that describe persons,
places and events
b. write words that describe persons,
places and events
c. appreciate the words that describe
persons, places and events
Values Integration: Good health/Love
of the Nature
II.
Subject Matter: Words that Describe Persons, Places and Events
A. References: BEC PELC # page 18, S.10
English for You and Me page
125
B. Springboard: Poem “ALL”
C. Materials: Poem Chart, Manila Paper
Strips, Pentel Pen, Picture
D. Strategies: Cooperative Learning,
Pick and Tell, Guessing Game, Experiential Learning
II.
Learning Experiences
Teacher’s Activity
Pupil’s Activity
A. Preliminary Activity
1. Checking of attendance
|
-Class, let us check the attendance. Who is the beadle in
this class?
-Okay, Bernabe please report to us the number of absent
today and the number of present.
-Thank you Bernabe.
|
-Maam, Bernabe is the beadle of this class.
-(Bernabe does the report of attendance)
-You are welcome Teacher May.
|
2. Checking of Assignments
|
-Everybody, please pass your assignments. 1, 2, 3, 4, 5.
Everybody please have a seat; just pass your assignments forward.
-Thank you!
|
-Here Teacher May.
-Welcome teacher.
|
3. Review: Using Action Words
|
-Class,
What was our lesson last meeting?
-Anybody
can give to us the example of an action word.
-Very
good!
|
-Teacher,
our lesson last meeting was all about action words.
-swim
teacher
-dance teacher
-eat
teacher
|
Motivation
|
-Class,
I want to group you into 4. Each group will be given words with missing
letter. Please, find the letters below the words to complete the word. Is my
instruction clear class?
WOR_S
TH_T DES_R_BE PE_SO_S, PL_CES
4 1 3
9 18 14
1
A_D
EVE__T__
14
14 19
A-1 B-2 C-3 D-4 E-5 F-6 G-7 H-8
I-9 J-10 K-11 L-12 M-13 N-14 O-15 P-16 Q-17 R-18 S-19 T-20 U-21 V-22 W-23
X-24 Y-25 Z-26
(After
3 minutes)
-Class,
what words did you form?
-Very
good! Now class, what do you think our new topic for today?
-Excellent
class!
|
-Yes
Teacher May!
-“Words
that Describe Persons, Places and Events”
-Maam,
it’s all about “Words that Describe Persons, Places and Events”
|
B. Presentation of a poem
POEM
Atis, mangoes, bananas ripe,
All are sweet fruits I like to bite
Fruits so worthwhile for you and me,
They make us healthy, as we should
be.
Red
and yellow, orange and blue,
All
are pretty colors very bright, too,
Colors
that make surroundings glow,
Though
weather-beaten still shining so.
Carlo,
Paulo, Patrick, and Kevin, too,
All
are good boys and best friends true.
And
as good friends they all stay.
Father,
mother, sis and brod I call,
They’re
my family, I love them all.
Activity 1
|
-In a box class are questions. Please
pick one and answer orally. Who wants to volunteer?
-Alright, very good!
|
-Maam, I want to volunteer.
|
Questions
inside the box
·
What are the fruits mentioned in
the poem?
·
What are the tastes of the
fruits?
·
What are the colors mentioned in
the poem?
·
Who are good boys?
·
Who makes up the family?
Activity 2
(Group Activity)
|
-I want to divide you into 4. Each
group must have a leader, secretary and a reporter. Each group must pick the
words that describe your group. Is my instruction clear? For group 1- Fruits,
Group 2- Colors, Group 3- Good Boys, Group 4- Family.
|
-Yes maam!
|
Discussion
DESCRIBING
WORDS WORDS THEY DESCRIBE
Stanza
1 ripe, sweet, healthy, children, man, atis, mangoes,
bananas, fruits
Stanza
2 red, yellow, orange,
blue, Surroundings, weather,
colors
pretty,
bright, glow, shining
Stanza
3 good, best, true, better boys, friends, and day
C.
Generalization
|
-Class, what do we call the words that
describe persons, places and events?
-Or?
-Very good!
|
-Describing words maam!
-Adjective maam!
|
Values Infusion:
|
-What things should we remember to have good
health and love in the family?
-Very good!
|
-Eat the fruits maam!
-Be a good boy maam!
|
D.Application
(Picture of the mountain, the pupils will write on the chalkboard of
what they observed/what they can describe).
IV.
Evaluation
Word
Search
1.
Atis, mangoes, bananas are sweet
when______.
a.green b.ripe c.rotten d.old
2.
Eating fruits keep the
children___________.
a.weak b.healthy
c.alert d.sleepy
3.
Red, yellow, orange and blue
are_____colors.
a.bright b.dull c.dark d.sweet
4.
The surroundings are full of
_________flowers.
a.colorful b.ugly c.shining d.bright
5.
Good friends make us_______.
a.sad b.proud c.enemy d.happy
V.
Assignment
Describe your best friend. Write 1-3
sentences only in a ½ sheet of paper.
Prepared
by: Mayhadiel R. Zaballero Prepared
to: Mrs. Annalee H. Mira
No comments:
Post a Comment