Introduction

Hello! Shyena Dale Talaban is my name. I'm a Fellowship Baptist College

pre-service teacher who has taught in the sixth and first grade classes
during my on-the-job training at Fellowship Baptist College's elementary
department under ma'am Joanah and ma'am Roubelle. A college student
who is completing a school-based field experience is identified as a pre-
service teacher. The pre-service teacher gradually acquires more classroom
management and instructional responsibilities under the supervision of a
cooperating teacher. Pre-service experiences are designed to provide
students the potential to integrate the strategies and concepts they've
learned in their college education courses into practice. Pre-service
teachers in grades K-12 begin one‘s training by shadowing seasoned
teachers in the classroom. Pre-service teachers learn how to plan and
deliver lessons, as well as assess student progress, under the tutelage of
these mentors, whether in a traditional classroom or through homebased
online classes. As a result, the title of this journal is "Riding the Wave of
Unconventional Education," which accurately describes my experiences as
a preservice teacher during the pandemic, teaching in a blended learning
setting, which is still a novel experience for both teachers and students. A
blended learning environment is an unusual approach to education, but it is
one of the best options given the healthrelated restrictions that the school
community must adhere to. Despite limitations in teacher interventions and
pupil interaction, as well as other external factors influencing how education
is delivered, we learn to improvise, survive, and adapt in these learning
environments, being able to go through the motions and make do in the face
of adversaries. This journal contains a collection of my documented
experiences as a preservice or student teacher working in the aftermath of
the pandemic. During my 9-week stay in the elementary department, I focus
on the 6th and 1st grades. I hope you will find this journal to be worthwhile.
Enjoy! 2 Acknowledgment A student teaching internship is a labor of love,
an act of perseverance and dedication motivated by a desire to flourish as a
teacher. This is a major practicum that cannot be accomplished by one
person alone. This on-the-job training was made possible by the
participation of various persons, each in their own unique way. The following
people deserve our sincerest thanks and appreciation for their commitment
to the realization and success of this practice teaching: I'd like to express
my heartfelt gratitude to Ma'am Atenta and Ma'am Roubelle, my cooperating
teachers, who guided me throughout my time with the sixth and first
graders, assisted me in improving my craft in creating lesson plans, and
trained me on how to deal with students who all have their own
personalities, individual differences, and come from various walks of life. I
appreciate their time and attention, as well as their patience in answering
my inquiries and concerns even when they are preoccupied with other tasks
and obligations. I learned a lot of new things in the field of education thanks
to them. I owe them a debt of gratitude for sharing their experiences and
journey to becoming a teacher. They are truly inspiring instructors. Second,
I'd want to express my gratitude to Ma'am Ramona for pulling all the strings
and providing us with this excellent opportunity to refine our skills. Without
her our practice teaching wouldn’t be possible. To my family and friends for
always being there for me and saying encouraging things that lifts the
weight off my shoulders whenever I'm plagued by my own fears and doubts.
Thank you very much! 3 CURRICULUM VITAE OF THE PT (PRESERVICE
TEACHER) PERSONAL INFORMATION Name: Shyena Dale P. Talaban
Address: Isidro Village, Brgy. Talubangi, Kabankalan City, Negros
Occidental Birth Date: August 6, 1999 Civil Status: Single Citizenship:
Filipino Religion: Roman Catholic EDUCATIONAL ATTAINMENT SENIOR
HIGH SCHOOL: KABANKALAN CATHOLIC COLLEGE -HS DEPT
Kabankalan City, Negros Occidental March 2018 HIGH SCHOOL:
KABANKALAN CATHOLIC COLLEGE -HS DEPT Kabankalan City, Negros
Occidental March 2016 ELEMENTARY: ESTEBAN R. ABADA MEMORIAL
SCHOOL Kabankalan City, Negros Occidental March 2012 4 Certificate of
Completion (360) 5 Professional Readings An often-overlooked aspect of
the process in teaching is the need for teachers to engage in professional
readings that relate to the goals in lessons and help provide the freshness
to what is practiced and sought to be improved upon in teaching and
learning. Engaging in professional reading is something that teachers often
do, especially in learning about the content they will teach to their children.
Though I have found through my experience that we are all pressed for time
and find it difficult to complete all our administrative tasks, let alone find time
to read books that require us to focus and learn. The process of reading
quality articles, books, or journals is draining on our already weary brains,
but professional reading is a must if I’m aiming to improve as a teacher. In
my stay with the sixth, third, and first graders, I have read many books on
the subjects that I handle. Some of the book titles I’ve read are: Enfolding
Mathematics in Life 6, Explore and Experience Science 6, English
EdgeIntegrated Language Arts Series 6, Visual Guide Harnessing
Computers 6, Enfolding Mathematics 1, Learning Computers 1, Exploring
and Experience Science 1, and I am Special 3. These books are the ones I
have read and used to 6 gain more knowledge about the different topics and
their coverage, which I will include in my pupils’ lessons. Reading these
books gives me more context for the lessons I'll be teaching, allowing me to
discover and learn which terms and concepts I'll need to focus on,
understand, and emphasize in my class so that I'll be ready to respond
thoughtfully and rationally whenever I'm questioned about any aspect of the
lesson's content. Reading about the topics I'll be teaching I can foresee
which questions will be directed at me, which questions I should raise in
class, and which aspects of the material I should emphasize and explain in
greater detail. Despite the fact that there are many other sources of
knowledge available on the internet, I mostly read via students' textbooks
because that is what they use in class. Reading is something I enjoy doing. I
find that this gives the learning more depth and breadth, allowing it to be
more immediately applicable. Professional reading is beneficial in a variety
of ways. For starters, it permits us to keep our pedagogical expertise up to
date. I frequently speak with instructors who have read a large number of
books during their careers. They don't read books as often as they used to
because they've previously been exposed to a variety of books, journals,
encyclopedias, news and other reading materials with comparable subject
but various writing styles. These books show us what works, as well as what
research and science teach us about how students learn and how we can
assist them learn in our classrooms. Professional reading also gives us
fantastic ideas to try in our classrooms or in our everyday activities to
improve what we do in class. Books provide excellent suggestions for
bringing learning to life in our classrooms. Overall, professional reading
gives you the tools you need to practice deliberately. If you read about new
ways or concepts that could improve your pedagogy and they pique your
interest, this becomes the subject of your deliberate practice or teaching
routine. While reading through the textbooks of my students, I always begin
by reflecting on my own practice and identifying areas where I would like to
improve. This manner, I can read the book, take notes, highlight passages,
and then create a lesson plan and have a class discussion about the issue.
The key to the reading is to take notes and actively participate in it. Don't
just read it and put it down without doing anything with it. Write down any
ideas you have while reading, summarize portions, and pick key aspects
you enjoy and might use in your classes, and then make sure you have
people to give you feedback when you try to put what you've learned into
practice. Not just once, but several times until you are satisfied with your
progress, and then continue with a different focus. 7 Weekly Journals The
following weeks will show what I have done in our four day on site duty and
ten-day isolation period. This section will showcase all of my observations,
thoughts, experiences, and activities in my nine weeks stay in the
elementary department of Fellowship Baptist College together with the sixth,
third, and first graders. Week 1 We notified and asked Ma'am Atenta, our
cooperating teacher, for our topics on the first day so that we could prepare
for teaching the grade 6 students the following week. We quickly scanned
the book for content and got to work on our lesson plan. I began with
science and made it a top priority because it was 8 the first topic I would
teach. However, I was unable to complete it, so I decided to make it at
home through the night. I went on the hunt for movies and photos to utilize
in my presentation. I looked for films and graphics that were acceptable for
their grade level, fulfilled the lesson aim, and were enticing and vivid enough
to hold the grade 6 pupils' attention. On our second day, we continued to
check the pupils' modules and tests where we left off the day before. I got
some time in the afternoon to work on my math and English lesson plans. I
am looking for pictures and videos to use in my classes on the internet, and
I am reviewing students' textbooks for discussion topics. I was not able to
finish, so I decided to just work on it at home during the night. It was our
third day with the grade 6, and I had already given ma'am Atenta my lesson
plan to look through and see if anything needed to be changed. For
example, before writing my name and shifting the name of the topic from the
subject matter to the topic, I forgot to put prepared by. I returned to work
after obtaining ma'am Atentas' feedback on my lesson plan, checking and
recording students' modules and tests in their second quarter. Despite the
fact that checking and recording continued into the afternoon, we were
unable to complete all of the modules and tests; nonetheless, tomorrow is a
new day. We swept and mopped the floor before leaving, as well as
stacking and aligning the students' modules and tests in Science, Math,
APAN, Mapeh, Filipino, English, Bible, and Hele topics. Ma'am Atenta's
revisions to my lesson plan were accepted and considered. I spent the
evening refining my lesson plan and had it double-checked by Ma'am Atenta
in the morning. We checked students' modules and tests for the second
quarter during the day. While consulting to the grade 6 students' text books,
we were generating answer keys for math, science, and aral panning. After
my partner Meryll and I had checked and recorded all of the students' work,
I had some time to prepare my PowerPoint presentations. We no longer had
to report to school on Friday, so I took use of my free time to finalize my
slides and prepare my power point presentation for Math class. I found
preparing a PPT for arithmetic to be really difficult and timeconsuming, so I
put it off until last so that I could concentrate on generating an effective and
instructive slide. Insert numbers and symbols, ensuring that they are
properly aligned and that equation answers flow smoothly as they are
animated into the slides.I double-checked to make sure that the essential
terms are highlighted when I encode the text for the dividing integers rules.
Aside from that, I made sure to emphasize the results so that students
understood the distinction between dividing numbers with like and unlike
signs. In my math class, I used visuals, videos, and extensive questions in
my presentation to help sixth grade students learn about numbers. 9 Week
2 I taught English lessons about perspectives of view and science lessons
about simple machines on Monday. I had the students identify whether a
sentence was written in the first, second, or third person in English class,
and we discussed and learned about the three different points of view and
the different pronouns used for each. In our science class, students learnt
about many ways to care for simple machines by generating a list of ways to
care for certain simple machines based on their practical experiences and
observations. Whenever I ask students questions throughout class, I
alternate between selecting boys and girls for oral recitation. The lessons
that I taught on Tuesday morning were computer and math. In our computer
class, we discussed and learned about the steps involved in merging cells,
adding, and deleting columns and rows, all while I was demonstrating on
screen how to do the steps. I would emphasize the rules on what happens
to the quotient if you divide numbers with like and unlike signs. After the
rules were established, I gave my grade 6 pupils a series of math equations
as their homework to solve. Before I end any class discussion, I 10 always
ask my students if they have any clarifications or which part of the lesson
they did not understand very well. This is my effort to immediately address
misconceptions before proceeding to the next part of our lesson. On
Wednesday morning, I gave the grade six pupils an activity, assessment,
and assignments in our English and Science classes. If it was a first,
second, or third-person point of view, Then I had pupils share and give their
answers to the class to see if their answers were correct, giving them a
comprehensive explanation of why their answer was the correct one for a
particular item. In addition, an assessment was induced where they needed
to identify the point of view for the sentences by writing 1 for the first person,
2 for the second person, and 3 for the third person point of view. Lastly, I
gave them an assignment in English class to answer the activity on their
module. I am opening all of my and Meryll's PowerPoint slides on the
computer so they will be ready and set by the time we share our screen with
the grade 6 pupils in our Zoom meetings. I gave an activity, an assessment,
and assignments to my grade 6 pupils in our math and computer classes.
For our computer class, I asked a series of questions to measure if pupils
understood how to merge cells, add, and delete columns and rows by
answering true or false based on the steps of merging cells, adding, and
deleting columns and rows in Microsoft Word. During our activities and
tests, when we check their answers, I try to explain the reason why a certain
answer is correct on each of the items. I gave the grade 6 pupils an activity
and an assessment. A series of equations were flashed on screen for them
to divide like or unlike signs and solve what was the quotient of each of the
items. By Friday, we had already finished checking and recording the pupils'
modules and exams in their 2nd quarter, and were already done with
teaching the grade 6 pupils last Thursday. The only thing that was left for us
to do was check the pupils' modules and exams in their 3rd quarter. For the
3rd quarter, I made answer keys for pupils' exams in all of their subjects. We
checked most of the pages of the pupils' modules and exams in all of their
subjects aside from Bible. We continued to do our work until the late hours
of the afternoon. An hour before we were dismissed, we cleaned the
classroom by sweeping and mopping the floor, wiping the cabinets and
dusty chairs, and arranging and organizing the pupils' modules and exams
into their respective places. Then she asked permission from Ma'am Atenta
to go to Ma'am Roubelle since we were next in line to teach the grade 1
pupils. Roubelle for our topics, and she gave me Math 1, Science 1, Bible 3,
and Computer 1. The next thing I did was scan pupils' textbooks for content
such as "I am Special 3 for the Bible," "Explore and Experience Science,"
"Learning Computers," and "Enfolding 11 Mathematics". We thanked ma'am
Roubelle for her time and went back to ma'am Atenta to say goodbye since
it was already dismissal time. Week 3 As I was making my lesson plan in
math, I went through the gallery on my phone where I took a picture of the
pupils' textbook. I used cropped photos or icons of drawing tools from MS
Paint and typed in the functionalities of each drawing tool in my plan. I
encoded a pupils' book activity into my plan for the application and
assessment portion of my class, in which they needed to identify the
drawing tools on MS Paint by matching text to their icons and identifying the
drawing tools employed based on the following activities mentioned in each
item.comprehensive questions that will allow pupils to identify the forces
being talked about in the pictures. While in my Bible 3 lesson plan, pupils
are It was a Tuesday morning, and my goal for the day was to finish my
Science I and Bible 3 lesson plans. In my science lesson plan, my objective
was that by the end of the lesson, pupils should be able to identify the
different forces that cause motion. I scanned through the pupils' textbook
and saw that there was a total of five forces they needed to identify: the
applied force, frictional force, gravitational force, force of 12 the wind, and
magnetic force. Naturally, I went to source quality images and videos for my
plan, showing the work of forces that cause motion, including the description
of each force and required to note important details in the story about
"Abraham's Generosity and Lots of Greed". I typed in the story with the
intention of making pupils read it and gave them instructions to take note of
the important details after each paragraph is read. In my lesson plan, I ask
pupils questions that will reveal if they really took note of the important
details in the story and help with reading comprehension. I made a mental
note of what I needed to change in my plan and scribbled it down with a
pencil. I used the internet to find images and videos that I will use in my
presentation. I have made certain that the video I will show them is
straightforward and easy to comprehend. In addition, I used shapes and
items as concrete examples to help grade 1 student understand or
recognize quarters of a set. My method for catching the eye and keeping the
grade 1 students interested was to use a colorful and vibrant cartoon
monster theme. Instead, she requested that I adjust it so that I only give
students reminders to study their lessons and prepare them for the activities
and tests that will be held on Thursday and Friday. After lunch, I went
straight to work on my PowerPoint slides for Science and Bible 3, which I
will be teaching next Tuesday. I used a number of innovative examples in
my presentation, including graphics and videos, to help students recognize
the different forces that generate motion. I believed that providing
contextualized and shortened examples would help students better relate to
and comprehend the lecture. To aid students' comprehension of the story
about "Abraham's Generosity and Lots of Greed," I encoded or typed the
text into my slides and incorporated photographs that are pertinent or
underline the events in each paragraph of the story about "Abraham's
Generosity and Lots of Greed". Since we were still in isolation, we stayed at
home. By the following week, I had spent and dedicated the most of my time
finalizing and improving my PowerPoint presentations for each of the
courses that I will teach. In terms of the flow of my slides, I run a
background check. I use a font size of no less than 12 to ensure that the
text is viewable on screen. On the screen, I double-check the order of the
questions and the flow of the responses, making sure the animations are in
sync and not skipping from one item to the next. Every slide contains text or
a title bolded to convey to students the part of the course they are in. I also
underlined directions for activities, tests, and page numbers in the books the
students were reading in class. This is done to naturally direct their gaze, so
they will know what to look for just by looking at the highlighted text. This is
a tactic I use to prevent latecomers or attendees in our Zoom meetings 13
from disrupting the class by not repeating instructions or page numbers from
books that are already displayed on screen for them to read. Week 4 It was
Monday, March 28th, and I was the one who handled and taught the grade
one class of Ma'am Roubelle in their math and computer subjects. Before I
started the class, I introduced myself first by telling them my name and gave
them 2 rules to follow whenever I have my lesson with them, and that is to
listen to those who are talking and only speak when asked or called to. In
our math class, I taught the pupils about one-fourth or quarter of a whole or
a set. I showed them a set of 12 balls for the first example and 20 birds for
the second example, and had them answer questions to demonstrate how
they could identify the quarter of the set. I showed the pupils my screen,
where I pointed out and selected the different icons, and I showcased to
them how each icon or feature is used. Then I asked them to identify or
state the name of the drawing tool I was using based on the function or use
that I showcased on screen. In between our discussions, I 14 would ask
them to answer a series of questions that build up to the force that is being
exemplified through the picture being shown. After they answered the
question, it was then that I would pick out a pupil to read the text about
frictional force and question them about what force makes moving objects
stop on their own. In my Bible class, together with grade 3, we read the
story about "Abraham's Generosity and Lots of Greed," but before that, I
instructed them to take note of important details in the story. After asking a
pupil to read a paragraph, I would give them a series of questions to answer
to determine if they took note of the important details in the story. Before
checking pupils' modules and exams, I made an answer key for the modules
and exams that I checked. Making the answer keys was fairly quick and
easy; I did not need to rely on pupils' textbooks to check the correctness of
the answers that I had made, since they were very basic. When I was done
with cleaning, I placed the modules that I had finished checking in a
cardboard box; I arranged the chairs and went out of the room together with
Ma'am Roubelle as everybody was preparing to go home. In our computer
class, I gave pupils the page number of their book activity; I then instructed
them to identify the drawing tools by matching column A with column B,
giving them some time to answer, and checking their work afterwards. In our
science class, I asked the grade 1 pupils to get a piece of paper and a
pencil. While the pupils were answering, I gave them instructions to attach
their answers to their modules. When all was done answering, I asked the
pupils to be honest in checking their work. I praised and thanked the first
graders for their participation and moved on to my next class with the third
grade. I gave the grade 3 pupils some time to answer, and after they were
done, we checked their work. After we were done with our tests and
activities, I made the grade 3 pupils recite their bible verse one by one. 15
Week 5 We agreed to her arrangement with the condition that on Thursday
we have the class in the afternoon instead of the morning because we will
have our yearbook pictorial. For our class, I thought it would be a fun
addition to our class to have them look for objects in their homes that
resemble the basic shapes we were going to learn about in class. I arranged
my desk and prepared the content that I will include in my lesson plan. So to
motivate the pupils I asked them if they had the chance to go to particular
places or locations which pertain to the landforms that we will be learning
about in our class. In order to motivate the pupils and to gradually introduce
them to the value of resourcefulness, I asked the pupils what efforts they
made during the time that super typhoon Odette came to Kabankalan. I
thought that it would be good to have this conversation first with the pupils
before proceeding to the 16 story "In a Stable", because through this I would
know if pupils practice the value of resourcefulness and to spark curiosity
about the story "In a Stable" on to where, how, and what the conditions
were when Jesus Christ was born. After I was done making my lesson plans
for Science and Bible 3, I tried to work myself into my schedule for the day
so that I could at least begin working on my slides for Math class. In making
my slides for Math in the discussion part of my lesson, I included pictures of
the basic shapes or plane figures such as a circle, square, rectangle, and
triangle. On each slide, I inserted a picture of the shape, and then on the
right side of the slide I encoded or typed in questions to help the student
describe the shape that they are currently seeing on screen. Paint, so that
when the time comes that I have my class and demonstrate, their eyes will
stay glued to the screen. In making my Bible 3 slides, I inserted a 2-minute
YouTube video about Jesus Christ into the presentation part of the lesson to
introduce to pupils the story "In a stable". In the discussion part of the
lesson, I typed in and encoded the story that the pupils would read on the
slide. Furthermore, I inserted pictures that show the highlights of events in
each paragraph to give and show pupils some context for the story. Since
the pupils were tasked with noting the important details in the story, I typed
in some questions that would reveal if the pupils took note of the important
details in the story "In a Stable". I also included in my presentation a pupils'
activity where I typed in the Bible or memory verse they needed to
memorize and recite. For the pupils' test, I typed in a multiplechoice test to
measure how well pupils took note of the important details in the story.
Lastly, I typed in and encoded reminders for their assignment to study the
story "In a Stable" and memorize their Bible verse. In my presentation, I
inserted a fun and informative video with amusing music about landforms to
introduce the pupils to their new lesson in science. My task for this Friday's
morning was to have an oral recitation with the grade 1 pupils in their
Science subject about the Earth, have the grade 3 pupils recite their
memory verse Proverbs 25: 28, and answer their book activity for Bible
class. I had my class first with the grade 1 pupils I asked them if they have
studied their topic about their Earth in their textbook. 17 Week 6 They were
excited when I told them that we would be playing a game. “Bring me what I
want" was the name of the game, and I had the children collect items from
their houses that indicated a specific shape or planar figure. During our
conversation, I asked the students questions to assist them identify and
characterize the aircraft figures in the photographs. I assigned the students
activities and a test as an assignment because we will not have class on
Thursday and Friday due to the holy week. Due to the holy week, the
students were subsequently assigned their activities and tests as
homework. Straightened up my desk and set up the computer before facing
the students. I smiled and said good morning to the students when I walked
in. The students immediately began to talk and were eager to share their
experiences with me and the rest of the class. For added information, I also
supplied and presented examples of landforms to the students. In the
morning, my partner Meryll and I went to school. I developed Math and
Computer lesson plans; my Math lesson plan and a piece of my Computer
lesson plan took me till five o'clock 18 in the morning to complete. I included
questions in my plan to assist students in comparing and contrasting the
similarities and differences between each form. I needed to finish my lesson
plan and slides by Sunday so that I could construct my last batch of lesson
plans for our classes starting in the first week of May on the spur of the
moment. I had to worry about finishing my diary on top of the lesson plan
and slides. I made sure to include photographs of different water forms in
the discussing section of my lesson plan so that when I have my class with
them, they will be able to visualize what I am talking about. I also asked a lot
of questions to assist them grasp the features of each water type so that
when I give them their activities and tests, they will be able to recognize
them. I included questions at the end of the story to help students
understand the significance of thriftiness, which is depicted in the story. I
asked them to complete a series of multiple-choice questions based on key
aspects from the story while they were taking their test. From their activities
in drawing boxes to their test on drawing a face using just rectangles, I
incorporated everything in my lesson plan. For responses to questions and
titles, I also bolded the letters. For each photo of a body of water, I produced
a written description for the students to read in class. Their five-item test, on
the other hand, requires them to identify a body of water from photographs.
19 Week 7 My arithmetic theme is repeating patterns, and students will be
able to locate the missing term in a continuous pattern at the end of the
course. I incorporated a game in which I ask the students to guess the
object I am talking about based on the description I will give them. I gave
the students an assignment in which they had to draw polygons on a
cheese and a test in which they had to make an image entirely out of
polygons. To pique my students' interest in our subject, I thought it would be
a good idea to include a request in my lesson plan for them to glance
outside their window and up at the sky. I showed the students a video of a
cartoon character singing about the weather on the day of her wedding to
introduce them to our topic regarding weather conditions. My Bible lesson
plan focused on the tale of "David and Mephiboseth," with the goal of
students being able to recall key aspects by the end of the class. I 20 gently
introduced the students to our subject and requested that they watch a
movie. In the activity and test parts of my slides, I also animated the
answers so that they will not be immediately revealed. I created the font and
requested students to identify any shapes they recognized that had only
straight edges. From their exercises with polygons to their test on designing
a kite with the polygon shape tool, I incorporated everything in my lesson
plan. I started working on my PowerPoint presentation for my science
lesson in the morning. I included the activities and exam after typing up a
written description of each photo of a weather situation for students to read
in class. I used a theme and background that reflect religion and God when I
created my power point for Bible class. Friday afternoon, I concluded my
PowerPoint presentations and implemented the minimal adjustments
suggested to my lesson plans. I checked the spacing of text and
photographs in the background, adjusting the text size and the sizes of
pictures I wanted to be bigger and some smaller to avoid overlapping. I
checked the flow of the animations from the titles and responses to
questions in the preview of my PowerPoint presentation. If I saw any, I tried
to edit the animation and see if there was an error in the layers and timing of
when the words would move. I did this for all parts of the lesson, starting
from the prayer to the assignment. I made sure the theme was colorful and
playful, that the text had animations to catch their attention and direct their
eyes to what they should read, and that I included stickers and pictures of
cartoon objects, animals, and characters. My choice of videos that I insert
into my presentations is cheerful, informative, and easy to comprehend. 21
Week 8 I accessed the Zoom conference in order to copy the link and post it
to our Facebook Messenger group conversation so that the first grader
could participate. I attempted to pique the students' interest in our new
lesson by having them play a game in which I asked them to bring objects
that I would highlight as being relevant to our session that morning. I
progressively introduced the lesson to the students by having them compare
the objects they had discovered to the shape on the screen. I emailed a link
to the grade one students for our computer class after Meryll finished her
class. They appeared to get the lesson, so I bid them farewell and smiled. I
progressively introduced the topic to the students by showing them a movie
about various water types or bodies of water. Following that, the students
guessed our new lecture, and I proceeded directly to our discussion. I
greeted the students, checked their attendance, and gave them a brief
recap of our previous lecture, as is customary. To motivate the students for
our new topic, I simply asked them what we learned last time, to which they
replied, "In a stable". I was relieved to learn that the students grasped the
material. 22 I told them to open a page in their books and hold them up on
the screen so I could see they were there. After they have delivered their
answer, I will applaud them and explain why they answered poorly to the
class, in order to clear up any misunderstandings. Then I tell them to obtain
a piece of paper and a pencil and get ready for their test by providing them
the directions and allowing them time to complete it. I gave the students
plenty of time to complete their work and asked them to present it on the
screen. When the students entered, I gave them a link to our Zoom meeting
and wished them a good morning. In order to add value to our lesson, I
asked them after their activity what types of water we had addressed and
how they could care for the various waterbodies. In Bible class I tell them to
recite their bible verse and obtain a piece of paper and a pencil to prepare
for their test, give them the instructions, and allow them time to complete it
before checking their answers. Afterwards, I dismissed the grade threes and
thanked them for their participation in class. 23 Week 9 I tried to interest
pupils on our new lesson by making them play a game asking to guess the
object that I am describing which will be pertinent to our class for that
morning. I steadily introduced the subject to the students by asking them to
identify the recurring designs on the things I had them guess at. Before I
ended the class, I asked them if they understood the lesson or need
clarification on certain concepts in our lesson. They seemed to understand
the lesson so I said my goodbyes to them with a smile and asked them to
return by 9:30 after ma'am Merylls class. In our Science class I tried to
interest the pupils in our new lesson by asking them to look outside their
window and tell what the condition of the sky was while pretending to be a
forecaster. I gradually presented the lesson to the pupils by making them
watch a video of a woman singing about the condition of the sky on the day
she got married. They seemed to comprehend the lesson, so I said my
goodbyes and dismissed them with a smile. After Meryll had her class, I
sent a link to the grade one pupils for our Bible class. As per routine, I said
good morning, checked the pupils' attendance, 24 and gave them a short
review of our past lesson. I gradually presented the lesson to them by
showing a video about the story of "David and Mephiboseth". I instructed
them to open a page in their book and hold up their books on screen in our
Math class so that I would know they were present. Then I ask them to
prepare for their test by getting a piece of paper and a pencil, giving the
instructions and giving them time to answer their test. We check their
answers in determining missing terms in a pattern, and I thank the pupils for
their cooperation before ending the class. I gave the students plenty of time
to complete their work in computer class where they needed to draw
polygon shapes to draw or form an image of a cheese after they were done
I asked them to present it on the screen. When the students entered in our
Bible class for our activities, I gave them a link to our Zoom meeting and
wished them a great morning. I told them to open a page in their book and
hold their books up on the screen so I could see that they were all there. I
let the students some time to accomplish their test. When I chose students
to respond, I asked them to read the description or question first and then
give their response. Afterwards, I dismissed the grade threes and thanked
them for their participation in class. During the week I was given the task to
upload all of our zoom meeting videos and PPT’s on google drive and have
it posted in the pupils LMS which they can access via FBC website. I
categorized our files into the fourth quarter and indicated the subjects of
each file and what week was it discussed to the pupils. I also got the chance
to encode pupils details on their report cards such as their names, sex, and
their LRN’s. 25 Experiences and reflections on the Philippine Professional
Standards for Research (PSST) domains Domain 1. Content knowledge
and pedagogy Lesson plans I use a formula to create my lesson plans
around what the students will learn. To construct a lesson, you must first
determine the objectives of each class, which I do first. I examine the
student's textbook to determine the lesson's purpose. "How can I best give
the lesson?" I think to myself. ”. Because I spent the majority of my time with
grade one pupils, a lesson objective would be for them to be able to identify
plane figures, paint objects and shapes with MS paints, recognize different
forces that generate motion, or take notice of crucial aspects in the story "In
a Stable." The next step is to determine the students' needs. Am I providing
new content or reviewing what we've already covered in a previous class
with these 26 lessons? I make sure to tell students what to expect at the
outset of class so they can stay focused on accomplishing my goals. Some
students may require more encouragement than others while reviewing
content. Identifying how I may motivate them will assist me in meeting their
educational needs. Then I construct a list of all the tools and materials I'll
need for my class, including Power Point presentations, games, movies,
photographs, software, and stories. I make it a point to include technology
resources in my lesson plan, such as a computer, applications, or
educational websites for kids like Cocomelon, Dr. Binoc's, The Bible Project,
and Ms Paint for Kids on Youtube. Following that, I would devise a strategy
for engaging the students. What good is a lesson if your pupils aren't
interested? You want them to care about what you're teaching them. To
prepare, I need to pique their interest in the topic of the class. I occasionally
ask them a basic question to answer that will give them a hint as to what our
next lesson will be, other times I use games like "Bring me what I want" and
"Guessing games," and other times I make them play pretend. Then, more
casually, introduce the matter. For example, if students are learning how to
draw rectangles in Ms Paint, I will ask them if they have designed a house
and what shapes their door, windows, and walls are. This allows students
who are familiar with current events to relate to the topic. It's time to offer
the knowledge to the students once I've set the stage for what I'll be
presenting. This is the time to teach and implement the resources I've
provided in my lesson plan. I try to involve my students in the process as
much as possible to keep them interested. For example, I might ask them to
answer a question, explain what they see in a picture, read for their peers,
express their feelings and thoughts about what they've read, or solve issues
or challenges. It’s all about effectively communicating information and
concepts. I arrange a time for students to practice and participate in
activities. After I've taught new subject, I give students time to put what
they've learned into practice during our conversation. Either I'd make them
sketch and color, or I'd make them complete exercises in their textbooks like
matching column A with column B, recognizing weather conditions
described, reciting memory verses, and determining missing phrases in a
pattern of shapes. After the activity, I immediately begin writing my
generalization section or lesson summary, and then I quickly wrap up the
lesson. I give a quick recap of the lesson, including the important points the
students learnt. As a refresher, have students identify the important
principles. Finally, I assess the lesson. Did I accomplish my learning goals?
I then use a quick quiz or test to allow students to demonstrate their
understanding of the content. My next lesson plan may contain a review of
information before moving on to new material, depending on the results. 27
Instructional materials Manipulative things for in-class lessons can also be
included in instructional materials. During our Zoom meetings in my online
class, especially in drawing tasks. I provide rulers, pencils, paper, erasers,
glue, and coloring materials to the students. Because the students' arsenal
was restricted due to the pandemic, I contemplated employing solely these
educational resources for the students because they are common and
economical. Using a variety of instructional tools allows students with
various learning styles to access the subject being taught, increasing the
chances that all students will learn well. Their printed textbooks and
modules were also used in class. The content and materials are constant
and inseparable. Although many students benefit from textbooks, I choose
to provide additional learning options for kids who have difficulty reading
print, such as video presentations and graphics. 28 Online and digital
resources were also used to impart information to students, including
computer materials such as Zoom meet, YouTube videos, the Microsoft
word, and paint program which pupils can acess using their mobile devices
and computers. I required students to download a paint app on their phones
as a substitute to MS Paint because they did not have computers. Visual
aids Visual aids are images, charts, and diagrams that help students grasp
and recall information presented in a presentation. Whenever I have my
class, I use Zoom sessions to present and discuss content to the first, sixth,
and third graders. I don't just rely on the spoken word while conveying an
opinion, promoting a course of action or ideals, or giving factual information
because it may confuse the learners. The students may also have difficulty
remembering important facts and ideas. That is why, in my PowerPoint
presentations, I offer a picture to support their speech explanations. The
students will be able to grasp key concepts throughout the presentation and
recall the primary topics that I discussed in class. The images above
demonstrate my efforts to create PowerPoint presentations for use as a
visual assistance. My presenting style is determined by what I have planned
in my lesson plan, and I make sure that my PowerPoint presentations mirror
what students will learn in class and how they will learn it. When I construct
my presentations, I choose bright, vivid themes that will draw students'
attention to the screen, keeping them engrossed and preventing distractions
from their physical surroundings. When I share my screen, I make the
writing huge and easy to see. For textual descriptions and queries, a font
size of 16-18 is ideal, while for titles, a font size of 40-70 is ideal. I
emphasize crucial features and concepts to encourage students to
remember them instinctively. I utilize relevant graphics and movies, and I
animation answers to questions so that they aren't exposed right away when
I click through the screen. I design my presentations in this manner for
various reasons. Its purpose is to assist students in comprehending and
remembering information presented 29 in a presentation. Maintain the
students' interest in the presentation. Clarify the information's organization.
It assists me in remembering the points I want to make in my classes.
People learn and retain things by hearing and seeing information, which is
why visual aids were created. For example, if a student in my Science class
sees a visual aid, such as a sample picture of people walking down a street
holding umbrellas while it's raining, or textual descriptions and explanations
on what a rainy day is, or a question on what happens when it rains, they
will remember details about rain as a weather condition. Visuals combined
with explanations can help listeners retain information in long-term memory.
Domain 2. Learning Environment The characteristics of learners Learner
characteristics is a notion that revolves around how personal, social,
cognitive, and academic factors influence a student's learning experience.
These factors are thought to play a significant effect in how and what pupils
learn. Students can be more efficient and effective in their learning if they
understand learner characteristics. It also motivates teachers to be more
exact in their instruction. Learner traits are so varied that they span personal
and academic interests. Gender, language, age, and cultural background
are examples of the former. Logic, objectivity, intellect, insight, and practical
applications are among the academic traits. These attributes work together
to help students learn more effectively. Even though I only spent a brief time
with the first and sixth grade students, I was able to notice the various
personalities and traits of my students. What are their strengths and
weaknesses in terms of how they perform in class and on assessments;
how they manage to learn at home; how they set up when they attend class;
the manner in which they conduct themselves; taking initiative to organize
their books, assignments, and other learning materials; displaying
politeness toward their classmates and me as their teacher. During my time
with the two grades, I discovered that grade one students are more
outspoken and open to sharing what's on their minds right away, whereas
the sixth-grade students tend to sift their views first before responding. It's
easy to spot because of the way they pause after you've asked a question.
Boys were also much more engaged in our arithmetic class than girls,
according to my observations. Boys distinguish themselves intellectually
when it comes to logic and systematic reasoning. While the ladies are more
engaged in class when it comes to open-ended and situational inquiries,
they frame their responses more on their experiences and feelings. You
may also see which of your students are more independent and capable of
taking responsibility for their own learning by seeing through the other end
of the screen. I've discovered two prominent children who are 30 advanced
learners; one is in grade one while the other is in grade six. Mcheldy
Calugcugan is a student in my first-grade class. He can turn the pages in his
book even when his parent is not present. He appears to understand and
obey my requests during conversation and directions in our activities and
tests, and he knows which section to read. He also attempts to help his
classmates in class if he notices that they are having difficulty answering the
questions I have provided. Shanti stood out among her classmates in grade
six as the most capable student. Sha completes her learners' guides on
time, gets excellent grades on her tests and exams, and is always engaged
in class. Answering questions with considerable thought and precision. The
goal for teaching and learning The purpose of teaching and learning is to
begin with quality learning, stay with it throughout the process, and finish
with quality learning. We must begin by assessing our objectives while
examining our activities. Our teaching decisions and attitudes are based on
our goals. If my goal is to meet the needs of individual students, I will
arrange for more individualized instruction based on the student's interests,
watch, and reflect on how my students interact with them. Our objectives
serve as motors that propel our intentions and plans forward. other than
high-quality education. Pupils should have a sense of belonging and identify
with their classmates and the school community. This is accomplished
through instilling a sense of security in their learning environment. Teachers,
too, should collaborate and strive to always promote constructive change.
The power of co-working is tremendous. When we collaborate with others,
we share and learn from each other, and come up with something more
relevant. Developing expertise as a teacher is another goal of effective
teaching and learning to pass on expertise or mastery of concepts and
subjects to the pupils. Such a kind of learning is the outcome of a teacher’s
innovation, ongoing reflection on and in-actions, evaluation and decisions to
improve further, and lastly, well-being. To establish a healthy balance
between the effort that is expected of you and the calm that comes after
learning, you should also consider your well-being. We could be more
productive as a result of this because neither professors nor students will be
readily burned out. You want to not only survive but also succeed in school.
Making school life easy but meaningful I was able to refresh my craft in
developing lesson plans during my time with the sixth and first grades under
the direction of ma'am Atenta and ma'am Roubelle. guiding me to attain my
goals; making students feel like they belong; honing and passing on
knowledge; and considering each other's well-being Collaboration with my
cooperating instructors enabled me to do this. They provide me with
numerous suggestions for how to better structure and layout my class.
When I was constructing my lesson plans and scheme for dealing with the
students and providing knowledge to them in a way that would bring out
their 31 eagerness to learn, I focused on responding to any of their
adjustments. I look up to these teachers because they are seasoned
educators who know their business, which is their children, like the back of
their hands. The activities that will best support learning To keep my
students engaged and occupied in my class, I use a variety of strategies
and activities that will best support their learning. There has never been a
time in my class when I did not invite students to read. I really do expect
students, especially those in first grade, to read in class, even if they are
stumbling readers. Reading, in my opinion, should always be a habit in the
classroom and should always be put into practice to help students who are
poor readers and those who are good readers improve their skills. Reading
is one of the most essential and basic abilities that anyone should learn
because it is required in practically every discipline. You'll struggle with
practically every subject, including counting, writing, listening, and speaking,
if you don't know how to read and don't practice reading. Literacy abilities
should be a fundamental ability that every learner should be able to master.
In addition, I use games in my class as a fun way to break up the monotony
of our online classes. I provide many opportunities for critical thinking and
teach students how to use context clues while studying. For example, I
might ask them a question and need them to evaluate text in class in order
to respond to it. I devote some of my time to observing students' emotions in
real time after they have watched a movie or seen photographs in class.
Almost all of my students enjoy this activity. They've even stated that it's
their favorite class activity. Perhaps because this type of exercise
encourages students to express their own opinions and allows them to
evaluate and extract meaning from images or presentations in class.
offering them greater flexibility in how they learn their lesson "A picture is
worth a thousand words," as the saying goes. During our conversations, I
encourage students to cooperate by asking, "Who can add to their
classmate's answer?" This sends students into a frenzy, trying to come up
with another thought that they can link to a prior one to make the entire
class's answer more relevant. I also ask a lot of situational questions that
force students to consider how they would best cope with a problem.
Furthermore, it develops students' social and emotional skills by teaching
them new ways to deal with various problems, individuals, or circumstances
in class. This makes them more emotionally aware of what they say and do
so that they do not harm others. The assessment strategies that will best
measure and drive learning The following assessment strategies are used in
my class to motivate students to learn. First, I conduct periodic questioning,
a type of formative assessment that I conduct on the spot to determine
whether or not the students 32 are following the conversation and
comprehending the lesson's contents. In science, I've also used an oral test
with grade one students. Our theme was the different sections of the Earth,
and I had prepared a set of fifteen questions for you. After that, I ask a
question, give students a few seconds to think about it, then select one
student to read the question aloud and eventually answer it. The third-
graders are expected to recite their memory verse live on screen in bible
class. Every Friday, I call out each student's name for them to recite live on
screen with their cameras turned on. I'd award a ten for fluency, a seven for
pauses or clunking when speaking, and a five for those who don't memorize
and are seen reading a copy of their memory verse. For most of the courses
I teach, such as English 6, Math 1 and 6, Science 1 and 6, Computer 1 and
6, and Bible 3, I frequently use multiple choice assessments and
identification. I chose this type of test since it is simple to administer, score,
and considers the student's effort and time in answering. I enjoy this type of
test because it is objective, as a multiple choice and identification test only
has one correct answer. It's also easy to score and doesn't take up much
class time. I had the opportunity to create a matching type test with grade
one students in one of my computer lessons, where I had them match
columns A housing images of drawing tools to column B housing names of
drawing tools. When I construct a fill-in-the-blanks test, I always provide
younger students, such as those in grades one and three, a box of options
from which to choose their responses. This allows students who have
difficulty spelling to practice spelling words by writing their answers.
According to research on the characteristics of students who struggle with
spelling, it's because they had little opportunity to practice spelling through
visualizing and then writing it down. Finally, I have this in my computer class
when it comes to creating a performance-based test. The fourth quarter
computer topics for grade one students were centered on how to utilize the
Ms. Paint software. As a result, they would frequently sketch and color on
their computers as a form of testing. Drawing circles, coloring shapes or
objects, drawing with the rectangle shape tool, and drawing with the polygon
shape tool are all examples of what you can do. The culture that infuses the
learning environment Creating a secure and open climate in the classroom
is important for student engagement. Everyone should feel accepted and
included in everything in this environment. Students should feel free to
express their feelings, and teachers should be willing to accept them in
order to facilitate learning. On the first day of class in each of the grades
that I have taught, my students and I created ground rules. A healthy
classroom environment in which children are free to be themselves does not
negate the need for ground rules. Students should feel protected and
respected, and a framework can help them do that. Encourage kids to think
independently. Inquire of the children about the 33 kind of rules that should
be implemented. This includes establishing communication guidelines.
Setting norms such as paying attention when someone else is speaking in
class, whether it's the teacher or a classmate, waiting your turn and
speaking only when requested, showing respect to one another, and
seeking permission for potty breaks are examples. Turn issues into
teachable opportunities if the opportunity arises. We often interpret
challenges as a setback of some sort. Instead, we should see crises as
teaching opportunities, something to build on. Try to put a positive spin on it
and get kids engaged in solving it. This not only improves problem-solving
abilities, but also teamwork abilities, which are extremely important in the
classroom. It's also crucial to have one-on-one conversations with each
pupil. Make time to talk to your pupils informally to see how they're doing
and to learn about their day. If you notice they are having difficulty with
something in particular, whether it is a specific subject or personal tensions
with other students, work out a solution with them. Also, take use of this
occasion to obtain some input from the student regarding his or her
experience at school. What do they prefer to do? What do they dislike, and
how do they feel about it? Jesse, Charles, Keziah, Noah, Lorenz, and
Guiller were all outstanding students in my class who would always share
their stories with me in class. There are occasions when they share
information that isn't related to the lesson but is nevertheless useful. I prefer
to hear them out and then gently cut them off if I feel the talk is taking up too
much of my class time. It is critical to be a friend to your students rather than
merely a teacher who is there to instruct. Students require a teacher who
will listen to their concerns and take the time to get to know them. Refusing
to engage in a presumably healthy discourse with a student can have
negative consequences and create a sense of disinterest in the classroom,
which should be avoided. Finally, I attempt to assign tasks to students, such
as having one student read a text or a narrative to the class while other
classmates listen and take notes on key points from the text. Giving
students responsibilities in the classroom not only involves them in the
classroom's day-to-day operations, but it also enhances their self-esteem by
allowing them to be responsible for a specific task. It might be anything from
notifying classmates to join the Zoom meeting to reading a piece of a
narrative or a paragraph to the class, assisting a classmate with a query
during discussions, or any other request made by the teacher. 34 Domain 3.
Diversity of Learners I'll illustrate how I was able to create a space for
expression and contemplation in the third domain. In order for my pupils to
be able to express their individuality in the classroom, I employed a variety
of teaching styles and introduce different points of view. Diversity refers to
the range of identities that exist among a group of people. When
considering diversity, race, class, gender, religion, and sexual orientation
are all prevalent identifying features. Diverse education refers to a collection
of ideas and initiatives aiming at making learning environments that are
safe, inclusive, and equitable for people from all walks of life. The
fundamental goals of educational diversity are to recognize, promote, and
generate sensitivity to the needs of persons at all levels. I promote
classroom diversity and inclusiveness by taking into account students'
gender, needs, abilities, interests, and experiences. I avoid using gender-
specific terminology that favors or shows preference for one gender over
another. When calling students, I don't say things like "for boys, for girls,
guys, and ladies," because it's best to call them by their first names to avoid
one gender feeling excluded from the class. Teachers should treat boys and
girls equally and recognize them. When discussing topics in class, utilize
genderneutral examples or ensure that both genders are represented. For
example, when I asked students to pretend to be weather forecasters during
our science class lecture on weather conditions, I demonstrated to them that
women, not only men, can be weather forecasters. I was able to give equal
representation of masculinity and feminism in class or highlight the best
attributes of being male and female as a result of this. I consider pupils'
accustomed language, such as translating deep Hiligaynon and Filipino
terminology into English, to simplify understanding of concepts by creating
connections between their first, second, and third languages, in terms of
their linguistic, family, and religious backgrounds. I tried to consider the
varied cultures and backgrounds of pupils from the upper middle and lower
classes when offering equitable chances for them. In the class, there are a
variety of religious beliefs. Some of my students are Roman Catholics, while
others are Baptists and Adventists. Because the class was primarily made
up of Baptists, I made it a point to not push my principles, beliefs, and
values toward being a Roman Catholic. Everyone is a Christian, yet their
beliefs differ slightly. It is critical not to say beliefs that are not part of their
religion in order to avoid offending and confusing students, as religion is a
significant component of their identity. 35 Furthermore, diverse intellects,
endowments, and talents exist among students. In my class, I assign
projects that are appropriate for fast learners and learners with specialty.
This will keep them occupied while also allowing their classmates to learn
from them. Slow learners will learn how to pronounce unfamiliar words by
listening to fluent readers read stories and paragraphs in class. There will
also be students who are dealing with adversity. It is critical to consider
students who take online classes solely on their phones, have bad signal,
and do not have access to computers to complete tasks, particularly those
in computer programs. To assist them, I provide an alternative for students
who do not have access to computers by providing an app that is identical
to or may do similar functions to paint software on a computer Domain 4.
Curriculum and Planning Below are the rubrics created to measure and
evaluate how well pupils have learned their lessons and achieved learning
outcomes. I have used rubrics for my computer class in their drawing
activities using MS paint and pupil’s oral recitation of their memory verse in
Bible class. Rubrics are grading guides that contain the criteria for
assessing a student's performance on a specific task. A rubric is a logical
collection of criteria for students' work that includes explanations of the
many degrees of performance quality. Rubrics are mostly used to evaluate
performance. The criteria I'm evaluating was used to evaluate the work of
1st graders in our computer class when they were coloring shapes, drawing
rectangles, and polygons. I used a criteria to evaluate how effectively the
third graders could recite their memory verses in bible class, such as
Proverbs 22:9, Proverbs 12:14, Proverbs 16:8, and Ephesians 4: 32.
Teachers benefit from rubrics because they compel them to focus on
learning rather than teaching a skill or task. The teacher maintains focus on
the intended learning and can alter instruction based on the rubric's findings.
Because each criterion may be evaluated independently, instruction can be
customized to benefit students who require assistance with a variety of
goals. Rubrics define what constitutes good work. The teacher, or the
teacher working with the students, can establish a rubric with particular
criteria for the children to satisfy based on the learning goals for the unit or
lesson. Rubric for Pupils Recitation Rating Description Excellent (10)
Memorized the bible verse and is fluent when speaking. There are no
pauses in between, and shows confidence when speaking. Is generally
accurate in most of the content in the Bible 36 Good (7) verse, is calm and
relaxed when speaking with minor errors. Satisfactory (5) Content of the
bible verse is somewhat incomplete, shows nervousness and pauses when
speaking. Needs improvement (3) Did not memorize the bible verse and is
noticeably reading. There is no effort in reciting. Score: Rubric for Pupils
Drawing Activities Rating Description Excellent (10) All directions were
followed, has used own ideas and imagination, work is neatly done, and
took the time and worked hard on the drawing. Good (8) Followed most of
the directions, has used own ideas most of the time. Lines and colors are
somewhat neat with minor errors and gave effort in drawing. Satisfactory (5)
Followed some of the directions. Used some imagination. Line and colors
most of the time are sloppily drawn and put small effort into the drawing.
Needs improvement (3) None of the directions were followed. Did not use
own ideas or imagination. Work is carelessly done. Rushed through and did
not work hard. Score: Domain 5. Assessment and Reporting Assist teachers
to make judgments about student’s achievement standard that are Teachers
make balanced, holistic, evidence-based, and defensible judgments about
achievement standards, resulting in scores that appropriately reflect where
the student is on a learning continuum for all curriculum areas taught during
the reporting period. Information offered in student reports is based on these
judgments. To accomplish this, I create an assessment based on the lesson
plan's goal. The normal assessments are taken from the students'
textbooks, but if the book activities do not meet the objective's requirements,
I create my own assessment based on the students' text knowledge and our
lesson. Brainstorm and present to the teacher the type of test that will be
utilized in the lesson, and listen to feedback and make modifications as
needed. Learner progress and achievement are monitored and evaluated.
During online lectures, modules, and tests, I check students' book activity in
real time. I grade students on their oral involvement in class and memory
verse recitation, giving them a 10 for fluency, a 37 7 for pauses and
clunkiness in reciting, and a 5 for those that are only reading. Other than
that, I make a check list for kids' completed and missing tests and tasks,
assigning a score of 10 to drawings that completely show what is asked in
their activities and modules. In addition to this I check and record pupils'
scores on their grade sheets. In giving feedback to improve learning, I ask
pupils to raise their hands based on the grade they got as a form of
formative assessment and get insight into whether techniques in teaching
and practice should be changed or not, or if there is a need to reteach the
lesson in terms of instructional decision. On-balance We were given
assignments to encode pupils examinations on a computer to be printed
and to have checked kids exams, despite the fact that we are not the ones
who are actually producing their periodic assessments. I was able to see the
substance of the students' examinations and see that their exam, as an
assessment of their learning, contains well-spread out test items on different
areas of the test, allowing me to gauge their learning on each of the lessons
they have learned during the course of their grading period. For example, in
their fourth grade science lesson, they learnt about topics like forces that
create motion, the layers of the earth, the parts of the earth, landforms,
waterforms, and weather; their 30 item multiple choice science exam will be
distributed among the six themes they learned. Each topic will then include
five items to assess how effectively and how much students learned during
their fourthgrading period. To provide a balanced assessment or test, topics
should be evenly distributed among items in their exam. Holistic Teachers
acquire or collect diverse information and data to produce a judgement or
rating toward pupils' collective performance, as I noticed from my work of
recording pupils' scores on a grade sheet. Making students' grades is one
example. Teachers collect data such as oral recitation scores, activity
scores, quizze and exam scores, ratings in projects and performance
assignments, and attendance to be able to construct a grade that reflects
the pupils' learning as a whole throughout the course of a grading period.
Evidence-based All of the evaluations are evidence-based. Without pupils'
output, such as exam scores, it is impossible to assess their learning.
Assessments should be neutral and objective. When making decisions
about a student's learning, there must be a foundation. This refers to the
use or inclusion of tests throughout the school year to demonstrate the
soundness and validity of students' learning. Exam performance or a rubric
that presents indicators and categories of 38 students' performance as proof
of how well they are able to achieve a performance standard are examples,
based on my experience checking students' outputs. as a rubric for
memorizing their Bible verses and drawing tasks in many areas of their
subjects. Defensible When assessing or rating students' performance on
exams, the tests should be used to justify the students' scores or ratings in
terms of how well they learn in school. As a result, as a teacher, you must
be cautious when assigning grades to your students so that they are not
questioned. Ma'am Roubelle and Ma'am Atenta make a record of children'
performance in every part of their learning based on my observations. They
maintain track of students' test, quiz, project, recitation, attendance, exams,
and performance tasks scores. So that if anyone questions how their grades
were determined, the teacher may explain her decision by showing them the
grading system and how the child's performance is calculated based on how
their ratings and scores are entered into the system. Support teachers and
students to explain and share students’ progress We lack the authority or
domain to explain and communicate with students their academic
performance. Ma'am Roubelle never told us to tell the students or their
parents how well they were doing in school. Ma'am Roubelle and Ma’am
Atenta were the only persons with whom I could explain and share the
progress of the students' performances and work in class. I'd keep track of
students who have missing or incomplete grades or prerequisites in various
disciplines. I'd inform Ma'am Roubelle about which of her students are doing
well in class, which have low grades, and which have completed all of their
obligations, including modules, tests, activities, performance tasks, and
projects. Domain 6. Community Linkages and Professional Engagement I
had blended myself into the community and had professional involvement
during my 9 weeks in the elementary department, where I worked with the
sixth and first students, their advisers, ma'am Joanah and ma'am Roubelle,
and the principal, ma'am Lily Baguio. To combat the epidemic and maintain
the school as safe and contagion-free as possible, students must connect
themselves to the school community by adhering to regulations and
conventions such as wearing a full teaching uniform, being on time for class,
and adhering to the school's policies and procedures. Having a four-day on-
site duty period followed by a ten-day isolation period. I've also assisted
teachers with administrative responsibilities and work referrals to other
coworkers. For example, transcoding and uploading Zoom 39 meetings and
PPTs to Google Drive and putting them on Fellowship Baptist Colleges'
LMS page. Recording students' grades on grade sheets; encoding students'
details and grades on report cards; and making rounds on the school
grounds with paperwork requiring signatures. In my classes, I make sure
that students understand what is important in their community. This is
accomplished by contextualizing lessons by presenting examples that are
both things and representative of the community's culture. To illustrate, in
my Science lesson, I display photographs and information about local
bodies of water and landforms on how they are being cared for by the
people, and in my Math class, I use things and materials that are often seen
in their homes and around the community as examples in learning about
shapes, instilling characteristic Filipino values such as love and
resourcefulness that are linked to values learned in Bible class. I integrate
parents into their children's learning at school by allowing them to sit by their
children's side during online lessons; to assist students in learning; and to
use the scaffolding technique to maximize what students can learn in class.
Furthermore, I provide instructions to parents who visit the school or send a
message in the pupil's group chats on Facebook Messenger regarding class
schedules, exam and module dates, and any other requirements such as
pupil clearance, report cards, certificates of recognition, and PSA or birth
certificates to parents who visit the school or send a message in the pupil's
group chats on Facebook Messenger. As a new teacher, I was conscious of
maintaining professional ethics, coming on time to school, following class
schedules, and addressing fellow students by calling them "Ma'am" followed
by their first or last name. In conducting online classes, I attempt to stick to
the do's and avoid the don'ts. Avoiding the use of lingua, slang, or street
dialect in classes where English is the medium of teaching, such as English,
Math, Science, Computer, and Bible classes. In school, I adhere to and
follow procedures such as signing my name in the attendance book,
cleaning the classrooms, and being firm yet cool when dealing with chaos
and commotion during online class sessions. Finally, I attend schoolwork
and college activities related to the school, such as webinars during
foundation week. Domain 7. Personal Growth and Development Teacher
development has long been advocated for in order to build students' 21st-
century abilities and make education more responsive to the difficulties of
an information and technology-based world. The idea of teaching as a
lifelong learning process is gaining traction, as seen by the numerous
conferences, courses, or programs, as well as published resources that
support it. Such as the new curriculum developed for pioneering education
students like us, our pinning and candle-lighting ceremonies where we
learned valuable information about the field of education from our speakers,
and the webinars 40 that we attended during Fellowship Baptist College's
foundation week aimed to inform and share pertinent leadership
experiences relevant to teaching. In addition to this, Dr. Lord Ivan Pancho
offers tips and advise on how to deal with the new normal environment as
student instructors, in which classes are held via online media platforms
such as Zoom video conference, Google Classroom, and Meetup. It serves
as a reminder to work intelligently rather than hard to complete things.
Professional development, often known as professional learning by teachers
who are already in the field, is the process of acquiring the information and
abilities that teachers need to perform their jobs effectively. This entails not
just acquiring new theoretical teaching ideas and suggestions, but also
putting them into practice and understanding how to improve their
effectiveness in the classroom. As preservice teachers, this is demonstrated
through our practicum or on-the-job training. Gaining experience and
applying theories learned in EDU classes to the practice of teaching in
Fellowship Baptist College's elementary department, where I had the
opportunity to teach three grade levels in the topics I taught: grade six,
grade three, and grade one. Teachers' professional development should
include constant reflection, evaluation, and analysis of their own methods,
as they can help them develop new teaching theories and enhance their
performance. Today's instructors should be specialists at what they do,
which includes designing lessons, communicating, managing, carrying out,
and analyzing the activities of the teaching-learning process more
effectively, and being adaptable to the requirements and preferences of
diverse pupils. Personal development, often known as self-development,
relates to a teacher's ability to identify and make meaning of their teaching
practice and of themselves as individuals. This is done through teaching
them the required life skills that will help them improve both inside and
outside of the classroom. There are a variety of life skills that can help
teachers deal with the obstacles of everyday life. Getting organized, fixing
difficulties, engaging pupils, and understanding them are just a few of the
fundamental life skills I've gained and used in my work as a beginning
teacher. The following pictures below reflect my personal growth and
development from being an education student and transitioning into a
preservice teacher. 41 Pinning and Candle Lighting Ceremony picture
taking of BEED 4 preservice teachers with Ma’am Ramona G. Colimbo our
adviser along with speakers and administrative officers. School division
superintendent Sir Nicasio S. Frio the main speaker who shared his piece of
knowledge and inspirational words, and experiences in our pinning and
candle lighting ceremony. Getting pinned by Ma’am Lily G. Baguio the
school principal in the elementary department of Fellowship Baptist College.
Signifying my transition as an official preservice teacher. 42 Leadership
workshop webinar with Ma’am Jeorgelyn V. Largado the SK Federation
President of Kabankalan City as our speaker during the foundation week of
Fellowship Baptist College. Giving us the leadership advise we need as
teachers. FBC Students: Commited to Learn and Lead Amidst New Normal
with Sir Lord Ivan A. Pancho as our speaker during the foundation week of
Fellowship Baptist College. Who gave advises on how to cope and be
productive as teachers in the new normal setting of schools during the
pandemic. 43 Teaching Philosophy as a Beginning Teacher My teaching
philosophy as a young teacher is a mix of existential, progressivist, and
cognitivist. I believe that each child's individuality and uniqueness help to
distinguish them from others. When I teach, I'll do so in a way that is
focused on the child's interests and allows them to explore their subjects
independently. That is why, in my class, you will often notice me using
appealing themes in my presentations and asking a lot of questions that will
compel them to think, discover, and learn rather than passively soaking up
content. I'll provide them with numerous opportunities to put their
knowledge, experience, and abilities into practice. I also believe that I am
not the only source of knowledge, so I let them learn by doing and
experiencing. Students can be a wealth of information. They are rational
beings who can think and make decisions for themselves. They are able to
connect concepts and teach themselves and their peers. They aren't just a
shell. Instead, they already have knowledge, and it is up to me as a teacher
to figure out how to help them grow and nurture it in the best possible way. I
am committed to my values, one of which is having good character and
discipline that can be seen by others. Only by embodying and acting out all
of the positive humanistic qualities and characteristics of a teacher, while
avoiding the negative qualities, can I restore dignity to the teaching
profession. If students, teachers, or others see that I come prepared, they
will recognize that I am optimistic, that I can have high expectations of
others and see the good in them, that I can cultivate belongingness, that I
am compassionate, that I have a sense of humor, that I can have and give
respect, that I am forgiving, and that I am willing to admit my own mistakes.
Only then can I say that I can contribute to the teaching profession's dignity.
44 Compilation of Lesson Plans and Evaluation Lesson Plan In Math Grade
& Section: 6 Date: March 15, 2022 Time: 9:00-10:00 pm I. Objectives: At the
end of the lesson pupils are expected to A. divide integers without
regrouping. II. Subject Matter: a. Topic: Division of Integers b. Source:
Enfolding Mathematics in Life by Marilyn B. Enojado pg 210-212 c.
Materials: PowerPoint presentation d. Value Integration: Wise in dividing
integers. III. Procedure: Teachers activity Pupils activity A.Prayer: Can
anyone please lead the prayer? Yes Joy. B.Greeting: Good morning class.
C.Checking of Attendance: Is anybody absent in class? Joy: Let us put
ourselves the holy presence of God…In the name of the Father, the Son,
the Holy Spirit. Lord may you give us the knowledge to learn in this morning
class…Amen Good morning ma’am Shyne None are absent ma’am 45 Very
good! D.Review: What did we learn last time in our Math class. What are the
rules in multiplying intergers? Alright very good! E.Motivation: Today we will
have a new lesson but before that I want to ask if any of you have siblings at
home? F.Presentation: Have you experienced sharing fruit like orange
slices with your siblings? Gorge: We learned how to multiply integers. Alex:
The rules in multiplying integers are: 1.When multiplying two numbers with
like signs their product will always be a positive number. 2.When multiplying
two numbers with unlike signs their product will always be a negative
number. Jocelyn: Me ma’am! I have my older brother and sister Ace and
Patricia. 46 What are the other foods that you have shared with your
siblings. Very good, it’s good to hear that you are fair and generous with
your siblings. What operation do you think is associated with sharing?
Based on what you’ve answered a while ago what will be our lesson this
morning? Very good Yasmin! G.Discussion: I have here two sets of
equations. Set 1 Ex: +9 ÷ +3 = +3 + dividend ÷ + divisor = + quotient Ex: -8
÷ -2 = +4 - dividend ÷ -divisor = + quotient Set 2 Ex: +9 ÷ -3 = -3 Yes ma’am
Pupils:An apple ma’am, a chocolate bar, bread , cake, biscuits, and mango
Harp: division ma’am Yasmin: Our lesson will be about dividing integers. 47
+ dividend ÷ - divisor = - quotient Ex: -8 ÷ 2 = -4 - dividend ÷ + divisor = -
quotient What have you noticed from the 1st set of equations? Good eye
Pablo! How about the 2nd set of equations? What have you noticed?
Correct!, Tiffany. Based on your answers what will be the rules in dividing
integers? Yes!, Miley Very good!, Miley. So when dividing Let us try to
answer the following equations. Just raise your hand if you want to answer.
1.) +6 ÷ -2= Pablo: In the 1st set I noticed that when you divide two numbers
that have like signs the answer or quotient will be a positive number. Tiffany:
In the 2nd set I noticed that when you divide two numbers that have unlike
signs or different signs then the answer will be a negative number. Miley:
The rules in dividing integers are 1. When dividing two numbers with like
signs the answer will be a positive number. 2. When dividing two numbers
with unlike signs the answer will be a negative number. Ruth: 1.) +6 ÷ -2= -3
48 Very good Ruth! Positive six divided by negative two is equal to negative
three. 2.) +10 ÷ +5 = Very good Benny! Positive ten divided by positive five
is equal to positive three. 3.) -55 ÷ +11= Nice one France! Negative fifty-five
divided by positive eleven is equal to negative five. 4.) +60 ÷ +12 = Very
good Rusty! Positive sixty divided by positive twelve is equal to positive five.
5.) +81 ÷ -9 = Good job Keirwin! Positive eighty one divided by negative
nine is equal to negative nine. I think you are already prepared for our
activity. H.Application: Grab your good old buddy because you’ll be doing
this activity by pair. Please answer this in your module. I Benny: 2.) +10 ÷
+5 = +3 France: 3.) -55 ÷ +11= -5 Rusty: 4.) +60 ÷ +12 = +5 Keirwin: 5.) +81
÷ -9 = -9 49 will only give you 8-10 mins to answer. 1.) +24 ÷ -6= 2.) +81 ÷ -
9 = 3.) -42 ÷ -7= 4.) +32 ÷ -16 = 5.) +84 ÷ +12 = 6.) + 48 ÷ -6= 7.) +54 ÷ -9 =
8.) +51 ÷ -17 = 9.) -72 ÷ +12 = 10.) +72 ÷ -9 = Is everybody done? Just
raise your hand if you would like to answer. Very good Trini and Mica! The
answer is negative four because you divided numbers with unlike signs
positive 24 and negative 6. Very good Melissa and Rusty! The answer is
negative nine since you divided numbers with unlike signs positive eighty-
one and negative nine. Nice one Rayven and Essryl! The answer is positive
six because you divided numbers with like signs negative forty-two and
negative seven. Trini and Mica :1.) +24 ÷ -6= -4 Melissa and Rusty: 2.) +81
÷ -9 = -9 Rayven and Essryl: 3.) -42 ÷ -7= +6 Dre and Thessa: 4.) +32 ÷ -16
= -2 50 Very good Dre and Thessa! The answer is negative two since you
divided numbers with unlike signs positive thirty-two and negative sixteen.
Good job Grace and Robert! The answer is positive seven because you
divided numbers with like signs positive eighty-four and positive twelve.
Very good Daryl and Beatrice! The answer is negative eight because you
divided numbers with like usigns positive forty eight and negative six.
Correct Greg and Sheine! The answer is negative six because you divided
numbers with unlike signs positive fifty four and negative nine. Good job
Kate and Angela! The answer is negative three because you divided
numbers with unlike signs positive fifty one and negative seventeen. Very
good Shine and Jade! The answer is negative six because you divided
numbers with unlike signs Grace and Robert: 5.) +84 ÷ +12 = +7 Daryl and
Beatrice: 6.) + 48 ÷ -6= -8 Greg and Sheine: 7.) +54 ÷ -9 = -6 Kate and
Angela: 8.) +51 ÷ -17 =-3 Shine and Jade: 9.) -72 ÷ +12=-6 Scout and
Powder: 10.) +72 ÷ -9 =-8 51 negative seventy two and positive twelve
Good job Scout and Powder! The answer is negative eight because you
divided numbers with unlike signs positive seventy two and negative nine.
I.Generalization: What are the 2 rules in dividing integers? Very good at
taking note of it Shine. What is importance of being able to divide integers in
your daily life? Shine: When dividing numbers with like signs the quotient
will be a positive number, and when dividing numbers with unlike signs the
quotient will be a negative number. Jessica: Knowing how to divide integers
is useful in our daily lives like being able to budget and divide our allowance
throughout the week of going to school. Peter: It is useful in our daily lives
like being able to share equal parts of food to our sibling and other family
members whenever we have our meals. IV. Assessment Get your pen and
paper because we are going to have a test. Pen check Paper check Divide
the following integers. Pen check Paper check 52 1.) -36 ÷ +9 = 2.) 0 ÷ -1=
3.) -42 ÷ + 7= 4.) +98 ÷ +7= 5.) -44 ÷ -11= V. Assignment Divide the
following integers 1.) -60 ÷ -15 = 2.) -88 ÷ + 22 = 3.) +98 ÷ +7= ML: / X100=
Prepared by: SHYENA DALE TALABAN ID: Lesson Plan 53 In English
Grade & Section: 6 Date: March14, 2022 Time: 9:00-10:00 am I. Objectives:
At the end of the lesson pupils are expected to A. identify different points of
view. II. Subject Matter: a. Topic: Points of view b. Source: English Edge-
Integrated Language Arts Series 6 c. Materials: PowerPoint presentation
and pictures d. Value Integration: Respect people’s feelings and actions III.
Procedure: Teachers activity Pupils activity A. Prayer Can anyone please
lead the prayer? Yes Joy. B. Greetings Good morning, class! C. Checking of
Attendance Is anybody absent today? Very good since we have perfect
attendance D. Review Do you remember what we have Joy: Let us put
ourselves in the holy presence of God. In the name of the Father, the Son,
the Holy Spirit. Lord may you give us the knowledge to learn in this morning
class….Amen Good morning ma’am Shyne! No ma’am, Everybody is
present. 54 discussed last time? What was our lesson about? Very good!
How do we follow procedural text? E. Motivatio: This morning we are going
to have a new lesson but before that I would like to ask you a question.
Have you ever heard a story about someone from another person and then
heard the same story from the person the story happened to? Can anybody
share his/her story or experience? Were the stories different? Alright very
good, sometimes stories coming from people are different simply because
each of us has a different perception. F. Presentation Nancy: Our lesson
was all about following procedural text. Quincy: We follow procedural text by
reading and following a series of steps on how to do something. Casper:
There was a time when I had a classmate who I really didn ’t know all too
well yet. I heard different impressions from my classmates. Some said that
he was shy, while others said that he was a loner, However, after I
approached and talked to him he wasn’t like anything they described. He
was very open and warm. It was just that he had a weak or soft voice. 55
Based onyour answers and the picture I have shown you, what do you think
will be our lesson this morning? Very good! G. Discussion Please read the
following sentences 1.We are good childhood friends. 2. I can be a princess
in my own wonderland. 3. My glass of orange juice got spilled over the
table. 4. Our class starts at 7:30 in the morning. 5. You can be like Manny
Pacquiao 6. Your bag is a little worn out. 7. He is exercising every
Wednesday night. 8. She is running every morning. 9. It is bright outside 10.
They are still swimming in the pool. Our lesson will be about different points
of view. 1.We are good childhood friends. 2. I can be a princess in my own
56 What do you notice about the highlighted words. What do you call words
that are a substitutes of nouns? Very good Paola! Now, what do you call the
narrators position or perspective through which the story is being
communicated? Correct! What are the three main types of point of view?
F_RST P_RSON P_INT OF VI_W SEC_ND P_RSON P_INT OF VI_W
wonderland. 3. My glass of orange juice got spilled over the table. 4. Our
class starts at 7:30 in the morning. 5. You can be like Manny Pacquiao 6.
Your bag is a little worn out. 7. He is exercising every Wednesday night. 8.
She is running every morning. 9. It is bright outside 10. They are still
swimming in the pool. Paola: The highlighted words are what we call
pronouns. John: Point of view Gary: They are the we first, second, 57
TH_RD P_RSON P_INT OF VI_W Alright, Very good! From the given
sentences which do you think are pronouns that show first person point of
view and that refer to himself/herself or himself/herself with others? Very
good Denis! How about pronouns that show second person point of view
where the person becomes a part of the story being told? Good job Sarah!
How about pronouns that show third person point of view where the narrator
is outside of the story being told? Nice one, Kim! At this time. Here are
examples of the 3 main types of point of view. First person point of view Ex.
I am the strongest among my brothers. Second person point of view Ex.
You always have nice things, your parents must be rich. Third person point
if view Ex. Mr. Terry bought his daughter a new puppy. It was white and
fluffy. and third person point of view. Denis: Pronouns I, My, Our and We
Sarah: Pronouns You and Your. Kim: Pronouns He, She, They or It 58
Please read. The pronouns I and my are used by the narrator to refer to
himself which makes it a first person point of view. The pronouns You and
your are used by the narrator to include you the reader in the story being
told which makes it a second person point of view. The pronouns his and It
are used by the narrator to talk about another person or thing, where the
narrator excludes himself from the story being told, which makes it a third
person point of view. Let’s do some exercises. Try to identify if the following
sentences are written in first, second, or third person point of view. Just
raise your hand if you want to answer. 1.I went to a nearby farm to pick
apples. Very good Jerry! 2.He saw an alligator in the swamp. Jared: First
person point of view Ex. I am the strongest among my brothers. Darwin:
Second person point of view Ex. You always have nice things, your parents
must be rich. Erna: Third person point of view Ex. Mr. Terry bought his
daughter a new puppy. It was white and fluffy. Jerry: I went to a nearby farm
to pick apples. (first person point of view) Ben: He saw an alligator in the
swamp. (third person point of view) 59 Very good Ben! 3.You should tell me
the truth. Very good Silver! 4. Do you know the final score? Nice one Ruth!
5.They are ready for the game. Very good Ally! 6. We will go to see the
movie tomorrow. Very good Selena! Good job everybody! It looks like you
are already getting the hang of this. H. Application Have you read in
advance the story The Boy Who Flew Too High? Please refer to your
textbook English Edge- Integrated Language Arts Series 6 on page 269-271
Silver: You should tell me the truth. ( second person point of view) Ruth: Do
you know the final score? (second person point of view) Ally: They are
ready for the game. (third person point of view) Selena: We will go to the
movie’s tomorrow. (1st person point of view) Yes ma’am 60 Okay good, now
please do this in pairs. I will only give you 8-10 Pupils: Identify the point of
view used in each sentence. Write in the line 1 for first person, 2 for second
person, 61 minutes to answer. Identify the point of view used in each
sentence. Write in the line 1 for first person, 2 for second person, or 3 for
third person point of view. ______1.Deadalus was a brilliant architect and
inventor. In fact, he was so brilliant that King Minos of Crete did not want to
let him go to his home in Athens. ______2. “Now, Son, we are ready to
leave this island for good. We shall fly home to Athens.” ______3. “Icarus,
remember what I told you.” ______4. Over the seas they sailed, and at first
Icarus felt frightened for he had never ventured very far in his practice flight.
______5. He had lost the power of flight and down he plunged into the sea.
Is everybody done? Let us check your answers. or 3 for third person point of
view. Terry and Sasha:___3___1.Deadalus was a brilliant architect and
inventor. In fact, he was so brilliant that King Minos of Crete did not want to
let him go to his home in Athens. Ferb and Vein:___1__2. “Now, Son, 62
You are correct, Terry and Sasha! Very Good Ferb and Vein! Good job,
Andre and Kelly. Nice one Oslo and Heira! Splendid Ryan and Vince i.
Generalization Why do you think it is important for you to identify the
different points of view? we are ready to leave this island for good. We shall
fly home to Athens.” Andre and Kelly:__1____3. “Icarus, remember what I
told you” Oslo and Heira:___3___4. Over the seas they sailed, and at first
Icarus felt frightened for he had never ventured very far in his practice flight.
Ryan and Vince:___3___5. He had lost the power of flight and down he
plunged into the sea. It is important that we know how to identify the
different points of view because through it we can better understand
characters or people’s feelings and actions. 63 IV. Assessment Please get
you pen and paper because we are going to have our test. Is everybody
ready Pen check Paper check Alright here are your directions. Directions:
Write on the line 1 if the sentence shows a first person point of view, 2 if
second person point of view, or 3 if it is a third person point of view.
1.______.Lito was rushing to get to school because he was going on a field
trip. 2. ______The crowd began to roar as I made a few practice swings
with the bat. 3. ______You know you really didn’t need to stop at the
automatic tubig machine for a drink but now you are late for class. 4.
_______I know it’s time to go to sleep but I can’t stop playing my favorite
videogame. I’m addicted. 5._______They play rough when playing football.
V. Assignment Directions: Identify the following sentences by drawing a
heart for first person point of view, a star for second person point of view, or
a circle for third person point of view. Yes ma’am Pen check Paper check 64
1.________ “I felt like I was getting drowned with shame and disgrace.” 2.
________“Sometimes you cannot clearly discern between anger and
frustration.” 3._________ “Mr. Stewart is a loyal man. He only has eyes for
his wife Ms. Jennifer” ML: / X 100= Prepared by: SHYENA DALE TALABAN
ID: Lesson Plan In Science Grade & Section: 6 Date: March15, 2022 Time:
2:30-3:30 pm I. Objectives: At the end of the lesson pupils are expected to
A. list down different ways on how to keep simple machines in proper
working condition. II. Subject Matter: a. Topic: Helpfulness of simple
machines and precautionary measures in using simple machines 65 b.
Source: Explore and Experience Science 6 c. Materials: PowerPoint
presentation, pictures d. Value Integration: Proper care of simple machines
III. Procedure: Teachers activity Pupils activity A.Prayer: Can anyone please
lead the prayer? Yes Joy. B.Greeting: Good afternoon class. C.Checking of
Attendance: Is anybody absent in class? Very good! D.Review: What did we
learn last time in our science class? Can you give me examples of simple
machines? Alright very good! E.Motivation: After Super typhoon Oddette
what are the things that got broken in your Joy: Let us put ourselves the
holy presence of God…In the name of the Father, the Son, the Holy Spirit.
Lord may you give us the knowledge to learn in this afternoon class….Amen
Good afternoon ma’am Shyne None are absent ma’am Gorge: We learned
about simple machines Eli: Examples of simple machines are nail, door
knob, axe, wheel and axel on a flag pole, stairs, and bolts 66 home? Who
fixed it? How was it fixed? What was used to fix it easily? Thank you for
sharing, Daisy. F.Presentation: Based on your observation how do they
keep these simple machines in good condition? According to your answers
what do you think will be our lesson for this afternoon? Daisy: Our fence got
broken because of the strong current of the water. Daisy: My father ma’am.
Daisy: My father bought wood and some iron nails to build our new fence.
He yanked out old nails from our broken fence and hammered new nails to
the wood. Daisy: My father used a hammer to build our new wooden fence.
Denver: My father keeps his hammer in good condition by.. 1.using it only
for the purpose of hammering nails and yanking out nails. 2.wiping the
hammer with a cloth with oil to prevent it from rusting. 3.keeping the
hammer in a tool box. Nayeli: Our lesson will be about listing ways on how
to keep simple machines in proper working condition. 67 G.Discussion: I
have here a series of pictures of different simple machines. Lever: What
does this picture show? How do you take care of your scissors? Could you
give me at least 2- 3 ways of taking care of your scissors. Very good Paul.
Here are some other ways that you can take care of your scissors.
1.Sharpen scissors to extend life and use. 2.Check the blades of the
scissors for any chips or damages. 3.Store scissors in a cool and dry place
Scissors ma’am! Paul: I take care of my scissors by 1.using it for cutting soft
and thin materials only like paper or cloth 2. wiping the scissor blades with
oil to prevent it from rusting. 68 like cabinets, drawers, or in a pencil case.
Please read Wheel and axle: What does this picture show? How do you
take care of the wheel and axle on your bicycle wheels? Pupils: Here are
some other ways that you can take care of your scissors. 1.Sharpen
scissors to extend life and use. 2.Check the blades of the scissors for any
chips or damages. 3.Store scissors in a cool and dry place like cabinets,
drawers, or in a pencil case. A bicycle wheel ma’am! Rayven: I take proper
care of the wheel and axle on my bicycle wheel by. 1. drizzling oil on the
wheel and axle of my bicycle wheel. 2.keeping it out the rain. 69 Alright very
good!, Rayven. Here are some other ways that you can take care of the
wheel and axle on your bicycle wheels. 1.Brush of any debris and dirt off the
axle. 2.Check the wheel for dents and air. Please read Wedge: What does
the picture show? Very good! How do you take care the knife found Pupils:
Here are some other ways that you can take care of the wheel and axle on
your bicycle wheels. 1.Brush of any debris and dirt off the axle. 2.Check the
wheel for dents and air. A knife ma’am Tasha: I take good care of our knife
by… 1.using it only to cut fruit, vegetables, 70 in your kitchen? Very good!,
Tasha Here are some other ways that you can take care of your knife.
1.Check the tightness of the blade to it’s handle. 2.Store the knife in a safe
place like a kitchen cabinet or drawer. Please read. I think you already got
the hang of it. Let us now proceed to our activity. H.Application: Do this by
pair. Select only 1 simple machine from the 2 that are given and list down 2-
3 ways on how to keep the simple machines in a proper working and meat.
2.washing the knife with soap and water, then drying it with a towel.
3.sharpen the knife with a grind stone whenever it becomes dull. Pupils:
Here are some other ways that you can take care of your knife. 1.Check the
tightness of the blade to it’s handle. 2.Store the knife in a safe place like a
kitchen cabinet or drawer. None ma’am 71 condition. Do you have any
clarifications? Pulley: Well We take good care of the pulley on our well by..
1. 2. 3. Screw: Screw We take good care of the screw by… 1. 2. 72 3. Is
everyone done? Please feel free to share your answers Very good!, Ben
and Gwen. Pulley: Well Ben and Gwen: We take good care of the pulley on
our well by.. 1.inspecting if the wire or rope being used is not damaged or
will tear apart. 2.pulling up appropriate load of water that is not too heavy for
the pulley to carry. 3.putting oil on the crank of the pulley to prevent it from
rusting. Screw: Screw Philip and Stella: We take good care of the screw
by… 1. wiping it with oil to prevent rusting. 2.using it on appropriate surfaces
like wood, steel, or cement. 3. storing it in a tool box for safe keeping 73
Awesome answers!, Philip and Stella. I.Generalization: Why do you need to
take good care of the machines? Justin: We need to take good care of our
machines so that we are able to use them for a longer period of time. 74 IV.
Assessment Get your pen and paper because we are going to have a test.
Pen check Paper check List at least 2-3 ways of taking care of the following
simple machines. Wedge: Shovel I can take proper care of the shovel by.. 1.
2. Pen check Paper check 75 ML: / X100= Prepared by: SHYENA DALE
TALABAN ID: Lesson Plan In Computer Grade & Section: 6 Date: March15,
2022 Wheel and Axle: Door knob I can take proper care of a door knob by
1. 2. 3. V. Assignment Please take note of your assignment. Answer Week
8 page 2 of 2 in your Science 6 module. 76 Time: 9:00-10:00 pm I.
Objectives: At the end of the lesson pupils are expected to A. understand
how to merge cells, add and delete column or row. II. Subject Matter: a.
Topic: Creating a Table b. Source: Visual Guide Harnessing Computer 6 c.
Materials: PowerPoint presentation, picture d. Value Integration: Attentive in
following the steps of merging cells, adding, and deleting column or row. III.
Procedure: Teachers activity Pupils activity A.Prayer: Can anyone please
lead the prayer? Yes Joy. B.Greeting: Good morning class. C.Checking of
Attendance: Is anybody absent in class? Very good! D.Review: What did we
learn last time in our computer class? Alright very good! Joy: Let us put
ourselves the holy presence of God…In the name of the Father, the Son,
the Holy Spirit. Lord may you give us the knowledge to learn in this morning
class….Amen Good morning ma’am Shyne None are absent ma’am
Coleen: We learned about how to create a mail merge 77 E.Motivation:
Today we are going to have a new lesson. Who of you have a calendar at
home? Alright very good! F.Presentation: What does the calendar look like?
How are the days and numbers arranged in the calendar? With that what do
you think will be our lesson for today? Alright very good! specifically we will
be learning how to merge, add, and delete Irish: Me ma’am we have a
calendar at home it is hanged on the wall nearby the refrigerator. Jesse: Our
calendar is white it has days and numbers on it. Weekdays are colored blue
and weekends are colored red. Patrick: Days are lined vertically, while
numbers are lined horizontally. Our lesson for today will be about tables 78
a column or row in a table. G.Discussion: Please look closely at the screen
and observe.(Teacher demonstrates in Microsoft Word in merging cells)
What did I do? What did I do next? Based on your answers what are the
steps in merging cells? Trini: Highlight the cells that you would like to
merge. Mica: You clicked the Table Tools Layout tab, and went to the
merge group and click merge cells. Jackson: 1.Highlight the cells that you
would like to merge. 2.Click the Table Tools Layout tab, and go to the
merge group and click 79 Very good!, Jakson. (Teacher demonstrates in
Microsoft Word adding columns or rows) What did I do? Where is the arrow
on the screen? Alright good job! Where did my arrow go next? Alright good
job. merge cells. Ralyn: The arrow went to the upper corner of the table to
add row or column, clicked on the cell where you would like to add the row
or column. Tomy: You clicked the Table tools Layout tab, go to the Rows
and columns and click insert below 80 How about now? What happened to
the arrow? Very Good! What did I do with the arrow? Based on your
answers what are the steps in adding columns and rows? Selwyn: You
clicked the row or column line. Keziah: When the mouse pointer changes to
double-headed arrow, you click and drag to resize. Percy: 1. Click on the
cell where you would like to add the row or column. 2. Click the Table tools
Layout tab, go to the Rows and columns and click insert below 3. Click the
row or column line. 4. When the mouse pointer changes to double-headed
arrow, click and drag to resize. 81 Very good! (Teacher demonstrates in
Microsoft Word in deleting columns and rows) What did I do now? Very
good Vi! Where did my arrow go? Very good Rex! Vi: Highlight the row or
column you want to delete. Rex: You clicked the table tools Layout tab, and
went to the Rows and Columns group and clicked delete. Alvin: You
selected from the list you wanted to delete. Mayanne: The steps are… 82
What did I do? Alright very good! Based on your answers what are the steps
in deleting a column or row? Now let us proceed to your activity
H.Application: Do these in pairs please answer the following questions.
1.How do you merge cells? Write this in your own words. 2.How do you add
columns or rows? Write these in your own words. 3.How do you delete a
column or row? Write these in your own words. Is everybody done? Please
share your 1.Highlight the row or column you want to delete 2. Click the
Table tools Layout tab, go to the Rows and Columns group and click delete.
3 Select from the list you want to delete. How do you merge cells? Write this
in your own words. Shine and Jade: In order to merge the cells in the table
you need first to highlight the cells that you would like to merge, then click
the Table Tools Layout tab, and go to the merge group and click merge
cells. How do you add columns or rows? Write these in your own words.
Rafael and Bea: In order to add columns or rows, you need first to click on
the cell where you would like to add the row or column. Then click the Table
tools Layout tab, go to 83 answers. Very good!, Shine and Jade. Very
good!, Rafael and Bea. Good job everyone! you all gave wonderful answers.
i.Generalization: Why is it important that you know how to merge cells, add,
delete columns and rows? the Rows and columns and click insert below.
How do you delete a column or row? Write these in your own words. Coleen
and Lance: In order to delete a column or row first you need to highlight the
row or column you want to delete. Next is to click the Table tools Layout tab,
go to the Rows and Columns group and click delete. Then select from the
list you want to delete. Yepieee! Melissa: It is important that we know how to
merge cells, add, and delete columns and rows so that we would be able to
make our own table in case of projects, product lists, or in making our very
own schedule! 84 IV. Assessment Get your pen and paper because we are
going to have a test. Pen check Paper check Answer the following
statements if they are true or false. Write T for True and F for False.
1._____ In merging cells, highlight the cells that you would like to merge.
2._____ In adding columns or rows press the plus sign on the keyboard.
3._____ In deleting columns or rows press the minus sign on the keyboard.
4._____ In merging cells, click the Table Tools Layout tab, and go to the
merge group and click merge cells. 5._____ In adding columns or rows,
click the Table tools Layout tab, go to the Rows and columns and click
insert below V. Assignment Screen record yourself in making a table with a
merged cell, an added column, and a deleted row in Microsoft Word. Send
your short clip to my Facebook messenger. Pen check Paper check 85
ML: / X100= Prepared by: SHYENA DALE TALABAN ID: Lesson Plan In
Math Grade & Section: 1 Date: Mar 28,2022 Time: 9:30-10:30 I. Objective:
At the end of the lesson pupils are expected to A. identify 1/4 of a whole or a
set. II. Subject Matter: a.Topic: Identifying one fourth of a whole or a set
b.Reference: Enfolding Mathematics 1 pg 328-334 c.Materials: Powerpoint,
pictures, videos d.Value Integration: Have patience in coloring in objects. III.
Procedure: Teachers Activity Pupils Activity A. Prayer: Let us put ourselves
in the most holy presence of God…In the name of the Father, the Son, the
Holy Spirit. Lord may you give us the knowledge to learn in this morning
class…Amen B. Greeting: Good morning class. C. Checking of Attendance:
Is anybody absent in class? Very good! Amen. Good morning ma’am Shyne
None are absent ma’am 86 D. Review: What did we learn last time in our
math class. E. Motivation: Have you ever seen your mother slice an apple?
How many slices does she usually cut out of the apple? Thank you for
sharing Renz. F. Presentation: Please watch the video that I am going to
show on screen. https://youtu.be/3SdRStOBYPo Based on the video what
do you think will be our new lesson in math? Very good!, George G.
Discussion: What does the picture show? Very good! Polo: We learned
about one half 1/2. Pupils: Yes ma’am! Renz: My mother usually cuts out 4
slices from a whole apple. George: Our new lesson in Math will be about
quarters or one fourth ¼. Francis: A boy with many basket ball balls. 87
John has 12 balls. One-fourth of them are big. How many balls does he
have? Please read what is shown on screen. Let us try to answer the
following question to see how many balls does John have. How many balls
are there? Lets count….one, two, three, four, five…to twelve How many
balls are there? Very good!, Daryl. How many set of balls are there? Try to
divide the balls equally in to 4 parts. Lets count one, two, three This is the
first set One, two, three, John has 12 balls. One-fourth of them are big. How
many balls does he have? Pupils: Lets count….one, two, three, four, five…
to twelve Daryl: There are a total of 12 basket balls. Pupils: one, two, three
88 This is the second set One, two, three, This is the third set One, two,
three Pupils: one, two, three Pupils: one, two, three 89 This is the fourth set
How many set of balls are there? Very good!, Belle. How many balls are ¼
of 12? Lets count. One, two, three How many balls are ¼ of 12? Very good!,
Casey. We say “ One fourth of twelve is three.” We write ¼ of 12 = 3.”
Pupils: one, two, three Belle: There are 4 sets of basket balls. 90 Did you
understand how three became ¼ of 12? Let’s have another example: How
many birds are there? Lets count. One, two, three, fourt, five…..to twenty
How many birds are there? Good eye!, Kim. How many sets of birds are
there? Try to divide the birds equally into 4 parts. Let’s count. Pupils: one,
two, three Casey: There are 3 balls that are the ¼ of twelve. Pupils: Yes
ma’am 91 One, two, three, four. This is the 1st set. One, two, three, four.
This is the 2nd set. Pupils: One, two, three, fourt, five…..to twenty Kim:
There are 20 birds ma’am. Pupils: one, two, three, four. 92 One, two, three,
four. This is the 3rd set. One, two, three, four. This is the 4th set. Pupils:
one, two, three, four Pupils: one, two , three, four 93 How many sets of birds
are there? Very good! Meryll. How many birds are there in each set? Good
job!, Remy. We say “one-fourth of twenty is five.” We write “1/4 of 20 = 5.”
Did you understand how five became ¼ of 20? When a whole is divided into
four equal parts, each part is called one-fouth (1/4). Please read what is
shown on screen. What do you call each piece of a whole divided in four
parts? Very good!, Casper. Division is used to find the fractional part of a
Pupils: one, two, three, four. 94 number. Please read what is shown on
screen. Let us divide the circle into 4 parts. 1 ÷ 4 = ? One whole circle
divided into 4 parts is equal to? Alright very good!, the answer is 4 this
means each of the 4 parts are one fourth of the whole circle. What
mathematical operation is used to find the fractional part of a number? H.
Application: Open your book Math book on page 331. Answer Mind Drills A
number 1-3 only. Please read the instruction. Instruction: Identify the quarter
of the set by coloring ¼ of the set. ¼ ¼ ¼ ¼ Meryll: There are 4 sets of
birds ma’am. Remy: There are 5 birds in each set ma’am. Pupils: Yes,
ma’am Darcy: When a whole is divided into four equal parts, each part is
called onefouth (1/4). Casper: A quarter or ¼ ma’am. Mae: Division is used
to find the fractional part of a number. 95 Ex. Your time starts now! Is
everybody done? Please show me you answers on screen. Who would like
to show their answer in number one? Very Good!, Rayven Next is number 2
please show me your answer. Good job!,Vivian. How about number 3? Kyle:
one circle divided into four parts is equal to 4. Lance: Division is the
mathematical operation used to find the fractional part of a number. Ruth:
Identify the quarter of the set by coloring ¼ of the set. 96 Alright very good!,
Jamel. Everybody did well let’s give ourselves a thumbs up! So, did you
enjoy coloring? Were you patient in doing it? It is good to hear that you
practiced patience in doing your task. I. Generalization: What do you call
each piece of a whole divided in four parts? Very good!, Bailey What
mathematical operation is used to find the fractional part of a number? Nice
one!, Darcy. Rayven: Vivian: Jamel: Pupils: Yehey we did a good job!
Pupils: Yes ma’am 97 Pupils: Yes ma’am Bailey: A quarter or one fourth
ma’am. Darcy: Division is the mathematical operation used to find the
fractional part of a number. IV. Assessment: Answer number 4-5 on page
331 A of your Math book. Instruction: Identify the quarter of the set by
coloring ¼ of the set. Ex. V. Assignment: Reminders please study about one
fourths or quarters ¼ in your math book since we will have our activity and
test by next meeting. ML: / X 100 = Prepared by: Shyena Dale Talaban 98
ID: Lesson Plan In Computer Grade & Section: 1 Date: March 28, 2022
Time: 9:30-10:30 I. Objective: At the end of the lesson pupils are expected
to A. Identify the different drawing tools of Microsoft Paint. II. Subject Matter:
a. Topic: Drawing tools b.Reference: Learning Computers 1 pg 132-140
c.Materials: Power-point, pictures, and videos d.Value Integration: Be
creative in every work possible. III. Procedure: Teachers Activity Pupils
Activity A. Prayer: Let us put ourselves the holy presence of God…In the
name of the Father, the Son, the Holy Spirit. Lord may you give us the
knowledge to learn in this morning class…Amen B. Greeting: Good morning
class. C. Checking of Attendance: Amen. Good morning ma’am Shyne 99 Is
anybody absent in class? Very good! D. Review: What did we learn last time
in our computer class? E. Motivation: Have you ever tried making a letter for
your mother using the computer? For instance, a birthday card, a valentine’s
day card, or a mothers-day card. What designs can be found in your letter?
Thank you for sharing Ivy. F. Presentation: Please watch the video that I am
going to show on screen. https://youtu.be/cKoU-VvZuog What was drawn by
the person on Microsoft Word? Very good!,Bruce What did he/she use to
make the drawing? Nice one!, Yani Based one your answer what do you
think will be our lesson for this morning? None are absent ma’am Jacob:
Last time we learned about MS Paint. Ivy: Yes ma’am! Ivy: I drew a cake in
my Mom’s birthday card to greet her a happy birthday and tell her how much
I love her. Bruce: A house with a tree ma’am. Yani: The person used
shapes, colors, and lines ma’am. Terence: Our new lesson will be about
drawing tools. 100 Spot on answer!, Terence. Today we will learn about the
different drawing tools of Microsoft paint. G. Discussion: Let us find out
first what is a drawing tool. Drawing tools are used to create or draw a
design on Microsoft Paint. They include brushes, erasers, shapes, lines,
color, text, and others which are used to change designs. What are drawing
tools used for? Please read the text shown on screen What will you use to
change or enhance the objects or design? What else? What else? Alright
very good!, Lisa, Roy, and Megan. Here are now the drawing tools that are
found in Microsoft Paint. Please open your computer book in page Jasmine:
Drawing tools are used to create or draw a design on Microsoft Paint. Lisa:
To change or enhance the objects or design use colors and shapes ma’am.
Roy: Use brushes and erasers ma’am. Megan: Use lines and text ma’am
101 133. (teacher demonstrates in paint) What does the picture or icon
show? Very good! What do you draw with a pencil? Very good! Please read
the definition of the pencil. What do you call the tool to draw freely in a form
of a pencil? Correct!, Darwin. What does the picture or icon show? Very
good! Please read the text? What do you call the tool used for filling in
objects with colors? Felix: A pencil ma’am. Rusty: You can draw lines and
shapes with a pencil ma’am. Anais: Draws free form using a pencil Darwin:
A pencil ma’am! Andre: Fill with color ma’am. 102 What does the picture or
icon show? What are the letters that you can see on your computer
keyboard? Very good! What are the numbers that you see on your
keyboard? Alright very good! Please read the text. Thank you !, Ziv. What
do you call the tool used to type in text, letters, numbers, or symbols? Okay
very good!, Christine. What does the picture or icon show? Very good! What
do you use your eraser for? Josephine: Fills the object with color. Keirwin:
Fill with color ma’am. Rupert: A text ma’am. Jasmine: Letter A, B, C, D…. to
Z ma’am. Elon: Numbers 0, 1, 2, 3, 4, 5…to 9 ma’am Ziv: Type text, letters,
numbers, and symbols. Christine: Text ma’am. 103 Very good! Please read
the text. Thank you!, Arnel. What do you call the tool used to erase shapes
you have drawn? Good job!, Lalaine. What does the picture or icon show?
Very good! Please read the text. What do you call a tool used to pick a color
from any object? Very good!, Omar What does the picture or icon show?
Very good! Please read the text. Randy: An eraser ma’am. Ace: You use an
eraser to erase lines, shapes, text, or color ma’am. Arnel: Erase the shapes
you have drawn. Lalaine: An eraser ma’am. Mikee: A pick color ma’am.
Patricia: Picks a color from any object. Omar: Pick color ma’am. 104 Thank
you!, Nonoy. What do you call a tool used to magnify or zoom in the view of
a drawing? Alright very good!, Jade. What does the picture or icon show?
Good job! Please read the text What do you call a tool used to draw freely
and is thicker than a pencil? Very good!, Essryl. What does the picture or
icon show? Very good! What are the shapes that you know that you can see
on screen? Very good!, Grace. Ritchie: A magnifying glass ma’am Nonoy:
Magnifies the view of the drawing. Jade: A magnifier ma’am. Thessa: A
brush ma’am. Herma: Draw free form using a brush which tip is thicker than
a pencil. Essryl: Brushes ma’am Irene: It shows a picture of shapes ma’am.
105 Please read the text. Thank you!, Ace. What do you call a tool used to
draw different shapes? Good job!, Darwin. What does the picture or icon
show? Do the lines have the same thickness? Please read the text What do
you use to change the thickness of the line or border of the shape? What
does the picture or icon show? Very good! What are the colors that you
see? Alright very good!, Shine Please read the text. Thank you!, Peter.
What tool do you use to color the shape or object? Grace: I see a circle, a
triangle, a square, a rectangle, and a star. Ace: Draws different shapes and
lines. Darwin: Shapes ma’am. Anais: Lines ma’am! Flint: No ma’am!
Jasmine: Changes the thickness of the line or border of the shape. Terence:
We use the size ma’am. Remy: Squares with colors ma’am! Shine: I see
color yellow and green ma’am. 106 Very good!, George. Does everybody
know now what are the different drawing tools? Very good!, It seems like
you are ready for our activity. H. Application: Please answer activity 4 page
137 of your computer book. I will only give you 10 minutes to answer.
Please read the instruction. Instruction: Identify the different drawing tools
by matching the drawing tool name with its icon. Write the letter of the
correct answer. Is everybody done answering? Good!, Let us now check
your answer. Who would like to answer number one? Peter: Colors the
shape or object. George: Color ma’am! Pupils: Yes ma’am! Instruction:
Identify the different drawing tools by matching the drawing tool name with
its icon. Write the letter of the correct answer. 107 Very good! How about
number two? Vey good! Yasmine please answer number three. Correct!
Who can answer number four? Good job! Number five? Nice! Number six?
Good! How about number seven? Alright! Jade please answer number
eight. Nice one! Number nine to be answered by Shine. Trini will answer
number ten. Awesome! Who got perfect? Who got eight below? Everybody
did well thank you for participating. I. Generalization: What are the different
drawing tools? Pupils: Yes ma’am! Ace: Letter E Randy: Letter F Yasmine:
Letter H Christine: Letter A Dora: Letter I Vince: Letter B Hope: Letter D
Jade: Letter J Shine: Letter C Trini: Letter G Pupils raise their hand Pupils
raise their hand 108 Very good!, Jasmine. Do you think with what you’ve
learned today you will be able to make something creative? Like what? Very
good!, Troy How about the others? What great ideas!, I’m so happy that my
pupils are so imaginative and creative. Jasmine: The different drawing tools
are: pencil, fill with color, text, eraser, pick a color, magnifier, brushes,
shapes, size, and color. Pupils: Yes ma’am! Troy: I can make my own comic
strip using the drawing tools of Microsoft Paint? Princess: Using the drawing
tools I will be able to make drawings for school projects like poster making.
IV. Assessment: Please answer activity 3 page 140 of your computer book. I
will only give you 5 mins to answer. Instruction: Identify the drawing tools by
selecting which tool you are going to use on the following activities. Write
the letter of the correct answer on the blank. V. Assignment: For your
assignment, study the drawing tools 109 well since we will have our activity
and test by next meeting. ML: / X 100 = Prepared by: Shyena Dale Talaban
ID: Lesson Plan In Science Grade & Section: 1 Date: March 29,2022 Time:
9:00-9:30 I. Objective: At the end of the lesson pupils are expected to A.
identify the causes of motion applied force, gravitational force, frictional
force, force of the wind, and magnetic force. II. Subject Matter: a. Topic:
Causes of Motion b.Reference: Explore and Experience Science 1 pg 133-
140 c.Materials: Power point Presenatation, pictures, Video d.Value
Integration: Thank God for our forces. III. Procedure: Teachers Activity
Pupils Activity A. Prayer: Let us put ourselves the holy presence of God…In
the name of the Father, the Son, the Holy Spirit. Lord may you give us the
knowledge to learn in this morning class…Amen B. Greeting: Good morning
class. C. Checking of Attendance: Is anybody absent in class? Amen. Good
morning ma’am Shyne None are absent ma’am 110 Very good! D. Review:
What did we learn last time in our Science class. Alright very good!, Alex E.
Motivation: What objects were you able to move right after you woke up?
Very good!, Savana. Very good!, Dexter. F. Presentation: Please watch the
video on screen https://youtu.be/uoKo3DbfYZk Based on the video what do
you think will be our lesson for today? Very good!, Felix. G. Discussion:
Motion is caused primarily of force. Force is the one that makes objects
move. Without force, moving is impossible. Force can also make moving
objects stop. There are many types of forces: Alex: Last time we learned
about motion. Savana: I moved my pillow and blanket to get out of bed.
Dexter: I pulled the chair out of the dining table so that I can sit and have my
breakfast. Felix: Our new lesson will be about forces that cause motion
ma’am 111 What are the two people doing in the picture? What about the
other one? Please read the text on screen. Force you can apply When you
use your own strength to move an object that force is known as applied
force. If you push and pull and object, You are applying force to that object
to make it move. Thank you!, Jasmine Based on what you’ve read what
force is used to push, pull, move or stop an object? Very good!, Kate Ex.
Stopping a ball from hitting your face. What do you think the girls is doing in
this picture? Why do you think the girl is closing her eyes? George: The girl
is pushing the cart ma’am. Heather: The boy is pulling the cart ma’am
Jasmine: Force you can apply When you use your own strength to move an
object that force is known as applied force. If you push and pull and object,
You are applying force to that object to make it move. Kate: Applied force
ma’am Lance: She’s playing with a ball ma’am! Zander: She is afraid that
the ball is going to hit her face ma’am. 112 Good observation!, Zander.
What do you do with your hands to stop the ball from hitting your face?
Good thinking!, Cloe. What do you see in the picture? Very good! What
happened to the mango why is it on the ground? Good! Please read the text
on screen. Forces that can attract Falling is possible because of the
influence of gravity. This is called attraction force or gravitational force.
What force causes object to fall to the ground? Very good! What do you see
in the picture? Very good! Which is bigger the Earth or the Moon. Cloe: You
catch the ball with your hands and apply force so that the ball will stop and
wont slip away. Madox: A mango tree ma’am. Caitlyn: The mango fruit fell
off it’s tree ma’am. Noah: Forces that can attract Falling is possible because
of the influence of gravity. This is called attraction force or gravitational
force. Violet: Gravitational force ma’am. Nancy: I see the Earth and the
Moon ma’am Anastasia: The earth is bigger than the moon ma’am 113 Very
good! Please read the text Larger objects tend to have a strong force of
attraction against smaller ones. That is why planet Earth attracts every
object on it to its center. What do you see in the picture? Very good! Is the
road smooth or bumpy? Very good!, Joel. What road do you think will your
to car run the fastest? Is it a smooth or rough road? Awesome answer!,
Wendy What road do you think will your to car stop the quickest? Is it a
smooth or rough road? Alright very good!, Tony Please read the text Ivan:
Larger objects tend to have a strong force of attraction against smaller ones.
That is why planet Earth attracts every object on it to its center Kris: A toy
car on the ground ma’am Joel: Bumpy ma’am. Wendy: The toy car will run
the fastest on a smooth road. Tony: It will stop the quickest on a rough road
ma’am. 114 Forces than can stop motion Some moving objects seem to
stop by themselves without having someone or something to stop them.
This force is called frictional force. Thank you!, Lance. What forces stops an
object by itself? Ex: Sliding a book on a table. What is the girl doing with the
book? Very good! If you slide a book against the table or the floor, it will
eventually come to a stop. What do you see in the picture? Lance: Forces
than can stop motion Some moving objects seem to stop by themselves
without having someone or something to stop them. This force is called
frictional force. Rusty: Frictional force ma’am Elen: The girl is sliding the
book across the table ma’am Quan: A lot of leaves ma’am. Sasha: The
leaves are flying because of the wind ma’am. 115 Why do you think the
leaves are flying in the air? Please read the text on screen. Other forces.
There are other forces that can make objects move. When you see the
leaves of trees flying, the leaves are moving because of the force of the
wind is blowing. What is the force that causes leaves to fly in the air? Very
good! What do you see in the picture? Alright very good! Please read the
text on screen. Some objects can also move because of magnetic
attraction. Metal objects can be moved by the use of a magnet. This for is
called magnetic force. Helen: Other forces. There are other forces that can
make objects move. When you see the leaves of trees flying, the leaves are
moving because of the force of the wind is blowing. Berto: The force of the
wind ma’am. Trini: A magnet with some nails stuck to it ma’am. Melissa:
Some objects can also move because of magnetic attraction. Metal objects
can be moved by the use of a magnet. This 116 Thank you!, Melissa. What
force makes metal objects move? Alright very good! So does every body
know now what are the different forces that cause motion? Let us now
proceed to our activity. H. Application: Get your paper and pencils. I will only
give you 5 min to answer. Instruction: Identify what force causes motion in
each picture. Draw a heart for applied force, a star for gravitational force, a
circle for frictional force, a triangle for force of the wind, and a square for
magnetic force. 1.A boy pushing a box. 2.Magnets and paper clips 3.A
soccer ball rolling across the floor. for is called magnetic force. Simon:
Magnetic force ma’am. Pupils: Yes ma’am! 117 4. A kite flying in the air. 5.
Apples that fell from a tree. Is everyone done answering let check your
work. What is the answer to number one? A boy pushing a box. Correct! It is
applied force. How about number two? Magnets and paper clips. Correct! It
is magnetic force. Who can answer number three? A soccer ball Bailey: A
heart ma’am. Terence: A square ma’am. Sonia: A circle ma’am. 118 rolling
across the floor. Correct! It is frictional force. What is the answer to number
four? A kite flying in the air. Correct! It is the force of the wind. Lance please
answer number five? Apples that fell from a tree. Correct! It is gravitational
force. Everybody did well, Congratulations!, and thank you for participating.
I. Generalization: What are the different forces that cause motion? What are
the forces that God created that you are thankful for? and why? What a
wonderful answer!, Crenz What else? Very good Joanah!, Don’t worry you
won’t float to outer space hahaha! Coleen: A triangle ma’am. Lance: A star
ma’am. Wesley: The different forces that cause motion are gravitational
force, applied force, frictional force, force of the wind, and magnetic force.
Crenz:I am thanks to God for the force of the wind because it allows me to
fly my paper plane in the air. Joanah: I am thankful to God for the force of
gravity because I am able to stay on Earth and not float to space. IV.
Assessment: Get your paper and pencils. I will only give you 5 min to
answer. Instruction: Identify what force causes motion in each picture. Draw
a heart for applied force, a star for gravitational force, a circle for frictional
force, a 119 triangle for force of the wind, and a square for magnetic force.
1. Refridgirator magnets. 2. The Sun, Earth, and Moon. 3.The Philippine flag
waving in the air. 4. Opening a door. 5. Skating and stopping eventually. Is
everyone done answering let check your 120 V. Assignment: For your
assignment I would like to give you reminders to study the different forces
that cause motion. For we will have our activity and test by next meeting.
ML: / X 100 = Prepared by: Shyena Dale Talaban ID: Lesson Plan In Bible
Grade & Section: 3 Date: March 29,2022 Time: 1:00-1:30 I. Objective: At
the end of the lesson pupils are expected to A. Note important details from
the story of “Abrahams Generosity, Lots Greed”. II. Subject Matter: a.Topic:
Abrahams Generosity, Lost Greed b.Reference: I am Speacial 3 c.Materials:
Powerpoint, pictures, videos. d.Value Integration: Hands that give are from
the hearts that care. III. Procedure: Teachers Activity Pupils Activity A.
Prayer: Let us put ourselves the holy presence of God…In the name of the
Father, the Son, the Holy Spirit. Lord may you give us the knowledge to
learn in this morning class…Amen B. Greeting: Good afternoon class.
Amen. Pupils:Good afternoon ma’am Shyne 121 C. Checking of
Attendance: Is anybody absent in class? Very good! D. Review: What did
we learn last time in our Bible class. E. Motivation: Have you ever tried
sharing before? What are the things that you have shared with other
people? What did you feel because you shared? Very good!, Gilbert F.
Presentation: I’m going to show you a video please watch and listen
carefully. https://youtu.be/Z1d2_f-qgKY Based on the video what will be our
lesson for today? Very good!, Florence. G. Discussion: As we read the story
of “Abraham’s Generosity, Lot’s Greed.” Please take note of the important
details in the story. Pupils:None are absent ma’am Pupils: We learned and
read “A reason to give thanks.” Pupils: Yes ma’am Gilbert: I share my toy
cars with my neighbor when he comes to play at our house. Gilbert: It made
me feel happy that the person I am sharing my toy’s with is also happy.
Florence: Our lesson will be about Abraham and Lot 122 “Master Abraham,
the men had quarreled again to-day,” a servant reported, concern drawn on
his face. “We are afraid life would be wasted because of this conflict,
Master. Today, my son was among our men attacked by Master Lot’s
herdsmen.” Old Uncle Abraham was deeply moved. He never expected
matters would get worse. God blessed him with much cattle and Lot his
nephew had his own, too. The pasture land is getting smaller for their
growing cattle and flocks. An idea came to Abraham’s mind. Why not
separate? Yes, it would be sad for him to let his nephew go but the problem
had to be solved. He called his nephew, Lot, and they went up on a high hill
nearby where one can see miles and 123 miles far off. On the right was a
large plain with a river flowing through it. A fertile looking land with lots of
grass and trees and a city not very far off. On the left were rugged hills,
some patches of grass lands and spring flowing from the mountains. “The
time has come,” Abraham sadly said, “that we must separate. Choose
between the plains and the hills. Our servants need not to quarrel.” 124 Lot
chose the plains while old Uncle Abraham brought his household and all his
cattle and flocks up to the hills. God blessed Abraham with wealth and
righteous living. Even to the end Abraham helped and cared for Lot. Who
can read the 1st paragraph? Thank you!, Joseph Let us see if you took note
of the important details. Who was the servant talking to in the 1st
paragraph? Very good!, Dustin. The servant went to report what was
happening to master Abraham. According to the servant what were the men
doing? Alright very good!, Angel What was the reason why the men were
Joseph: “Master Abraham, the men had quarreled again to-day,” a servant
reported, concern drawn on his face. “We are afraid life would be wasted
because of this conflict, Master. Today, my son was among our men
attacked by Master Lot’s herdsmen.” Dustin: The servant was talking to
master Abraham. Angel: The men were quarreling ma’am. Rayson: The
men were quarreling because they had an argument with the herds men
and got attacked by them. 125 quarrelling? Good job! Rayson. The men and
the herdsmen were arguing with each other because they were fighting
about the land their cattle were staying and feeding on. Whose herdsmen
attacked the men? Okay very good!, Fathma. Old Uncle Abraham was
deeply moved. He never expected matters would get worse. God blessed
him with much cattle and Lot his nephew had his own, too. The pasture land
is getting smaller for their growing cattle and flocks. What did God give to
Abraham and Lot? What is the problem about the pasture land? Very good!,
Christian. Because they had growing cattle and flocks the pasture land
could no longer fit the cattle and flocks since they were so many. Who can
read the third paragraph? Thank you!, Tiffany Lets see if you took note of
the important Fathma: They were master Lots herdsmen. Suzy: God
blessed Abraham with much cattle and Lot his nephew also had his own
cattle. Christian: The pasture land was getting smaller for their growing
cattle and flocks. Tiffany: An idea came to Abraham’s mind. Why not
separate? Yes, it would be sad for him to let his nephew go but the problem
had to be solved. He called his nephew, Lot, and they went up on a high hill
nearby where one can see miles and miles far off. Alecia: Abraham had to
separate. Oliver: Abraham and Lot went up on a hill. 126 details in the 2nd
paragraph. What idea did Abraham come up with to solve the problem?
Very good!, Alecia. Where did Abraham and Lot go? Alright very good!,
Oliver Who can read the next paragraph? Thank you!, Stephanie Lets see if
you took note of the important details. What did they see on top of the hill?
Very good!, What else did they see? Good job!, What else? Alright!,What
else? Yes!, Edward do you want to answer? Okay very good!, Edward. Who
can read the next paragraph? Stephanie: On the right was a large plain with
a river flowing through it. A fertile looking land with lots of grass and trees
and a city not very far off. On the left were rugged hills, some patches of
grass lands and spring flowing from the mountains. Dan: Abraham and Lot
saw a large plain with a river flowing through it. Coleen: They saw fertile
looking land with lots of grass and trees and a city. Amber: On the left were
rugged hills, Edward: Some patches of grass lands and spring flowing from
the mountains. Robert: “The time has come,” Abraham sadly said, “that we
must separate. Choose between the plains and the hills. Our servants need
not to quarrel.” Mary: To choose between the plains and the hills. 127 Let’s
see if you took note of this detail. What choice did Abraham give to Lot?
Very good!, Mary. Who can read the last paragraph? Let’s see if you took
note of the important details on this last paragraph What did lot choose
between the plains and the hills? Where did Abraham bring his household
and all his cattle and flocks? Alright very good!, What did God do or give to
Abraham? Did Abraham continue to help and care for Lot? Very good!,
Emma. Did you enjoy the story? That’s good to hear! Jeniffer: Lot chose the
plains while old Uncle Abraham brought his household and all his cattle and
flocks up to the hills. God blessed Abraham with wealth and righteous living.
Even to the end Abraham helped and cared for Lot. Genesis 13:5-13
Kourtney: Lot chose the plains Kendal: Abraham brought them to the hills.
Jerome: God blessed Abraham with wealth and righteous living. Emma: Yes
ma’am. Pupils: Yes ma’am 128 Let have our activity. H. Application:
Instruction: Answer the following questions based on the details of the story.
Write the letter of the correct answer. 1.Was Abraham a rich man? a.) Yes,
Abraham had servants and many cattle. b.) No. Abraham did not have
servants and have few cattle. 2. What was Lot to Abraham? a.) A brother.
b.) A nephew. 3. What did Abraham and Lot have? a.) Cattle and sheep. b.)
Chickens and sheep. 4. Who were the people fighting in the story? a.) The
servants and Lots herdsmen. b.) The servants and Abraham. 5. Where did
Abraham and Lot go to see the plain with a river flowing through it? a.) A big
mountain b.) A hill Is everybody done answering? What is the answer to
number one? Pupils: Yes ma’am! Flora: Letter a.) ma’am. Suzy: Letter b.)
ma’am. Wesley: Letter a.) ma’am. Jemimah: Letter a.) ma’am. Dane: Letter
b.) ma’am. 129 Alright very good! How about number two? Good job!, Suzy.
Wesley please answer number three. Yes!, Jemimah please answer
number four. Last one number five. Very good!, Dane. I. Generalization:
What can we learn from Abraham towards how he treats his nephew Lot?
Alright very good!. Abraham was generous enough to give Lot the pasture
land with lots of grass and trees even if it meant he will only have patches of
grass for his cattle on the hills. Let us always remember that hands that give
are from the hearts that care. Lianne: Abraham loved, cared, and was
generous to Lot even when Lot wanted the pasture land for himself. IV.
Assessment: Grab your pencil and paper because we are going to have our
test. Instruction: Answer the following questions based on the details of the
story. Write the letter of the correct answer. 1.What idea came to
Abrahams’s mind? a.) To separate. b.) To go far away. 130 2. Who attacked
the men in the story? a.) A pack of wolves. b.) Lot’s herdsmen. 3. What did
lot choose between the plains and the hills to keep his cattle? a.) the plains
b.) the hills. 4. What was seen by Abraham and Lot when they went up the
hill? a.) A plain with lots of sheep. b.) A plain with a river flowing through it.
5. What blessing did God give to Abraham after Lot chose to go to the
plains? a.) wealth and righteous living b.) wealth and power V. Assignment:
For your assignment memorize Proverbs 22:9 “He hath a bountiful eye shall
be blessed; for he of his bread giveth to the poor” and study the story of
“Abraham’s Generosity and Lot’s Greed”. This will be in preparation for our
next meeting. ML: / X 100 = Prepared by: Shyena Dale Talaban ID: Lesson
Plan In Math 131 Grade & Section: 1 Date: Apr 11, 2022 Time: 9:00-10:00
am I. Objectives: At the end of the lesson pupils are expected to A. identify
and describe the four basic shapes or the plane figures. II. Subject Matter:
a. Topic: Identifying shapes b. Source: Enfolding Mathematics 1 pg 348-357
c. Materials: PowerPoint presentation, games, pictures, and star cut out d.
Value Integration: Thankful for having shapes and structure in the world. IV.
Procedure: Teachers activity Pupils activity A.Prayer: Everybody please put
your hands together and close your eyes. Let us pray, Lord please bless us
this morning as we have our class, give the pupils knowledge and guidance
as we go through our lesson. Help us focus our hearts and minds on what
we are about to learn. We ask all of this in the name of Jesus Amen.
B.Greeting: Good morning class. C.Checking of Attendance: Is anybody
absent in class? Very good! D.Review: (Pupils close their eyes and put their
hands together) Pupils: Amen Good morning ma’am Shyne None are
absent ma’am 132 What did we learn last time in our Math class. Which is
greater ½ or ¼ ? Alright very good! E.Motivation: This morning we are going
to have a short game. We are going to play “Bring me what I want” game.
Are you familiar with this game? Instructions: I will ask you to bring me an
object from any part of your house. After I have said the object wait for me
to say Go! before you find it. After you have found the object show it on
screen for the whole class to see. Are you ready grade 1? Alright, for the
first item bring me a coin! (Teacher raises a star) Very good, If Harry were a
superhero I think he’d be the Flash! Hahaha! Let’s settle down now, its time
for our second item. Bring me a Gorge: We learned how to compare
fractions. Vivian: One half ½ is greater than > one fourth ¼ ma’am. Pupils:
Yes, ma’am Pupils: Yes, ma’am Harry: Here ma’am I was first! (shows a
coin) Harry: I’m fast like a lightning bolt. Kapow Angel: Here ma’am (shows
a picture frame) 133 picture frame! Good job!, Angel (Teacher raises a star)
Third item. Bring me a “Mr. Chips” chip. Well done!, Colson is our winner for
this round. (Teacher raises a star) For our final item bring me a slice of a
loaf of bread! Nice one Paola! (Teacher raises a star) F.Presentation: What
shape is a coin? Very good!, Kelly. Colson: Here ma’am I was first ma’am
(shows a “Mr. Chips” chip) Paola: Here ma’am this is a Gardenia bread loaf
it even has peanut butter in it, I’ll eat it later though when we have our
break. Kelly: A coin is shaped like a circle ma’am. 134 What shape is a
picture frame? Very good!, Megan. What shape is the Mr. Chip chip? Very
good!, Sean. What shape is a slice of a loaf of Megan: A picture frame is
shaped like a rectangle ma’am. Sean: A “Mr. Chip” chip is shaped like a
triangle. River: A slice of a loaf of bread is shaped like a square. Alex: Our
lesson will be about Shapes ma’am 135 bread? Good job!, River. Based on
your answers what do you think will be our new lesson? Very good!, Alex.
For this morning we are going to learn about basic shapes or plane figures.
G.Discussion: Please open your Math book in page 348-349 We can see
circles, rectangles, triangles, and squares in different parts of our home.
Objects around us have different shapes. Many objects we can see every
day are shaped like a square, rectangle, triangle, and circle. These basic
shapes are called plane figures. Please read the 1st part of the paragraph
Wendy. Wendy: We can see circles, rectangles, triangles, and squares in
different parts of our home. Objects around us have different shapes.
Mcheldy: Many objects we can see every day are shaped like a square,
rectangle, triangle, and circle. These basic shapes are called plane figures.
Tessa: They are the square, rectangle, circle, and triangle. 136 Thank you
Wendy. Who can read the 2nd paragraph? What are the different basic
shapes? Very good!, Tessa What is the other term or name for basic
shapes? Very good!, Franz. Plane figures are flat figures. They are made up
of sides and corners. The pointed part of the shape is the corner. While the
part where the straight line is of the shape is called the side. What do we
call the pointed part of the shape? Very good! What do we call the part of
the shape where there is a straight line? corner side Franz: The basic
shapes are also called as plane figures. John: Corner ma’am. Kate: Side
ma’am. Andre: A rectangle ma’am. 137 Good job!, Kate. Here are now the 4
basic shapes or plane figures. What shape is this? Very good! How many
sides does a rectangle have? Very good! How many sides are short? Very
good! How many sides are long? Very good!, Zara How many corners does
the rectangle have? Very good! A rectangle has two long and two short
sides. It has four corners. corner side corner side Diona: The rectangle has
four sides. Celine: The rectangle has two short sides. Zara: The rectangle
has two long sides ma’am. Lance: The rectangle has four corners ma’am.
Gilbert: A square ma’am. Princess: The square has four sides. Iel: The
square has four corners. 138 What shape is this? Very good! How many
sides does the square have? Very good! How many corners does the
square have? Are the sides of the square equal or not? Awesome! A square
has four equal sides and four corners. What shape is this? Very good! Is the
circle round yes or no? Very good! What line makes the circle look round?
Halsey: The sides of the square are equal. Rupert: A circle ma’am. Tiffany:
Yes, the circle is a round shape. Victor: A closed curve line makes the circle
look round. Kanye: No ma’am. 139 Very good! Does a circle have sides and
corners like the square and rectangle? Very good! A circle is a closed curve.
It does not have sides and corners. What shape is this? Very good! How
many sides does the triangle have? Very good! How many corners does a
triangle have? Good job! A triangle has three sides and three corners. Does
everybody know now what are the four basic shapes? Fantastic! Let us now
proceed to our corner side Ei: It is a triangle ma’am. Ash: The triangle has
three sides. Brock: The triangle has three corners. Yes ma’am. 140 activity.
H.Application: Open your math book on page 358 answer the activity on
Work more. Instruction: Identify the name of each shape by writing C for
circle, S for square, T for triangle, and R for rectangle. I will only give you 5
mins to answer. Is everybody done? Lets check your work. Who would like
to answer number one? ____1. Roof ____2. Walls ____4. Door ____3.
Windows ____5. Door knob Ursula: The answer is T. ____1. Roof ____2.
Walls ____4. Door ____3. Windows ____5. Door knob T 141 Very good!
How about number two? Lets have Sheine. Very good!, Sheine Milo please
answer number three. Sheine: The answer is S. Milo: The answer is S.
Kyrie: The answer is R. ____1. Roof ____2. Walls ____4. Door ____3.
Windows ____5. Door knob T S ____1. Roof ____2. Walls ____4. Door
____3. Windows ____5. Door knob T S S ____5. Door knob RT S S 142
Good job!, Milo. Who can answer number four? Very good! Last number
five. Luca: The answer is C. Pupils: Me ma’am (raise hand) (Nobody raised
their hand) ____1. Roof ____2. Walls ____4. Door ____3. Windows ____1.
Roof ____2. Walls ____4. Door ____3. Windows ____5. Door knob T S R C
S 143 Very good!, Luca. Who got five? Who got four? Very good since
everybody got a perfect score. Let’s pat ourselves on the back and say “You
did wonderful job” I.Generalization: What are the 4 basic shapes? Very
good!, Jasper. Are you thankful that we have these different shapes all
around us? What will the world look like without shapes? Can you imagine a
world without shapes? Verygood!,What else. Alright very good!, Without
shapes the things that we can see in our world Pupils: You did a wonderful
job (pats self on the back) Jasper: The four basic shapes are circle, square,
rectangle, and triangle. Vhinze: Yes ma’am Blair: Without shapes the sun
won’t have a round shape. Gina: The world will look wonky and disfigured.
144 won’t have any structure or will look disfigured. VI. Assessment Get
your pen and paper because we are going to have a test. Please show me
on screen that you have your paper and pencil with you. Pencil check Paper
check Answer the following questions. Write the letter of the correct answer.
I will give you 5 minutes to answer this. 1. What is a circle ?_____ a.) a
circle is a shape that has corners and sides b.) a circle doesn’t have sides
nor corners. c.) a circle doesn’t have a corners but has sides. 2. What shape
has three sides?______ a.) b.) c.) 3. What is a square ?_______ a.) a
square only has three sides. b.) a square has four equal sides and (pupils
show that they have their pencil and paper with them) 145 ML: / X100=
Prepared by: SHYENA DALE TALABAN ID: Lesson Plan In Computer
Grade & Section: 1 Date: Apr 11, 2022 Time: 9:30-10:30 am four corners.
c.) a square has four equal sides and two corners. 4. What shapes has two
short sides and two long sides?_______ a.) b.) c.) 5. A circle is? a.) a shape
with a straight line. b.) a shape with a point. c.) a shape with a closed curve
line. VII. Assignment Study your lesson about basic shapes because we are
going to have our book activity and test by next meeting. 146 I. Objectives:
At the end of the lesson pupils are expected to B. learn how to color objects
in MS Paint. II. Subject Matter: a. Topic: Coloring and Erasing b. Source:
Learning Computers 1 pg 148-155 c. Materials: PowerPoint presentation,
video, pictures, Ms Paint d. Value Integration: Be creative in every work
possible. III. Procedure: Teachers activity Pupils activity A.Prayer:
Everybody please put your hands together and close your eyes. Let us pray,
Lord please bless us this morning as we have our class, give the pupils
knowledge and guidance as we go through our lesson. Help us focus our
hearts and minds on what we are about to learn. We ask all of this in the
name of Jesus Amen. B.Greeting: Good morning class. C.Checking of
Attendance: Is anybody absent in class? Very good! D.Review: What did we
learn last time in our Computer class. (Pupils close their eyes and put their
hands together) Pupils: Amen Good morning ma’am Shyne None are
absent ma’am Gorge: We learned how to draw 147 Very good!, George.
E.Motivation: Do you enjoy coloring? What colors do you use in painting
shapes or objects using a computer? Very good!, since you know so many
colors. F.Presentation: Please watch the video carefully on screen.
Afterwards I will be asking you some question.
https://youtu.be/PR_PA8AYnF8 Based on the video you watched what
colors did the person use to color the fish? Very good!, Sam What color did
he/she use to color the seaweed? What drawing tool was used by the
person to color the fish and seaweed? Based on the video and your
answers what do circles. Pupils: Yes ma’am! Pupils: We use red, orange,
yellow, green, blue, indigo, and violet. Sam: The person used the color
orange to color the fish. Luigi: He/ she used the color green to color the
seaweed. Clarissa: The person used the fill with color tool to color the fish
and the sea weed. 148 you think will be our new lesson this morning? Very
good!, Frederick. For this morning we are going to learn how to color
shapes and object in MS paint. G.Discussion: Please open your Computer
book in page 148. I will demonstrate and show you how to color shapes and
objects using the fill with color tool. (teacher opens MS paint and shares her
screen) Steps in filling the shape with color using the fill with color button.
1.On the Ribbon, click the Fill with Color button. 2.On the Color Pallete click
the color you want. 3. Click the inner portion of the circle and the color will
be applied. Let us first select and place a shape on our canvas or screen.
You can select and place any shape you want if you do this on your
computer, but for me I will pick a circle. Frederick: Our new lesson will be
about coloring shapes and objects. 149 Now that we have our shape or
circle we can now color it. Who can read the 1st step. Thank you!, Krissan
Teacher demonstrates Let us look at the ribbon above. Then we will try to
look for the Fill with color drawing tool. Since it will be the tool that we will
use to color our circle here. Krissan: On the Ribbon, click the Fill with Color
button. Nancy: The fill with color tool ma’am. Jimmy: It is located in between
the pencil and text tool ma’am 150 What drawing tool will we look for based
on the 1st step? Very good! Nancy. Where is the fill with color tool located?
Good eye!, Jimmy Who can read the 2nd step? Thank you! Lewis. Techer
demonstrates. After clicking the Fill with color button, we will go to our color
palette which is right here on the upper right of our screen. What color do
you want me to choose? Okay we will pick and click color orange. Where
did I go to choose a color for our shape? Lewis: On the Color Pallete click
the color you want. Pupils: Orange ma’am! Mica: You went to the color
palette ma’am. 151 Very good!, Mica. Who can read the third step? Thank
you!, Nhil. Teacher demonstrates After we picked our color for the color
palette. I will move the mouse towards the center or the inner part of the
circle and left click the mouse so that the color will be applied to our shape.
Where did I click on the circle to apply the color? Did I click the inner part or
the out part of the circle? Very good!, Boboy Do you understand now how to
apply color on objects or shapes using the fill with color tool? What were the
three steps in applying color on the shapes or objects using the fill with color
button? Nhil: Click the inner portion of the circle and the color will be
applied. Boboy: You dragged the arrow towards the center and clicked the
inner part of the circle ma’am. Pupils: Yes ma’am Xena: On the Ribbon,
click the Fill with Color button. Joshua: On the Color Pallete click the color
you want. 152 Very good! What else? What’s the second step? Good job!
The last step is? Very good! I think you are ready for our activity.
H.Application: Open your computer book on page 151 and get your coloring
materials. It could be your crayons, markers, pastel color, color pencils, or
water color. Instructions: Color the balloons with the given colors. I will only
give you 8 minutes to do this activity. When you are done show your wo rk
on scr een . Kris: Click the inner portion of the circle and the color will be
applied. 153 Is everybody ready? You can start coloring now! Your eight
minutes is up it’s already time. Your work should look like this. (Pupils show
their work on screen) 154 Everybody please show me your work on screen.
(Teacher looks at each of the pupils’ work) Very good!, Jesse. (Teacher
continues to call on to other pupils and check their work.) Who got a perfect
score of five? Very good! Who got four? Good job! Let’s give ourselves a
round of applause. I.Generalization: Pupils: Me ma’am! (pupils raise their
hand) Pupils: Me ma’am! (pupils raise their hand) Pupils: clap, clap, clap
yehey. Pupils: Yes ma’am Darcy: A pink flower ma’am. 155 Since you
already know how to color shapes and objects on Ms paint do you think you
can make a creative design? What would you be able to draw and color?
Very good!, Darcy. How about others? Very good!, Zander. Wow! You are
all very imaginative and creative. Zander: A blue robot ma’am like Optimus
Prime. IV. Assessment This test will be given as an assignment. Send me a
video of yourself in Facebook messenger coloring these three shapes below
using Ms paint. This will be for ten points. V. Assignment Study the steps in
filling in objects and shapes with color using the fill with color tool and 156
ML: / X100= Prepared by: SHYENA DALE TALABAN ID: Lesson Plan In
Science Grade & Section: 1 Date: Apr 12, 2022 Time: 9:00-9:30 am I.
Objectives: At the end of the lesson pupils are expected to A. name the
different landforms. II. Subject Matter: a. Topic: Landforms on Earth b.
Source: Exploring and Experience Science 1 pg 151-156 c. Materials:
PowerPoint presentation, videos, and pictures. d. Value Integration:
Appreciate landforms of the Earth. III. Procedure: prepare your coloring
materials because we are going to have our book activity. Your test will be
given as an assignment. Teachers activity Pupils activity A.Prayer:
Everybody please put your hands together and close your eyes. Let us pray,
Lord please bless us this morning as we have our class, give the pupils
knowledge and guidance as we go through our lesson. Help us focus our
hearts and minds on what we are about to learn. We ask all of this in the
name of Jesus Amen. (Pupils close their eyes and put their hands together)
Pupils: Amen 157 B.Greeting: Good morning class. C.Checking of
Attendance: Is anybody absent in class? Very good! D.Review: What did we
learn last time in our Science class. What are the three layers of the Earth?
Very good!, Denise. E.Motivation: Who of you already went to Balicaocao,
Canlaon, Hinakpan in Brgy. Guihulngan or have seen rice fields in
Kabankalan. Good for you!, Jericho. Who else? Very good! Marc Who’s
been to Kanlaon or have seen Good morning ma’am Shyne None are
absent ma’am Gorge: We learned how about the parts or layers of the
earth. Danise: The three layers of the Earth are the crust, mantle, and core.
Jericho: Me ma’am I have already gone to Balicaocao we celebrated my
father’s birthday there. Marc: Me ma’am! every time we go home from the
city to Brgy. Orong I see rice fields on the side of the road. Loren: Me
ma’am I’ve been to Kanloan 158 Kanlaon on the side of the road when you
go to Bacolod city? Very good! For those who haven’t been to the places
that I have mentioned, don’t worry because one day you will get the chance
to go there. F.Presentation: I have here I video to share with you. Please
watch and listen to the video. https://youtu.be/QLhKCr_qTJU Based on your
answers a while ago and the video you have watched. What do you think
will be our new lesson? Very good!, Maris. For this morning we are going to
learn about landforms on Earth.. G.Discussion: Please open your Science
book in page 153—155 The Earth has different landforms. These landforms
differ in size, shape, and place where they can be found. Landforms are
said to be the physical features on the Earth. They were formed by many
natural forces. In what aspects do landforms differ? Very good! already! We
went to see the humongous balete tree. Maris: Our new lesson in science
will be about landforms. Kaeya: The landforms differ in size, shape, and
place ma’am Jean: The land forms are formed by the natural forces. 159
What causes the landforms to form? Very good! They are caused by natural
forces. These are the five different landforms. What landform do you see in
the picture? Very good! A plain is a low-lying land that has a flat surface.
Grazing animals live in plains. Who can read the definition of the plain?
Thank you!, Klee. Is the plain a flat and low-lying land? Good job! What
animals do you commonly see Ula: A plain ma’am. Klee: A plain is a low-
lying land that has a flat surface. Grazing animals live in plains. Razor: Yes
ma’am. Lisa: Cows, goats, and horses ma’am 160 grazing or eating grass in
this kind of land? Nice one!, Lisa An example of a plain is the Plains of
Central Luzon What landform do you see in the picture? Very good! A
mountain is an elevated part of the land that can be several thousand of
Diluc: The picture shows a Mountain ma’am. Percy: A mountain is an
elevated part of the land that can be several thousands of feet above the
ground. Mountains are home to many trees. In these birds are finding
shelter. 161 feet above the ground. Mountains are home to many trees. In
these birds are finding shelter. Who can read the definition of the mountain?
Very good!, Percy. Is a mountain a high elevated land or a low land? Good
job!, Gwen. How many feet do mountains stand above ground? Alright very
good! What can you see on the mountains? Very good!, Felix An example of
a mountain is Mt. Kanlaon Gwen: A mountain is a high elevated land
ma’am. Naomi: Mountains stand thousands of feet above ground. Felix:
There are trees and animals ma’am. 162 What landform do you see in the
picture? Very good! Hills are also elevated parts of the land but are smaller
than mountains. A hill usually stands hundreds of meters from the ground.
Other grazing animals can also be found on hills. Which is smaller a
mountain or a hill? Good job!, Patricia. How many meters do hills stand
above ground? Alright very good! Can grazing animals or animals that eat
grass can also be found on hills? Lalaine: A hill ma’am. Patricia: A hill is
smaller than a mountain ma’am. Acer: Hills stand hundreds of meters above
the ground ma’am. Dolores: Yes ma’am. 163 Good! An example of a hill is
the Chocolate Hills of Bohol. What landform can you see in the picture?
Very good!, Mirabel. A valley is a low-lying land that is located between two
mountains or hills. A valley is also a good place to start a farming industry.
Who can read the definition of the valley? Thank you!, Zar. Mirabel: A valley
ma’am. Czarian: A valley is a low-lying land that is located between two
mountains or hills. A valley is also a good place to start a farming industry.
Essryl: Yes, it is a low-lying land ma’am. Rayven: A valley is located in
between two mountains or hills ma’am. Melissa: A valley is a good place to
start a farming industry. 164 Is a valley a low-lying land, yes or no? Very
good! Where is the valley located? Alright good job! What place is a good
place to start a farming industry. Very good! Melissa Another example of a
valley is Kabankalan city. If you look around you we are surrounded by
mountains and that there are many farms that can be seen in our city.
Owen: A volcano ma’am. Athena: The difference between a volcano and a
mountain is that a 165 What landform can you see in the picture? Very
good!, Owen. A volcano is like a mountain. But it has an opening on the top
called a crater. The crater is connected to the underground that has magma.
As magma rises up, it will come out of the volcano as lava. What is the
difference between a volcano and mountain? Well done!, Athena. What do
you call the opening on top of the volcano? Very good! What can we find
inside of a volcano? Very good! What do you call the magma once it rises
and comes out of a volcano? Good job!, Sara. volcano has an opening on
top. Louisa: The opening on top of a volcano is a called a crater ma’am.
Thoma: Magma ma’am Sara: Magma will then be called as lava once it
comes out of the volcano. Pupils: Yes ma’am they are plains, valley, hills
mountain, and volcano. 166 An example of a volcano is Mayon volcano. Do
you know now what are the 5 different landforms? Fantastic! Let us now
proceed to our activity. H.Application: Open your Science book on page
152. I will only give you five minutes to answer this. Instructions: Below are
some pictures of landforms. Name each landform. Write your answer on the
blank. Mavy: Mountain ma’am 167 Yo u can start your work now. Is
everybody done? Let us check your work. What is the answer to number
one? Alright very good! Who can answer number two? Good job! How about
number three? Very good! Anne. What’s the answer to number four? Very
good! Last number, what is the answer? Ivory: Hills ma’am. Anne: The
answer is volcano ma’am. Donna: Plains ma’am. Amber: Valley ma’am.
April: Yes, ma’am they are very beautiful maybe that is why tourists come
from around the world to see these different landforms. Daniel: We should
plant many trees ma’am so that our mountains will look green. Vanessa: We
should advocate to stop illegal logging ma’am Conor: We should stop
throwing our 168 Alright very good! I.Generalization: Are the different
landforms beautiful? Yes, indeed they are beautiful! What will we do
maintain and keep them beautiful? Very good!, Daniel. What else? Good
job! What else? What wonderful answers! garbage anywhere so stop
toxicity from spreading in our lands. IV. Assessment Get your pen and
paper because we are going to have a test. Please show me on screen that
you have your paper and pencil with you. Pencil check Paper check
Instruction: Below are some pictures of (pupils show that they have their
pencil and paper with them) 169 ML: / X100= Prepared by: SHYENA DALE
TALABAN ID: landforms. Name each landform by picking your answer from
box. Write your answer on the blank provided. 1.______________
2.______________ 3.______________ 4.______________
5.______________ V. Assignment Study your lesson about the different
landforms because we are going to have our book activity and test by next
meeting. Mountains Plains Hills Volcano Valley 170 Lesson Plan In Bible
Grade & Section: 1 Date: Apr 12, 2022 Time: 1:30-2:30 pm I. Objectives: At
the end of the lesson pupils are expected to A. note important details from
the story “ In a Stable”. II. Subject Matter: a. Topic: In a Stable b. Source: I
am special 3 pg 69-70 c. Materials: PowerPoint presentation, videos, and
pictures d. Value Integration: God gives things for us to use. III. Procedure:
Teachers activity Pupils activity A.Prayer: Everybody please put your hands
together and close your eyes. Let us pray, Lord please bless us this
afternoon as we have our class, give the pupils knowledge and guidance as
we go through our lesson. Help us focus our hearts and minds on what we
are about to learn. We ask all of this in the name of Jesus Amen.
B.Greeting: Good afternoon class. (Pupils close their eyes and put their
hands together) Pupils: Amen \ Good afternoon ma’am Shyne 171
C.Checking of Attendance: Is anybody absent in class? Very good!
D.Review: What did we learn last time in our Bible class. Very good!
George. E.Motivation: Before we have our lesson. I would like to ask all of
you if you’ve been caught in a tough situation where you needed to
improvise with what you have to do something or make something work?
For instance, during last December 17 when Bagyong Odette came to
Kabankalan City and we had a flood. What did you and your family do since
electricity was down and most of us couldn’t see during night time? Thank
you for sharing, Andre. Thank you, Josephine. How about your bed what did
you and your family sleep on since your bed was wet? None are absent
ma’am Gorge: We learned and read the story “Daniel was on Time”. Andre:
We used a flashlight ma’am to see in the dark. Josephine: We used a
candle and a kingki or lamp to see during night time. Melody: We slept on a
cardboard box ma’am for a little comfort when sleeping on the cold floor.
Walter: We got our water from 172 Thank you for sharing, Melody. Where
did you get your water for bathing since water was cut off from the faucet?
Thank you for sharing, Walter. It’s good to know that you are resourceful
and know how to improvise. F.Presentation: I will now share with you a
video. Please watch and listen carefully. https://youtu.be/v3656G6tWuI
Based on the video where was Jesus Christ born? Very good!, Pascal.
What is another word for barn? ST_BLE Good job!, Fei Base on your
answers what will be our new lesson or what is the title of the story that we
are going to read this afternoon? Very good!, Lazlo. G.Discussion: Please
open your Bible book in page 69-70 the bumba or water pump ma’am.
Pascal: Jesus Christ was born in Bethlehem in a barn. Fei: Stable ma’am.
Lazlo: Our lesson will be about “In a Stable” 173 In a stable The place was
not the one they imagined their special Baby to be born. As a young married
couple, they hoped to put the special baby Mary was carrying in a nice
cradle. In fact, Joseph as a carpenter had already made a cradle back in
Nazareth. He even had curved some figures of animals around it. It was a
beautiful cradle but they could not use for the moment. They were settled in
a stable, even though it was newly clean, yet it was still a stable. There was
the smell of animals, their hot breath filling the cave. There was the sweet
smell of hay and the moist ground. There was no bed much more a cradle.
174 What would they do? No place in the inns was available for them. It was
too far even to go to Aunt Elizabeth's house in the hill area. They had to do
something to make the night bearable. Worse of all, the baby may come at
night. Mary was having some labor pains. Joseph took some hay and made
a bed for Mary at one corner of the stable cave. He covered it with the cloak
he wore and some clothes they bought. At least Mary felt comfortable and
was able to sleep a bit before the labor pains became unbearable. 175
Joseph asked help from the owner of the stable and soon a midwife was
called. Mary was young and healthy so there was not much problem in her
delivery. Joseph put some fresh hay and a clean manger and covered it with
Mary's clothes. They were able to bring some extra cloth to wrap baby
Jesus. The midwife lent them a blanket to cover Mary. Everything was fine.
Before we start reading the story please take note of the important details in
the story. Who can read the 1st paragraph? Thank you! Dawn. Let’s see if
you took note of the important details in the story. Dawn: The place was not
the one they imagined their special Baby to be born. As a young married
couple, they hoped to put the special baby Mary was carrying in a nice
cradle. In fact, Joseph as a carpenter had already made a cradle back in
Nazareth. He even had curved some figures of animals around it. It was a
beautiful cradle but they could not use for the moment. Jesse: Mary was
pregnant 176 Who is pregnant in the story? Very good!, Jesse. Where did
they hope to put the special baby? Well done! Who made a cradle back in
Nazareth? Very good! What did Joseph carve on the cradle? Alright very
good!, Jeniffer. Where they able to use the cradle Joseph made in
Nazareth? Very good!, Robert. Who can read the second paragraph? Thank
you!, William. Let’s see if you took note of the important details in the story.
ma’am. Irene: They hoped to place the special baby in a cradle. Trini: It was
Joseph ma’am. Jennifer: Joseph carved figures of animal’s ma’am very
good. Robert: No ma’am. William: They were settled in a stable, even
though it was newly clean, yet it was still a stable. There was the smell of
animals, their hot breath filling the cave. There was the sweet smell of hay
and the moist ground. There was no bed much more a cradle. Susan: Mary
and Joseph settled in a stable. 177 What place did Mary and Joseph settle
in? Nice one!, Susan. What was the condition inside the stable? Very good!
what else? Okay very good! What else? Alright very good! Was there a bed
or cradle for them to use? Very good there was no bed for Mary to lie on
and no cradle for them to use for the baby. I will be the one to read the third
paragraph. What would they do? No place in the inns was available for
them. It was too far even to go to Aunt Elizabeth's house in the hill area.
They had to do something to make the night bearable. Worse of all, the
baby may come at night. Mary was having some labor pains. Lets see if you
took note of the important details in the story. What was the reason why
Mary and Joseph settle in the stable? Very good! It’s because the inns were
Emily: There was the smell of animals ma’am Paul: It was hot ma’am.
Kimberly: There was the sweet smell of hay and the moist ground. Thomas:
there was none ma’am. Jacob: Mary and Joseph settled in a stable because
there was no place in the inns. Sandra: Aunt Elizabeth’s house was too far.
Karen: The baby might come at night ma’am. 178 already occupied. What
else? Good job!, Sandra What was Mary and Josephs problem? Well done!,
Karen. They were worried that the baby might come at night. Of course, if
they needed help it’s most likely that everybody might be already asleep.
What else? Alright very good! Who can read the fourth paragraph? Thank
you!, Linda What did Joseph do for Mary? Correct! This was so that Mary
would feel comfortable in delivering the baby. What did Joseph cover on to
Mary’s bed? Alright very good! Hay is very itchy and Betty: Mary was having
some labor. Linda: Joseph took some hay and made a bed for Mary at one
corner of the stable cave. He covered it with the cloak he wore and some
clothes they bought. At least Mary felt comfortable and was able to sleep a
bit before the labor pains became unbearable. Charles: Joseph took some
hay and made a bed for Mary. James: Joseph covered Mary’s bed with his
cloak and the clothes they bought. Michelle: Yes ma’am. 179 pointy that
might be the reason why Joseph covered Mary’s bed to make it even more
comfortable. Was Mary able to sleep after Joseph covered her bed? Alright
very good! Michelle. Mary felt comfortable and was able to sleep a bit before
the labor pains became unbearable. I will read the last paragraph. Joseph
asked help from the owner of the stable and soon a midwife was called.
Mary was young and healthy so there was not much problem in her delivery.
Joseph put some fresh hay and a clean manger and covered it with Mary's
clothes. They were able to bring some extra cloth to wrap baby Jesus. The
midwife lent them a blanket to cover Mary. Everything was fine. Who did
Joseph ask help from? Very good! Who was called after Joseph asked for
help from the owner? Good job! Frank. Why was it that Mary did not have
much problems in her delivery of the baby? Nice one! Eric. What did they
wrap on baby Jesus? Shirley: Joseph asked help from the owner of the
stable. Flank: The midwife ma’am. Eric: It’s because Mary was young and
healthy. Brenda: They wrapped baby Jesus in cloth ma’am. Pupils: Yes
ma’am Victoria: Proverbs chapter twelve verse fourteen “The recompense
180 Very good! Brenda. So, did everybody enjoy and understand the story?
Let us now proceed to our activity. H.Application: Recite your memory verse
Proverbs 12:14 “The recompense of a man’s hands shall be rendered unto
him”. I will call each pupil one by one to recite. Let us have Victoria first.
Very good! Next let’s have Gary. (teacher continues to call on each pupil to
recite) Very good since everybody memorized their memory verse. Let’s
give ourselves a pat on the back and say “You did well champ!”.
I.Generalization: What can we learn from the story “In the stable” in terms of
how Joseph and Mary delivered the baby in a small stable with only hay for
their bedding. R_SOURCEF_L of a man’s hands shall be rendered unto
him”. Gary: Proverbs chapter twelve verse fourteen “The recompense of a
man’s hands shall be rendered unto him”. (Pupils recite Proverbs chapter
twelve verse fourteen) Pupils: You did well champ! (pats self on the back)
Bryan: What I learned from Mary and Joseph is that we should be
resourceful and make do with the things we have, because there will be
times that we won’t have everything. 181 Spot on answer! We should
always be resourceful and find ways that we are able to accomplish our
work. God will always bless us with what we need, not with what we want.
VIII. Assessment Get your pencil and paper because we are going to have a
test. I will only give you 5 minutes to answer this. Please show me on
screen that you have your paper and pencil with you. Pencil check Paper
check Instruction: Answer the following questions based on the important
details of the story. Write the letter of the correct answer. 1. At what place
was Jesus born instead of a hospital?_______ a.) In an Inn. b.) In a stable.
2. Where did Joseph and Mary hope to place their baby?______ a.) On a
pile of hay. b.) On a cradle 3. What were Joseph and Mary worried (pupils
show that they have their pencil and paper with them) 182 ML: / X100=
Prepared by: SHYENA DALE TALABAN ID: Lesson Plan In Math Grade &
Section: 1 Date: Apr 25,2022 Time: 9:00-10:00 am I. Objective: At the end
of the lesson pupils are expected to A. compare plane figures and solid
figures. II. Subject Matter: Comparing and Classifying Plane and Solid
Figures about?____ a.) The baby might come in the afternoon. b.) The baby
might come at night. 4. What was the situation inside the stable?______ a.)
The stable smelled like animals. b.) The stable smelled like flowers. 5. Why
was it that Mary did not have problems in delivering the baby?______ a.)
Mary was healthy and strong. b.) Mary was young and healthy. IX.
Assignment Study the story “In the stable” and memorize your memory
verse Proverbs 12:14 because we are going to have our activity and test by
next meeting. 183 a.Reference: Enfolding Mathematics 1 pg 359-369
b.Materials: Powerpoint Presentation, games, and pictures c.Value
Integration: We should be firm in making decisions. III. Procedure: Teachers
Activity Pupils Activity A. Prayer: Everybody please put your hands together
and close your eyes. Let us pray, Lord please bless us this morning as we
have our class, give the pupils knowledge and guidance as we go through
our lesson. Help us focus our hearts and minds on what we are about to
learn. We ask all of this in Jesus name we pray amen. B. Greeting: Good
morning class. C. Checking of Attendance: Is anybody absent in class?
Very good! D. Review: What did we learn last time in our Math class. Who
can give me the four basic shapes or plane figures? Who can give me at
least four solid figures? (Pupils close their eyes and put their hands
together) Pupils: Amen Good morning ma’am Shyne None are absent
ma’am Daniel: We learned about basic plane figures and solid figures.
Vanessa: The four basic shapes or plane figures are the square, rectangle,
triangle, and circle. 184 Very good! E. Motivation: This morning we are
going to have a short game. I will ask you to bring me an object that you can
find around your house. After you have found the object I am looking for
please show it on screen so that everybody in class could see. Is everybody
ready? First item, bring me a shoe box! Good job!, Luis. Second item, bring
me a Tupperware! Very good!, Kayla. Third item bring me a can of food!
Nice one!, Sam. Fourth item bring me a button! Well done!, Florence F.
Presentation: Try to compare the two pictures. Which has no thickness,
picture A or picture B? A B Harold: A cube, sphere, pyramid, and prism.
Luis: I’m first ma’am! (shows shoe box) Kayla: Here ma’am I’m first! (shows
Tupperware) Sam: Here ma’am! (shows a can of food) Florence: I got the
button first ma’am! (shows a button) Pupils: Picture A ma’am! 185 Very
good! How about this one. Which has thickness, picture A or picture B?
Very good! Based on what you did, what do you think will be our new lesson
this morning? Alright very good!, Olie. This morning we are going to
compare plane and solid figures. G. Discussion: Please open your Math
book on page 360- A B Pupils: Picture B ma’am! Olie: Our new lesson will
be about comparing plane and solid figures. A B A B 186 361. I have here
some more pictures let us try to compare them. Plane figures What does the
square and rectangle have in common or what are their similarities? Let’s
find out. Does the square and rectangle have corners? Very good! How
many corners do they have? Very good! Do they have sides? Very good!,
Wella What makes a square and rectangle different from each other? Let’s
find out. Does the rectangle have equal sides like a square? Very good!
How many sides are short on a rectangle? Good job! How many sides are
long on a rectangle? Alright very good! Both the square and the rectangle
have four corners and four sides. What makes them different is that a
rectangle has a pair of long side corner side corner Violet: Yes ma’am!
Carlo: Both the square and rectangle have four corners ma’am! Wella: Yes
ma’am! Robert: No ma’am. Clarissa: There are two sides that are short
ma’am. Paulo: There are two sides that are long ma’am. 187 sides. While a
square has four equal sides. Does a triangle also have sides and corners
like a square and a rectangle? Very good! How about a circle, does a circle
have sides and corners like a triangle? Correct! Like a square and a
rectangle, a triangle has corners and sides. While a circle does not have
corners. It is curved. These plane figures have no thickness that is why they
are called two-dimensional figures. I have here some more pictures of Solid
figures. What are the different solid figures you can see in the picture? Very
good! What else? Raj: Yes ma’am a triangle also has sides and corners.
Panelope: No ma’am because a circle is round. Lewis: A cube and a prism
ma’am. Tyrone: I can see a cylinder and a spehere ma’am. Jean: There is
also a cone and a pyramid ma’am. 188 Very good! What are the last two?
Alright very good! Solid figures have vertices, edges, and faces. They are
also called three dimensional shapes because they have thickness.
(Teacher demonstrates on screen) A face is the individual surface of an
object. A vertex is a point where lines meet. An edge is the line where two
surfaces meet. Let us study the chart of solid figures and compare each
shape. How many faces and vertices does a pyramid have compared to the
other threedimensional shape? face vertex edge Arnel: A pyramid has five
faces and vertices ma’am. 189 Very good! (Teacher points the faces and
vertices of a pyramid) The Pyramid has five faces and vertices. Are the
prism and cube similar in terms of the number of faces, edges, and vertices
that they have? Good job!, Dane (Teacher points the faces, edges, and
vertices of the cube and prism) The prism and the cube have six faces,
twelve edges, and eight vertices Is the cone the only three-dimensional
shape with one edge, one face, and one vertex? Very good!, Casey.
(Teacher points the edges, face, and vertex of a cone) The cone is the only
three-dimensional shape with one edge, one face, and one vertex Dane:
Yes ma’am. The prism and the cube have six faces, twelve edges, and eight
vertices. Casey: Yes ma’am! The cone is the only one. Jean: A sphere has
none of that ma’am. It doesn’t have a face, an edge, nor a vertex. 190 Does
a sphere have a face, edge, and vertices like the other three-dimensional
shapes? Very good! A sphere does not have a face, an edge, nor a vertex
because it does not have a flat surface like the other three-dimensional
shapes. How about the cylinder, how many faces does a cylinder have
compared to the other three-dimensional shapes? Good job!, Mikee
(Teacher points the faces of the cylinder) A cylinder only has two faces
because it only has two flat surfaces. How many edges does a pyramid
have compared to the other three-dimensional shapes? Well done!, Tyson.
(Teacher points the edges of the pyramid) A pyramid only has eight edges.
Mikee: A cylinder has two faces ma’am. Tyson: A pyramid only has eight
edges ma’am Venti: Both the sphere and cylinder do not have edges and
vertices. 191 What does the sphere and cylinder have in common in terms
of their edges and vertices? Correct! A sphere and a cylinder do not have
edges and vertices because they are a curved three-dimensional shape. We
have compared all of the shapes; Let us now proceed to our activity. H.
Application: Open page 363 of you Math book. I will give you 8 minutes to
answer your activity. Has everybody found the page? Instructions: Compare
the indicated parts of the two figures. Write > , <, or = on the line. Pupils:
Yes ma’am! Alexander: Greater than > ma’am. 192 You can start answering
now. Is everybody done? Let us check you work. What is the answer to
number one? Wesley: Equal ma’am! A square and a rectangle both have
four corners. Fran cis: The answer is greater than ma’am. A circle does not
have a side. Jada: Greater than ma’am. A cylinder doesn’t have any
vertices. > = > = > > 193 Very good!,Alex. How about number two? Nice
one!, Wesley. Francis please answer number three. Will : Th e ans wer is
greater than ma’am because a sphere does not have a face and a cone has
one face. Pu pils : Me ma’am! Pupils: Me ma’am! Joy: Yes ma’am. I tried to
think twice before giving my final answer in comparing the plane and solid
figures. = > > > = > > > > 194 Correct!, Francis. What is the answer to
number four? Alright very good!, Jada. Last number, what is the answer?
195 Well done! Who got a perfect score of five? Who got four? Everybody
did fantastic! I. Generalization: In comparing the plane and solid figures was
there a time that you think twice or reviewed your answer if it was correct or
not? It is good that you try to think twice or review your answers first before
making a final decision or judgement. We must be good decision makers.
IV. Assessment: Open your Math book on page 365-366. Comparing plane
and solid figures. Answer items from 1-10. Instruction: Circle the letter of the
correct answer. 196 V. Assignment: Study your lesson about comparing
solid and plane figure because we will have our book activity and test by
next meeting. ML: / X 100 = Prepared by: Shyena Dale Talaban ID Lesson
Plan In Computer Grade & Section: 1 Date: Apr 25, 2022 197 Time: 9:30-
10:30 am I. Objectives: At the end of the lesson pupils are expected to A.
learn how to draw rectangles using the shape tool. II. Subject Matter: a.
Topic: Drawing Rectangles. b. Source: Learning Computers 1 pg 156-161 c.
Materials: PowerPoint presentation, videos, Ms paint, and pictures. d. Value
Integration: Be creative in every work possible. III. Procedure: Teachers
activity Pupils activity A.Prayer: Everybody please put your hands together
and close your eyes. Let us pray, Lord please bless us this morning as we
have our class, give the pupils knowledge and guidance as we go through
our lesson. Help us focus our hearts and minds on what we are about to
learn. We ask all of this in the name of Jesus Amen. B.Greeting: Good
morning class. C.Checking of Attendance: Is anybody absent in class? Very
good! D.Review: What did we learn last time in our Computer class. (Pupils
close their eyes and put their hands together) Pupils: Amen Good morning
ma’am Shyne None are absent ma’am Gorge: We learned how to color 198
Very good!, George. What are the three steps in coloring objects or shapes
using the fill with color tool? Very good!, Ian What do you do in the 2nd
step? Good job!, Quincy After you have clicked the color you want, what will
you do next in the third step? Alright very good! E.Motivation: Have you ever
drawn a house on your computer? Okay good! What shape do you
commonly use to draw the door, windows, and walls of your house? Thank
you for sharing your experience!, Yasmine. Who else? Wow!, It’s amazing
that you are able to draw a mansion and not just any regular house. objects
in Ms Paint. Ian: The first step is, on the Ribbon, click the Fill with Color
button. Quincy: On the Color Pallete click the color you want. Lany: Click the
inner portion of the circle and the color will be applied. Pupils: Yes ma’am,
many times already! Yasmine: I commonly use a square for my windows
ma’am. Kent: I use a rectangle to draw the walls and the door of my
mansion ma’am. 199 F.Presentation: I will now share with you a video;
Please watch the video carefully because I’m going to ask you a few
questions later. https://youtu.be/_SrCNONGWw8 What shape was the
towers of the castle? Good eye!, Joan. How about the walls of the castle,
what shape was used? Good Job! What shape was used to draw the gate of
the castle? Very good! Based on what you watched and your answers what
do you think will be our new lesson? Correct!, Lumine. This morning we are
going to learn how to draw rectangles. G.Discussion: Joan: The towers of
the castle were shaped like a rectangle. Hedwig: The walls of the castle
were shaped like a rectangle ma’am. Courtney: A rectangle was used to
draw the gate of the castle ma’am. Lumine: Our new lesson for this morning
will be about drawing rectangles ma’am. 200 Please open your Computer
book on page 156. Has everybody opened their computer book on page
156? (Teacher opens MS paint and demonstrates) In order to draw any
design using a rectangle we must first learn the steps on how to draw
rectangles in Ms paint. Steps in drawing rectangles 1. On the Ribbon, click
the shapes button and select the rectangle shape. 2. Click your mouse on
the drawing area and drag it to create a rectangle or a square. What is the
first step, who can read? Thank you! Rita. Where can we find our Ribbon on
screen? Pupils: Yes ma’am ( shows their book on screen) Rita: On the
Ribbon, click the shapes button and select the rectangle shape. Jason: The
ribbon is found on the top of the screen ma’am. 201 Alright very good! This
is the ribbon, it’s found on the very top of our screen containing all the
features and tools Ms paint offers. What will we click on the Ribbon
according the first step? Very good! Ribbon Sandy: We will click the shapes
button ma’am! 202 What shape will select from the shapes tool? Well done!,
Crenz. Who can read the 2nd step? Thank you!, Kris. Whe re do we need to
click our mouse based on the second step? Shapes Rectangle Crenz: We
will select the rectangle ma’am for our shape. Kris: Click your mouse on the
drawing area and drag it to create a rectangle or a square. Mary: We click
our mouse on the drawing area ma’am 203 Very good! What will we do with
our mouse to create the rectangle or square? Good job!, August. Drawing
area August: We need to drag our mouse ma’am. Pupils: Yes ma’am! 204
Now we have our rectangle! Does everybody know now what are the steps
in drawing a rectangle? I think we are ready to proceed to our activity.
H.Application: Open your computer book on page 157. I will give you 10
mins to do your work. Draw the rectangles by tracing the lines and color the
blocks. You can use whatever color you want. You can start your work now.
Is everybody finished? Your work should look like this. Pupils: We are done
ma’am. I like drawing and coloring. 205 Please show me your work on
screen. Very good! Daryl. How about the others. Daryl: Here is mine ma’am.
Ielish: This is my work ma’am. Pupils: Yes ma’am Norman: I can draw a
colorful robot ma’am! Kendall: Me ma’am, I can draw a fancy 206 Amazing
work!, Ielish. (Teacher continues to call on other pupils to show their work)
I.Generalization: Since you already know how to draw rectangles on Ms.
Paint, do you think you can make a creative design with what you’ve
learned? What are the things that you are able to draw using a rectangle in
Ms paint? Very good! What else? Good job! Are there any more. Nice one!
Chicago. Alright very good!, Elias. cake using rectangles. Chicago: I can
draw a very long train running on its tracks. Elias: I can draw Steve ma’am a
character from Minecraft. 207 ML: / X100= Prepared by: SHYENA DALE
TALABAN ID: Lesson Plan In Science IV. Assessment This test will be
given as an assignment. Please take a video of yourself drawing a face
using rectangles in Ms paint. Send your video to ma’am Roubelle’s
Facebook messenger. This will be for 10 points. V. Assignment Study your
lesson about drawing rectangles because we will have our activity next
meeting, and remember to take a video of yourself drawing a face using
rectangles only. Send your video to ma’am Roubelle’s Facebook
messenger. 208 Grade & Section: 1 Date: Apr 26, 2022 Time: 9:00-9:30 I.
Objectives: At the end of the lesson pupils are expected to A. name the
different water forms. II. Subject Matter: a. Topic: Water forms on Earth. b.
Source: Exploring and Experience Science 1 pg 157-162 c. Materials:
PowerPoint presentation, videos, and pictures. d. Value Integration: Don’t
be mean keep the water clean. III. Procedure: Teachers activity Pupils
activity A.Prayer: Everybody please put your hands together and close your
eyes. Let us pray, Lord please bless us this morning as we have our class,
give the pupils knowledge and guidance as we go through our lesson. Help
us focus our hearts and minds on what we are about to learn. We ask all of
this in the name of Jesus Amen. B.Greeting: Good morning class.
C.Checking of Attendance: Is anybody absent in class? Very good! (Pupils
close their eyes and put their hands together) Pupils: Amen Good morning
ma’am Shyne None are absent ma’am 209 D.Review: What did we learn
last time in our Science class? Good job!, George. What are the five
landforms we have discussed last time? Very good!, Keziah. E.Motivation:
Do you like swimming? Very good! Have you swum with fish before?
Fantastic! What are the different natural swimming spots or places you have
swum in? Who can share their experience? Wow amazing! Liam. How
about the others? Very good! Sophia. It’s good that you are bonding with
your Gorge: We learned about landforms. Keziah: Valley, plain, hill,
mountain, and volcano. Pupils: Yes ma’am. Pupils: Yes ma’am. Liam: The
beach ma’am, I swam by the sea in El Tsino beach resort. Sophia: I have
swum and played along with my family in the river 210 family Sophia.
F.Presentation: I have here a video to share with you. Please watch the
video carefully because I am going to ask you a few questions later.
https://youtu.be/bNWuQD7QHBc Based on your answers a while ago and
the video you have just watched. What do you think will be our new lesson
in Science? Alright very good For this morning we are going to learn about
water forms. G.Discussion: Please open your Science book in page 157-
162. The Earth is covered by 71% of water. That means, there is a lot of
water than land. These water forms are classified into different categories.
Please read the text displayed on screen. How much of planet Earth is
covered by near our barrio. Harper: Our lesson will be about water bodies or
water forms ma’am. Joey: The Earth is covered by 71% of water. That
means, there 211 water? Alright very good! That is why our planet looks
mostly blue. It is because of the water. These are now the four bodies of
water or water forms. What body of water can you see in the picture? Very
good!, Vincent. The largest body of water on Earth is the ocean. The Pacific
Ocean is the largest ocean in the world. Many large water animals live in the
ocean. These animals are whales and sharks. Please read definition of the
ocean. is a lot of water than land. These water forms are classified into
different categories. Arabella: Water covers 71% of planet Earth ma’am.
Vincent: That is an ocean ma’am. 212 Thank you!, Robelyn What is the
largest body of water on Earth? Very good! Aether. What is the largest
ocean in the world? Well done!, Lisa. What large water animals do you
know that are swimming in our oceans? Nice one!, Kevin. Ex of an ocean is
the Pacific Ocean which Robelyn: The largest body of water on Earth is the
ocean. The Pacific Ocean is the largest ocean in the world. Many large
water animals live in the ocean. These animals are whales and sharks.
Aether: The largest body of water on Earth is the Ocean ma’am. Lisa: The
largest ocean on Earth is the Pacific Ocean. Kevin: A great white shark
swimming in the big blue ocean ma’am! 213 is located on the right side of
the Philippine Archipelago. What do you see in the picture? What body of
water is this? Very good!, Samson. The sea is the second largest body of
water. It is usually a part of an ocean and it is closer to the land. You can
visit the sea if you are going to the beach. Large sea animals also live in the
sea. Fishermen go to the sea to catch fish. What is the second largest body
of water? Good job!, Rey. How can you visit the sea? Where do you need to
go? Well done!, Mayanne. Samson: The sea ma’am where Moana rows her
boat to go on an adventure. Rey: The second largest body of water is the
sea ma’am. 214 Are there also large sea animals in the sea? Yes or no?
Very good!, Christian. Where do fishermen catch their fish? Correct! If you
have gone to the beach you can see that there are fishermen returning to
land from the sea. They return to land to sell in the market the fish they gave
caught from their trip or so that their family will have something to eat at
home. Ex of a sea is the sea that you will see when you visit the beaches of
Sipalay. This picture is taken from the beach of Punta Bulata. Mayanne:
You can go and see the sea when you go to visit the beach ma’am.
Christian: Yes ma’am, there are also large sea animals in the sea like a
dolphin. Francine: The fishermen catch their fish at sea ma’am. 215 What
body of water is shown in the picture? Good job! A lake is a body of water
that is surrounded by land. There are fish that can live in lakes, too.
Fishermen can also catch the fish in lakes. Some people put cages in lakes
where they allow fish to live. These are known as fish farms. Fish farms are
commonly located in lakes. They harvest the fish when they are big enough,
and sell them in the market. Who can read the definition of a lake? Clint: It’s
a picture of a Lake ma’am. 216 Thank you!, Mikey. What is surrounding the
water according to what you see in the picture? Good job!, Unice. Do you
think that there are also fish in lakes? Wow good for you!, Collin. What do
the fishermen put in water so that the fish will have a home or place to live
in? Very good! What kind of farm puts cages and nets in the water and
harvest the fish when they are big enough? Alright very good! Ex of a lake is
Taal Lake in Batangas. You can also see this view of the lake in Tagaytay.
Mikey: A lake is a body of water that is surrounded by land. There are fish
that can live in lakes, too. Fishermen can also catch the fish in lakes. Some
people put cages in lakes where they allow fish to live. These are known as
fish farms. Fish farms are commonly located in lakes. They harvest the fish
when they are big enough, and sell them in the market. Unice: Mountains
are surrounding the water ma’am. Collin: Yes’ ma’am there was one time
we went to the twin lakes in Balinsasayao and there were small fish
swimming on the surface of the water. Patricia: The fishermen put cages in
the water so that the fish will have a place to live in. Toni: That farm is called
a fish farm ma’am or “punong” in our local dialect. 217 Who of you have
passed Camugao bridge or the bridge in Over Flow here in Kabankalan
city? Okay good! What body of water can we find under the bridge?
Correct!, Majella River is a flowing body of water that travels several
kilometers until it reaches the sea or the ocean. The mouths of rivers lead to
a larger body of water. There are water animals than can also live in rivers.
Some people swim and bathe in rivers. People in the provinces can do their
laundry in the river. Who can read the definition of the river? Pupils: Me
ma’am! Majella: The of water that we can find under those bridges is a river.
218 Thank you!, Kirf. How long are rivers? Good job! What large body of
water is connected to a river? Well done! Water from the mountains flows in
the river and eventually goes back to the sea or the ocean. What animals do
you usually see living in the river? Very good!, What else? Good job!, Gary
What else? Alright very good!, Stella. What do people do in rivers? Good
job! What else? Kirf: River is a flowing body of water that travels several
kilometers until it reaches the sea or the ocean. The mouths of rivers lead to
a larger body of water. There are water animals than can also live in rivers.
Some people swim and bathe in rivers. People in the provinces can do their
laundry in the river. Norelle: A river can travel several kilometers ma’am.
Laurence: Large bodies of water like the sea or an ocean is connected to
the river. Angela: I see fish in the river ma’am. Gary: I see crabs in the river
ma’am. 219 Well done!, Noelle. Ex of a river is the Underground River in
Puerto Princesa, it is one of the seven wonders of the world. Does
everybody know now what are the different water forms or bodies of water?
What are they? Very good!, Dianne. I think you already got the gist of the
different water forms, so let’s proceed with our activity. H.Application:
Instructions: Name the water form that is being described. Write your
answer on the blank. __________1. I am the largest body of water.
__________2. I am surrounded by land but I am a body of water.
__________3. I am the second largest Stella: I see frogs near the river
ma’am. Kris: People swim in rivers ma’am. Noelle: People also do their
laundry in the river, where they are washing their clothes. Pupils: Yes
ma’am. Dianne: They are the river, lake, sea, and the ocean. 220 body of
water. __________4. I am usually closer to the land and I am part of the
ocean. __________5. I flow and meet the ocean. You can start answering
now. Is everybody done? Let us check you work. Read the sentence then
give your answer. Who can answer number one? Correct! What’s the
answer to number two. Good job!, Thea. What the name of the water form
being described in number three? Well done!, Love. How about number
four? Pupils: Yes ma’am! Mcheldy: Ocean 1. I am the largest body of water.
Thea: Lake 2. I am surrounded by land but I am a body of water. 221 Very
good!, Ryan. Who can answer number five? Alright very good! Who got a
perfect score? Who got five? Who got four? Very good! Let us pat ourselves
on the back and say “ You did a good job champ!”. I.Generalization: What
are the four bodies of water? Very good!, Irish Imagine you are on your
vacation or visiting the different bodies of water. What will you do to take
care of the different bodies of water? Good job!,Karen. How about the
others? Very good!, Nico. What else? Love: Sea 3. I am the second largest
body of water. Ryan: Sea 4. I am usually closer to the land and I am part of
the ocean. Gabriel: River 5. I flow and meet the ocean. Pupils: Me ma’am!
Pupils: I got four ma’am! Pupils: You did a good job champ! (pats self on the
back) Irish: The four bodies of water are the ocean, sea, river, and lake
ma’am. 222 Goof job! Last one, who can add? Alright good job! Karen: Be
mindful of my trash, and throw it in the garbage can and not in the water.
Nico: Pick up scattered or floating trash near the sea, river, or lake ma’am.
Zerna: Follow put up signs and conservation guidelines, and respectfully
approach other tourist to follow the rules of conservation. Hermie: If given
the opportunity plant flora at lakes and rivers ma’am. IV. Assessment Get
your pen and paper because we are going to have a test. Please show me
on screen that you have your paper and pencil with you. Pencil check Paper
check Instruction: Name the water forms or bodies of water that are show in
each picture. Pick your answer from the box (pupils show that they have
their pencil and paper with them) 223 ML: / X100= Prepared by: SHYENA
DALE TALABAN ID: Lesson Plan In Bible Grade & Section: 1 Date: Apr 26,
2022 and write the correct answer. V. Assignment Reminders: Study your
lesson about water forms because we are going to have our book activity
and test by next meeting. 1.___________ 2.___________ 3.___________
4.___________ Sea River Lake Ocean 224 Time: 1:00-2:30 pm I.
Objectives: At the end of the lesson pupils are expected to A. note the
important details in the story “Hosea’s Love for Gomer”. II. Subject Matter:
a. Topic: Hosea’s Love for Gomer. b. Source: I am Special 3 pg 71-73 c.
Materials: PowerPoint presentation, video, and pictures d. Value Integration:
Save today for the need’s tomorrow. III. Procedure: Teachers activity Pupils
activity A.Prayer: Everybody please put your hands together and close your
eyes. Let us pray, Lord please bless us this afternoon as we have our class,
give the pupils knowledge and guidance as we go through our lesson. Help
us focus our hearts and minds on what we are about to learn. We ask all of
this in the name of Jesus Amen. B.Greeting: Good afternoon class.
C.Checking of Attendance: Is anybody absent in class? Very good!
D.Review: What did we learn last time in our (Pupils close their eyes and
put their hands together) Pupils: Amen Good afternoon ma’am Shyne None
are absent ma’am Gorge: We learned the value of 225 Bible class. Who
were the three main characters in the story? Very good! Where was Jesus
Christ born? Well done!, Kylie. E.Motivation: Before we start with our class. I
would like to ask, how you show love to the people around you? How do
you show your love to your mother and father? Very good!, Ace. You’re
such as sweet kid. Who else? Wow very good!, Bella. How do you show
love to your siblings? Very good!, Cal. How do you show love to your friends
resourcefulness from the story “ In a Stable”. Johnrey: The three main
characters are Joseph, Mary, and baby Jesus. Kylie: Jesus Christ was born
in a stable in Bethlehem. Ace: I show my love to my mother by kissing her
on the cheek and giving her compliments by telling her she looks beautiful.
Bella: I show my love to my father by making his coffee and telling him to
take care before he goes off to work. Cal: I show love to my siblings by
playing with them and sharing my favorite food with them. Dana: I show love
to my friends by inviting them to play at my house, 226 and neighbors? Very
good!, Dana. Who can add? Alright very good!, Elon. My grade three pupils
are such sweet and kind children. F.Presentation: I have a video to share
with you. Please watch and listen to the video, because I will be asking you
some questions later. https://youtu.be/MY05XI67ets Based on your answers
a while ago and the video you watched. What do you think will be our new
lesson? Very good!, Ferb. For this afternoon we are going to read the story
of “ Hosea’s love for Gomer”. sharing and watching with them my favorite
cartoon movie. Elon: I show love to old Mr. Brice our neighbor by listening to
his stories. He is an old man who lives alone with his wife. So, whenever I
have time I visit him and give them extra food my mother makes during our
afternoon merienda sessions. Ferb: Our new lesson will be about the story
of “Hosea’s love for Gomer”. 227 G.Discussion: Please open your Bible
book in page 72. Hosea’s Love for Gomer Gomer was not a godly woman.
But God told prophet Hosea to marry her in order to show some very
important lesson to His people; the Israelites. Hosea loved Gomer. At first,
Gomer was happy that she had a family. They had children and Hosea took
good care of Gomer and their children. He was God's picture of His love
towards Israel. But one day, Gomer found out that she could go out to
parties with some friends. Gradually, she left the house more often, left the
children while Hosea was working and enjoyed with friends who are not 228
godly people. She used up all the money they had and worse of all, she
went away and lived with other men. Hosea and the children were heart
broken. But they looked for Gomer and brought her home. She would stay
for a while but would go away again. She said she was tired of living with
Hosea. She wasted her money and even her health. She got sick. When
Hosea heard it, he sent 229 food and clothes and medicine. She thought
those were from her friends. She just used them all up with friends while her
body got sicker every day. At last she was so sick, her ungodly friends left
her. Hosea took her back, forgave her and cared for her again. God is sad
when He sees his children waste away their lives for pleasures of the world.
He wants us to use our lives for His glory. The book of Hosea. Before we
read the story please take note of the important details. Who can read the
first paragraph of the story? Thank you!, Aj. Let’s see if you took note of the
important details in the story. Who did God ask Hosea to marry? Aj: Gomer
was not a godly woman. But God told prophet Hosea to marry her in order
to show some very important lesson to His people; the Israelites. Hosea
loved Gomer. At first, Gomer was happy that she had a family. They had
children and Hosea took good care of Gomer and their children. He was
God's picture of His love towards Israel. Herma: God asked Hosea to Mary
Gomer as his wife. Phineas: To show an important lesson to the Israelites.
230 Very good!, Herma. Why did God want Hosea to marry Gomer? Alright
very good! Gomer was inevitably going to be an unfaithful wife to Hosea.
Where she will go out with other men besides Hosea just like how the
Israelites are unfaithful to God because they worship other Gods. God
foretold that Hosea will love Gomer no matter what happens, to show to his
people that if they return to him he would still accept them. Did Hosea and
Gomer have children? Yes or No? Correct!, Horace. Who was God’s
example for his love towards Israel? Well done!, Elain. Who can read the
second paragraph of the story? Thank you!, Charles. Horace: Yes ma’am.
Elain: Hosea is God’s example to show his love towards Israel. Charles: But
one day, Gomer found out that she could go out to parties with some
friends. Gradually, she left the house more often, left the children while
Hosea was working and enjoyed with friends who are not godly people. She
used up all the money they had and worse of all, she went away and lived
with other men. Alisa: Gomer for most of her time is out partying with some
friends. 231 What did Gomer do most of the time? Very good!, Alisa. What
was Hosea doing while Gomer was out partying? Good job!, Kyle. Where
Gomer’s friends godly people or not? Nice one!, Penny. What was the
problem with Gomer? Very good! What else? Alright good job! Gomer
wasn’t wise in spending her money. She also lives and sleeps with other
men besides his husband Hosea. Who can read the third paragraph? Thank
you!, Jovic. Kyle: Hosea was working ma’am. Penny: Gomers friends were
not godly people. Owen: Gomer used up all the money ma’am. Flora: She
went away and lived with other men. Jovic: Hosea and the children were
heart broken. But they looked for Gomer and brought her home. She would
stay for a while but would go away again. She said she was tired of living
with Hosea. She wasted her money and even her health. She got sick. 232
Lets see if you took note of the important details in the story. What did
Hosea and his children feel after Gomer left them? Very good!, Nyre.
Despite what Gomer did; what did Hosea and his children do? Well done!,
Lesley. Why did Gomer go away again? Good job!, Reggie. What happened
to Gomer after she left the kids and Hosea? Alright very good!,Leona
Gomer wasted all her money and even her health which caused her to
become sick. Who can read the fourth paragraph? Let’s have Edwin. Nyre:
Hosea and the children felt heart broken. Lesley: Hosea and the children
looked for Gomer and brought her home. Reggie: Gomer said that she was
tired of living with Hosea. Leona: Gomer wasted her money and her health
ma’am Edwin: When Hosea heard it, he sent food and clothes and
medicine. She thought those were from her friends. She just used them all
up with friends while her body got sicker every day. At last she was so sick,
her ungodly friends left her. 233 Thank you!, Edwin. Let’s see if you took
note of the important details in the story. What did Hosea do after he heard
that Gomer was sick? Good job! What did Gomer do to the food, clothes,
and medicine that Hosea gave? Alright very good! What Hosea gave was
supposed to be only for her to use so that she would get better, but instead
she used it with her ungodly friends. What happened to Gomer after she
became so sick? Well done!, Daisy. We should be wise in choosing our
friends and pick good people to surround ourselves with. Who can red the
last and final paragraph? Yes, Warren. Shairah: Hosea sent some food,
clothes, and medicine to Gomer. Gray: She just used them all up with
friends. Daisy: Her ungodly friends left her ma’am. Warren: Hosea took her
back, forgave her and cared for her again. God is sad when He sees his
children waste away their lives for pleasures of the world. He wants us to
use our lives for His glory. 234 Thank you!, Warren. Let’s see if you took
note of the important details in the story. After Gomer was alone since her
ungodly friends left her. What did Hosea do? Very good! What else? Good
job! Last one. Alright well done! What does God want for us to do instead of
seeing his children waste away their lives for the pleasures of the world?
Very good! Troy. So, did everybody enjoy and understand the story? Since
you already got the gist of the story let us proceed to our activity.
H.Application: Recite Proverbs 16:8 “Better is little with righteousness than
great revenues without right”. James: Hosea took her back ma’am. Serine:
He forgave her ma’am. Dale: Hosea cared for her again. Troy: He wants us
to use our lives for his glory. Pupils: Yes ma’am!. Pupils: Yes ma’am! Jesse:
Proverbs chapter sixteen verse eight “Better is little with righteousness than
great revenues without right” 235 Are you ready? Let’s have Jesse recite
first. Very good!, Jesse. Next, we have Glen. Alright very good! (Teacher
continues to call on other pupils to recite) Everybody did amazing! It’s good
to hear that all of you have memorized your memory verse. I.Generalization:
How would you describe Gomer in terms of how she spends her money?
Spot on answer!, Clarice. Glen: Proverbs chapter sixteen verse eight “Better
is little with righteousness than great revenues without right” Clarice: Gomer
was wasteful of her money; she spends it on want’s and pleasures with her
friends rather than what she needs. Leo: No, we will end up like Gomer
ma’am! Henry: Buying only what we need ma’am! Antonette: When you
have some money keep half or a quarter of your 236 Should we follow what
Gomer did? Very good! What can you do to save your money? Good job!
What else? Alright very good! Any more that you would like to add? What a
very good answer!, Mario. What can we learn from Gomers mistakes? Clue:
THR_FTY Fantastic answer!, Jiah. money in a piggy bank. Mario: Buy only
affordable things that is within your budget ma’am! Jiah: We should learn to
save money and be thrifty ma’am. 237 IV. Assessment Get your pen and
paper because we are going to have a test. Please show me on screen that
you have your paper and pencil with you. Pencil check Paper check
Instruction: Answer the following questions based on the important details in
the story. Write the letter of the correct answer. I will only give you 5 minutes
to answer this. 1. Who was Hosea’s wife in the story? A. Gamora B. Gomer
C. Goemer 2. What did Gomer say after she left Hosea. A. She was tire of
working for Hosea. B. She was tired of taking care of her children. C. She
said she was tire of living with Hosea. 3.What did Gomer do to the food,
clothes, and medicine that Hosea sent after he knew she was sick? (pupils
show that they have their pencil and paper with them) 238 ML: / X100=
Prepared by: SHYENA DALE TALABAN ID: Lesson Plan A. She used it on
her own. B. She used them all up with friends C. She gave it to someone
else. 4. What was Gomer doing while Hosea was working. A. She does
household chores. B. She bathes the children. C. She goes out partying
with friends. 5. Why did God order Hosea to marry Gomer even if God knew
she will be an unfaithful wife to Hosea. A. To show an important lesson to
his people the; the Israelites. B. To show to the people that they are the
number one couple. C. To show how bad of a wife Gomer is even with a
loyal husband. V. Assignment: Study the story of “Hosea’s Love for Gomer”
and memorize your memory verse Proverbs 16: 8 “Better is little with
righteousness than great revenues without right” on page 71. This is in
preparation for our activity and test next meeting. 239 In Math Grade &
Section: 1 Date: May 2, 2022 Time: 9:00-10:00 pm I. Objectives: At the end
of the lesson pupils are expected to A. determine the missing terms in a
given continuous pattern. II. Subject Matter: a. Topic: Repeating Patterns b.
Source: Enfolding Mathematics 1 pg 372-378 c. Materials: PowerPoint
presentation, games, and pictures d. Value Integration: Nothing is achieved
without enthusiasm. III. Procedure: Teachers activity Pupils activity
A.Prayer: Everybody please put your hands together and close your eyes.
Let us pray, Lord please bless us this morning as we have our class, give
the pupils knowledge and guidance as we go through our lesson. Help us
focus our hearts and minds on what we are about to learn. We ask all of this
in the name of Jesus Amen. B.Greeting: Good morning class. C.Checking of
Attendance: Is anybody absent in class? (Pupils close their eyes and put
their hands together) Pupils: Amen Good morning ma’am Shyne 240 Very
good! D.Review: What did we learn last time in our Math class? Very good!
E.Motivation: We will play a guessing game. Try to guess what object I am
talking about. I am commonly worn by girls on their neck. I have circles,
hearts, squares, stars on my beads as charms. What object am I? Good
guess!, Shine You can see me on the street. I glow red, yellow, and green.
What object am I? Wow you’re very good at this! I appear during Christmas
time. I have many things stuck on me. I have a star, I have balls, I have
flowers, ribbons, and bright glowing lights? None are absent ma’am Gorge:
We learned how to compare plane and solid figures. Shine: A necklace
ma’am. Andre: A traffic light ma’am. 241 What object am I? Good job!,
Laura F.Presentation: I have here some pictures. What are the things that
you can see reoccurring on our necklace? Very good! How do the lights go
on the traffic light? What are the colors? Well done!, Paul. Laura: It’s a
Christmas tree. Kylie: A heart, then three circular beads ma’am. Paul: It
turns red for stop, yellow for ready, and green for go. 242 How is the
Christmas trees decorated? What the things that you can see reoccurring
on our Christmas tree? Good job!, Angela. Based on your answers. What do
you think will be our new lesson for this morning? Alright very good!, Eric.
This morning we are going to learn about repeating patterns. G.Discussion:
Please open your Math book in page 372-374. Look at the picture can you
guess what is next? Let’s try to solve the Angela: There’s beads, then
Christmas balls, and then ribbons. Eric: Our new lesson will be about
repeating patterns ma’am. 243 problem. ________ What is the shape after
the square? Very good!, Clemence. The pattern goes like this. Circle,
square, triangle, then go back to circle, square, and last is triangle.
Therefore, the triangle is the shape after the square. Let’s have another
example. What about this one what comes next? The picture frames in the
library are hung orderly. This is the arrangement corner Clemence: A
triangle ma’am. 244 of the picture frames in the library. What will be the next
picture frame? Well done!, Diona. What can you say about the patten? Is it
being repeated or not? Okay very good! The items in the patter are
repeated. This shows a repeating pattern. The items in the pattern are what
we call terms. What do we call each item inside a pattern? Correct!, Megan.
In the given pattern of picture frames, it is easy to predict what comes next.
The pattern shows one circle frame Term Diona: The next picture frame is a
square ma’am. Kyle: The objects are being repeated in the pattern ma’am.
Megan: We call each item inside a pattern as a term. 245 followed by two
squares. Therefore, the next term is a square. Let us try another example.
What will be the next two terms in the patter? Alright very good!, Lalaine.
We will now proceed to our activity. H.Application: Open your math book on
page 376, answer mind drills activity B numbers 1-5 only. I will only give you
5-8 minutes to answer this. Instruction: Determine the missing pattern by
boxing the object that comes next in each pattern. Lalaline: The next two
terms in the pattern will be two squares ma’am. 246 You can start
answering now. Is everybody done? Let’s check your work. Who can
answer number one? Correct! How about number two? Pupils: Yes ma’am.
Will: The next fruit after the apple is an orange. Alodia: The next fruit after
peach is the lemon. Felix: The next term after the banana is a mango. 247
Well done!, Alodia. Felix please answer number three. Very good!, Felix.
How about number four? Rona: The next term after the saucer is a glass.
Brent: The term after the spoon is a 248 Okay correct! For our last number,
what is the answer? Alright very good! Who got a perfect score of five? Who
got four? Who got three? Good job! Let’s give ourselves a round of
applause. I.Generalization: What do you call a pattern that repeats? Very
good!, Darwin. What do you call each item in a pattern? fork ma’am. Pupils:
Me ma’am! Pupils: Ma ma’am! (nobody raised their hand) Pupils: Yehey!
Clap! 5x. Darwin: A pattern that repeats is called a repeating pattern ma’am.
Anais: We call each item in a pattern a term ma’am. 249 Good job! Were
you excited in guessing the missing patterns and finding out if your answer
is right? I’m glad to hear that. “Nothing is achieved without enthusiasm.”
Pupils: Yes ma’am! I found it really exciting. It’s very satisfying when you fin
out that you answer is correct. VI. Assessment Get your pen and paper
because we are going to have a test. Open your Math book on page 375
and answer mind drills activity A. Please show me on screen that you have
your paper and pencil with you. Pencil check Paper check Instructions:
Determine the missing term by drawing the next terms in each pattern.
(pupils show that they have their pencil and paper with them) 250 ML: /
X100= Prepared by: SHYENA DALE TALABAN ID: Lesson Plan In
Computer VII. Assignment Study your lesson about repeating patterns
because we are going to have our book activity and test by next meeting.
251 Grade & Section: 1 Date: May 2, 2022 Time: 9:30-10:30 am I.
Objectives: At the end of the lesson pupils are expected to A. learn how to
draw polygons using the shape tool. II. Subject Matter: a. Topic: Drawing
Polygons b. Source: Learning Computer 1 pg 162-166 c. Materials:
PowerPoint presentation, videos, and pictures. d. Value Integration: Be
creative in every work possible. III. Procedure: Teachers activity Pupils
activity A.Prayer: Everybody please put your hands together and close your
eyes. Let us pray, Lord please bless us this morning as we have our class,
give the pupils knowledge and guidance as we go through our lesson. Help
us focus our hearts and minds on what we are about to learn. We ask all of
this in the name of Jesus Amen. B.Greeting: Good morning class.
C.Checking of Attendance: Is anybody absent in class? Very good!
D.Review: What did we learn last time in our (Pupils close their eyes and
put their hands together) Pupils: Amen Good morning ma’am Shyne None
are absent ma’am Gorge: We learned how to draw 252 Computer class?
Very good!, George. What are the steps in drawing rectangles? Well done!,
Vanessa. E.Motivation: Before we go on with our discussion. I want to ask
you if you know any shapes that only have straight sides and don’t have
curves? Could you give me at least three objects you have you seen around
you that only have straight sides? Very good!, Benjamin. What else? Nice
one!, Sylvia. One more. rectangles in Ms paint. Vanessa: The steps in
drawing rectangles are: 1. On the Ribbon, click the shapes button and
select the rectangle shape. 2. Click your mouse on the drawing area and
drag it to create a rectangle or a square. Benjamin: A slice of pizza ma’am.
Sylvia: A flag ma’am. Val: A honey comb ma’am. 253 Alright very good!
F.Presentation: I have a video to share with you. Please watch and listen to
the video carefully. Enjoy! https://youtu.be/zI3rUMrRLF8 Based on your
answers a while ago and the video you have watched. What do you think
will be our new lesson or what will we learn to draw this morning? Very
good!, Ariel. For this morning we are going to learn how to draw polygons in
Ms paint. G.Discussion: Please open your Computer book in page 162.
(Teacher open Ms paint to demonstrate steps on how to draw polygons)
What drawing tool do you think will we use to draw the polygon shapes?
Very good!, Bryan. Before that we need to learn what are Ariel: Our new
lesson for this morning will be about drawing polygons. Bryan: We can draw
the polygon shapes using the shapes tool as our drawing tool. 254 the steps
in drawing polygons. Steps in drawing polygons. 1. On the Ribbon, click the
shapes button and select polygon . 2. Click your left mouse button on the
drawing area and drag to create a polygon shape. Who can read the 1st
step? Thank you!,Kate. Where can we find our Ribbon? Is it on the top part
of our screen or on the bottom part of our screen? Good job!,Trini. Kate: On
the Ribbon, click the shapes button and select polygon. Trini: The ribbon is
located on the top part of our screen ma’am. It contains all of the drawing
tools. 255 This is the ribbon, it’s found on the very top of our screen
containing all the features and tools Ms paint offers. What button do we
need to click on our Ribbon? Go od job !, Mic a. Wh at sha pe will sel ect
from the shapes too based on step one ? Whi ch Ribbon Shapes Mica: We
need to click the shapes button ma’am. Drizzle: We need to select the
polygon on the shapes tool. 256 shape here is the polygon tool? Point it out
on screen. Very good!, Jack. Who can read step two? Thank you!, Samson.
Which side of our mouse will we click? Correct! Where do we click on
screen? What do you call this bank white space in the middle of our screen?
Well done! Drawing Area Jack: This is the polygon shape tool ma’am.
Samson: Click your left mouse button on the drawing area and drag to
create a polygon shape. Jerry: We should click the left side of our mouse
ma’am. April: The drawing area ma’am. 257 What will we do with our mouse
to create a polygon shape? Very good! Hailey. Lets try to create a triangle
on screen. The steps are done similarly with other polygon shapes. Hailey:
We need to drag our mouse to create the polygon shape ma’am. Marc: Let’s
try a Pentagon ma’am. 258 What other polygon do you want to draw here
on screen? Okay!,Lets try it out. What shape has six sides? Very good!,
Laarni. Let’s draw a hexagon on screen, Wow! Good for you Fin, just be
careful of bees. For our last example. Laarni: The shape that has six sides
is a hexagon ma’am. Fin: Yehey ma’am draw a hexagon. I have seen a
hexagon shape on a honey comb. Jennie: An octagon ma’am. 259 What
polygon has eight sides? Let’s draw an octagon on screen. Do you know
now how to draw polygons? Let’s proceed to our activity. H.Application:
Open your computer book on page 164. I will give you 10 minutes to do
your work. After you are done please show your work on screen. Instruction:
Draw the polygons on the cheese by tracing the lines and coloring the
cheese. Pupils: Yes ma’am. Pupils: Yes ma’am! 260 You can start doing
you work now. Is everybody done? Your work should look something like
this. Please show me your work Kate. Kate: Lance: 261 Very good! How
about Lance. Well done! (Teacher continues to call on other pupils to show
their work) Say “I’m the best 3x among the rest 2x”. Good job everybody!
I.Generalization: Since you already know how to draw polygons on Ms.
Paint, do you think Pupils: I’m the best 3x among the rest 2x Pupils: Yes
ma’am! Norman: I can draw a slice of pizza as my favorite snack ma’am. I
really love pizza. 262 you can make a creative design with what you’ve
learned? What are the things that you are able to draw using a polygons in
Ms paint? Very good!, Norman. How about the others? Wow! Someday you
might become a famous bag designer. What else? Awww you are so
thoughtful Chicago. Kendall: Me ma’am, I can draw a cute rectangular bag.
Chicago: I always wanted to draw a pot shaped like an octagon for my dad.
My father does pottery I’d like for him to see my drawing and use it as
reference to give him fresh ideas on new pot shapes. VIII. Assessment This
test will serve as an assignment. Open page 166 of your computer book.
263 ML: / X100= Prepared by: SHYENA DALE TALABAN ID: Lesson Plan
In Science Grade & Section: 1 Date: May 3, 2022 Instruction: Send a video
of yourself to ma’am Roubelle’s Facebook messenger drawing a kite using
polygon shapes in MS paint. IX. Assignment Study your lesson about
polygons and prepare your coloring materials for our activity next meeting.
Your test will be given as an assignment on page 166 of your computer
book. Send a video of yourself to ma’am Roubelle’s Facebook messenger
drawing a kite using polygon shapes in MS paint. 264 Time: 9:00-9:30 am I.
Objectives: At the end of the lesson pupils are expected to A. identify the
different kinds of weather. II. Subject Matter: a. Topic: Earth’s Weather b.
Source: Exploring and Experience Science 1 pg. 164-169 c. Materials:
PowerPoint presentation, videos, and pictures. d. Value Integration:
appreciate our different weather conditions. III. Procedure: Teachers activity
Pupils activity A.Prayer: Everybody please put your hands together and
close your eyes. Let us pray, Lord please bless us this morning as we have
our class, give the pupils knowledge and guidance as we go through our
lesson. Help us focus our hearts and minds on what we are about to learn.
We ask all of this in the name of Jesus Amen. B.Greeting: Good morning
class. C.Checking of Attendance: Is anybody absent in class? Very good!
(Pupils close their eyes and put their hands together) Pupils: Amen Good
morning ma’am Shyne None are absent ma’am 265 D.Review: What did we
learn last time in our Science class. Very good!, George. What are the
different bodies of water or water forms? Very good!, Jonah. What else?
Well done!, Dustin. What’s the last one? Alright very good! E.Motivation: I
want you to take a moment to look outside your window. Have you seen the
news on tv? Where there is a guy or a woman who describes what they see
in the sky? Let’s pretend we are forecasters. Tell the class what you see in
the sky. Who would like to go first? Gorge: We learned the different bodies
of water or water forms ma’am. Jonah: A river ma’am. Dustin: The sea and
the ocean. Catherine: A lake ma’am. Pupils: Yes ma’am! Johny: This is
Johny reporting from global one. Today will be a hot day. The sun is out and
the skies are blue and clear of clouds. 266 Fantastic work!, Johny. Let’s
have Serena for the girls. Very good!, Serena. F.Presentation: I have a
video to share with you. Please watch and listen to the video carefully.
Enjoy! https://youtu.be/bvWRMAU6V-c How did the woman describe the
condition of sky on the day of her wedding? Good job!, Ariel. What
happened afterwards? Was it still a sunny day? Alright very good!, Franz.
Based on what you did a while ago and your answers from the video you
have watched. What do you think will be our new lesson for this morning?
Spot on!, Camillo. For this morning we are going to learn Serena: This is
Serena reporting from tv five. It’s a perfect day to go swimming at the
beach. It will be hot and sunny day people. This is Serena signing out. Ariel:
At first the wasn’t a cloud in the sky on the day of her wedding. It was a
sunny day. Franz: No, there was thunder and rain. She got married in a
hurricane. It was a rainy and windy day after all. Camillo: Our lesson will be
about the weather ma’am. 267 about different weather conditions.
G.Discussion: Please open your Science book in page 166-168 If you are
going to look at the sky, you will see different things. You can see the
clouds, you can tell the color of the sky. You can even tell that the Sun is
there. You can also feel the wind that blows as it touches your skin. But
there are times when you cannot see the Sun. This is when dark clouds
cover the blue sky. Sometimes, strong wind blows and then the rain falls.
Who can read the first paragraph on screen? Thank you!, Mirabelle. Who
can read the second paragraph on screen? What do you look for in the sky
to tell the weather? Mirabelle: If you are going to look at the sky, you will see
different things. You can see the clouds, you can tell the color of the sky.
You can even tell that the Sun is there. Bruno: You can also feel the wind
that blows as it touches your skin. But there are times when you cannot see
the Sun. This is when dark clouds cover the blue sky. Sometimes, strong
wind blows and then the rain falls. Anya: I look at the formation of the clouds
and the sun ma’am. 268 Very good!, Anya. What else? Good job! What will
happen if the sky is covered with dark clouds and there’s a strong wind
blowing? Correct!, Kaye. These changes have something to do with the
atmosphere. The condition of the atmosphere changes. The change in the
condition of the atmosphere at a given time and place is called weather.
Who can read the paragraph on screen? Thank you!, Jordan. What do you
call the change in the condition of the atmosphere at a given time and
place? Damian: I look at the color of the sky and feel the wind ma’am. Kaye:
If the sky is covered with dark clouds and there’s a strong wind blowing, it
means that it will rain ma’am. Jordan: These changes have something to do
with the atmosphere. The condition of the atmosphere changes. The
change in the condition of the atmosphere at a given time and place is
called weather. Misty: The change in the condition of the atmosphere at a
given time and place is called weather. 269 Very good! I have here some
pictures. Let us try to identify the different weather conditions. Based on the
picture what do you see in the sky? Nice one!,Sam What kind of weather is
shown in the picture? Samantha: The sky is blue, there are only a few
clouds, and the sun is out. Larry: It shows a sunny weather ma’am. Gwen: If
the Sun is out and the air feels dry, it is a sunny day. You can feel warmth of
the Sun during a sunny day. This weather condition is considered pleasant.
270 Very good!, Larry. If the Sun is out and the air feels dry, it is a sunny
day. You can feel warmth of the Sun during a sunny day. This weather
condition is considered pleasant. Who can read the definition of a sunny
weather? Thank you!, Gwen. What do you feel on a sunny day when you
play outside? Alright very good! That is because the sun is out. Whenever it
is sunny expect that the air will be dry and warm. Do you agree that it is the
best weather condition to play with your friends? Drake: Whenever I play
outside with my friends on a sunny day the air is usually dry and hot. Pupils:
Yes ma’am! Anne: There are so many clouds in the sky and there is no
sight of the sun ma’am. Piolo: It is a cloudy weather! 271 Very good! You
can play and do so many things outside of your house. When it rains usually
you are kept inside your homes by your parents so to prevent you from
getting sick. What do you see in the sky based on the picture? Good job!,
Anne. What weather condition is this? Well done! If there are many clouds
and a cold wind is blowing, it is a cloudy day. The clouds block the Sun
during this kind of weather. You cannot feel the warmth of the Sun.
Sometimes, a cold wind is blowing during this kind of weather. Who can
read the definition of a cloudy weather? Jamaica: If there are many clouds
and a cold wind is blowing, it is a cloudy day. The clouds block the Sun
during this kind of weather. You cannot feel the warmth of the Sun.
Sometimes, a cold wind is blowing during this kind of weather. Ace: You can
see many clouds in the sky and there won’t be any Sun. Also, the wind
blowing feels cold. Gabriel: It is because the Sun is blocked or covered by
the clouds. Nathalie: The strong wind blows on the 272 Thank you!,
Jamaica. What will you see and feel during a cloudy weather? Very good!
Why is it that you won’t see the Sun shining in the sky? Alright very good!
What is blowing on the dog’s hair? Very good! Do you find it nice when air
or wind blows through your hair? Good for you! What kind of weather
condition is this? dog’s hair. Pupils: Yes ma’am! It feels refreshing. Nheil: It
is a windy weather! Coleen: When the wind is blowing strongly it is a windy
day. On a windy day, the air feels warm, sometimes, the air is cold. When
the wind blows, it can blow away many things. You can tell that it is windy if
you see the leaves of the trees are swaying. Kite flying is suitable in this
kind of weather. Jonathan: The air might feel warm or cold during a windy
weather. Patricia: When there are things that are 273 Alright very good!
When the wind is blowing strongly it is a windy day. On a windy day, the air
feels warm, sometimes, the air is cold. When the wind blows, it can blow
away many things. You can tell that it is windy if you see the leaves of the
trees are swaying. Kite flying is suitable in this kind of weather. Who can
read the definition of windy weather? Thank you!, Coleen. How will the air
feel during a windy weather? Very good!, Jonathan. How can you tell that it
is a windy weather? Good one!, Patricia. Could you give me an example of
things that are blown away during a windy weather? getting blown away
ma’am. Patrick: Leaves from trees ma’am. Meryll: My skirt ma’am hahaha!.
Joel: Dust ma’am. Pupils: Okay ma’am! Ace: It is raining ma’am. Kaziah:
They are carrying umbrella’s ma’am. 274 Very good! What else? Hahaha!
Next time when there’s windy weather hold on to your skirt. What else?
Whenever dust gets blown by the wind make sure you cover your eyes and
nose. What is happening in the picture? Very good! What are the two
people carrying? What weather condition is this? Very good! It it is raining
outside, it is called a raining day. You stay indoors during this kind of
weather. You cannot go outside because the rain will get you wet. If you are
not careful, you can catch fever, colds, and coughs on Noah: It is a rainy
weather ma’am. Patricia: It it is raining outside, it is called a raining day. You
stay indoors during this kind of weather. You cannot go outside because the
rain will get you wet. If you are not careful, you can catch fever, colds, and
coughs on rainy days. Peter: We stay indoors in our home’s ma’am.
Catherine: So that we won’t get wet ma’am. Harper: We can get fever,
colds, and coughs ma’am. Pupils: Okay ma’am! 275 rainy days. Who can
read the definition of rainy weather? Thank you!, Patricia. What do you
usually do when it rains? Very good! Why do you need to stay indoors when
it’s raining? Good job! What will happen if we stay too long in the rain? Well
done!, Harper. We should dry ourselves off well if we get wet in the rain, so
that we don’t get sick. Meryll: There is lightning ma’am. Victor: The sound of
thunder ma’am! Gabriel: It is a stormy weather ma’am. Piolo: If the rain is
falling hard with strong winds, it is called a stormy weather. It is dangerous
to go outside during a stormy weather. Many debris are flying because of
very strong wind that is blowing. Some of the debris is a part of a roof. Trees
can be pulled out 276 What do you see in the sky? Very good! What will you
hear after lightning strikes? What weather condition is this? Alright very
good!, Gabriel. If the rain is falling hard with strong winds, it is called a
stormy weather. It is dangerous to go outside during a stormy weather.
Many debris are flying because of very strong wind that is blowing. Some of
the debris is a part of a roof. Trees can be pulled out from the ground and
walls can also fall down. Part of the land can also collapse. This is called
landslide. Who can read the definition of stormy weather? from the ground
and walls can also fall down. Part of the land can also collapse. This is
called landslide. Lance: There is stormy weather when rain is falling hard
and a very strong wind is blowing. Jasmine: Roofs from houses get blown
away ma’am. Dylan: Trees get pulled out from the ground and walls from
buildings and houses also fall down. Jamaica: Landslides occur ma’am
because of the heavy rains where land collapse. Pupils: Yes ma’am. Julius:
They are sunny, cloudy, windy, rainy, and stormy weather. 277 Thank you!,
Piolo. How do you know if there is a stormy weather? Good job! Lance.
Could you still remember bagyong Odette? What happens if there is stormy
weather? Correct! What else? Very good! Who can add? Alright good job!
Does every body know now what are the different 5 kinds of weather? 278
What are they? Very good! Let us now proceed to our activity.
H.Application: Please grab a piece of paper and your pencil because we are
going to have an activity. I will only give you 5 minutes to answer this.
Instruction: Identify what kind of weather conditions are in the pictures
below. Choose your answer from the box and write the name of the weather
directly on your paper. 1. 2. Sunny Windy Stormy Rainy Cloudy Pupils: Yes
ma’am. Anne: Stormy weather ma’am 279 3. 4. 5. You can start your work
now. Is everybody done? Let’s check your work. Who can answer number
one? Correct! 1. Stormy Franz: Cloudy weather ma’am. 280 2. 3. 4. 5. How
about number two? Very good! 1. 2. 3. Stormy Cloudy Samantha: Sunny
weather ma’am. Alex: Rainy weather ma’am. 281 4. 5. What the answer to
number three? Good job! 1. 2. 3. 4. 5. Alex please answer number four.
Stormy Cloudy Sunny William: Windy weather ma’am. 282 Well done! 1. 2.
3. 4. 5. Last number, who can answer? Alright very good! 1. 2. Stormy
Cloudy Sunny Rainy Stormy Cloudy Pupils: Me ma’am. Pupils: Ma ma’am.
Pupils: Yehey! Clap! Clap! Clap! Zerna: The different kinds of weather are
sunny, stormy, rainy, windy, and cloudy weather. Kylie: I like the rainy
weather, because I love bathing in the rain. Jonny: I love the sunny weather,
because I can play patintero with my friends. 283 3. 4. 5. Who got a perfect
score of five? Who got four? Very good! Let’s give ourselves a round of
applause. I.Generalization: What are the different kinds of weather? Very
good!, Zerna. Out of the weather conditions, what weather is your favorite?
Why? Very good! Thank you for sharing Kylie. How about others? Sunny
Rainy Windy 284 Nice one!, Jonny. IV. Assessment Get a piece of paper
and a pencil because we are going to have our test. I will only give you 5
minutes to answer this. Instruction: Identify the weather condition being
described in each sentence. Pick your answer from the box and write the
answer directly on your paper. 1. I make the sky clear and blue, and let the
sun shine bright in the sky. 2. I make the sky crackle with lightning and
thunder. 3. I can make you kite soar high in the air. 4. I fill the sky with
clouds for you to make objects and shapes out of. 5. I can make your wet,
Sunny Windy Stormy Rainy Cloudy 285 ML: / X100= Prepared by: SHYENA
DALE TALABAN ID: Lesson Plan In Bible Grade & Section: 1 Date: May 3,
2022 Time: 1:00-2:30 pm I. Objectives: At the end of the lesson pupils are
expected to A. note the important details in the story “David and
Mephiboseth” II. Subject Matter: a. Topic: David and Mephiboseth b.
Source: I am Special 3 pg 75-76 c. Materials: PowerPoint presentation,
videos, and pictures. d. Value Integration: Kindness always touches a heart.
III. Procedure: so you better bring your umbrella. V. Assignment Study your
lesson about the different weather conditions because we will have our
activity and test next meeting. Teachers activity Pupils activity A.Prayer:
Everybody please put your hands together and close your eyes. (Pupils
close their eyes and put their 286 Let us pray, Lord please bless us this
afternoon as we have our class, give the pupils knowledge and guidance as
we go through our lesson. Help us focus our hearts and minds on what we
are about to learn. We ask all of this in the name of Jesus Amen.
B.Greeting: Good afternoon class. C.Checking of Attendance: Is anybody
absent in class? Very good! D.Review: What did we learn last time in our
Bible class? Very good!, George. Who were the two main characters in the
story? Well done!, Jenny. E.Motivation: How do you show kindness to the
people around you? hands together) Pupils: Amen Good afternoon ma’am
Shyne None are absent ma’am Gorge: We learned and read the story
“Hosea’s Love for Gomer” Jenny: Hosea and Gomer ma’am. Alex: I show
kindness to other children by donating my old but still in good condition toys
to charity placing it in 287 Wow! Very good Alex. How about others. Very
good!, Benjamin. Who else would like to add? Yes, Dona. Well done! Dona.
Very good!, Lewis. I feel so touched, knowing that my grade three pupils are
gracious and kind to other people. Keep on doing good deeds to your
neighbors. F.Presentation: I have a video to share with you. Please watch
and listen to the video carefully. Enjoy! https://youtu.be/IDTYvpoU1Nk
Based on the video you watched. What charity boxes, like the ones we see
at church or Jollibee. Benjamin: I show kindness to beggars on the street by
giving them spare change or extra coins that I have. Dona: I participate in
the schools adopt a family program donating canned goods, water, rice, and
other groceries ma’am. Lewis: I help and assist my lola to walk around the
house. I serve as her human crutches. Ariel: Our new lesson for this
afternoon will be about David and Mephiboseth. 288 do you think will be our
new lesson? Very good!, Ariel. For this afternoon we are going to read and
learn about the story of “David and Mephiboseth”. G.Discussion: Please
open your Bible book in page 75. David and Mephiboseth "The man is here,
O great king!" announced the servant after bowing low before the king in his
throne. "Let him come in," commanded the King David. He had been waiting
for this man since yesterday. It took a long while for him to come, but he did
arrive. When the great doors leading to the throne room was opened, there
were 289 two servants carrying a chair where their master was sitting.
Another servant that looked like a chief one led the way and made his
courtesies to the king. 290 "Here, O king is your servant, Mephiboseth. I am
the one caring for him since he was a young boy. We were told that you
want him to see you," at that he retreated to the back of his master. “I am
glad you have come, Mephiboseth. Your father, Jonathan, was my best
friend and the last time we saw each other, we made a promise to stay loyal
as friends," the king spoke in a sad note. "Yes, O king. I heard that you were
my father's friend. But now, I am worthless. I cannot serve in your kingdom
because I am lame. " That is the reason I called you. As I have promised my
friend, your Father, I am going to take care of you as long as you live. You
shall stay in the palace and every-thing you need shall be given to you. A
house was prepared for you to stay." "Servant, bring him to his house and
take good care of him." ll Samuel 9 Before we read the story please take
note of the important details. Who can read the first paragraph of Mandy:
"The man is here, O great king!" announced the servant after bowing low
before the king in his throne. "Let him come in," commanded the King
David. He had been waiting for this man since yesterday. It took a long
while for him to come, but he did arrive. 291 the story? Thank you!, Mandy.
Let’s see if you took note of the important details in the story. What is the
name of the king? Very good! Who was king David waiting for? Well done!,
Sarah. Did the man eventually arrive? Good job! Who can read the second
paragraph of the story? Thank you!,Melissa. Let’s see if you took note of the
Jacob: The name of the king is David. Sarah: King David was waiting for a
man since yesterday. Robert: Yes, but it took him a while to come. Melissa:
When the great doors leading to the throne room was opened, there were
two servants carrying a chair where their master was sitting. Another
servant that looked like a chief one led the way and made his courtesies to
the king. Rayven: King Divid and his servants were staying at the throne
room. Mica: There were two servants carrying the chair of king David where
he was sitting. 292 important details in the story. What part of the palace
was King David and his servant were staying? Correct! How many servants
were carrying king David’s chair? Very good! You have attention to detail.
What did the chief servant do before the king after he led the man to the
throne room? Very good! The servant greeted King David and bowed before
him. Halsey please read the third paragraph. Thank you for reading to us
Halsey. Bob: The chief servant made his courtesies to the king. Halsey:
"Here, O king is your servant, Mephiboseth. I am the one caring for him
since he was a young boy. We were told that you want him to see you," at
that he retreated to the back of his master. “I am glad you have come,
Mephiboseth. Your father, Jonathan, was my best friend and the last time
we saw each other, we made a promise to stay loyal as friends," the king
spoke in a sad note Christiang: His name is Mephiboseth ma’am. Tina:
Jonathan who is Mephiboseth’s father was the best friend of King David.
Ace: They promised each other to stay as loyal friend’s ma’am. 293 What
was the name of the man King David was waiting for? Well done! What
relationship did Mephiboseth’s father Jonathan have with king David?
Alright very good!, Tina, What was the promise of King David and
Jonathan? Good job!, Ace. Who can read the last paragraph? Yes! Sheine.
Thank you!, Sheine. Did Mephiboseth know beforehand that his father and
king Divid were friends? Very good! Sheine: "Yes, O king. I heard that you
were my father's friend. But now, I am worthless. I cannot serve in your
kingdom because I am lame. " That is the reason I called you. As I have
promised my friend, your Father, I am going to take care of you as long as
you live. You shall stay in the palace and every-thing you need shall be
given to you. A house was prepared for you to stay." "Servant, bring him to
his house and take good care of him." ll Samuel 9 Daryl: Yes ma’am.
Jezreel: Mephiboseth could not serve the king because he was lame.
Pupils: Awww how sad (pupils feel pity) Kierwin: Mephiboseth felt worthless
ma’am. Jamel: King David said that he was 294 What was the reason why
Mephiboseth could no longer serve king David? Very good! As you have
seen on the picture Mephiboseth was using crutches because he had
problems walking and was limping around. What did Mephiboseth feel
because he could no longer walk properly and serve the king? Alright very
good! What did King David say to Mephiboseth? Nice one!, Jamel. What did
King David offer and give to Mephiboseth? Good job!, Anthony. Did
everybody enjoy and understand the story? Let us proceed to our activity.
H.Application: Recite your memory verse Ephisians going to take care of
Mephiboseth as long as he lives. Anthony: King David offered Mephiboseth
to stay at his palace and provide for anything he needs. Pupils: Yes ma’am.
Pupils: Okay ma’am! Patricia: Ephisians 4:32 “Be ye kind to one another;
tenderhearted, forgiving one another”. Sam: Ephisians 4:32 “Be ye kind to
one another; tenderhearted, forgiving one 295 4:32 “Be ye kind to one
another; tenderhearted, forgiving one another” on page 74. Just wait for you
name to be called and then recite your memory verse. Patricia please recite
your memory verse. Very good! Next, we have Sam. Good job!, Sam. Mikee
you’re up next. Next is… (Techer call on other pupils to recite) Alright
everybody did well. Say “Im the best” with feelings while giving two thumbs
up I.Generalization: another”. Mikee: Ephisians 4:32 “Be ye kind to one
another; tenderhearted, forgiving one another”. Pupils: I’m the best!
( holding two thumbs up on screen) Krissan: No, because even if
Mephiboseth wanted to serve king David; he was not able to do so because
he was limping and cannot walk properly. Ryan: We should treat others with
kindness especially the needy, even if they can’t help us with anything or
return the same favor as what we did for them. 296 Was Mephiboseth any
help to king David? Alright very good! What can we learn from King David in
terms of how he treats Mephiboseth? Clue: K__ N D N E S S Fantastic
answer!, Ryan. It’s not about how much you helped someone, the important
things is that you show kindness to those that are needy. IV. Assessment
Get your pencil and paper because we are going to have our test. Are your
pencils and paper ready? Okay very good! I will only give you 10 minutes to
answer this. Pupils: Yes ma’am! 297 Instruction: Answer the following
questions based on the important details of the story. Write the letter of the
correct answer. 1. David was the ______ of Israel. A. shepherd B. king 2.
He had a promise to ______his friend. A. Jonathan B. Saul 3. David was
living in a _____. A. hut B. palace 4. He was brought before the throne
of____. A. Saul B. David 5. Jonathan had a lame______. A. son B.
daughter 298 6. Mephiboseth was a ______ man. A. blind B. lame 7.He was
given a place to stay in the _____. A. palace B. plaza 8.He will be given
______ all his life. A. papers B. food 9. David fulfilled his ______. A.
promise B. plan 10.______was kind. A. David B. Saul V. Assignment Study
the story of “David and Mephiboseth” and memorize your memory verse on
page 74 of your Bible book Ephesians 4:32 “Be ye to one another;
tenderhearted, forgiving one another”. This will be in preparation for our
activity and test next meeting. 299 ML: / X100= Prepared by: SHYENA
DALE TALABAN ID: