Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
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A Detailed Lesson Plan in English (First YearâSecondary) Prepared By: Junnie Salud I. Objectives At the end of the lesson, the students will be able to: 1. Identify statements that show cause and effect relationship. 2. Read a poem correctly and clearly with expressions. 3. Appreciate reading poems. 4. Decode words with âaughâ (o) sounds II. Subject Matter Cause and Effect Relationship Reference/s: Fun in English Reading Textbook pages 94-101 Materials: Visual Aids, Charts, Flash Cards, Pictures, Name Tags Values: Develop a genuine love for reading, love for family III. Procedure A. Learning Activities Teacherâs Activity âGood Morning Class...â âLet us pray first...â (Checking of Attendance) ...say present... âPlease pick up the pieces of paper under your chairâ âSo how was your weekend?â âThatâs good! Have you enjoyed your weekend bonding with your family?â âThatâs good to know. For this morning, our discussion will be in relation to a family. Are you familiar with Barneyâs I Love You Song?â âOkay thatâs good, so are you ready to sing and have fun today? Studentâs Activity âGood Morning Sir!â (One Student will lead the Prayer) (Students raise their hand and say present as the teacher calls in their name) (Students pick up the pieces of paper) âIt was great sir!â âOf course sir! It was a lot of fun!â âYes sir! We love purple-colored dinosaur!â âYesâ Warm Up Let us sing Barneyâs I Love You Song. (Students Sing) âI love you, you love me and weâre a happy family, With a great big hug and a kiss from me to you, Hope you say you love me too.â âOkay now class, What can you say about the song? Does it tell us something important that we have already forgotten to do nowadays?â âHow could you say so John?â âThat was a very good explanation John, you know what class the song simply tells us something that we should always consider for us to keep our family or relationship with others intact, sometimes showing affection/love towards a person makes him feel that he is appreciated and there will be feeling of belonginess and love. âWhat else have you noticed which made you conclude that the song is all about love?â âEverybody had just sung very well, itâs now time to improve your pronunciation more...â âSir, eventhough the song is very short, but I guess itâs full of emotions.â âBecause sir I noticed that the song has a lot to do with our love for our family, that the real meaning of family is all about loving each other, and nowadays kissing and hugging our parents or family members are not being practiced anymore.â âBecause sir, there are so many descriptive words in the song, the most obvious one is âI LOVE YOU.â Pronunciation Drill ...read the following words: Words with augh= /Ã/ Caught Naught Taught Naughty Daughter B. Lesson Proper Presentation Show pictures of a Mother (a) and a Cake (b) Motivation âWhat do you see in pictures A and B?â âWhen was the last time you gave a gift to your mother?â âWhy do you think there is a cake? What do you think is the celebration?â âAside from giving material gifts, how else do you show your love for your mother?â Discussion Let us read a poem and let us find out how the children showed their love for their mother. Who Loves Mother Best? âOh happy birthday, Mama dear.â Sang Ben, Liz and Bess with cheer âWe love you much, we love you true.â They kissed their mother, hugged her too. Then quickly Ben skipped out to play And went with playmates all the day. Then rushed home in time to see His sister Liz aglow with glee. For Liz held up an ice cream cone, Enjoying it, she sat alone. Ben grabbed the cone, and slipped away, So Liz cried out, âFor that youâll pay!â Like cats and dogs the two did struggle Each making sure to win the battle. They tried to push and then to pull, While Mama almost lost her cool. But little Bess with Mom she stayed, She set the table, drinks she laid. And helped to serve Momâs friends and guests Now tell me, who loves Mother best? After reading the poem, let us now answer these questions: âWhy did Bess, Ben, and Liz kiss and hug their Mother?â âWhy was Liz aglow with glee?â âWhat made Liz cry out, âFor that youâll pay?â âWhy did Mother almost lost her cool?â âWho among the three children loved their Mother best? How did he/she show it? âWhat is the best way to show your love for your parents?â Explain. Analysis (Show picture of a girl eating an ice cream) âWhat do you see on the picture?â âWhat happened to Liz when she was eating a cone of ice cream?â Liz was aglow with glee, answers what happens to Liz when she eats a cone of ice cream. This is called the effect. Look again at the picture, âWhat do you notice on Lizâs face?â âWhy was Liz aglow with glee?â Because she was eating a cone of ice cream, answers why Liz was aglow with glee. This is called the cause. And thatâs what we call the Cause-and-effect relationship. Generalization âA cause and effect relationship describes something that happens and why it happens.â âWhat happens is called the effect; and why it happens is called the cause.â âThe cause is usually introduced by the connective because.â Application (Pantomine) Each group will act out the following situations from the poem. Group1: But little Bess with Mom she stayed, She set the table, drinks she laid. And helped to serve Motherâs friends and guests. Now tell me, who loves Mother best? Group2: For Liz held up an ice cream cone, Enjoying it, she sat alone. Ben grabbed the cone and slipped away, So Liz cried out, âFor that youâll pay!â Group3: âOh happy birthday, Mama dear.â Sang Ben and Liz and Bess with cheer âWe love you much, we love you true.â They kissed their mother, hugged her too. Group4: Like cats and dogs the two did struggle Each making sure to win the battle. They tried to push and then to pull, While Mama almost her cool. âSir, Picture A is a picture of a Mother and Picture B is a picture of a Cake.â âOn her last birthday.â âIt is motherâs birthday.â âBy kissing and hugging her.â âBecause it is their Motherâs Birthday.â âLiz was aglow a glee because she was eating a cone of ice cream.â âLiz cried out because Ben grabbed the cone then slipped away.â âBecause Ben and Liz struggled.â âBess, because she helped mother to serve the guests.â âThe best way to show my love for my parents is by...â âA girl is eating a cone of ice cream.â âLiz was happy (aglow with glee)â âLiz was happy (aglow with glee)â âBecause she was eating a cone of ice cream.â IV. Evaluation Read the following sentences. Write C before the sentence for the cause and write E for the part that is the effect. 1. _____ because it is her birthday. 2. _____ Ben, Liz and Bess kissed and hugged their mother. 3. _____ Liz cried out. 4. _____ Because Ben grabbed the cone of ice cream and slipped away. 5. _____ Mama almost lost her cool. V. Assignment Identifying CAUSE-AND-EFFECT RELATIONSHIP. Read the short fable. Underline the CAUSE and Encircle the EFFECT. A fox said to a crow with a piece of cheese between its beak, âIf you can sing as prettily as you sit, then you are the prettiest singer.â The fox thought that once the crow starts to sing, the cheese would drop from her beak. But the crow carefully removed the cheese from the claws on one foot and said, âthey say you are sly, but you cannot fool meâ. Not giving up, the fox continued to praise the crow. âI wish I could hear you tell about your talents but I have to go look for food because Iâm hungryâ. A Detailed Lesson Plan in Mathematics (First YearâSecondary) Prepared By: Junnie Salud I. Objectives At the end of the lesson, the students will be able to: A. To recognize Euclidean transformations. B. To recognize reflections, translations, and rotations. C. To prove theorems related to transformations. D. To solve problems involving transformations. E. To apply transformations to real-world situations. F. To create designs using transformations. II. Subject Matter Geometry (Transformations) Reference: Geometry for Highschool Textbook Materials: sheets of paper, protractor, tangram puzzles. Values: creativity, determination, patience III. Procedure A. Learning Activities Teacherâs Activity âGood Morning Class...â âLet us pray first...â (Checking of Attendance) ...say present... âPlease pick up the pieces of paper under your chairâ Presentation Activity - Folding of Paper The teacher will give an activity that involves the folding of paper and tracing of shapes. Discussion From the activity, the teacher will point out that geometry is not only the study of figures but is also the study of the movement of figures. Â· Is the original figure congruent to the other figures? Â· How does the second image compare to the original figure? Input Definitions: Â· Transformations Â· Reflection Â· Rotation Â· Translation Â· Dilation Â· Rigid Motion Theorems: Â· Theorem 18-1 Â· Theorem 18-2 Â· Theorem 18-3 Â· Theorem 18-4 Â· Discussion The above definitions and theorems will be discussed and proved. The teacher will ask the student to give examples of transformations. D. Activity Tangram Puzzle The students will form six groups. Each group is going to make images of animals using tangram puzzle and they will identify the kind of transformation depicted or made after doing the activity. Studentâs Activity âGood Morning Sir!â (One Student will lead the Prayer) (Students raise their hand and say present as the teacher calls in their name) (Students pick up the pieces of paper) (Students follow the instruction of the teacher) (Students listen attentively) (Conduct a solving on the board) (Students raise their hands and define the terms) (Students listen attentively) (Students perform) IV. Evaluation Worksheet 1. Which of the following transformations creates a figure that is similar (but not congruent) to the original figure? 2. How can transformations be applied to real-world situations? III. Assignment Drawing The student will use transformations to move figures and create designs. A Detailed Lesson Plan in Science (First YearâSecondary) Prepared By: Junnie Salud I. Objectives At the end of the lesson, the students will be able to: A. Describe the polarity of a water molecule and explain how that polarity affects the properties of water. B. Explain why water climbs the inside of a thin glass capillary but not a thin plastic capillary. C. Describe a system whereby the components of a water-based substance might be separated and discuss how this separation occurs. D. Explain why oil and water don't mix. E. Predict whether a substance, based on its hydrophilic and/or hydrophobic properties, will dissolve into water or oil. II. Subject Matter The Properties of Water Reference: Science and Technology 1 by Scott Materials: paper strips, detergent, wax paper, coins, glue, cooking oil, red food coloring, cups of water, 10 ml grad cylinders, 50 ml grad. Cylinders, beaker, glass slides, stirring rods, medicine droppers, scissors Values: Creativity, Patience, Following Instructions III. Procedure A. Learning Activities Teacherâs Activity âGood Morning Class...â âLet us pray first...â (Checking of Attendance) ...say present... âPlease pick up the pieces of paper under your chairâ âHave you ever wondered whatâs behind water?ânot bodies of water, but the water itself, the liquid, Everything in this world are made by God with their special functions... Now let us discover whatâs so special about water. Presentation Effects of Detergent To Do 1. With your finger, spread one small drop of detergent on the surface of a dry penny. Predict 2. How many drops do you think this penny will hold after being smeared with detergent, more, less, or the same as before? Why? 3. Specifically, how many drops do you think it will hold? Table 2. Prediction of Number of Drops of Water on a Penny with Detergent person #1 Â person #2 Â person #3 Â person #4 Â Average Â Â Discussion Water covers about three fourths of the surface of the earth? It is ubiquitous. It is also one of the simplest yet most important molecules in living systems. It makes up from 50 to 95 percent of the weight of living organisms. The cytoplasm of a cell is a water-based solution that contains a variety of ions, salts, and molecules which make life 'happen.' Water is literally involved in every facet of life. Figure 2. Polarity of Water Molecule The simplicity of the water molecule belies the complexity of its properties. Based on its small size and light weight, one can predict how it should behave, yet it remains liquid at a much higher temperatures than expected. It also boilsand freezes at much too high, or low, of a temperature for a molecule of its size. Many of these unexpected properties of water are due to the fact that water molecules are attracted to each other like small magnets (cohesion). This attraction results in turn from the structure of the water molecule and the characteristics of the atoms it contains. Each molecule of water is made up of two atoms of hydrogen connected to one atom of oxygen, as shown below. This is summarized in the familiar formula, H2O. Figure 3. Hydrogen Bonding in Water Atoms are most stable when they have a particular configuration of their outer shells, a concept which will be discussed in future labs. These configurations explain why hydrogen in water will take on a partial positive charge and why oxygen will take on a partial negative charge. These partial charges cause water molecules to 'stick' to each other like magnets. The 'stickiness' in this particular case is due to 'hydrogen bonding'. In this case, hydrogen bonding involves the attraction between the positively charged hydrogen atom of one water molecule and the negatively charged oxygen atom of another water molecule. As no electrons are actually shared however, hydrogen bonds are much weaker than covalent bonds - they easily break and easily form again. Application (Activity) 1. Water moves to the tops of tall trees due to capillary action combined with root pressure and evaporation from the stomata (openings) in the leaves. Water will also climb up paper, and often the migrating water will carry other molecules along with it. The distance traveled by these other molecules will vary with their mass and charge. 2. How fast do you think water would climb a strip of absorbent paper about one-half inch wide? about one inch per ____________________ (time) 3. Obtain a 50 ml graduated cylinder, and tear off a strip of chromatography paper that is just long enough to hang over the side of the cylinder (inside) and reach to the bottom. Figure 6. 50 ml Graduated Cylinder with Chromatography Paper & Ink 4. Run the paper strip along the edge of a scissors to take the curl out of it. 5. Place a single small drop of ink from a black vis-a-vis pen on the paper, about one inch from the bottom, and let it dry completely. Figure 7. Ink on Chromatography Paper 6. Put 10 ml of water into the graduated cylinder and place the strip of paper in the cylinder so that the bottom end is immersed in water and the drop of ink is just above the surface of the water. Fold the paper over the top side. Figure 8. Close-up of Ink 7. Note the starting time below. 8. Watch and note the time at 5 minute intervals. When the water climbs to the top of the paper, remove the paper from the water, and let it dry. Table 3. Time of Water Climbing Time (minutes) Distance (inches) 0 Â 5 Â 10 Â 15 Â 20 Â 25 Â 30 Â How did the ink change? Glue the paper onto the page here, and label each color on the strip. Studentâs Activity âGood Morning Sir!â (One Student will lead the Prayer) (Students raise their hand and say present as the teacher calls in their name) (Students pick up the pieces of paper) (Students perform the activity) (Students listen attentively) IV. Evaluation 1. Predict what will happen if you add a few drops of a water-soluble dye solution to each of the above graduated cylinders containing water and oil. Will the dye mix with the water, the oil, or both? 2. Add a few drops of dye to each cylinder. Use a glass stirring rod to penetrate the interface between each layer, giving the dye access to both water and oil. How does the dye behave in each cylinder? Does it diffuse into the oil? Into the water? V. Assignment âWhy is liquid very important not just to humans but to all the living things in the world? âWrite on 1 whole sheet of paper. BANGHAY-ARALIN SA PAGTUTURO NG FILIPINO I GRAMATIKA AT PAGBASA I. MGA INAASAHANG BUNGA ( SA BAWAT ARAW) A. Nabibigyang-hinuha ang kahulugang maaaring ipinahihiwatig ng pamagat B. Natutukoy ang mahahalagang impormasyong nakapaloob sa teksto C. Naipaliliwanag ang mga kaisipang nakapaloob sa binasa D. Nakikilala ang relasyon ng sumulat sa mambabasa sa tulong ng mga tiyak na bahagi E. Natutukoy ang mga salitang ginagamit sa pagbubuo ng pangungusap III. II. PAKSA / MGA KASANAYAN / KAGAMITAN Paksa : Ekonomiya at Kabuhayan Pamagat: Industriya at Pangangalakal : Mga Suliraning Nakaaapekto sa Kalakalan ng Pilipinas Uri ng Teksto : Informativ Kagamitan : Mga larawan Gamit ng Wika : Pagbibigay ng impormasyon, pagpapaliwanag Instruktura ng Wika : Mga ginagamit na panaguri sa pagbubu ng pangungusap Halagang Pangkatauhan :Pagpapabutiât pagpapaunlad ng mga local na produkto II. PROSESO NG PAGKATUTO Unang Araw A. Panimulang Gawain - Pagpapakita ng ibaât ibang larawan ng kalakalan - Pagtalakay: a. Tungkol saan ang larawan? b. Anong kaisipan ang maaaring isinasaad ng larawan? c. Bakit ganoong kaisipan ang inyong nabuo? B. Pagganyak C. Paglalahad - Pagpapabasa sa pamagat ng tekstong ipababasa at paghihinuha sa kahulugang maaaring ipinahihiwatig nito. D. Pangkatang Gawain ( Tingnan sa: Gawain Para sa Paksang-Aralin â ) Pangkat 1 â Ipabigay ang kahulugan ng pamagat ng tekstong lunsaran at nais ipahiwatig nito. â Industriya at Pangangalakalâ Pangkat 2 - Cycle Map Panuto: Ipaliwanag ang bawat yugtong napapaloob sa cycle map. Pangkat 3 - Pagbubuo sa Tsart Pangkat 4 - Data Retrieval Chart E. Pagpapabasa sa tekstong lunsaran - Basahin ang tekstong lunsaran: â Industriya at Pangangalakal â ( Tingnan sa Gawain Para sa Paksang-Aralin ) Page 1 Cont. Lesson Plan 2 Ikalawa at Ikatlong Araw A. Pagtalakay sa Aralin Panimulang Gawain: Piccing Together Ideas - Itugma sa larawan ang mga sumusunod na salita. B. Pagganyak: Rank Order - Isaayos ayon sa nais na pagkakasunud-sunod ang mga produktong sa inyong palagay mabiling-mabili. 1. bag 2. damit 3. pabango 4. alahas 5. sapatos C. Pabalikan ang tekstong lunsaran - Ibigay ang pamatnubay na tanong: Paano napauunlad o nalilinang ang isang produkto? - Pagpapakahulugan sa mga salita, parirala o pangungusap na hindi naunawaan batay sa pagkakagamit nito sa teksto. D. Pagpapalalim ng Kaalaman IV. EBALWASYON - Magbigay ng pagsubok na pangkatang Gawain. pagminina tela lubid telepono paggugubat pagtatanim paglilingkod sa mamamayan paglinang sa likas V. Pangkatang Gawain ( makikita sa Gawain Para sa Paksang-Aralin ) Pangkat 1 - Double Bubble Map Pangkat 2 - Circle Map Pangkat 3 - Chart Grid Pangkat 4 - Pagpili ng mga bahaging nagpapahayag ng opinion mula sa teksto. Ikaapat at Ikalimang Araw - Pagpapatuloy sa talakayan sa aralin - Pagsusuri ng teksto batay sa tiyak na katangian at uri nito - Pagbibigay input