Professional Documents
Culture Documents
QUARTER: First
BIG IDEAS: Read, write and speak well using the words with –an.
Know your mother and father well.
STAGE 1
STAGE 2
1. Explanation of ( Cognitive )
the words with /-an/.
the ways of reading words, phrases and sentences.
what mother and father are.
Assessment Tool: Oral Recitation
2. Interpretation of ( Cognitive )
the different pictures presented by the teacher.
the story with words ending in /-an/ that is presented by the teacher.
the picture of a mother and a father.
Assessment Tool: Oral Recitation
3. Application of ( Psychomotor )
the words with /-an/ in reading, writing and speaking.
knowing our mother and father in everyday life.
Assessment Tool: Seat Activity
4. Empathize with others on ( Affective )
the value of every parents in our daily lives.
the importance of /-an/ in learning how to read.
the value of being independent in doing the activities.
Assessment Tool: Group Dynamics and drills
STAGE 3
Essential Questions:
What are the words with /-an/?
How can you read those words?
Can you read words with /-an/?
Can you say your name correctly?
2. Word for the day ( A vocabulary word with meaning and use it in a sentence. )
3. Explore
Teacher will present a story with words that end in –an. Pupils will listen
then identify the words.
Teacher will have pictures of a family, mother, and father then the
students will say something about the pictures.
Homework:
1. Practice reading the words with /-an/.
2. Paste a picture of your mother and father in your English book and sayu
something about them.
Days 2 - 3
4. Firm up
Discussion
- Words with /-an/
- Mother and father
Note taking
Seat Activity
Day 4
5. Deepening
Oral Recitation
Pupils will read the phrases and sentences.
Book Activity
Do the exercises on pages 17 - 18 of your Functional English 1.
Quiz
B. Draw the face of your mother and father. Say something about
them orally.
Day 5
6. Transfer of Learning
7. Individualized instructions
One – on – one
References:
Functional English 1
Elizabeth Sonto – Mendoza
e – Language
Nieves Raciles
Prepared by:
GERALDINE D. MADRIGAL
Teacher
Submitted to:
GRACE B. ADLAG
TL, Level 1
Noted by:
CYNTHIA T. CARITATIVO
Principal
GARDEN ANGELS INTEGRATED SCHOOL, INC.
P. Sta. Cruz Village, Borol 1st, Balagtas, Bulacan
QUARTER: First
BIG IDEA/S: Demonstrate understanding of the idea and details of a selection using the
most appropriate language forms and functions.
STAGE 1
STAGE 2
1. Explanation of ( Cognitive )
the syllable stress.
how to read words with stress on the first, second or third syllable.
the difference of stress on the syllables.
Assessment Tool: Oral Recitation
2. Interpretation of ( Cognitive )
the words with stress.
the different syllable stress.
Assessment Tool: Oral Recitation
3. Application of ( Psychomotor )
the syllable stress in speaking and reading.
Knowing the difference of the syllable stress in reading.
Assessment Tool: Seat Activity
STAGE 3
Day 1 & 2
Essential Questions:
How will you read words with stress?
Can you read the words correctly?
2. Word for the day ( A vocabulary word with meaning and use it in a sentence. )
3. Explore
4. Firm up
Discussion
- syllable stress
Note taking
1. _______ 6. _______
2. _______ 7. _______
3. _______ 8. _______
4. _______ 9. _______
5. _______ 10. ______
Day 3 – 4
5. Deepening
Oral Recitation
Read each word aloud with the correct stress.
Book Activity
Do the exercises on pages 11 - 14 of your Functional English 4.
Quiz
_____1. electricity
_____2. republic
_____3. volcano
_____4. library
_____5. interesting
_____6. computer
_____7. finger
_____8. Information
_____9. committee
_____10. body
Day 5
6. Transfer of Learning
Using the GAISian penmanship, list down 5 words each with first,
second and third syllable stress. Use them in sentence.
7. Individualized instructions
One – on – one
References:
Functional English 4
Gloria Helen Ilustre - Bayeng
e – Language
Dolores Rillera
GARDEN ANGELS INTEGRATED SCHOOL, INC.
P. Sta. Cruz Village, Borol 1st, Balagtas, Bulacan
QUARTER: First
BIG IDEAS: Make the learning of mathematics a truly enriching, enjoyable and
unforgettable experience for the pupils.
STAGE 1
STAGE 2
1. Explanation of ( Cognitive )
The Comparing and ordering Numbers.
how greater than, less than and equal to symbols.
how to arrange numbers in ascending and descending order.
Assessment Tool: Oral Recitation
2. Interpretation of ( Cognitive )
the numbers given by the teacher.
the problems need to be solved.
the symbols >, <, =.
Assessment Tool: Oral Recitation
3. Application of ( Psychomotor )
knowing how to Compare and order Numbers.
the knowledge of Comparing and ordering Numbers in problem solving.
Assessment Tool: Seat Activity
STAGE 3
Day 1
Essential Questions:
What are the steps in comparing and ordering numbers?
Can you compare and order numbers?
2. Explore
Teacher will have a envelope. It contains of sets of numbers. Pupils will
compare the numbers. Then they will arrange those numbers in ascending
and descending orders.
Day 2 - 3
3. Firm up
Discussion
Comparing and ordering Numbers
Note taking
Homework:
Day 4
4. Deepening
Oral Recitation
Pupils will compare numbers then they will explain their answer.
Book Activity
Do the exercises on pages ______ of your Math book.
Seat Activity
Quiz
1. 168 939 is greater than the sum of 11 743 and 166 196.
2. The difference between 10 000 000 and 376 132 is less than
9 643 868.
3. 201 319 000 decreased by 92 146 628 is equal to 109 172 372.
4. Ten million is greater than 10 000 000 000.
5. 8 000 000 000 is less than 1010.
B. These are the top ten breeds in the USA according to the American
Kennel Club. Arrange them in descending order in the box below.
Day 5
5. Transfer of Learning
Class will be divided into 3 groups. Each group will have a representative. Each
pupil should be a player. Teacher will give a problem then players will solve it.
The first player who gets the correct answer will have a point. The group who has
a greatest number of points will win the game.
6. Individualized instructions
One – on – one
References:
QUARTER: First
BIG IDEA: Raising the awareness on the importance of mathematics in real life
situations.
STAGE 1
Sum and Difference of two cubes Know how to get the product of the
sum and difference of two terms.
Solve for the product of sum and
difference of two terms.
STAGE 2
1. Explanation of ( Cognitive )
the Distributive Property.
how to get the product of sum and difference of two cubes.
Assessment Tool: Oral Recitation
2. Interpretation of ( Cognitive )
the equations given by the teacher.
the formulas and procedures.
Assessment Tool: Oral Recitation
3. Application of ( Psychomotor )
Distributive property in getting the product of sum and difference of two
cubes.
the formula in understanding how to find the product of sum and difference
of two cubes.
Assessment Tool: Seat Activity
STAGE 3
Day 1
Essential Questions:
What do you mean by DPM? How it is used to get the special products?
Can you enumerate the steps in getting the sum and difference
of two cubes?
Can you solve for the sum and difference of two cubes?
2. Explore
Teacher will present marbles and plastic cups in the class. Class will
observe what the teacher is doing with the marbles and cups.
( Distributing marbles to the plastic cups )
Day 2 - 3
3. Firm up
Discussion
- sum and difference of two cubes
Note taking
Seat Activity
1. (x-7y) (x2+7xy+49y2) =
2. (a-6) (a2+6a+36) =
3. (x+1) (x2-x+1) =
4. (a-10) (a2+10a+100) =
5. (x-1) (x2+x+1) =
Homework:
4. Deepening
Oral Recitation
Teacher will prepare a box that contains different equations.
The class will draw lot for the name of the students who will solve in
the board. The student who will be picked will pick in the box, solve
it and explain his solution to the class.
Book Activity
Do the exercise 1.1.4 in your Math book.
Quiz
1. (a+2b) (a2-2ab+4b2) =
2. (k-6) (k2+6k+36) =
3. (x-7) (x2+7x+49) =
4. (2+5m) (4-10m+25) =
5. (3a-4b) (9a2+12ab+16b2) =
Day 5
5. Transfer of Learning
Class will be divided into groups of five. Members will have their number.
Member of each group who has the same number will be the contenders. They
will be given an equation to solve. The first student who answered the equation
correctly will have a point. The group who earns much point will win the game.
6. Individualized instructions
One – on – one
References:
Practical Mathematics 8
Evelyn Zara
Prepared by:
GERALDINE D. MADRIGAL
Teacher
Submitted to:
MARILEN M. YAO
TL, Level 3
Noted by:
CYNTHIA T. CARITATIVO
Principal
GARDEN ANGELS INTEGRATED SCHOOL, INC.
P. Sta. Cruz Village, Borol 1st, Balagtas, Bulacan
QUARTER: First
TOPICS:
Music – Tonal Movement
Arts – Colors
P.E - Physical Fitness
BIG IDEA: Provides the pupils with a treasure of challenging but enjoyable activities
that will enable them to express their capabilities through Music, Arts and
Physical Education.
OBJECTIVE STRATEGY
Music:
OBJECTIVES:
Arts:
Reference:
Spotlight 3
Orlando Pascual Abon
Prepared by:
GERALDINE D. MADRIGAL
Teacher
Submitted to:
REGINA E. CLEMENTE
TL, Level 2
Noted by:
CYNTHIA T. CARITATIVO
Principal