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Sample lesson in Grade 10 ICT using 4As approach, 4As approach ICT, Sample Lesson Plan, 4AsFull description
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Daily Log Sheet
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Grade 10 DAILY LESSON LOG
I.
School Teacher Teaching Dates and Time
OBJECTIVES
A. Content Standards
B. Performance Standards C. Learning Competencies/ Objectives Write the LC code for each.
II.
CONTENT
III.
LEARNING RESOURCES
A. References
1. 2. 3. 4.
Teacher’s Guide Pages Learner’s Material Pages
Textbook Pages Additional Materials from Learning Resource (LR) Portal
MUNTINLUPA NATIONAL HIGH SCHOOL-MAIN Mr. CIRILO D. BALAO JR. August, 30 to September 9, 2016 / 6:00 am. -11:50 am.
Grade Level Learning Area Quarter
Grade 10 English Second
Monday Tuesday Wednesday Thursday Friday a. Detect bias and prejudice in the material viewed b. Give technical and operational definitions c. Explain how the elements specific to genre contribute to the theme of a particular literary selection d. Determine tone, mood, technique, and purpose of the author e. Employ analytical listening in problem solving f. Use words or expressions that affirm or negate g. Use writing conventions to indicate acknowledgement of resources h. Observe correct stance and proper stage behavior as deemed necessary e.g., in a personal testimony -The learner demonstrates understanding understanding of how world literatures and other text types serve as vehicles of expressing and resolving conflicts among individuals or groups; also how to use strategies in critical reading, listening and viewing, and affirmation and negation markers to deliver impromptu and extemporaneous speeches. -The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups. EN10VC-IId EN10V-IIe-13.9
EN10V-IIe-13.9 EN10LC-IIe-13.2 EN10G-IIe-28 EN10SS-IIe-1.6.4 EN10LT-IIe-2.2 EN10LT-11e-2.2.3 EN10OL-IIf-3.8 EN10LT-11e-2.2.3 Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two. a. Great names to a. Background Check a. Know your heart a. To affirm or to a. Watch for name b. Think Tank b. Purpose Galore negate Conventions b. Bias detective 2 c. TMT (Tone, b. Affirm or Negate b. Speak for Keeps c. Read for bias Mood, Theme) for the country d. Think to Solve Alert d. Like the Others -List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development. Celebrating Diversity Celebrating Diversity Celebrating Diversity Celebrating Diversity Celebrating Diversity through World Literature( through World Literature( through World Literature( through World Literature( through World Literature( LM) English 10 LM) English 10 LM) English 10 LM) English 10 LM) English 10 P176-180 P181-184 P185-187 P187-189 P190-194 P196-200 P200-210 P210-217 P217-221 P221-227
B. Other Learning Resources IV.
PROCEDURES
A. Reviewing previous lesson or presenting the new lesson B. Establishing Establishing a purpose for the lesson
C. Presenting examples/ instances of the new lesson
D. Discussing new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills #2
F. Developing Mastery (Leads to Formative Assessment) G. Finding practical application of concepts and skills in daily living H. Making generalizations and abstractions about the lesson I. Evaluating Learning
-These steps should be done across the week. Spread out the activities approximately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. -Picture Talk -Picture Talk -Background of The -Video Presentation -Video Presentation Decameron -Background of the Sec. Robredo Speech -Diagnose and activate - Make sense of -Provide understanding of -Associate the theme to -Familiarize the PREP prior knowledge information, develop, content as applied to a the personal experience strategy -Hook and engage reflect, rethink, validate, variety of context of the learner and should learner’s interest and revise understandings therefore provide them of lesson opportunity to answer the essential questions established at the beginning of the lesson. -Ask questions, encourage -Ask questions, encourage -Provide variety of -Discuss each part of -Giving topic for Oral students to ask questions students to ask questions learning resources Argumentative Group Reporting Provide variety of learning Discussion resources. -Welcome tentative -Welcome tentative -Assess students’ skills -Write a first draft of the -Citation of articles. responses as guide to responses as guide to essay. further exploration further exploration -Clarify expectations and -Clarify expectations and -Ask questions to enable -Presenting -Deliver oral speech how learning shall be how learning shall be the students to construct argumentative speech guided by rubrics. assessed by presenting assessed by presenting their own meaning. guided by rubrics. the enabling activity and the enabling activity and the rubrics. the rubrics.
-All the activities in this phase are diagnostic in nature. Scores must be recorded to help the
-All the activities in this phase are formative in nature. Scores must be recorded for instructional
-All the activities in this phase are formative in nature. Scores must be recorded for instructional
-Deliver argumentative speech guided by rubrics.
-Writing a Reflective Essay with various related topics.
teacher plan the succeeding lessons and not to grade the students. All answers are tentative and must be written on their notebooks for reference.
J. V. VI.
Additional activities for application or remediation REMARKS REFLECTION
A. No. of learners who earned 80% in the evaluation B. No. of learners who r equire additional activities for remediation who scored below 80% C. Did the remedial lessons work? No. of learners who have caught up with the lesson. D. No. of learners who continue to require r emediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/ discover which I wish to share with other teachers?
decision not to grade the students.
decision not to grade the students.
Reflect on your teaching and assess yourself as a t eacher. Think about your students’ progress this week. What work? What els e needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so you meet them, you can ask them relevant questions.
