CONTEXTUALIZED LESSON PLAN IN SCIENCE 7

SCHOOL: PLARIDEL NATIONAL HIGH SCHOOL GRADE LEVEL: 7 SAMPAGUITA

TEACHER: VEBERLY C. ORIO LEARNING AREA: SCIENCE
TEACHING DATE AND TIME: JULY 15, 2019 7:30-8:30 AM QUARTER: 1

I.OBJECTIVE
A. LEARNING COMPETENCIES/OBJECTIVES-Write the LC code for each
 Recognize that substances are classified into elements and compounds. S7MT-Ig-h-5
B. COTEXTUALIZED COMPETENCY
 Familiarize with the different Elements and Compounds present in some local products.
C. KBI

II.CONTENT
ELEMENTS AND COMPOUNDS
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages:
2. Learners’ Material pages:
3. Textbook pages:
4. Additional Materials from Learning Resources (LR) portal:
B. Other Learning Resources
Loptop, projector, different pics.
IV.PROCEDURES
A. Reviewing previous lesson or presenting the A review from last meeting’s discussion will be conducted.
new lesson.
Gauge student knowledge of atoms by having them play a word
association

B. Establishing a purpose for the lesson Suppose its weekend and you want to enjoy the rest of the
day watch your favorite movie. Which do you prefer,
watching alone or watching with friends? Why?

C. Presenting examples/instances of the new Did you know that elements are like people and have different
lesson personalities?

A few elements are very shy and love to be left alone. Others
are very social and prefer to hang out with friends.

For example, Helium and Neon are examples of elements that

like to be left alone. However most elements, like oxygen,
hydrogen, and carbon are social and prefer to hang out
together. Molecules can be comprised of atoms from only one
type of element or have atoms from more than one type are
ELEMENTS. A COMPOUND is a type of molecule consisting of
more than one type of element.
A. Discussing new concepts and practicing new In your activity notebook write down whether the pictures that
skills #1 will be flash on the screen are ELEMENTS or COMPOUNDS.

1. COPPER (Cu)
2. TABLE SUGAR (C12H22O11)
3. DIAMOND ©

4. SALT (NaCl)

5. PURE WATER (H2O)

6. SILVER (Au)

7. aluminum (Al)
B. Discussing new concepts and practicing new
skills #2 Board work. Write whether the material is an ELEMENT or
COMPOUND.

C. Developing Mastery How are elements different from compounds?

How are they similar?

D. Finding practical applications of concepts and How will you apply this concept to your daily life?
skills in daily living.

E. Making generalizations and abstractions about

the lesson

Each of element has different set of properties. There are quite

a number of elements known in the current time. Thanks to the
work of our early scientists, they were able to systematically
organize of all these elements in what we called Periodic Table
of Elements. ELEMENTS are substances made up only of atoms
that all have the same atomic number while COMPOUNDS are
substances composed of two or more atoms or elements.

F. Evaluating learning Identification

Directions: Identify each of the following substances as either an
Element or a Compound. Write your answer on the space provided.

________1. KBr _______6. NaCl

________2. N 2, _______7. MgS
________3. S8, _______8. O2
________4. H2O, ________9. FeS4
________5. CO2, ________10. Si

G. Additional activities for application or Collect atleast five products that u buy in a store and list down
remediation all the elements and compounds that are found in the
ingredients.
 CONTEXTUALIZATION: Collection of local products and list
down all the elements and compoud found in the ingredients.
VI. Reflection
A. No. of learners who earned 80% in the evaluation.
B. No. of learners who require additional activities for remediation who scored below 80%
C. Did the remedial lessons worked? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovations or localized materials did I use /discover which I wish to share with other
teachers?

PREPARED BY:
VEBERLY C. ORIO
Secondary School Teacher 1Checked and verified by:

ARLENE G. JABONETE, Ph.D.

Secondary School Principal 1

A DETAILED LESSON PLAN IN READING AND WRITING SKILLS 11

SCHOOL: PLARIDEL NATIONAL HIGH SCHOOL GRADE LEVEL: 11

TEACHER: EMELYN M. OMANITO LEARNING AREA: READING AND WRITING SKILLS
TEACHING DATE AND TIME: February 21, 2019; 2:00-3:00 QUARTER: 4
P
I.OBJECTIVE
A. CONTENT STANDARD
The learner understands the requirements of composing P academic
r writing and professional
o p o s e
correspondence.
B. PERFORMANCE STANDARD
The learner produces each type of acade4mic writing and professional correspondence following the
properties of a well-written texts and process approach to writing.
C. LEARNING COMPETENCIES/OBJECTIVES-Write the LC code for each
Identifies the unique features of and requirements in composing text that are useful across disciplines
(EN11/12RWS-IVdg-12.3)
II.CONTENT
Purposeful Writing in the Discipline- Project Proposal
III.LEARNING RESOURCES
A. References
5. Teacher’s Guide pages:
6. Learners’ Material pages: 157-159
7. Textbook pages: 157-159
8. Additional Materials from Learning Resources (LR) portal:
B. Other Learning Resources
Screen and projector, colored paper, manila paper
IV.PROCEDURES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Reviewing previous lesson or presenting the new
lesson The students will be grouped into four and they will guess
The teacher will facilitate a game called “No pics, one the word with the help of the given meaning.
word”. The students will be given letters to be
arranged to come up with the correct term by using
the given definition.
e r s i s t e n t
1. To try to do something even though it is difficult
or other people want you to stop; determined

2. To suggest (something, such as a plan or theory)

to a person or a group of people to consider

Process students’ answers to connect it to the next

phase of the lesson. (NOTE: Vocabulary Test Used)
B. Establishing a purpose for the lesson
The teacher will post a quotation on the board and  A student will read the quotation
let somebody from the class read it. “You can’t always get what you want, but if
you try sometimes, you might find, you get
ASK: what you need.”
What is your idea about the thought of the -Mick Jagger-
quotation posted on the board? Share it to  The things that you want will not always be
the class. according to your will, but if you will do something
to make it happen, you will realize that you maybe
get what you really need instead of what you want.
 Answers may vary.

C. Presenting examples/instances of the new lesson Students will fill out the KWL Chart.
KNOW (K) WHAT (W) LEARNED (L)
The teacher will activate students’ prior knowledge
about Project Proposal by filling up the KWL Chart.

(NOTE: Used the KWL Chart)

D. Discussing new concepts and practicing new skills #1
The students will be grouped into three and will fill in the Each group will discuss their assigned sub-topics.
Blank Tree Chart.
Group 1- Project Proposal
(G1)Project Proposal
Group 2- Formatting the project proposal-
Introduction
Group 3- Project description
Formatting the Project Proposal

(G3)Project
(G2)Introduction
Description

Rationale Objectives
Methodology Budget

Benefits Schedule

E. Discussing new concepts and practicing new skills #2

With the same groupings, the students will discuss After filling out the Blank Tree Chart, each group will
their assigned task: discuss their assigned sub-topics.
Group 1- Defining Project Proposal Group 1- Defining Project Proposal
Group 2- Formatting the project proposal- Group 2- Formatting the project proposal-
Introduction Introduction
Group 3- Project description Group 3- Project description

F. Developing Mastery
Describe the picture. What are they doing? Why are - The students from higher grades are assisting the
they doing such activity? students from the lower grades in reading.
They’re doing such activity to help the slow
readers to improve their reading proficiency
level.

 Benefits

Identify the feature being described in the following

items.
1. The students’ reading proficiency level will
progress while they develop their love for reading
and realize its importance. Another one is that  Budget
the reading level of the students will improve as
well as the result of their examinations since they
 will be able to comprehend the content of the
test.
2. ₱ 3, 400.00 – SSG Fund  Rationale
₱ 15, 500.00 – LGU Counterpart
₱ 10, 000.00 – Donors
₱ 2, 500.75 – Dance For A Cause___
₱ 31, 400.00----------Total
3. A number of identified students of Plaridel
National High School were identified as slow
readers as per the observation of the teachers
and according to the result of the Reading
Proficiency Level Test conducted by the Reading  Objectives
Coordinator. Most of them came from lower
grades. These students barely pass during
examinations since they have to read the
questions on their own. To address this issue, the
Students Government
4. To put up a reading hub for the implementation
of the reading program that will serve as the
crucial factor to improve the reading proficiency
level and the students’ performance in terms of
reading and written examinations.

G. Finding practical applications of concepts and skills

in daily living. - Answers vary.
 As a student, how would a project proposal
be useful to you?
 If you will to propose a project, what would it
be and why?
H. Making generalizations and abstractions about the
lesson
 What are project proposals?  These are documents that are written for
problem solving, service provision, event
 What are the parts of the project proposal’s planning or equipment selling.
introduction? How about the project  Introduction includes the rationale, objectives
description? and benefits. While in project description, it
 Why is project proposal important to many states the methodology, schedule and budget.
organizations?  Answers vary.

I. Evaluating learning
Identify what feature of a project proposal is being described
based on the given examples.
1. To minimize the percentage of garbage in the community
due to improper waste disposal.
- To practice the 3R’s (Reuse, Reduce and Recycle)
- It also aims to reduce the case of diarrhea, dengue fever
and other alike diseases due to the unsanitary water being
used caused by the garbage thrown by the people into the
river.
2. If the MRF (Material Recovery Facility) Project will be
implemented, the cases of illness brought by the improper
waste disposal will lower down in number since the
garbage will not be thrown just anywhere. The community
will be conducive to live in since no more dirt scattered  Objectives
around, the water being used and the air will not be
polluted anymore. And with the practice of 3 R’S, garbage
will not just be garbage but it could be useful to
everybody.
3. The dirt and garbage can be seen scattered anywhere in
the community because there’s no proper place for
waste disposal. Consequently, some residents are getting  Benefits
sick due to the polluted air inhaled and polluted water
used by them.
4. ₱ 120, 000.00 – IRA of LGU, Plaridel Villareal Samar.
₱ 5, 000.00 – Donor
₱ 15, 000.00 – DOH
₱ 10, 000.00 – DENR_
₱ 150, 000.00 ---Total
 Rationale

 Budget
J. Additional activities for application or remediation

V. Remarks

VI. Reflection
A. No. of learners who earned 80% in the evaluation.
B. No. of learners who require additional activities for remediation who scored below 80%
C. Did the remedial lessons worked? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovations or localized materials did I use /discover which I wish to share with other
teachers?

PREPARED BY:
EMELYN M. OMANITO
Secondary School Teacher 1
 Checked and verified by:

ARLENE G. JABONETE, Ph.D.

Secondary School Principal 1

A DETAILED LESSON PLAN IN ENGLISH 7

SCHOOL: PLARIDEL NATIONAL HIGH SCHOOL GRADE LEVEL: 7

TEACHER: EMELYN M. OMANITO LEARNING AREA: ENGLISH
TEACHING DATE AND TIME: February 27, 2019; QUARTER: 4

I.OBJECTIVE
A. CONTENT STANDARD
The learner demonstrates understanding of pre-colonial literature as a means of connecting to the
past; various reading styles; ways of determining word meaning; the sounds of English and the prosodic
features of speech; and correct subject-verb agreement.
A. PERFORMANCE STANDARD
The learner transfers learning by showing appreciation for the literature of the past; comprehending
texts using appropriate reading styles; participating in conversations using appropriate context-
dependent expressions, producing English sounds correctly and using the prosodic features of speech
effectively in various situations; and observing correct subject-verb agreement.
B. LEARNING COMPETENCIES/OBJECTIVES-Write the LC code for each
Use prepositions in describing time and place. ( EN7G-IV-d-4)
II.CONTENT
Prepositions of time and place
III.LEARNING RESOURCES
A. References
9. Teacher’s Guide pages: 483-485
10. Learners’ Material pages: 487-489
11. Textbook pages: 487-489
12. Additional Materials from Learning Resources (LR) portal:
B. Other Learning Resources

IV.PROCEDURES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Reviewing previous lesson or presenting the new
lesson
B. Establishing a purpose for the lesson

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1

Group into three and discuss their assigned task. Group 1- Prepositions
Group 2- Preposition-AT
Group 3-Preposition-ON
Group 4-Preposition IN

E. Discussing new concepts and practicing new skills #2

F. Developing Mastery
G. Finding practical applications of concepts and skills
in daily living.

H. Making generalizations and abstractions about the

lesson
-

I. Evaluating Learning
Identify the correct preposition to be used in the
following sentences.

J. Additional activities for application or remediation

V. Remarks

VI. Reflection
A. No. of learners who earned 80% in the evaluation.
B. No. of learners who require additional activities for remediation who scored below 80%
C. Did the remedial lessons worked? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovations or localized materials did I use /discover which I wish to share with
other teachers?
PREPARED BY:
EMELYN M. OMANITO
Secondary School Teacher 1

Checked and verified by:

ARLENE G. JABONETE, Ph.D.

Secondary School Principal 1