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Miyerkules, Pebrero 27, 2013
My quick-cher: Elementary Lesson Plans
My quick-cher: Elementary Lesson Plans: Math 3 I. OBJECTIVES Read money in symbols through P 1000.00 Write money value through P1000.00 Practice...
Elementary Lesson Plans
Math 3
I.
OBJECTIVES
Read money in symbols through P 1000.00
Write money value through P1000.00
Practice the habit of being thrifty/spending
money wisely
II.
SUBJECT
MATTER
Reading money in symbols through P 1000.00
Writing money value through P1000.00
BEC PELC IA.4. 1-4.2
Real or play money, money chart, show-me-board
Thrift/Spending money wisely
III.
LEARNING ACTIVITIES
A. Preparatory Activities
1.
Drill
Reading
symbols by group
2.
Review
Write
the following numbers (teacher reads the following)
1.
three hundred ninety-six
2.
eight hundred forty-five
3.
thirty-nine thousand six hundred
3.
Motivation (Story Telling)
Mother
goes to market every Saturday. She buys fruits, vegetables, fish and other
foods. Then she keeps the rest of her money in a saving box.
Do you also save money? How?
B. Developmental Activities
1.
Presentation of the lesson
a. Presenting different denominations for
Philippine money (bills and coins)-play and
real money
b. Making several combinations out of the
denominations presented.
2. Discussion
Mini-store Game
3. Exercises
Game on reading and writing money values
symbols
ex: five hundred pesos and fifty
centavos
C. Post Activities
1.
Generalization
How
do we write money values?
2.
Application
Write the total amount for each set.
1. P500 P200 P100
P5 P5
IV.
EVALUATION
Give the missing numbers.
1. P125.25 means _____ pesos and _____
centavos
2. P 212.75 means _____ pesos and _____ centavos
V.
ASSIGNMENT
Fill in the blanks with the correct amount to
complete each sequence.
1. P 500, _____, P 700, P800, _____, P1000
2. P 150, P250, P350, _____, _____, P650
English 3
I.
Learning Objectives
Answer
specific questions based on the poem learned.
Read orally or commit to memory well-liked
lines in a poem.
Exhibit
evidence of thankfulness for all the blessings every day.
II.
Learning Content
Reading Orally 1-3 Stanza Poem with
Correct Pronunciation, Stress and
Rhythm.
Telling
Best-Liked Parts in a Poem
PELC Reading 2, p. 13; PELC Writing
2. p.13
For You and Me Txtbk
music recorder, voice record of a poem,
copy of poem , picture
THANKFULNESS
III. Learning Activities
A.
Preliminary Activities
1. Daily Routine
2. Drill/Review
Reciting Poem with Gestures - All
Things Bright and Beautiful
3. Checking of Assignment
4. Unlocking of Difficulties
thanksgiving parents friends Lord blessings
5. Motivation
Mention some blessings you receive
from God every day.
B. Developmental
Activities
1. Presentation
Showing of pictures related to the poem.
Raising
of Motive Question
Why should you be thankful for these
blessings?
Setting
Standards
Listening
to a Poem
Every
day is Thanksgiving Day
2. Analysis and Discussion
What is the poem about?
Tell us why you should be thankful
according to the poem.
Which stanza in the poem do you like
the best? Why?
3.
Practice
Exercises
A. Guided practice of reading the poem
B. Independent practice of Reading the
Poem
4. Generalization
How
do you read a poem?
Being
blessed by Lord every day, what attitude should you possess?
C.
Post Activities
1. Application
Cooperative Learning: Practice and
recite well-liked stanza in the poem. Explain why do you like it.
IV. Evaluation
Direction: Write the missing word in each stanza. Spell and
contract each word correctly.
Every
Day is Thanksgiving Day
I
thank you Lord for my __________
Who
are so good and kind
I
thank you for my friends,
They
are the best I can find.
I thank you Lord _________ my voice
That I can sing a song
I thank you Lord that you help me
Know the __________ from wrong.
I thank you for so many things
I thank you for all the __________,
And for me, it is nice to say,
Every day is __________ day.
V. Assignment
Rewrite the poem “Every Day is
Thanksgiving Day” . Memorize the poem and recite tomorrow with correct stress
and intonation.
Makabayan
Character
Education
I. Layunin
Nagwawalis ng bakuran
II. Paksang Aralin
Pagwawalis ng bakuran
PELC
Batayang aklat p.5-7
III. Pamamaraan
A.Balik-aral
Anu-ano ang katangian ng huwarang mag-anak?
B. Paglalahad
Dayalogo: Dalawa tayo
C.Pagtalakay
Bakit gumigising nang maaga ang nanay at
lola?
Bakit kailangang maglinis ng bakuran?
D. Paglalahat
Ano ang dapat nating gawin sa umaga?
IV. Pagtataya
Sagutin:
1. Ano ang dapat mong gawin paggising sa
umaga?
2. Bakit kailangang maglinis ng bakuran?
V. Takdang Aralin
Ugaliin ang pagwawalis ng bakuran.
Miyerkules, Pebrero 20, 2013
My quick-cher: Communicative Language Teaching Lesson
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My quick-cher: Search engines are becoming more conscious of load...
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Lunes, Pebrero 18, 2013
ASSESSMENT IN READING
ASSESSMENT IN READING
OBJECTIVES
At the end of the session, the participants should be
able to –
1.
Reflect on the significance of assessing and
evaluating learning
2.
Discuss the common assessment practices used in the
classroom
3.
Differentiate between traditional and authentic
assessment
4.
Prepare sample assessment and evaluation instruments
PRIMING
·
Self-Assessment
How Much Do You Know About Assessment?
Direction: Identify the words described below. Choose
your answers from the list in the box. Write only the letter of your answer on
the space provided before each number.
_______1. It seeks to identify the specific strengths
and weakness of a student.
_______2. It measures aural discrimination and/ aural
comprehension.
_______3. It is given during the course of
instruction to find out if the lesson taught has been mastered.
_______4. It measures the sum total of the material
covered during a marking period.
_______5. It tests only one element of a particular
point of grammar.
_______6. It measures the extent of learning in a
prescribed program of instruction.
_______7. It is a collection of students’ work
over-time to evaluate progress made since the starting point.
_______8. It is a description of standards against
which students’ work will be judged.
_______9. It is the filling in or completing
pictures, sentences, or other stimuli
that are incomplete.
_______10. Evaluating students’ learning with meaningful
tasks that are directly connected to what they have been taught.
|
Have the participants do the ANTICIPATION GUIDE.
Directions: For each of the following statements, put a
check under “agree” or “disagree” to show how you feel. Discuss your responses
with fellow participants.
Agree
Disagree
________1. Nationwide achievement tests are essential
for the __________
assessment
of reading.
________2. In
assessment, the product is more important than
__________
the
process.
________3. Generally, placement
levels are determined by having ________
students
read a selection either orally or silently, at
appropriate
grade levels.
________4. Validity
should be considered in terms of the consequences ____
of
the test results will be put.
________5.
Test should not be used to determine what is taught in _______
a
reading program.
________6. If
students are taking tests mandated by the division,_______
region,
or the Central Office, they should be taught
the
skills that are tested.
________7. Observation
yields more about a student’s progress__________
In
reading and writing than a standardized test does.
ACTIVITY
1. Group Work
Discuss the common
assessment practices in the classroom by answering these questions:
·
How do you assess learners’ performance
·
What assessment tools do you use?
·
What are the reasons for giving assessment?
·
What criteria do you consider in assigning grades to
pupils?
Have each group report on its output and publish accordingly.
ANALYSIS (35 minutes)
1. Based on the reports
of the different groups, what are the common assessment practices observed in
the classroom?
Probable Answers:
a.
Giving formative test
b.
Giving summative tests
c.
Giving achievement tests for each grading period.
d.
Assigning grades for projects.
e.
Rating composition writing
f.
Giving diagnostic tests in the beginning and end of
the school year.
g.
Others
2. What reasons were cited for giving assessment?
Probable Answers:
a.
To test how much knowledge has been mastered by the
pupils.
b.
To give feedback on pupils’ performance
c.
To assess the strengths and weaknesses of the pupils
d.
To have a basis for rating pupils
e.
To serve as basis for future action
3. What criteria are considered in assigning grades to pupils?
a. Pupil’s performance
during class recitations
b. Attitude
c. Motivation
d. Projects
e. Quizzes
f. Summative tests
g. Participation in
programs and other school activities
ABSTRACTION (30 minutes)
1. What are your
self-realizations regarding the activity? Are there new learnings? relearnings?
unlearnings?
2. Discuss traditional assessment vs. authentic assessment
Traditional
assessment
·
measures memory, not true learning
·
doesn’t lead to improved performances
·
is usually paper – and – pencil test
Authentic assessment
·
focus is to help all students to be able to
demonstrate the degree of mastery they have accomplished
·
provides specific learning experiences which will lead
to improved achievement
Authentic Assessment Methods
to Try
·
Observation
Observing
students in the school environment is a highly effective way to assess and
evaluate performance. It will be best to record your observations as you “watch
the children” at work and at play using a daily observations record sheet.
DAILY
OBSERVATION RECORD SHEET
Date ________________
|
Pupil’s Name
|
Observed
Behavior
|
+ = Improving
- = Losing ground
Ø = Staying the same
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Comments
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·
Portfolios
Creating
a portfolio is a systematic procedure that allows students to collect and
display their work in a given subject over time. Portfolios emphasize students’
strengths and illustrate how they learn rather than what they know.
A
portfolio might include a combination of regular work and work that represents
any or all of the following:
-
written papers
-
tests
-
drawings
-
photographs
-
audiotapes
-
certificates
-
reviews
-
CD-ROM’s
-
etc.
·
Performances,
Exhibitions, and/or Demonstrations
Students are now being asked to “perform” their learning in real-life
settings. The goal is to create an “exhibition” of all the work the students
have done to master certain outcomes or standards.
·
Rubrics
Rubrics provide a guide for
assigning quantitative values to various levels of student performance in a
particular area of work.
APPLICATION
(20 minutes)
Group Work:
Prepare any of the following:
1.
Reading Comprehension Rubric
2.
Writing Rubric
3.
Checklist in Listening / Reading / Writing / Speaking.
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