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Republic of the Philippines

Capiz State University


Tapaz Satellite College
San Julian, Tapaz, Capiz

Submitted By: Submitted To:


Judy Ann Marie Derecho Nida G. Colona

Lesson Plan of Life Cycles of Butterfly Science Grade IV

I. Objectives
A. Identify the four stages of butterfly’s life cycle.
B. Enumerate each stage of butterfly’s life cycle.
C. Show teamwork and cooperation through participating in a group activity.

II. Subject Matter:


Topic: Life Cycle of Butterfly
Science Processes: Observing, Describing, Classifying
References: Science and Health 1V
Materials: Pictures

III. Learning Activities/ Procedure:


Teacher’s Activity Pupil’s Activity

A. Opening Prayer
 Please lead the prayer. (call a pupil) (response may vary)
 Good morning class! You may sit down.

B. Lesson Proper
1. Motivation:
Show the picture of egg, chick and hen
 Can you point out the sequence of stages Egg to chick to chicken.
present in this pictures?
 Can you describe the stages of your life? Toddler, teenager, adult.
(call a pupil)
 Yes, very good! Human also undergo
with what we called life cycle.
 So, what do you know about butterflies? (response may vary)
 Have you ever seen and touch them? Yes.
 Do they also undergo life cycle? Yes.

2. Presentation:
 This morning, we will talked about the
life cycle of a butterfly.

3. Discussion:
 The life cycle of a butterfly starts from
egg, then larva forms, larva changes to
pupa and finally a beautiful butterfly
comes out from pupa.
 (post picture on board)
 I have here a picture of the life cycle of a
butterfly.
 First stage. The egg it is a round oval
mass from which young animals hatch.
 Second stage. Larva, the stage early in an
insect’s life when it looks like a worm or
we called it caterpillar in butterfly’s life
cycle.
 Third the pupa or chrysalis, a stage in the
life cycle of certain insects when larva is
changing into an adult. The inactive stage
in the development of a butterfly during
which larva is enclosed in a tough case
from which a fully developed adult
eventually emerges.
 And after that stage, the butterfly comes
out.

4. Generalization:
 What are the stages of life of a butterfly?
The egg, larva, pupa and butterfly.
5. Application:
Group Activity:
 Ask the students to draw the stages of
butterfly’s life cycle and to write the
names of the stages.

D. Evaluation:
Activity
1. Egg hatches into larva called ______.
Caterpillar
2. Butterfly lays egg on ______.
Leaves
3. Butterfly has ____ stages of life.
Four
4. Larva changes to ____.
Pupa
5. Butterfly comes out from ______.
Pupa
E. Assignment:
 Direction: Explain the similarities and
differences between the life cycle of frog
and butterfly.
Republic of the Philippines
Capiz State University
Tapaz Satellite College
San Julian, Tapaz, Capiz

Submitted By: Submitted To:


Judy Ann Marie Derecho Nida G. Colona

Lesson Plan in Mathematics VI


I.Objectives
A. Identify the problem
B. Solve 2-3 step word problems involving any of the four fundamental operations.
C. Classify the four fundamental operations

II. Subject Matter:


Topic: Solving 2-3 step word problems involving any of the four fundamental
operations.
References: Mathematics in everyday life p. 45
Materials: sheets of blank manila paper, crayons flashcards, drawing board or
illustration board

III. Learning Activities/ Procedure:


Teacher’s Activity Pupil’s Activity

A. Opening Prayer
 Please lead the prayer. (call a pupil) (response may vary)
 Good morning class! You may sit down.

B. Lesson Proper
1. Motivation:
Strategy: Relay game

2. Presentation:

Problem opener:
 Mang ruben harvested a total of 11,380 (response may vary)
kilograms of palay. He sold it to five
different rice dealers. If each dealer
received equal amounts, how many
kilograms did each one get? If one
kilogram costs P25, how much did he
get?

4. Discussion:

 A. What is asked in the problem? If kilogram cost P25, how much did he
 B. What are the given facts? get?
 C. What processes are involved?
 What is the mathematical sentence?
 (11,380/5) x25= N
 Solve the problem
 What is the answer?

5. Generalization:
 What steps should you follow when
solving problems?
6. Application:

Read and Solve


 An egg vendor bought 600 eggs from (call a pupil to answer)
the soler farm. She paid 28 per dozen.
How much did she pay for the eggs?

D. Evaluation:

Read and solve: There were 407 boys and


438 girls in san isidro central school who
joined the alay lakad. If 65 pupils rode in a
bus, in going to an assembly area, how many
buses were hired?

E. Assignment:

Read and solve: The PTA donated P39,510


to the school to buy 15 type writers, if each
typewriter costs P3,000, how much was the
school’s share?
Republic of the Philippines
Capiz State University
Tapaz Satellite College
San Julian, Tapaz, Capiz

Submitted By: Submitted To:


Judy Ann Marie Derecho Nida G. Colona

Lesson Plan
I. Objectives
A. Name parts of the body and express ability with can.
B. Follow simple commands and answer questions.
C. Follow, participate in and repeat an action rhyme.
II. Subject Matter:
Topic: Vocabulary, listening and speaking: Parts of the Body and can
References: English for Life p. 44
Materials: Card board figure with detachable parts

III. Learning Activities/ Procedure:


Teacher’s Activity Pupil’s Activity

A.Opening Prayer
 Please lead the prayer. (call a pupil)
 Good morning class! You may sit
down.

B. Lesson Proper
1.Motivation:
 What is this? Nose, mouth
 What are these? They’re eyes, they’re ears, they’re hands,
they’re feet.
 So this parts are what? Parts of the body.

2. Presentation:
 Our topic this morning is about parts
of the body and can.

3. Discussion:
 I have here card board figures, who
can come here at front and stick back
on the body parts as instructed.
 Put the nose on.
 Put the feet on.
 Why do we have eyes? So we can see.
 Why do we have mouth? So we can talk.
 Why do we have feet? So we can walk.

4. Generalization:
 What does our lesson all about? The different Parts of our bodies can do.

5. Application:
Group Activity
Directions: Match the teacher says in
students do.
Teacher says

1. See
2. Talk
3. Hear
4. Walk

Students do Answer:
1. B
A.Cup their hand to their ear 2. D
B. Shade their eyes with their hands 3. A
C. Make their fingers do the walking 4. C
D. Make a talking mouth gesture with their
thumb and fingers

C. Evaluation:
Students will listen to the rhyme.

We have eyes and we can see. See


We have mouths and we can talk. Talk
We have ears and we can hear. Hear
We have feet and we can walk. Walk

Directions: write down the verb in every


line.

D. Assignment:
Directions: Draw the parts of the body and
name every parts of it.
Republic of the Philippines
Capiz State University
Tapaz Satellite College
San Julian, Tapaz, Capiz

Submitted By: Submitted To:


Judy Ann Marie Derecho Nida G. Colona

Lesson Plan in English (Reading)

I. Objectives
A. State the sequence of the story
B. Identify the different seasons describe
C. Appreciate the story read

II. Subject Matter:


Topic: The Tiny Seed
References:Reading network, p. 103-108
Materials: Pictures, charts

IV. Learning Activities/ Procedure:


Teacher’s Activity Pupil’s Activity

A. Opening Prayer
 Please lead the prayer. (call a pupil)
 Good morning class! You may sit
down.
B. Drill
 I have here a song goes like this.
Minicar (2x)
Beep (3x), the minicar
Stop and go (2x), the minicar
Camera (2x)
Click (3x) the camera
Smile and pose (3x) to the camera

C. Lesson Proper
1. Motivation:
 Form three groups. Each group should
have 2 members to arrange the puzzle
in front.
 The first group who can arrange the
puzzle will get additional points in
your quiz later.
 What picture is formed? The picture formed a seed
 have you seen a seed? Yes!
 Can you describe the seed that you The seed I have seen is rough.
have seen?
 What can you say about their size? The size of a seed I’ve seen is tiny..

2. Presentation:
 The story that we are going to read
today has something to do with the
picture that you’ve formed. The story
is entitled “The tiny seed”.
3. Discussion:
 Before we start, I’ll leave one question
for you to think of as you go on
reading the story.
 How does being small affects you in
achieving your goal?
 Read the story “The tiny seed” on
pages 103-108.
 (after reading the story)
 Did you understand the story? Yes!
 Let me see if you really understood the
story.
 What is the title of the story? The tiny seed
 Who is the author of the story? Eric Carle
 Who are the characters in the story? The Tiny seed and the other seeds.
 Where did the story happen? The story happened in different places such
as near the sun,on icy mountain, in the
water.
 When did the story happen? The story happened in four different
seasons.
 How many seeds do you think are There are 10 seeds.
there in the story?
 How can you describe the journey of Adventurous
the tiny seed?
 If you were a seed, would you prefer to (response may vary)
be tiny or to be big?

4. Generalization:
 What is the story all about? (response may vary)

6. Application:
Group Activity:
Directions: Draw the journey of the tiny
seeds according to the sequenceof the story
C. Evaluation:
Direction: Answer the following
questions.

1. the seed that was eaten by the mouse on Seed 4


the ground.
2. The seed that was eaten by the bird on Seed3
the ground.
3. The sees that was drowned in the water. Seed5
4. The seed that was drifted down onto the Seed2
desert.
5. The seed that landed on a tall and icy Seed6
mountain.

D. Assignment:
Study the sample story grid on page 109 on
your reading network book.
Republic of the Philippines
Capiz State University
Tapaz Satellite College
San Julian, Tapaz, Capiz

Submitted By: Submitted To:


Judy Ann Marie Derecho Nida G. Colona

Lesson Plan in English 6

I. Objectives
A. Learn to identify context clues.
B. Appreciate the important of context clues.
C. Use sentence and word context to find the meaning of unknown words.

II. Subject Matter:


Topic: Vocabulary enhancement
References: English for all times reading 6
Materials: Pictures, powerpoint

III. Learning Activities/ Procedure:


Teacher’s Activity Pupil’s Activity

A. Opening Prayer
 Please lead the prayer. (call a pupil) (response may vary)
 Good morning class! You may sit
down.

B. Lesson Proper
1. Motivation:
 Who wants to play games?
 We are going to play “Guess the
Word” Game.
 You are going to guess the word.

2. Presentation:
 Our topic this morning is about context
clues.

3. Discussion:
 Context clues are hints that an author
gives to help define a difficult or
unusual word. The clue may appear
within the same sentence as the word
to which refers, or it may follow in a
preceding sentence.
 Example, it was an idyllic day. Idyllic
means sunny or warm or perfect day.
 There are five types of context clues.
 First. The explanation clue. Sometimes
a word or phrase’s meaning is
explained immediately.
 The synonym clues. A hard word or
phrase is said in a simple way.
 Antonym clues, general context clues,
and punctuation.
 Who can give example? Tom’s father was a haberdasher, or men’s
shop keeper, in the store.
Mary retained, kept, the deed to her
mother’s house.

4. Generalization:
 What is context clues? Context clues are hints the author gives to
help define a difficult or unusual word.

5. Application:
 let the students read the questions on
the screen and answer each number.

C. Evaluation:
 The students will answer the given
statement by finding the words using
the vocabulary context.

D. Assignment:
 Direction: Give an example for each
type of context clues:
 Rewording the word.
 Giving its synonym.
 Giving its antonym.
 Giving details about it.
Republic of the Philippines
Capiz State University
Tapaz Satellite College
San Julian, Tapaz, Capiz

Submitted By: Submitted to:


Judy Ann Marie Derecho Nida G. Colona

Lesson Plan

I. Objectives
A. Classify sentences according to their uses.
B. Construct declarative, interrogative, imperative, and exclamatory sentences.
C. Show teamwork and cooperation through participating in a group activity.

II. Subject Matter:


Topic: Different types of sentence according to structure
References: Grammar and composition 4 by prentice hall
Materials: Visual aids, charts, pictures.

III. Learning Activities/ Procedure:


Teacher’s Activity Pupil’s Activity

A. Opening Prayer
 Please lead the prayer. (call a pupil) (response may vary)
 Good morning class! You may sit
down.
 So , how’s your day? It was great ma’am!

B. Lesson Proper
1. Motivation:
 i will divide you into 4 groups. You
are going to arrange the words. Each
group will give a sentence then the
other group will guess if what structure
of sentence is it.

2. Presentation:
 Today we are going to tackled about is
sentences according to structures.

3. Discussion
 we have four kinds of sentences
according to its structure and clause.
 The simple, compound, complex, and
the compound complex.
 Simple sentence contains only one
independent clause. Example, I kicked
the ball. A subject and a verb only.
 Compound sentence contains at least
two independent clause. Example, I
kicked the ball. It hit Tom.
 Complex sentence contains a
subordinate clause and an independent
clause. Example, Tom cried, because
the ball hit him.
 Compound complex sentence, these
are sort of like mash-up of compound
sentences and complex sentences.
They contain at least two independent
clauses and at least one subordinate
clause.
 Did you understand? Yes Ma’am!

4. Generalization:
 What are the four kinds of sentences Simple, compound, complex, compound
according to structure? complex sentence.

5. Application:

Direction: Tell whether the following


sentences are simple, compound, complex,
or compound complex.

1. The bell rang. Simple.


2. Paula ran the first part of the race, and Compound.
nica biked the second part.
3. He stands at the bottom of the cliff while Complex.
the climber moves up to the rock.
4. The skier turned and jumped. Simple.
5. Cerubin passed the test because he Compound complex.
studied hard and understood the material.

C. Evaluation:
Direction: On a half sheet of paper write
one sentence in each kind of sentences
according to structure.

D. Assignment:
Write an essay about your likes and
dislikes using the sentence structure.

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