LINGAYO, DESEREE C.

BEED 3
Implementing a Curriculum Daily in the Classrooms

Activity 1: what is your learning style

1. Study the Learning Style Choice Board and check as many as you feel you want to do
more often.
2. If you have more choices, then you have a multiple learning style as an individual.

Visual Musical/Auditory Verbal

 Create Visual  Write a song or rap  Teach Concept

Diagram
 Create a dance  Write Instructions
 Graph Results of a
survey  Create a jingle  Create Ads

 Create a comic Strip  Create a Rhyme  Write a Poem

 Create a Poster  Use an Instrument to  Keep a Journal

Create
 Draw a map  Retell in your Own
Word
 Create a Power Point
 Teach Concept
 Create a Webcast or Mapping
Video
 Write a Story

Physical/Kinesthetic Learning Styles Choice Logical/Mathematical

Board
 Create a game  Create a Code
We all learn in different
 Do an Experiment ways! Pick your way to  Make a timeline

 Construct a Model discover, think, create, and  Compare/contrast

learn concepts in all areas; ideas
 Build a math, reading, science,
Representation history, writing etc….  Create an outline

 Create a Sport  Design a map

 Show a pattern

 Teach concept
mapping
 Social Solitary Naturalist

 Tell stories or poems  Research an Area  Collect and

Categorized Data,
 Survey others  keep a journal Material or Ideas
 Interview someone  write about Personal  Discover or
Experience Experiment
 Teach a cooperative
game  think about and plan  Take a field trip
 Role play  Create a power point  Adapt Materials
 Hold a discussion  Read a book on…  Label and classify

Activity 2: Matching the Teaching Strategies with Learning style Curriculum

Implementation
Congratulations Teacher!
Now that you have identified your own learning styles, what strategy or method of teaching will
be most appropriate for you? Look 4 members from among your classmates who have similar
learning style with you. Make a group Lesson Plan that is most appropriate for your group, using
the basic components as prescribed by the Department of Education.

Name Ailhee Rose Agcalao Grade Grade 3

Daniel Ao-as Level
Charlene Gaano
Deseree Lingayo
Subject English Quarter Quarter 4

I. OBJECTIVES
A. Content Standards Demonstrates understanding of English
vocabulary used in both oral and written
language in a given context.
B. Performance Standards Proficiency uses English vocabulary in varied
and creative oral and written activities.
C. Learning Competencies N1V-IVj27
a. To define prefixes.
b. To identify root words from prefixes
used.
c. To construct sentences using word
with prefixes.
II. Content Read words with affixes.

III. Learning Resources Visual Aids, Laptop, Instructional Materials

 IV. Procedure
TEACHER’S ACTIVITY PUPIL’S ACTIVITY
A. Preparation
Good morning class. Good morning ma’am.

(Prayer)

(Checking of Attendance)

How are you today pupils?

We are fine ma’am.
That’s good to hear.

B. Review
Before we proceed to our lesson, let’s have a
short review regarding our topic last meeting.

Pupils, what was our topic last meeting?

We tackled about diphthongs.
Very Good! When we say diphthongs it is a
sound made by combining two vowels,
especially when it starts as one vowel sound
and goes to another.
So diphthongs are double vowel in sounds in
words.

Then, pupils can you please point out what is

the diphthongs in the following:
Letter C ma’am.
a. The word “go” in “go away”
b. The letter “m” in “murmur”
c. The sound “oi” in “voice”
Chair, Fear, Pout ma’am.
Very Good! Can you give another examples?

C. Motivation
Pupils, do you want to play games?
Yes ma’am.
Okay, we’re going to play 1pic1word.
1st step- You are going to guess the appropriate
1 group of letter between the two that matches
the picture provided.
2nd step- Write your answers in the cardboard
provided.
3rd step- Raise your cardboards after 10
seconds.

Are you ready? Yes ma’am.

Let’s proceed then.

1.

RE
MID

2. DIS
RE
3.

DIS
ED

4.
UN
DIS
5.

ER
D.
MID
Presentation

Very Good Students! Let’s watch a short video.

https://www.youtube.com/watch?v=7pyjhfI6IMk

So pupils, based from our games earlier as well

as the video you’ve watched, what is our lesson
for today?

That’s correct because our lesson for today is all

about prefixes.

E. Discussion
(PowerPoint Presentation)

We call those as affixes wherein they’re the

letters that are being attached at the end or at
the beginning of the word. Then they’re divided
into two categories the prefixes and suffixes.

Pupils what are affixes?

The video is all about prefixes.

Very Good, so now let’s proceed what do you
mean by Prefix.

What is Prefix?
A group of letter that is attached to the beginning
or end of a word.

Prefix is a group of letters that comes before

a root or base word. Prefix is a special
group of letters because it can change the
meaning of the root word and make an
entirely new word. A prefix is a group of
Very Good! Prefix is group of letters added in letters and not a word that can stand on its
front of a base word to change the meaning of own.
the word.

Can you please give example of prefixes based

from the game we played earlier?

Very Good! Those are the prefixes that we’ve Re-, un- mid-, dis-, fore-, non-, semi-
used from the games that we had.

Now can you please give me example of a root

word?

Prefix Root Word New Word Happy ma’am

Un Happy Unhappy

(*let student give another example)

The word happy by itself means to be covered

completely by something. Let us put the prefix
“un”. By adding “un” to the beginning of the
word, we can change its meaning already. “Un”
means “not” or “opposite of”.

So that is mean by prefix, it is a group of letters

before a root word that make changes when
they’re collided with each other which create
new word.

Very Good! Always remember pupils that there

a lot of prefixes out there that is applicable to a
root word or a base word. All you have to do is
choose the best and correct prefixes to be
paired up to the given root words.

Very Good! Do you now understand our lesson?

Is everything clear? Yes ma’am.

Yes ma’am.

F. Generalization

Again, what do you mean by prefixes?

A group of letters added at the beginning of
a root word to form another word or new
Very Good! word.

What is the importance of learning prefixes to

our daily life?
 For us to be aware for the appropriate word in
any term that we are using in our everyday life.
G. Application

Let’s now proceed to our group activity. The

class will be divided in 3 groups and I have
different tasks that you need to work on.

Rubrics:
Criteria: Points
Content 5
Cooperation 5
Relevance 5
Unity 5
To 20
tal

Group 1- Construct 5 sentences using prefixes

and underline it. Identify what is the root words
and the prefix that is used.

Group 2 - Construct a poem consisting prefixes

and underline it. Identify what is the root word
and the prefix that is used.

Group 3- Construct a song consisting prefixes

and underline it. Identify what is the root words
and the prefix that is used.

Present to the class afterwards.

H. Evaluation
Direction: Add appropriate prefix to each of the
words below.
BASE WORD NEW WORD

1. oriented
2. happy
3. build
4. heat
5. relevant
6. connected
7.possible
8. approve
9. friendly
10. circle
I. Assignment
Song Presentation. Write your own lyrics
based on our lesson for this day (PREFIXES)
You can use other songs, but change the lyrics
use the rhythm only. Maximum of 5 stanzas and
minimum of 2 stanzas.

Self-Check
Let’s recall! Provide the answer to what is asked in each item.
1. What is the first level of knowledge in Bloom’s taxonomy? Knowledge
2. What is the highest level of cognition in the Revised Bloom’s Taxonomy? Creating

3. What DepEd Order requires a newly hired teacher to write a lesson plan? DepEd order
No. 70 s. 2012
4. What is referred to as a miniscule curriculum that the teach implements every day?
Daily Lesson Plan
5. What is the learning style of a learner, who likes to tinker with many things? Kinesthetic
6. What component of a lesson plan requires an active action for a curriculum to be
implemented? Procedure or Methods and Strategies
7. Who provided a visual model to show what instructional support can best enhance
learning? The Teacher or Facilitator
8. Who was Bloom’s student who revised his taxonomy of objectives? Lorin Anderson,
and David Krathwohl
9. Who is the frontline curriculum implementor? Teachers
10. Who provided the original taxonomy for the cognitive domain? Bloom’s Taxonomy

Self-Reflect
Reflect on the answer the statement below, based on the lesson you learned in this
Lesson.
1. When I become a teacher,
I will make sure that the curriculum is implemented as it is to be. Because curriculum is made to
ensure that its content will be useful to all of the students under to it. I will be aware of my words
and actions because it reflects to all of the students I will be teaching. Students have different
backgrounds, the classroom is inclusive and students might be sensitive, I will make sure that
all of their learning style will be cater for them to excel in their own way. I will try to be a teacher
that does not only requires knowledge, but also the patience and good moral that a teacher
must have.
As a teacher I should focus on the learning outcomes that learners must
achieved and I will use teaching strategies that suit to their learning style. I must plan according
to what the learners must learn and helping students needs in school is the most priority.