Scribd Logo
Upload

Welcome to Scribd!

  • 5 views

    CLE Grade 7 - 3Q 10th Weekly Lesson Plan - 2023

    Uploaded by

    lui

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    CLE Grade 7 - 3Q 10th Weekly Lesson Plan - 2023

    Uploaded by

    lui
    5 views3 pages

    Original Title

    CLE Grade 7- 3Q 10th Weekly Lesson Plan- 2023

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    5 views3 pages

    CLE Grade 7 - 3Q 10th Weekly Lesson Plan - 2023

    Uploaded by

    lui

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    TARLAC DIOCESAN SCHOOLS ASSOCIATION

    Region III – Tarlac Province


    Sto. Niño Academy of Bamban Inc.
    Bamban, Tarlac

    WEEKLY LEARNING PLAN IN CHRISTIAN LIVING GRADE 7


    QUARTER: 3
    WEEK: 10
    UNIT TITLE: GOD GATHERS HIS PEOPLE INTON ONE NATION
    LESSON TITLE: Defending the Promised Land

    PART I: UNIT STANDARDS


    Content Standard Illustrate how God’s liberating power was shown in the stories of judges.

    Performance Standard Thanks, God, for the gifts of citizens who are defenders of the common good.
    Ask God’s forgiveness for the sin of unfaithfulness and disobedience.
    Formation Standard
    CORE VALUE: We are called to love our country because it is a gift from God.
    Objectives: 

    PART II: TEACHING-LEARNING ACTION SUMMARIES


    A. TEACHER ACTION SUMMARY
    1. Communicating the established goals and the objectives for the sessions.
    2. Using research based strategies (Marzano 2000) such as note taking and summarizing, cooperative learning,
    setting objective and providing feedback and asking questions, and reinforcing effort and recognition.
    3. Using appropriate learning resources, interdisciplinary approaches and activities to support the attainment of
    the standards.
    4. Eliciting clarifactory questions from the class.
    5. Asking convergent and divergent questions.
    6. Integrating the school’s vision mission, authentic setting and desirable values in the instructional procedures.
    7. Using research based formative assessment to check for understanding (60 Formative Assessment by
    Nathalie Regier)
    8. Conducting differentiated learning intervention activities for all student group (Individual, Paired,
    Collaborative, Teacher Assisted) based on the results of formative assessment.

    B. STUDENT LEARNING ACTION SUMMARY


    1. Participating in the different learning task and activities.
    2. Using appropriate learning resources.
    3. Asking clarifactory questions.
    4. Sharing expected outputs.
    5. Relating the content in their real life.
    6. Demonstrating 21st Century (Partnership for 21st Century Learning) skills through the different learning task.
    7. Reflecting on the school’s Vision-Mission.
    8. Performing learning intervention activities.

    PART III: TEACHING-LEARNING PROCEDURES


    MELCS Day 1
    1. The teacher presents the Content Standard, Performance Standard,
    Formation Standards and the Most Essential Learning Competencies to the
    learners.
    2. The Teacher Administer Diagnostic Test or Pre Assessment to the learner.
    3. Present the essential questions to the learners:
    a. How do interactions of the Earth’s systems affect life on Earth?
    b. What makes Earth dynamic?
    c. To what extent do humans cope with processes of Earth?
    4. The teacher will tell the class that these EQs will be answered throughout
    the unit.
    5. The teacher will introduce the performance task and rubric.
    6. The teacher will mention that the Performance Task will be accomplished
    at the end of the unit.
    7. The teacher will ask the class to acquaint themselves with the different
    information about the origin of the universe by going through pages 2 to 6
    of the textbook and the following resources below or access their Genyo
    account if they have already.
    a. http://www.pbs.org/deepspace/timeline/index.html
    b. https://www.youtube.com/watch?v=HdPzOWlLrbE (5:41 mins)
    c. https://www.youtube.com/watch?v=GncYOf29uc4&t=232s (5:29
    mins)
    Day 2
    1. As a motivation, the Teacher will present a mystery box. The student will guess
    what is inside the mystery box by simply touching, tossing, smelling but they are
    not allowed to open the box. (Ping Pong Ball)
    2. When someone answered it correctly, the teacher will ask what are the
    evidences used by the student to arrive in that conclusion.

    Compare the different 3. The teacher will relate that the Earth is also a mystery box. We cannot see it
    hypotheses explaining directly inside but there are indirect evidences that reveal the inside and layers of
    the origin of the the Earth.
    Universe0
    4. The student will watch a short clip on how scientist deduce the layers of the
    Earth and the learner will answer a worksheet after watching the video by Pair
    (Think-Pair-Share). While the learners are answering the worksheet, the teacher
    will roam around to give clarification and guidance.
    Layers of The Earth Characteristics Evidences supporting the existence
    of the internal layer of the Earth

    Process Questions:
    1. What is the earth’s interior made of?

    2. How will you describe its internal structure?


    3. How did scientist deduce which layer of the earth is solid, liquid or semi solid?

    5. After the learners answered the worksheet, the teacher will call some pair to
    share their answers to the class.
    6. The learners will summarize their learning using STOP LIGHT exit paper.
    7. The teacher will tell the learners to bring materials for tomorrow’s laboratory
    experiment.

    Day 3
    1. The Teacher will ask the learners some checkpoint questions about the topic
    yesterday.
    2. The teacher will present the procedure of the simple laboratory experiment
    entitled “Mimicking the layers of the Earth” and its rubric.

    Stove

    3. The learners will proceed to the laboratory to perform the experiment by group.
    4. The teacher will roam around to observe the experimentation and ensuring
    safety while conducting the experiment.
    5. The learners will take note their observations regarding the experiments
    6. The learners will give conclusion to the simple laboratory experiments.
    Day 4
    1. The teacher will distribute the laboratory written report worksheet and the
    learners will answer them by group.
    2. After the learners answered the worksheet, the teacher will call a representative
    for each group to present their output and observation about the experiment.
    3. The learner will synthesize the activity for the day using exit paper.

    PART IV: ASSESSMENTS


     Data Analysis
     Laboratory Reports and Documentation (DEPED ORDER 15)

    PART V: RESOURCES
     https://www.youtube.com/watch?v=aY6SG7GPAlo (earth’s interior-seismic evidence
    explanation) 4 Minutes
     Exploring Life Through Science Grade 10

    You might also like