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GAD – Based iC CEBU

Lesson Exemplar

Grade Level: Grade 11 Learning Area: Earth and Life Science Quarter: 1 Duration: 50 minutes
Learning Area/s Integrated: SCIENCE,
Integration Approach Used: (Please tick.)
Multidisciplinary / Interdisciplinary Transdisciplinary

I. 21 st Century Skills to be developed (Please tick.)

/ Communication Learning and Innovation / Problem Solving
/ Critical Thinking / Information Media and Technology / Life and Career
II. Focused Learning Competencies (LC) (Use Curriculum Guide (CG)
Describe the various hazards that may happen in the event of earthquakes , volcanic eruptions
typhoon and landslides
S11/12ES-1f-30
Describe the physical conditions after the disaster
Physical Education and Health
PE 11/
III. Focused GAD principle/s to be integrated
GAD – based Focused Principle to be developed GAD – Gender Equality: Men and women
are given equal opportunity to join the scouting activity in school.
IV. Intended Learning Outcomes
Knowledge identify hazards that may happen in the event of typhoons , volcanic eruptions ,landslides and
earthquakes
Skills classify hazards that may happen in the event of a disaster identified
Attitude Show importance on how to prevent hazards
Values show tactfulness in communicating with others

V. Learning Demonstrate the different hazards caused by geological processes like earthquakes, typhoons
Content/s and others
Concept Precautions on different hazards
DRRE Safety Measures/Precautions Before a Typhoon or any disaster happen
Reference/s Earth and life Science
IMs power point presentation, laptop, projector, , projector screen, /Group the class into four/ show
the rubrics 8 pts. Excellent description ;6 pts good ;4 pts.incomplete
VI. Learning Experiences (5 Es)
1. Engage
10 minutes Motivation
The class group into four identify
Show some pictures of different hazards

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 1. How can you relate the picture in a real life situation ?

2. Explore Video presentation ( Typhoons, Earthquake , volcanic eruption or any disaster)

15 minutes

Types of Hazard For OSH.mp4

3. Explain What are the precautionary measures that you need to do during the disasters?
10 minutes DRRE Concepts:
1. Stock up an adequate supply of drinking water, and water for cleaning or other
purposes.
2. Prepare flashlights, batteries for flashlights and radio, candles and kerosene lamps,
or other lighting devices.
3. Prepare a first-aid kit. Always monitor news about the typhoon, whether on television
or radio.
Values How it will affect to our health after this kind of disaster?
integration
4.Elaborate
10 minutes The teacher discuss the different terms about the Safety
1. Hazards- a source of danger
2. Risk-possibility of something bad or unpleasant
3. Safety- freedom from harm or danger
4. Precautions- something that is done to prevent possible harm or trouble from happening
in the future
5. Injury- harm or damage . causes someone or something to no longer be fully healthy or
in good condition
.

5.Evaluate 1/What human activities that can cause hazards?

{ 5 minutes} a. Continuous cutting of trees b. burning of plastics that can cause ozone depletion

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 c. improper throwing of garbage c. all of the above
2.Which of these disaster that can cause landslide?
a. frequent rain b. stormy weather c. heavy rain d. cloudy weather
3.What precautionary measures that we are going to do?
a. Stock can goods b. gallons of drinking water c. noodles and others d. all of the
above
4.What is the common causes of floods?
a. improper disposal of garbage b. burning of garbage c. frequent rain d.none of the
above

b 1.Which of these picture shows harmful to all of us?

2.How can we prevent this disaster?

Teacher’s Reflection (Refer to DepED Order No. 42, s. 2016)

https://www.google.com/search?
biw=1366&bih=657&tbm=isch&sa=1&ei=EMj9XO_3BtmqoATkwKjwBw&q=PICTURE+of+a+Filipino+young+girl+or+young+
boy+who+got+sunburn&oq=PICTURE+of+a+Filipino+young+girl+or+young+boy+who+got+sunburn&gs_l=img.3...523579.5
28124..529389...0.0..0.186.1457.2j10......0....1..gws-wiz-img.W7KrGzFoup8

Prepared by:
MARIVIC D. MAGDADARO
Teacher 11

Reviewed by:

Recommending Approval:

LEAH B. APAO, Ed.D., CESE

Assistant Schools Division Superintendent

Approved:

RHEA MAR A. ANGTUD,Ed.D., CESO VI

Schools Division Superintendent

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 GAD – Based iC CEBU
Lesson Exemplar

Grade Level: Grade 5 Learning Area: English Quarter: 3 Duration: 50 minutes

Learning Area/s Integrated: SCIENCE,
Integration Approach Used: (Please tick.)
Multidisciplinary / Interdisciplinary Transdisciplinary

IV. 21 st Century Skills to be developed (Please tick.)

/ Communication Learning and Innovation Problem Solving
/ Critical Thinking / Information Media and Technology / Life and Career
V. Focused Learning Competencies (LC) (Use Curriculum Guide (CG)
revise writing for clarity - appropriate punctuation marks
EN5WC-IIIh-1.8.1
observe politeness at all times
EN5WC-IIIh-16
show tactfulness in communicating with others
EN5WC-IIIh-17
VI. Focused GAD principle/s to be integrated
GAD – based Focused Principle to be developed GAD – Gender Equality: Men and women
are given equal opportunity to join the scouting activity in school.
IV. Intended Learning Outcomes
Knowledge identify the punctuation marks and their uses
Skills classify the different punctuation marks whether its terminal mark or initial mark of
punctuation
Attitude be polite at all times and conserve our natural resources
Values show tactfulness in communicating with others
V. Learning Identifying Punctuation Marks and their Uses and Classifying the Different
Content/s Punctuation Marks whether its Terminal Mark or Initial Mark
Concept Punctuation marks - are symbols used to make the meaning of a written text clear
to the readers. These give the readers such information as when to pause, to stop,
or to convey a particular emotion.
DRRE Safety Measures/Precautions Before a Typhoon
Reference/s English Grade Five Textbook,
IMs power point presentation, laptop, projector, rubrics, projector screen, word strips,
punctuation marks, flash cards, chart stand, assessment worksheet, pictures,
sentence strips, activity scorecards, online random name picker / rolled paper
VI. Learning Experiences (5 Es)
4. Engage
10 minutes A. Pronunciation Drill

The teacher asks the pupils to listen attentively and observe the correct
stress of the words with primary stress on the third syllable as he read the
words. Then, he requests his pupils to read the words according to their
reading ability. Afterwards, the teacher tells the pupils to read the words in
unison.

e-ner-GE-tic pho-to-GE-nic o-ver-THROW

e-pi-DE-mic gua-ran-TEE suc-cess-FU

B. Motivation

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 The teacher asks the pupils to complete the words by saying the letter that
corresponds to the number in order to come up with a new word. The key to the
code is the alphabet and the corresponding numbers of the letters. For example, for
number 1 is A and for number 26 is Z. The teacher calls a pupil to answer using the
online name selector and tells him/her to answer it orally.

__ U __ C T U A __ I __ N __ A R __ S
16 14 20 19 13 11

5. Explore
15 minutes The teacher divides the class into seven groups. He distributes statements to each
group and asks them to write the appropriate punctuation marks needed to complete
each statement. The pupils will select a punctuation mark projected on the screen.
The teacher presents the procedures and rules in doing the activity and reminded
them to be polite at all times and be tactful in talking or communicating with
groupmates.

1. The boys and girls actively participated the scouting activity in school.
GAD – Gender Equality: Men and women are given equal opportunity to join
the scouting activity in school.
2. What are the precautionary measures that you need to do before a typhoon?
DRRE Concepts:
1. Stock up an adequate supply of drinking water, and water for cleaning or
other purposes.
2. Prepare flashlights, batteries for flashlights and radio, candles and
kerosene lamps, or other lighting devices.
3. Prepare a first-aid kit. Always monitor news about the typhoon, whether
on television or radio.
3. Help! Our house is burning!
4. They bought atis, mango, and guyabano in the market.
5. “There was an earthquake last night,” PHILVOCS reported.
6. It’s raining outside.
7. Tabuelan is a four-hour ride from the city.

6. Explain The teacher asks the following questions:

10 minutes 1. Which among the punctuation marks you have tried using?
Answer: may vary
2. Are these punctuation marks important? Why?
Answer: Yes, these give the readers such information as when to pause, to
stop, or to convey a particular emotion.

The teacher discusses about the punctuation marks using the power point
presentation.

Punctuation marks - are symbols used to make the meaning of a written

text clear to the readers. These give the readers such information as when
to pause, to stop, or to convey a particular emotion.

There are two classification of punctuation marks:

1. Terminal marks - are marks used at the end of the sentence.

2. Internal marks - are marks used in the middle of or within a sentence.

The terminal marks of punctuation are the following:

a. Period ( . ) - used at the end of a declarative or an imperative sentence

and after an abbreviation or initial.
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 b. Question mark ( ? ) - used after all direct questions, interrogative
sentences, and statements with tag questions.

c. Exclamation point ( ! ) - used after an exclamatory sentence or

imperative sentence that expresses a strong feeling.

The internal marks of punctuation are the following:

a. Comma - used to separate items in a series, the month and day from a
year in a date, and the town from the province or the city from the country.

b. Quotation marks ( " " ) - used to enclose the exact words of a speaker
and titles of short stories, poems, articles, chapters of a book, or songs.

c. Apostrophe ( ' ) - used in word contractions and to show possession.

d. Colon ( : ) - used after the salutation of a business letter and to separate
the hour from the minutes of time written in number form.

e. Hyphen ( - ) - used with compound numbers, divide a word at the end of

a line in a paragraph and separate the parts of compound words.

The teacher asks the following questions:

1. What do you call the symbols used to make the meaning of a written text
clear to the readers as well as give the readers such information as when to
pause, to stop, or to convey a particular emotion?
Answer: Punctuation marks

2. How many classification of punctuation marks do we have?

Answer: Two (2)

3. What are the two classification of punctuation marks?

Answer: Terminal marks and Initial marks

4. What are the three terminal marks of punctuation?

Answer: Period, Question mark, and Exclamation point

5. What are the five terminal marks of punctuation?

Answer: Comma, Quotation marks, Apostrophe, Colon, and Hyphen

6. Why do these punctuation marks important?

Answer: Yes, these give the readers such information as when to pause, to
stop, or to convey a particular emotion.

4.Elaborate
10 minutes The teacher asks the learners to group themselves according to their learning
styles. The teacher gives the mechanics for their performance tasks. Each group will
be graded based on this rubrics: Accuracy - 8; Teamwork - 6; Speed - 6

PERFORMANCE TASKS (GROUP ACTIVITY)

Visual & Auditory label the photos of the given punctuation marks
Kinesthetic & Social illustrate the punctuation marks
Verbal & Mathematical classify the punctuation marks whether its terminal or
initial mark of punctuation and write the number of
terminal and initial punctuation marks

Afterwards, the teacher checks the answers of each group.

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 5.Evaluate
{ 5 minutes}

VII. Learning A. Identify the punctuation marks being described below. Write your answer
Enablement on the space provided for.
To be done at home
___________1. It can be used at the end of a declarative or an imperative
sentence and after an abbreviation or initial.
___________2. It can be used to separate items in a series and the month
and day from a year in a date.
___________3. It can be used after an exclamatory sentence or imperative
sentence that expresses a strong feeling.
___________4. It can be used to enclose the exact words of a speaker and
titles of short stories, poems, and articles.

B. Draw the terminal marks inside the circle and draw the initial marks inside
the box.

Teacher’s Reflection (Refer to DepED Order No. 42, s. 2016)

References: Curriculum Guide in Mathematics 6
21st Century Mathletes TX pp.51-52,
21st Century Mathletes TM pp. 15-17

https://www.google.com/search?
biw=1366&bih=657&tbm=isch&sa=1&ei=EMj9XO_3BtmqoATkwKjwBw&q=PICTURE+of+a+Filipino+young+girl+or+young+

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boy+who+got+sunburn&oq=PICTURE+of+a+Filipino+young+girl+or+young+boy+who+got+sunburn&gs_l=img.3...523579.5
28124..529389...0.0..0.186.1457.2j10......0....1..gws-wiz-img.W7KrGzFoup8

Prepared by:
BRENDA A. JUDAYA
Master Teacher 1
Tayud Elementary School, Consolacion District

Reviewed by:

PAMELA A. RODEMIO, Ed.D.

Education Program Supervisor- Mathematics

Verified:

MARY ANN P. FLORES, Ed.D.

Chief, Curriculum Implementation Division

Recommending Approval:

LEAH B. APAO, Ed.D., CESE

Assistant Schools Division Superintendent

Approved:

RHEA MAR A. ANGTUD,Ed.D., CESO VI

Schools Division Superintendent

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