A Detailed Lesson Plan in English (First Year—Secondary)

I. Objectives
At the end of the lesson, the students will be able to:
1. Identify statements that show cause and effect relationship.
2. Read a poem correctly and clearly with expressions.
3. Appreciate reading poems.
4. Decode words with “augh” (o) sounds
II. Subject Matter
Cause and Effect Relationship
Reference/s: Fun in English Reading Textbook pages 94-101
Materials: Visual Aids, Charts, Flash Cards, Pictures, Name Tags
Values Integration: Develop a genuine love for reading, love for
family
III. Procedure
A. Learning Activities

Teacher’s Activity “Good Morning Class...” “Let us pray first...” Student’s Activity
(Checking of Attendance)
...say present... “Good Morning Sir!”
(One Student will lead the Prayer) (Students raise their hand and say
“Please pick up the pieces of paper under yourpresent
chair” as the teacher calls in their name)

“So how was your weekend?” “That’s good! Have you enjoyed your
(Students pick up the pieces of paper)
weekend bonding with your family?”

or this morning, our discussion will be in relation to a family. Are you familiar with Barney’s I Love You Song?”

“Okay that’s good, so are you ready to sing and have fun today?

“It was great sir!”

“Of course sir! It was a lot of fun!”

“Yes sir! We love purple-colored

dinosaur!”

“Yes”

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Warm Up

Let us sing Barney’s I Love You

Song. (Students Sing)

“I love you, you love me and we’re a happy

family, With a great big hug and a kiss from
me to you, Hope you say you love me too.”

“Okay now class, What can you say about

the song? Does it tell us something “Sir, eventhough the song is very short,
important that we have already forgotten to but I guess it’s full of emotions.”
do nowadays?”
“Because sir I noticed that the song has a
“How could you say so John?” lot to do with our love for our family, that
the real meaning of family is all about loving
each other, and nowadays kissing and
hugging our parents or family members
are not being
practiced anymore.”

“That was a very good

explanation John, you know what class
the song simply tells us something that
we should always consider for us to
keep our family or relationship with
others intact, sometimes showing
affection/love towards a person makes
him feel that he is appreciated and there
will be feeling of belonginess and love.
“Because sir, there are so many descriptive
“What else have you noticed words in the song, the most obvious one
which made you conclude that the song is “I LOVE YOU.”
is all about love?”

“Everybody had just sung very well, it’s

now time to improve your pronunciation
more...”

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 Pronunciation Drill

...read the following words:

Words with augh= /Ô/

Caught Naught Taught Naughty Daughter

B. Lesson Proper

Presentation
Show pictures of a Mother (a) and a Cake (b)

Motivation His sister Liz aglow with glee.

“What do you see in pictures A and B?”

“When was the last time you gave a

gift to your mother?”

“Why do you think there is a cake?

What do you think is the celebration?”

“Aside from giving material gifts, how

else do you show your love for your
mother?”

Discussion
Let us read a poem and let us find out
how the children showed their love for
their mother.

Who Loves Mother Best?

“Oh happy birthday, Mama dear.”

Sang Ben, Liz and Bess with
cheer “We love you much, we love
you true.”
They kissed their mother, hugged her
too.

Then quickly Ben skipped out to

play And went with playmates all
the day. Then rushed home in
time to see

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“Sir, Picture A is a picture of a
Mother and Picture B is a picture of
a Cake.”

“On her last birthday.”

“It is mother’s birthday.”

“By kissing and hugging her.”

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 For Liz held up an ice cream cone,
Enjoying it, she sat alone.
Ben grabbed the cone, and slipped
away, So Liz cried out, “For that
you’ll pay!”

Like cats and dogs the two did

struggle Each making sure to win
the battle. They tried to push and
then to pull, While Mama almost
lost her cool.

But little Bess with Mom she

stayed, She set the table, drinks
she laid.
And helped to serve Mom’s friends
and guests
Now tell me, who loves Mother best?

After reading the poem, let us now

answer these questions:

“Why did Bess, Ben, and Liz kiss and hug (Show picture of a girl eating an ice cream)
their Mother?”
“What do you see on the picture?”
“Why was Liz aglow with glee?”

“What made Liz cry out, “For that you’ll

pay?”

“Why did Mother almost lost her cool?”

“Who among the three children loved

their Mother best? How did he/she
show it?

“What is the best way to show your love

for your parents?” Explain.

Analysis

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 “Because it is their Mother’s Birthday.”
“Liz was aglow a glee because
she was eating a cone of ice
cream.”
“Bess, because she helped mother to
serve the guests.”
“The best way to show my love for
my parents is by...”

“Liz cried out because Ben grabbed the

cone then slipped away.”

“Because Ben and Liz struggled.”
“What happened to Liz when she was
eating a cone of ice cream?”
Liz was aglow with glee, answers what
happens to Liz when she eats a cone of
ice cream. This is called the effect.
Look again at the picture,
“What do you notice on Liz’s
face?”
“Why was Liz aglow with glee?”
“A girl is eating a cone of ice cream.”
(Pantomine)
Each group will act out the following
situations from the poem.
Group1:
But little Bess with Mom she stayed,
She set the table, drinks she laid.
And helped to serve Mother’s friends and
guests.
Now tell me, who loves Mother best?

Because she was eating a cone of ice

cream, answers why Liz was aglow with
glee. This is called the cause.

And that’s what we call the Cause-and-

effect relationship.

Generalization
“A cause and effect relationship describes
something that happens and why it
happens.”

“What happens is called the effect; and

why it happens is called the cause.”

“The cause is usually introduced by

the connective because.”

Application
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 “Liz was happy (aglow with glee)”

“Liz was happy (aglow with glee)”

“Because she was eating a cone of ice

cream.”

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Group2:
For Liz held up an ice cream cone, Enjoying it, she sat alone.
Ben grabbed the cone and slipped away, So Liz cried out, “For that you’ll pay!”

Group3:
“Oh happy birthday, Mama dear.” Sang Ben and Liz and Bess with cheer “We love you much, we
They kissed their mother, hugged her too.

Group4:
Like cats and dogs the two did struggle Each making sure to win the battle. They tried to push and then to pull,

IV. Evaluation
Read the following sentences. Write C before the sentence for the cause and write
E for the part that is the effect.

1. because it is her birthday.

2. Ben, Liz and Bess kissed and hugged their mother.
3. Liz cried out.
4. Because Ben grabbed the cone of ice cream and slipped away.
5. Mama almost lost her cool.
V. Assignment
Identifying CAUSE-AND-EFFECT RELATIONSHIP.
Read the short fable. Underline the CAUSE and Encircle the EFFECT.
A fox said to a crow with a piece of cheese between its beak, “If you can
sing as prettily as you sit, then you are the prettiest singer.”
The fox thought that once the crow starts to sing, the cheese would drop
from her beak. But the crow carefully removed the cheese from the claws on
one foot and said, “they say you are sly, but you cannot fool me”. Not giving
up, the fox continued to praise the crow. “I wish I could hear you tell about
your talents but I have to go
look for food because I’m hungry”.

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 A Detailed Lesson Plan in Mathematics (First Year—Secondary)

I. Objectives
At the end of the lesson, the students will be able to:

A. To recognize Euclidean transformations.

B. To recognize reflections, translations, and rotations.
C. To prove theorems related to transformations.
D. To solve problems involving transformations.
E. To apply transformations to real-world situations.
F. To create designs using transformations.

II. Subject Matter

Geometry (Transformations)

Reference: Geometry for Highschool Textbook

Materials: sheets of paper, protractor, tangram

puzzles. Values Integration: creativity, determination,

patience

III. Procedure
A. Learning Activities

Teacher’s Activity Student’s Activity

“Good Morning Class...” “Let us pray first...”
“Good Morning Sir!”
(One Student will lead the Prayer) (Students raise their hand and say
present as the teacher calls in their name)

(Students pick up the pieces of paper)

(Checking of Attendance)
...say present...

“Please pick up the pieces of paper under your chair”

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Presentation

Activity - Folding of Paper

The teacher will give an activity (Students follow the instruction of
that involves the folding of paper the teacher)

and tracing of shapes.

Discussion

From the activity, the teacher will

point out that geometry is not only
(Students listen attentively)
the
study of figures but is also the
study of the movement of figures.

Is the original figure congruent to

the other figures? (Conduct a solving on the board)
How does the second image
compare to the original figure?
Input

Definitions:

Transformations
Reflection
Rotation (Students raise their hands and
Translation define the terms)
Dilation
Rigid Motion
Theorems:
Theorem 18-1
Theorem 18-2
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 Theorem 18-3
Theorem 18-4

Discussion

The above definitions and theorems will be discussed and proved. The teacher will ask the stude
D. Activity

Tangram Puzzle
The students will form six groups. Each group is going to make images of animals using tangram

IV. Evaluation

Worksheet

1. Which of the following transformations creates a figure that is similar

(but not congruent) to the original figure?
2. How can transformations be applied to real-world situations?

III. Assignment

Drawing
The student will use transformations to move figures and create designs.

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 A Detailed Lesson Plan in Science (First Year—Secondary)

I. Objectives
At the end of the lesson, the students will be able to:
A. Describe the polarity of a water molecule and explain how that polarity
affects the properties of water.
B. Explain why water climbs the inside of a thin glass capillary but not a thin
plastic capillary.
C. Describe a system whereby the components of a water-based substance
might be separated and discuss how this separation occurs.
D. Explain why oil and water don't mix.
E. Predict whether a substance, based on its hydrophilic and/or hydrophobic
properties, will dissolve into water or oil.
II. Subject Matter
The Properties of Water
Reference: Science and Technology 1 by Scott
Materials: paper strips, detergent, wax paper, coins, glue, cooking oil, red food
coloring, cups of water, 10 ml grad cylinders, 50 ml grad. Cylinders, beaker, glass
slides, stirring rods, medicine droppers, scissors
Values Intergration: Creativity, Patience, Following Instructions
III. Procedure
A. Learning Activities
Teacher’s Activity Student’s Activity
“Good Morning Class...” “Let us pray first...”
“Good Morning Sir!”
(One Student will lead the Prayer) (Students raise their hand and say
present as the teacher calls in their name)

(Students pick up the pieces of paper)

(Checking of Attendance)
...say present...

“Please pick up the pieces of paper under your chair”

“Have you ever wondered what’s

behind water?—not bodies of water, but the water itself, the liquid, Everything in this

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world are made by God with their
special functions... Now let us discover
what’s so special about water.

Presentation

Effects of Detergent

To Do 1. With your finger, spread one

small drop of detergent on the
surface of a dry penny.

Predict 2. How many drops do you think

this penny will hold after
being smeared with
detergent, more, less, or the
same as before?
Why?

(Students perform the activity)

3. Specifically, how many drops

do you think it will hold?

Table 2. Prediction of
Number of Drops of Water
on a Penny with Detergent
person #1
person #2
person #3
person
#4
Average

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Discussion

Water covers about three fourths of connected to one atom of

the surface of the earth? It is oxygen, as shown below.
ubiquitous. It is also one of the
simplest yet most important
molecules in living systems. It
makes up from 50 to 95 percent of
the weight of living organisms. The
cytoplasm of a cell is a water-based
solution that contains a variety of
ions, salts, and molecules which
make life 'happen.' Water is literally
involved in every facet of life.

Figure 2. Polarity of Water Molecule

The simplicity of the water molecule

belies the complexity of its
properties. Based on its small size
and light weight, one can predict
how it should behave, yet it remains
liquid at a much higher temperatures
than expected. It also boilsand
freezes at much too high, or low, of a
temperature for a molecule of its
size. Many of these unexpected
properties of water are due to the
fact that water molecules are
attracted to each other like small
magnets (cohesion). This attraction
results in turn from the structure of
the water molecule and the
characteristics of the atoms it
contains.

Each molecule of water is made

up of two atoms of hydrogen
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(Students listen attentively)

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This is summarized in the
familiar formula, H2O.

Figure 3. Hydrogen Bonding in Water

Atoms are most stable when they

have a particular configuration of
their outer shells, a concept which
will be discussed in future labs.
These configurations explain why
hydrogen in water will take on a
partial positive charge and why
oxygen will take on a partial
negative charge. These partial
charges cause water molecules to
'stick' to each other like magnets.
The 'stickiness' in this particular
case is due to 'hydrogen bonding'. In
this case, hydrogen bonding
involves the attraction between
the positively charged hydrogen
atom of one water molecule and
the negatively charged oxygen
atom of another water molecule.
As no electrons are actually shared
however, hydrogen bonds are much
weaker than covalent bonds - they
easily break and easily form again.

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Application (Activity)

1. Water moves to the tops of tall

trees due to capillary action
combined with root pressure and
evaporation
from the stomata (openings) in the
leaves. Water will also climb up
paper, and often the migrating water
will carry other molecules along with
it. The distance traveled by these
other molecules will vary with their
mass and charge.

2. How fast do you think water would

climb a strip of absorbent paper
about one-half inch wide?
about one inch per
(time)

3. Obtain a 50 ml graduated cylinder,

and tear off a strip of
chromatography paper that is just
long enough to hang over the side of
the cylinder (inside) and reach to the
bottom.

Figure 6. 50 ml Graduated Cylinder with

Chromatography Paper & Ink

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4. Run the paper strip along the edge
of a scissors to take the curl out of
it.

5. Place a single small drop of ink from

a black vis-a-vis pen on the paper,
about one inch from the bottom, and
let it dry completely.

Figure 7. Ink on Chromatography Paper

6. Put 10 ml of water into the graduated

cylinder and place the strip of paper
in the cylinder so that the bottom end
is immersed in water and the drop of
ink is just above the surface of the
water. Fold the paper over the top
side.

Figure 8. Close-up of Ink

7. Note the starting time below.

8. Watch and note the time at 5 minute

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intervals. When the water climbs to
the top of the paper, remove the
paper

19
 from the water, and let it dry.

Table 3. Time of Water Climbing

Distance
Time (minutes)
(inches)

10

15

20

25

30

How did the ink change?

Glue the paper onto the page here, and label each
color on the strip.

IV. Evaluation

1. Predict what will happen if you add a few drops of a water-

soluble dye solution to each of the above graduated cylinders
containing water and oil. Will the dye mix with the water, the oil, or
both?
2. Add a few drops of dye to each cylinder. Use a glass stirring rod to
penetrate the interface between each layer, giving the dye access to
both water and oil. How does the dye behave in each cylinder?
Does it diffuse into the oil? Into the water?
V. Assignment
“Why is liquid very important not just to humans but to all the living things in the
world? –Write on 1 whole sheet of paper.

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 BANGHAY-ARALIN SA PAGTUTURO NG FILIPINO I GRAMATIKA AT PAGBASA

I. MGA INAASAHANG BUNGA ( SA BAWAT ARAW)

A. Nabibigyang-hinuha ang kahulugang maaaring ipinahihiwatig ng pamagat
B. Natutukoy ang mahahalagang impormasyong nakapaloob sa teksto C.
Naipaliliwanag ang mga kaisipang nakapaloob sa binasa
D. Nakikilala ang relasyon ng sumulat sa mambabasa sa tulong ng mga tiyak na bahagi
E. Natutukoy ang mga salitang ginagamit sa pagbubuo ng pangungusap III.

II. PAKSA / MGA KASANAYAN / KAGAMITAN

Paksa : Ekonomiya at Kabuhayan Pamagat: Industriya at Pangangalakal

:Mga Suliraning Nakaaapekto sa Kalakalan ng Pilipinas

Uri ng Teksto : Informativ
Kagamitan : Mga larawan Gamit ng
Wika : Pagbibigay ng impormasyon, pagpapaliwanag
Instruktura ng Wika : Mga ginagamit na panaguri sa pagbubu ng
pangungusap
Halagang Pangkatauhan :Pagpapabuti’t pagpapaunlad ng mga local na
produkto II.

PROSESO NG PAGKATUTO
Unang Araw \
A. Panimulang Gawain -
Pagpapakita ng iba’t ibang larawan ng kalakalan
-
Pagtalakay: a. Tungkol saan ang larawan?
b. Anong kaisipan ang maaaring isinasaad ng larawan?
c. Bakit ganoong kaisipan ang inyong nabuo?

B. Pagganyak

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C.Paglalahad - Pagpapabasa sa pamagat ng tekstong ipababasa at paghihinuha sa
kahulugang maaaring ipinahihiwatig nito.

D. Pangkatang Gawain ( Tingnan sa: Gawain Para sa Paksang-Aralin

–)
Pangkat 1 – Ipabigay ang kahulugan ng pamagat ng tekstong lunsaran at
nais ipahiwatig nito. “ Industriya at Pangangalakal”
Pangkat 2 - Cycle Map
Panuto: Ipaliwanag ang bawat yugtong napapaloob sa cycle map.
Pangkat 3 - Pagbubuo sa Tsart
Pangkat 4 - Data Retrieval Chart

E.
Pagpapabasa sa tekstong lunsaran
- Basahin ang tekstong
lunsaran: “
Industriya at
Pangangalakal ”
( Tingnan sa Gawain Para sa Paksang-Aralin ) Page
1 Cont. Lesson Plan 2

Ikalawa at Ikatlong Araw

A. Piccing Together Ideas - Itugma sa larawan ang mga sumusunod na salita.
B. Pagganyak: Rank Order - Isaayos ayon sa nais na pagkakasunud-sunod ang
mga
produktong sa inyong palagaymabiling-mabili.

1. bag

2. damit

3. pabango

4. alahas

5. sapatos

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C. Pabalikan ang tekstong lunsaran - Ibigay ang pamatnubay na tanong:
Paano napauunlad o nalilinang ang isang produkto?
- Pagpapakahulugan sa mga salita, parirala o pangungusap na hindi
naunawaan batay sa pagkakagamit nito sa teksto.
D. Pagpapalalim ng Kaalaman

IV. EBALWASYON - Magbigay ng pagsubok na pangkatang

Gawain. pagminina

tela

lubid

telepono

paggugubat

pagtatanim

paglilingkod

sa mamamayan

paglinang sa

likas

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V. Pangkatang Gawain
( makikita sa Gawain Para sa Paksang-Aralin )
Pangkat 1 - Double Bubble Map Pangkat 2 - Circle Map Pangkat 3 - Chart
Grid Pangkat 4 - Pagpili ng mga bahaging nagpapahayag ng opinion mula
sa teksto.
Ikaapat at Ikalimang Araw
- Pagpapatuloy sa talakayan sa aralin - Pagsusuri ng teksto batay sa tiyak na
katangian at uri nito - Pagbibigay input

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