Results-Based Performance Management System (RPMS) Portfolio Edukasyon sa Pagpapakato S.Y. 2018-2019 KAREN J. ANDOYO Teacher | RUTH D. CABANGANAN Principal IVObjective 1 Table of Couteuts Key Result Area (KRA) 1: Content Knowledge and Pedagogy + MOV. 4 COT Rating Sheet on ANG SEKSUWALIDAD NG TAO + MOV2 Detailed U earning Plan on ANG SEXSUWALIOAD NG TAO ‘+ MOV 3- instructional Materials Used in Teaching on ANG SEKSUWALIDAD NG TAO + MOV 4 - Performance Task/Test Materials Objective 2 MOV 1-4 COT Rati g Sheet on ANG PAKIKIPAGKAPWA MOV 2 - Detailed Learning Plan on ANG PAKIKIPAGKAPWA MOV 3 - Instructional Materials Used in Teachin ‘on ANG PAKIKIPAGKAPWA + -MOV4- Performance Task/Test Materials Objective 3 MOV 1-4 COT Rating Sheet on ANG PANLIPUNAN AT PAMPULITIKAL NA PAPEL NG PAMILYA + Mov '2- Detailed Learning Plan on ANG PANLIPUNAN AT PAMPULITIKAL NA PAPEL NG PAMILYA + MOV 3- Instructional Materials Used in Teaching on ANG PANUPUNAN AT PAMPULITIKAL NA PAPEL + Mov, Objective 4 + mov * mov + mov. * Mov. Objective s + mov + Mov, + Mov + Mov. NG PAMILYA 4 Performance Task/Test Materials Key Result Areas (KRA) 2: Learning Environment & Diversity of Learners 11-4 COT Rating Sheet on PASASALAMAT SA GINAWANG KABUTIHAN SA KAPWA '2- Detailed Learning Plan on PASASALAMAT SA GINAWANG KABUTIHAN SA KAPWA, '3- Instructional Materials Used in Teaching on PASASALAMAT SA GINAWANG KABUTIHAN SA KAPWA 4 Performance Task/Test Materials 1-4 COT Rating Sheet on ANG PAGGAWA NG MABUTI SA KAPWA '2- Detailed Learning Plan on ANG PAGGAWA NG MABUTI SA KAPWA '3- Instructional Materials Used in Teaching on ANG PAGGAWA NG MABUTI SA KAPWA. 4 Performance Task/Test Materials i Scanned by CamScannerObjective 6 ‘on KARAHASAN SA PAARALAN PAARALAN + Mov1-4 COT Rating Sheet KARAHASAN SA PAARALAN + MoV 2- Detaled Learning Plan on KARAHASAN SA ‘MoV 3- Instructional Materials Used in Teaching 0" MoV 4 Performance Task/Test Materials Key Result Areas (KRA) 3 Curriculum and Planning Objective 7 COT Rating Sheet on AGWAT TEKNOLOHIKAL OHIKAL = mova-s 'AGWAT TEKNOLOHIKAL + MOV 2. Detailed Learning Plan on AGWAT TEKNOL + MOV3 - Instructional Materials Used in Teaching on = MOV 4- Performance Task/Test Materials Objective 8 + MOV 1- Certificate of Participation during Department = MOV2 - Certificate of Participation during Departmen and Plan Contextualization) = Mov3- Certificate of Participation during Grade 8 Level SLAC (PBL) + Mov4- Certificate of Participation during Department SLAC (Orientation on TOS and Test Construction) it SLAC (SMEA Orientation) it SLAC (Policy Guidelines on DLP. Objective 9 + MOV 1- COT Rating Sheet on ANG PANLIPUNAN AT PAMPULITIKAL NA PAPEL NG PAMILYA + MOV 2- Detailed Plan on ANG PANLIPUNAN AT PAMPULITIKAL NA PAPEL NG PAMILYA MOV 3 - Instructional Materials Used in Teaching on ANG PANLIPUNAN AT PAMPULITIKAL NA PAPELNG PAMILYA Performance Task/Test Materials = Mov Scanned by CamScannerObjective 11 + MOV 1- Grading Sheets from First to Fourth Quarter + MOV2- Item Analysis + MOV3-Test Question Assessment tool with TOS + MOV 4-Class Record ‘Objective 12 © MOV.1- Three (3) samples of corrected test papers ‘+ MOV2-Communieation with parents using various mo ‘with parent guardian's communication cardex agre FA Meetings of Parent Teacher conferences with attendance alti asthe need arses in any quarter ment. (First to Fourth © MOV3 -Minutes of PT Quarter) “+ MOV4- Photocopy of Report Cards from the Fourth Grading Key Result Areas (KRA) 5: Plus Factor Objective 13 MoV 1- Certificate of Recognition on Best Structured Classroom + MOV2- Certificate of Participation on INSET 2018 MoV 3- Certificate of Training on School-Roll Out on RPMS MOV 4- Certificate of Speakership on Department SLAC for the Month of July on the Orientation of SMEA Mov 5- Certificate of Coordinatorship on EsP Month Celebration 2018 + MOV6. Committe involvement as on Es? Month Celebration 2018 (Chairman Programs & Invitation) Scanned by CamScannerContent Knowledge and PedagogyKRA1 Objective 1 Applied knowledge of content within and across curriculum teaching areas MOVs CL) 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about knowledge of content within and across curriculum teaching areas CL] 2. Lesson plans/modified DLLs developed highlighting integration of content knowledge within and across subject areas CJ 3. Instructional materials highlighting mastery of content and its integration in other subject areas [__]4. Performance tasks/test material(s) highlighting integration of content knowledge within and across subject areas. CJ 5. Others (Please specify and provide annotations)nc ann regan orem teen om COT - RPMS INTER-OBSERVER AGREEMENT FORM OBSERVER 1: amy BROWN V. AQUIRRE NAME OF THE TEACHER OBSERVED: OBSERVER?) «= ESOTRELLA D, DAZ Manen Andeyo OBSERVER 3: SuazEcr& RADE LEVEL AUT are Peeumber 1, 2018 SeP ag opservaniow: 100 20s COREETONS FOR THE OBSERVER: 1 inate you neva ager each adc 2 Deceit te gain your racoeforechrag cae dere rags, he chavs sree lerence and cae wwe an agreed ‘aang. The flange on average fs aa rag baseon eone creas gent {3 Atach at ic Ratg Sees to re Osan Ageret Fo een Pe) RATING els q A TApplies knowledge of content wthin and across curiculum fescing aces 7 [Uses a range of eaching svategies tat enhance eamer | LG 2 | acnieverent in iteracy and numeracy skis Apples a range of teaching strategies 1 develop cial land creative thinking, as wel as cher higher-order thinking sts IManages daseroom scr to engage learers, incivigualy or in groups, in meaningful exploration, 7 4 1 4 leiscovery and hands-on actvtes win a range of physical learning environments Manages leamer behavior constructively by apphing ‘5 [postive and non-violent discipline to ensue leaming- 7 q 1 focused environments [Uses cferentsted, developmental approprate fearing Jexpenences to address leamers gender, needs, svenghis. | 7 | “7 7 interests end experiences Plans, manages and implements developmerialy Jsequenced teaching and eaming processes to meet 7 \|4 1 Jeurtculsm requirements and vad teaching contents [Seicis, develops, organizes, and uses appropiate leaching and learing resources, Including ICT, to adsress liearing goals vases 7s Noro ‘anature Oder feted Name of Tevcher Scanned by CamScannersenaice tees Snraarowe tn COT - RPMS RATING SHEET opserver _GIRW BRawn y. AaUIRAT pare, Avge st 8) 201% —aarnee Teacher onserven,_ ANDoye, ‘waren 3+ auarter: G3? Vs Secktor SUBJECT & GRADE LEVEL TAUGHT; ESP - AS opservation: 12 20 s00Cst DDRECTONS FoR THE OBSERVER: |. Rat each amon chek cco how wlth ache pment Mak apeepat coum wih (7) mak 2 Eechecats mssesad er a esl ta, repairs ol arabs ober was 23 Arach yur Oberon Nate Farmto th cata ag shes. my Indieat br tect= [Applies knowledge of content within and across cumiculum teaching areas [Uses a range of teaching strategies that enhance leamer lachievement in iteracy and numeracy skits [Applies a range of teaching strategies to develop criical land creative thinking, as well as other higher-order thinking skills Manages classroom structure to engage leamers, individually or in groups, in meaningful exploration, ldiscovery and hands-on activities within a range of physical learning environments [Manages leamer behavior constructively By applying lpositive and non-violent discipin to ensure leaming- {focused environments [Uses diferentiated, developmentaly appropriate leaming lexperiences to address learners’ gender, needs, strenghts, interests and experiences [Pians, manages and implements developmentally [sequenced teaching and leaming processes to meet [curriculum requirements and varied teaching contexts [ERCOMMENTS: a.cy kagen (ylanpov> “Signature over Pied Name of the Teacher Scanned by CamScanner‘ SIYUDAD NG" — i a COT - RPMS INTER-OBSERVER AGREEMENT FORM ofr rexCHER OBSERVE OBSERVER 1: amy BROWN Ve ASWiRRE NAME OF THE TEA‘ ° OBSERVER 2: ESTRELLA DD. DAD Koren 2: CaseRVER Soeecre orto VEL TAUGHT bare Roget 28, 708 ear ae opservarion: 10 2@— 30 40 onecno¥sron THe OBSERVER ein a nave no reg mente a rein ean waa oI a anette faa. Te ft ag 8 to ere: $5 Atach ot vil Rang Sheet ose Observer arent For. naan AGREED Deus Counc) Tapplies knowledge of content within and across curnculum lteaching areas [Uses a range of teaching strategies that enhance leamer lachievement in iteracy and numeracy skils [Apples a range of teaching strategies to develop critical land creative thinking, as well as other higher-order thinking skis Manages classroom structure to engage leamers, individually or in groups, in meaningful exploration Idscovery and hands-on activities within a range of physical learning environments Manages leamer behavior constructively By applying Iposiive and non-violent discipline to ensure leaming- {focused environments [Pians, manages and implements developmentally [sequenced teaching and leaming processes to meet Jcuriculum requirements and varied teaching contexts [Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT, to address. learring goals EN Jt ANDoyO. “nature Gre Printed Nome of Teacher ‘Signature Over Printed Name of Observer 3 Scanned by CamScannercimemeteansgn ‘ooo COT - RPMS enn INTER-OBSERVER AGREEMENT FORM OBSERVER 1: = amv BRowN V. ASUINRE, NAME OF THE TEACHER OBSERVED: OBSERVER 2: SRTRELA ©. DAL Andoyo, \deren 4- ‘OBSERVER 3 SUBVECT & GRADE LEVEL TAUGHT DATE: Florey, 1S, OIF. BLP aw Pistd OBSERVATION: 10 20 30 1a7 DIRECTIONS FOR THE OBSERVER: {Indicate your invita for each nda. 2 Diccus wn he group your reasons for such rating hn case of ferent rats, he observers must ese the dfrence and come up with an agreed Tatng_ The fra rating is not on averages al ating based on reasoned and consensual jdm 5 Atach at nul Rating Shoes to bs Inter Observer Agreement Form, cor OBSERVER 5 roo rears AGREED 38 ui [Applies knowledge of content within and across curriculum lteaching areas Uses a range of teaching strategies that enhance leamer lachievernent in literacy and numeracy skis [Applies a range of teaching strategies to develop eriical land creative thinking, as well as other higher-order thinking skis iManages classroom structure to engage leamers, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical leaming environments Infanages leamer behavior constructively by applying positive and non-violent discipline to ensure leaming- focused environments Plans, manages and implements developmentally |sequenced teaching and leaming processes to meet Jourriculum requirements and varied teaching contexts (Selects, develops, organizes, and uses appropriate lteaching and leaming resources, including ICT, to address leaming goals [Designs, selects, organizes, and uses diagnostic, formative land summative assessment strategies consistent with [curriculum requirements, Kare ANboyo ‘Signature Over Printed Name of Teacher ‘Signatur Over Printed Name of Observer 3 0 One ‘Signature Ofer Printed Name of Observer 2 Fan Ow PI “Signature Over Printed Name of Observer 3 Scanned by CamScannerMATAAS NA PAARALAN NG SAMAR SIYUDAD NG CATBALOGAN DEPARTAMENTO NG EDUKASYON SA PAGPAPAKATAO BANGHAY ARALIN SA EDUKASYON SA PAGAPAPAKATAO-8 Taon at Pangkat :Grade 8- Plato Petsa : January 23,2019 Room No. : M8 Oras : 7:40-8:30 I-LAYUNIN Nasusuri ang ilang napapanahong isyu ayon sa tamang pananaw ng seksuwalidad. CodeNo.EsP8IP-IVa-13.1 LOCALIZED COMPETENCY : Nasusuri ang ilang napapanahing isyu sa Catbalogan ayon sa tamang pananaw sa seksuwalidad ng mga mag-aaral sa SNS o ng mga taong taga Catbalogan. KBI: Mabuting pagtanggap at pakikipag-ugnayan sa kapwa at sa sarili,upang ang dignidad ay mantiling buo at huwaran ng lahat. II- PAKSANG ARALIN MODYUL 13- ANG SEKSUWALIDAD NG TAO Sanguniang Aklat: EsP-8 LM,TG,CG Mga pahina sa Kagamitang Pang-mag-aaral: Pahina 335-366 Kagamitan : Laptop, projector,meta strips IIl- PAMAMARAAN K. Balik- Aral - Pagpapanood ng video clip B. Pag-alis ng Sagabal Seksuwalidad - ay ang kabuuang katauhan ngiisang indibi ig indibidwal, an; 7 hayag ng tao sa kanyang pisikal, emosyonal,sosyal, at espinal na pag-uugali at nararamdaman. Ito ang salitangnaglalarawan sa sekswal na interes o kagustuhan, lalaki man o babae. ane Scanned by CamScannerD. C. Pangganyak Ano ang inyong mapapansin sa ating lipunan tungkol sa usaping seksuwalidad? Gawain PANGKATANG GAWAIN Panuto sa Gawain: 1. 2. 3. 4. 8. Ipapakita ng guro ang Rubriks sa pangkatang Gawain,upang 6. 1 Hahatiin ang klase sa apat na grupo,bawat grupo ay may nakatalagang isyu ng seksuwalidad. Lahat ng kasapi ng grup. guro. Bawat grupo ay bibigy: nabuong sagot. Magpapaunahan at magpaparamihan ang bawat grupo ng mabubuong sagot- magsilbing gabay 0 ay magtutulongang masagot ang katanungang ibibigay ng an ng guro ng meta strips na gagamitin para dito isulat ang sa Gawain ng bawat pangkat. May nakatalagang § limang minu Isang myembro ng grupo ang maghahanda ng pagprepres: te ang bawat grupo upang tapusin ang gawain. enta ng nagawang gawai ere oo aa abl ips Kontbusyen isang ieya. Tumpak Kalidad sa Karaniwang nagagamit ang mgaMay mga ideyang angkop May mga ideyang ideya. Maaari pang dagdagan _at di angkop maaaring pang hindi niuugnay at walang kinalaman pinag-wusapan Napakahusay ng paghahanda at .gbibigay ng bawat kung kinakailangan. baguhin ‘ang mga hinuha ng bawat isa. Maayos al tumpak ang Dagdagan pa ang mga gawain May mga gawain na maari Magdagdag pa ng ‘mga gawain sa mataas. sa mataas na Kaldad. pang inangin al baguhin ibang ideya na ra kalida. ‘pang marating ang kalidad maaring mapadali paggawa sa paggawa. ‘at maayos ang Pag trabaho. Maayos at tumpak ang Medyo maayos naman ang Kaliangan pangmag- _Kinapos sa oras mga gawain sa mataas pagsasagawa ayon sa obserba sa tamang sanhing walang ra kaldad al angkop sa iinakdang oras sa buong —-—_—paggamitng oras upang _pag-oobserba sa babadyet tamang panahon. —_proyekto. procrastinated on one matapos ng maayon ang itinakdang ng Oras thing. Group does not have to proyekto. panahon, adjust deadlines or work responsibilities because of this person's procrastination. Scanned by CamScannerE, Pagsusuri - Nahirapan ba kayong matukoy ang maaring bunga ng bawat isyung kinakaharap ng seksuwalidad? Bakit Oo,bakit hindi? - Kno ang inyong naging basihan upang matukoy ang bunga ng isyung seksuwalidad? "Kayo ba ay naniniwala na lahat ng inyong naitala ay kasalukuyang bunga ng mga isyu tungkol sa seksuwalidad?Paano mo nasabi? F. Paglalahat - Sa iyong palagay ano ang magiging laga magiging talamak ang mga isyung kinakaharap ng sel yy ng ating lipunan kung patuloy at ksuwalidad ng tao? G. Paglalapat yong maiaambag sa mataas na Paaralan,ano ang i rap tungkol - Bilang isang mag-aaral sa san o masugpo ang mga isyung kinakah: ating lipunan upang maib: sa seksuwalidad ng tao. Iv- EBALWASYON hit ang masayang mukha Y kung ang pahayag i Panuto : Basahin ang bawat pahayag.Igt e@ ‘naman kung mali ang pahayag- ay tama at malungkot na mukha ‘Ang panonood ng pornograpiya ay may masamang epekto sa kalusugan ng isip lalo na nga kabataan. Ang prostitusyon ang siyang ‘Ang pre-marital sex ay isa sa m: ‘Ang pang aabusong seksuwal a ‘Ang pagtatalik ay isang sagradong gawain ng 4 ng pagmamahal ng Diyos. tangging paraan para maibsan ang kahirapan. ga dahilan ng paglobo ng populasyon ng Pilipinas. y nakapagpapababa ng dignidad ng tao. jalawang taong pinagbuklod Peep YV- TAKDANG-ARALIN Isulat sa isang kalahating papel ang iyong realisasyon tungkol sa mga napag-aralang isyu ng seksuwalidad ng tao.Isulat sa isang kalahating bahagi ng papel. f « ‘VI- MGA PUNA: 1. Ang layunin ay nakuha sa 50 minuto. 2. Isang daang porsyento (100%) ng mga mag-aaral ang nakaunawa i resulta ng maikling pagsusulit. 5 ° sa aralin base sa Scanned by CamScanner‘VII- PAGNINILAY aaral ang aralin sa pagpapanood ng isang video clip 1. Madaling nauunawaan ng mga mag- lang nababasa aa cnerektado sa paksa gamit ang laptop at projector dahil sa ‘malinaw ni at nakikita ang mga aralin. 2, Nakuha ang atensiyon ng mga mag-aaral sa isinagawa! asalukuyang natutunghayan nila sa totoong buhay. ng gawain sapagkat ito ay Inihanda ni : Guro’sa EsP 8 Binigyan ng Pansin ni: ~yw * = Scanned by CamScannermoayut 13: ANG SEKSWALIDAD NG TAC nao ec @ Tht kee “ py LAYUNIN: ‘yang Sua mae ~ ing iang mop-caal so Matos a eoralanine-anong ena iy [Nasu ang lang napapanchong virial ‘.nangmpombrora pup ang might ncicanbog 1 tng lipenen opera loupe rama pnt ve mebuan © mosugpe ng moe ieyveg inckeharp rungs ehsowaldod ema arentaieg apn nana | 2 at Panwt:Bshin ng bows! paheyep pei rae Be me eel ae Genrer rar flecmen aoe Saotre eoacasmten ns monneeta a Feetnes os oe evi {Ang pened neue ey meteneng a dormer a ag Q 2. Ang prositvsyn oy longing person pang PNahirapan be kayo malukey ang a _maoring bungge ng bewal isyung tincahorp ng slsowalded? Baki! Oobkit hind? io ¥ voll 2: Ang Peal sx oy 48 gedaan ‘aonloe mg popultyon ipa 4: Ag png eabuiong seksowa oy ~ > Ano ang inyong na bosihan upang moto es ree er yong Scanned by CamScannerPERFORMANCE TASK/TEST MATERIALS TOPIC: MODYUL 13- ANG SEKSUWALIDAD NG TAO Panuto : Basahin ang bawat pahayag..guhit ang masayang mukha @ rang ang pahayag ay tama at ‘malungkot na mukha @ naman kung mali ang pahayag. 1. Ang panonood ng pomnograpiya ay may masamang epekto 5 kalusugan ng isip lalo na nga kabataan. 2. Ang prostitusyon ang siyang tangging pa kahirapan. 3, Ang pre-marital sex ay isa sa mga dahilan ng paglobo ng populasyon ng Pilipinas. ‘Ang pang aabusong seksuwal ay nakapag Ang pagtatalik ay isang sagradong gawain pinagbuklod ng pagmamahal ng Diyos. aan para maibsan ang papababa ng dignidad ng tao. ng dalawang taong os FP 125 (RUINS Gt (lz . [ove —_—— SS 23-1 Scanned by CamScannerKRA1 Objective 2 Ea ea E 4) O Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills. MOVs 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills 2. Lesson plans/modified DLLs used in teaching highlighting learner-centered strategies that promote literacy and/or numeracy skills 3, Instructional materials highlighting learner centered strategies that promote literacy and/or numeracy skills 4. Performance tasks/test material(s) used in demonstration teaching 5. Results of assessment used in teaching 6. Others (Please specify and provide annotations) Scanned by CamScannerRATING SHEET cscnes GRO! BRewn YY. ASUIRAS oe Aeges Bias mescanes _ANDo ye, idaren 3- quae G3: he & a ssecscweine wer ESP - AS cesewanoe 1 20 30 so RESTON FR Te ORES 1 Sew ne oe RS EO te RS a Pe ST aN BT SE sao Roe # en a SS ee Np SS RS Ea AaD2S COMEODE Sf CET WN aE SITES TO | macnng eas, TS8e 2 Ege J aay SaaS PR severest fren se Ameren suis | Sioigs 2 Sip S Beary TENSE NSS arc ceanve Firkng as wel as ober ngte ove fans | suis { VSGM SNe SE ES T owas 3 7 yTes f mesnng exore | Sema} SC TSE sabes ema Srysca ean ewes Vaages Gate Devo STUNey Sy SEIS poste 295 (O-VOST Sscoine Banas ESTING pose: ewes ead lecerences © 207 ESS ETT QeTeT neeSs STENTS cubes Ss Ecereees [Saw sarge Se POSreS sneconeaaly SequeOss BEG SE wearing processes ME RCSLT TSQUETETS SE vanes MATTING SEES Ss Scanned by CamScannerINTER-OBSERVER AGREEMENT FORM. OBSERVER: aey BROWN V. AqwiRRE NAME OF THE TEACHER OBSERVED; OBSERVER?) ERTRELLA D. DAZ Karen 3. Andoyo OBSERVER 3 ‘SUBJECT & GRADE LEVEL TAUGHT Dare: Avgest 2g, o08 BaP ay OBSERVATION: 10 22— 30 so DRECTIONS FOR THE OBSERVER: "Indes your india rang foreach indeatr. 2. Dscuns wn te group your reasons for sch rating. cate f deren ratngs, the cbservere mut ecohe te derence and come up wih an agreed ‘tng, The Ml raing isnt on average; sofa rang Based on reasoned and eonsensi jutgent 23 Atach anvil Rang Sheets to ths rer Observer Agreement Frm, Psa ciara [Applies knowledge of content within and across curriculum teaching areas Uses a range of feaching strategies that enhance leamer lachievement in iteracy and numeracy skills [Applies a range of teaching strategies to develop crilcal land creative thinking, as well as other higher-order thinking skills [Manages classroom structure to engage learners, individually or in groups, in meaningful exploration, ldiscovery and hands-on activities within a range of physica leaming environments [Manages leamer behavior consirucively By applying positive and non-violent escipine to ensure leaming- focused environments [Pians, manages and implements developmentally |sequenced teaching and learning processes to meet |curiculum requirements and varied teaching contexts Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT, to address learning goals axe Dh sooo (Dagar ‘Signature Over Printed Name of Teacher ‘Signatdre Over Printed Name of Observer ‘Sgnature Over Printed Name of Observer 3 Scanned by CamScannerCIVEDADANGCATRAT NAAN even ots no sreernatnone en “cago COT - RPMS INTER-OBSERVER AGREEMENT FORM OBSERVER 1) GR BRowN y, AauiRRe [NAME OF THE TEACHER OBSERVED: OBSERVER?: GTRELLA D, DAZ Kanen Andeyo OBSERVER 3 ‘SUBJECT & GRADE LEVEL TAUGHT Dare: December 7, a016 BeP ag OBSERVATION: 1. 20 3a 40 DIRECTIONS FoR THE OBSERVE! | Indcate your real rat er ech inca. 2. Discus win be group your reason or such Tatng. The nating not on averages fs fra rang bated on reasoned and conten 2. Atach a ul Rating Sheets tots inter Observer Agreement Form a THE TEACHER [Applies knowledge of content within and across curriculum ating Incase of eer ratings the cboervers must rest the dlerence and came ip wt an agreed (semen Crna AGREED Count) teaching areas (Uses a range of teaching strategies that enhance leamer lachievement in literacy and numeracy skils [Applies a range of teaching strategies to develop eriical land creative thinking, as well as other higher-order thinking Skil | IManages classroom structure to engage leamers, individually or in groups, in meaningful exploration, [discovery and hands-on activities within a range of [physical leaming environments [Manages learner behavior constructively by applying positive and non-violent discipline to ensure leaming- [focused environments [Uses differentiated, developmentally appropriate learning lexperiences to address leamers' gender, needs, strenght, interests and experiences Plans, manages and implements developmentally Jsequenced teaching and learning processes to meet [curriculum requirements and varied teaching contexts [Selects, develops, organizes, and uses appropriate teaching and leaming resources, including ICT, to address leaning goals ‘ANDoyO Sianature ted Name of Teacher ‘Signature Over Printed Name of Observer 3 Scanned by CamScannerPee tps ger oe no vt Bianca ss “gay COT - RPMS INTER-OBSERVER AGREEMENT FORM OBSERVER T: amv BROWN V. ASUINRE NAME OF THE TEACHER OBSERVED: OBSERVER 2: SRTRELLA ©. Dar Amdoyo, Iearen 4. OBSERVER 3, SUBIEGT& GRADE LEvEL TAUGHT pate: Foca 1S, 2014 =P ag Plato OBSERVATION: 10 20 30 1a7 ‘ORECTIONS FOR THE OBSERVER: 1-Indeate your il atg for each ndeatr 2 Discuss win the oro your reasons for such rang Incase af erentatngs, te observers mstresoe the erence and come up wih an azreed ‘ng. The farang is rot on average, Fis aal rang Bases on reasoned end concen! usgmert 23 Atacand Rabg Sheets tots Inter Obs Asreemert Form Ey Coane een THE TEACHER: pa 1 B 5 [Applies knowledge of content within and across curiculum teaching ereas 7 2 _ [Uses a range of teaching svratagies that enhance leamer lachievernent in iteracy and numeracy skills 7 7 Ross [Applies a range of teaching strategies to develop crical 3 [and creative thinking, as well as other higher-order thinking skis [Manages classroom sirucure to engage leamers, individually or in groups, in meaningful exploration, discovery and hands-on activiies within a range of 7 7 physical leaming environments Manages learner behavior constructively y applying 5 _ [positive and non-violent discipline to ensure leaming- 7 1 focused environments Plans, manages and implements developmentally 7 7 |sequenced teaching and learning processes to meet of Jcuticulum requirements and varied teaching contexts Selects, develops, organizes, and uses appropriate '8_|teaching and learning resources, including ICT, to address 7 7 sa} safala =I |i =a leaming goals Designs, selects, organizes, and uses diagnostic formative 7 @_Jand summative assessment strategies consistent wath [curriculum requirements wae C9) too 0 ‘Signature Over Printed Name of Teacher ‘Signaturk Over Printed Name of Observer 1 0 on ‘Signature Ofer Printed Name of Observer 2 < ‘Signature Over Printed Name of Observer 3 Scanned by CamScannerMATAAS NA PAARALAN NG SAMAR SIYUDAD NG CATBALOGAN DEPARTAMENTO NG EDUKASYON SA PAGPAPAKATAO BANGHAY ARALIN SA EDUKASYON SA PAGAPAPAKATAO-8 Taon at Pangkat :Grade 8- Gold Petsa : September 03,2018 Room No. : Ml Oras : 3:30-4:20 1-LAYUNIN Natutukoy ang mga taong itinuturing niyang kapwa. Code No. EsP8P-Ila-5.1 LOCALIZED COMPETENCY: Naipapakita ang mga angkop na kilos ng pakikipagkapwa ayon sa kanilang personal na karanasan sa buhay. KBI- Naisasagawa ang mga angkop na kagalingan bilang pagpapakita ng kahalagahan ng pakikipagkapwa. II- PAKSANG ARALIN MODYUL 5 - ANG PAKIKIPAGKAPWA. EsP-8 LM,TG,CG Sanggunian: Mga pahina sa Kagamitang Pang-mag-aaral: Pahina 103-110 Kagamitan: Laptop, LCD Projector, Puzzle, Larawan ng mga taong kakilala, Dokumentaryong Video ng mga ginupit na larawan ng pakikipagkapwa III- PAMAMARAAN A, Balik-Bral Ano ang ating tinalakay noong nakaraang araw? Scanned by CamScannerB. Pag-alis ng Sagabal KAPWA- ay tumutukoy sa isang indibidwal na kapareho ng isang nagsasalita, Ito ay madalas na tumutukoy sa mga tao na nangangahulugang kaparcho 0 “sabay.” C. Pangganyak Mayroon ba kayong karanasan ng pakikipagkapwa? Ano-ano ang mga ito? D. Gawain PANGKATANG GAWAIN- PAGBUO NG PUZZLE Panuto: Hanapin at tukuyin ang sampung tao na maituturing mong kapwa gamit ang puzzle. Maaaring ang mga titik ng salita ay pahalang, patayo, pabalik, o padayagonal. Gawin ito ng 5 minuto. co |x [r Je |r |s |m [sy Jw [eu ja fo rf [a [nw fa ie ft a it a_|k jo le lM aie lu je jy [uw jo [a_jp_[r juts [oe [e |e |w [a |r [re Ja |p [ou u_|o | Jo jo |k |r Jo |r [wow ly o | fp joe [ma [mw A F : o ir lp oy on [t [rt ju vO u - x ja [Ke [a je [s [a le a i x [® [NH J |H |v |o |e [8 FE mia |e! ie (R [x |F |" [rR A y |k |R o jt |e |B |p |s je iv Doktor Keibigan Kaklase Kapatid Nanay 4 & : Kaaway Tay Guo Pai Scanned by CamScannerE. Pagsusuri - Nagustuhan niyo ba nag gawain - Nakuha niyo ba ang lahat ng sagot? - Nahihirapan ba kayong matukoy kung sino ang iyong kapwa? - Maliban sa kanila sino-sino pa ang inyong itinuturing kapwa? F. Paghahalaw Ano ang indikasyon na nagpapatatag sa pakikipagkapwa? G. Paglalapat Paano mo ipakikita at ipadadama sa iyong kapwa ang iyong pagmamahal at pagpapahalaga sa kanila? IvV- EBALWASYON Panuto: Magbigay ng 3 tao na itinuturing mong kapwa. Isulat ang kahalagahan nila sa iyong buhay. Isulat ito sa isang kalahating papel. V- TAKDANG ARALIN Gumawa ng Collage ng pakikipagkapwa. Gawin sa % na Cartolina at ipasa sa susunod na pagkikita VI- MGA PUNA; 1. Ang layunin ay nakuha sa 50 minuto. 2. Isang daang porsyento (100%) ng mga mag-aaral ang nakaunawa sa aralin base sa resulta ng maikling pagsusulit VII-PAGNINILAY: 1. Nakuha ang atensiyon ng mga mag-aaral sa pagbibigay ng karagdagang kaalaman lalo na sa paghahalaw gamit ng guro ang Video Presentation kaugnay ng makabuluhan at mapaunlad ang pakikipagkapwa-tao. Scanned by CamScanneraX 2, Nakuha ang atensiyon ng m panahon upang makapaglai naglalaro, J mag-aaral dahil nagkaroon wila ng #0 gamit ang puzzlo,natuto sila habang Madaling nauunavaan ng mga mag-aaral gamit ang laptop at projector dahil sa malinay nilang nababasa at nakikita ang mga aralin, Inihanda ni: KAREWG i 1OYO Gurosa EsP & Binigyan ng Pansin ni: Foyrrinug— Scanned by CamScannerINSTRUCTIONAL MATERIALS USED PowerPoint Presentation Reid PN p rea N Fi Scanned by CamScannerPERFORMANCE TASK/TEST MATERIALS USED IN TEACHING TOPIC: MODYULS5 - ANG PAKIKIPAGKAPWA Panuto: Magbigay ng 3 tao na itinuturing mong kapwa. Isulat ang kahalagaha nila sa iyong buhay. Isulat ito sa isang kalahating papel. oe. Lee fabs Scanned by CamScannerKRA1 Objective 3 Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills. MOVs | 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about teaching strategies CJ 2. Lesson plans/modified DLLs used in teaching highlighting different teaching strategies that develop critical and creative thinking and/or other HOTS C] 3. Instructional materials highlighting different teaching strategies that develop critical and creative thinking and/or other HOTS [_] 4.Performance tasks/test material(s) used in demonstration teaching LC 5. Results of assessment used in teaching LC] 6. Others (Please specify and provide annotations)COT - RPMS RATING SHEET Aavinae pare, August 8) 201% auanter:_ G3? lot > Fete osserven, _GRW BRewn TeacHER oaserven:_ANDo Ye, \taren _ - EsP- aS SUBJECT & GRADE LEVEL TAUGHT: OBSERVATION: 1 20 30 40 DIRECTIONS FOR THE OBSERVER: 1. Rats each te one cect accorg io how wel fe ech parading he cron cbsanaton Mark apereramcoinn wha) Taek 2 Eacn eats ansesed onan veil bons rapacens ct reaboatp ate as, 13 Ara your Obarvanon Nets Ferm competed rag sheet Ey Pern Braue! ‘or Na, [Applies knowledge of content within and across curiculum teaching areas [Uses a range of teaching strategies that enhance leamer Jachieverent in Iiteracy and numeracy skils [Apples a range of teaching strategies to develop critical [and creative thinking, as well as other higher-order thinking skis [Manages classroom structure to engage leamers, individually or in groups, in meaningful exploration, Id’scovery and hands-on activities within a range of lenysical leaming environments Manages leamer behavior constructively By applying positive and non-violent discipline to ensure leaming- {focused environments [Uses differentiated, developmentally appropnate leaming lexperences to address learners’ gender, needs, strenght, interests and experiences Plans, manages and implements developmentally Jsequenced teaching and leaming processes to meet Jcurriculum requirements and varied teaching contexts " Scanned by CamScannerrs apace rtoones a5 oper ‘Bi ae oo Seen COT - RPMS INTER-OBSERVER AGREEMENT FORM OBSERVER: ayy BROWN Ve AGIRRE NAME OF THE TEACHER OBSERVED: OBSERVER?) ESTRELLA D. DAZ Karen 3. Andoyo ‘OBSERVER 5 {SUBJECT & GRADE LEVEL TAUGHT DATE: Avgest 28,508 EeP ay ‘OBSERVATION: 10 2@— 30 so DIRECTIONS FOR THE OBSERVER: 1: Indeate your nal rat foreach seat 2. Discus wn te group your reasons for such ating In case erent ratngs, the cbservrs must resoe te ference and come up wih an agrees tatng. The Malang sno an average; «fel ein based on reasoned ond consensual jgmert 3. Atach a nut Rating Sheets oth ter Observer Agreement Form, ear Pesan aaa Died prisuscaiss 5 prtni [Applies knowledge of content within and across curiculum teaching areas, [Uses a range of teaching strategies thal enhance Teamer lachievemnent in literacy and numeracy skils [Applies a range of teaching strategies to develop cnlical land creative thinking, as well as other higher-order thinking skis [Manages classroom structure to engage leamers, individually or in groups, in meaningful exploration, [discovery and hands-on activities within a range of physical leaming environments Inanages leamer behavior constructively By applying positive and non-violent discipline to ensure leaming- |tocused environments [Plans, manages and implements developmentally Isequenced teaching and leaming processes to meet lcurriculum requirements and varied teaching contexts [Selects, develops, organizes, and uses appropriate teaching and leaming resources, including ICT, to address leaming goals Proiine ‘Signature Over Printed Name of Teacher ~ Signature Over Printed Name of Observer 3 Scanned by CamScannerCOT - RPMS INTER-OBSERVER AGREEMENT FORM OBSERVER! amy BROWN v. AavIRRE NAME OF THE TEACHER OBBERVED: OBSERVER ?: eT RELLA Db, DAZ Kanen Andeyo ‘OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT DATE: Pecember 7, 2018 faP ae oBservaTiON: 10 20 3sa— 40 DIRECTIONS FOR THE OBSERVER: 1 Indeate your nda rag foreach indicator 2, Discus wn he group your reasons for such rating Incase of erent rags, be cbservers must ese Be eference and come up win en reed ‘at. The fia range net on average ts fa rang based on reasoned and consensus dyer 23. Atach at nda! Rating Sheets fo ths inter Observer Agreement Ferm my eee G et Greased pian a on Gourd [Applies knowledge of content within and across curiculum, leaching areas 7 Uses a range of eadhing satagies al enhance amar |p G 2 [achievement in literacy and numeracy skills TApplies a range of teaching strategies to develop crical 3 [end creative thinking, as well as other higher-order thinking skits Manages classroom siucture fo engage leamers, individually or in groups. in meaningful exploraton, 7 4 q 4 discovery and hands-on activities within a range of physical leamning environments [Manages leamer behavior construcively by applying 5 {positive and non-violent discipline to ensure learning- 7 ecused environments [Uses aiferentated, developmental approprae learning 6 [experiences to address leamers' gender, needs, stenghis, | 7 interests and experiences Plans, manages and implements developmentaliy 7 [sequenced teaching and learning processes to meet 7 4 1 lcuriculum requrements and varied teaching contexts [Seiecis, dovelops, organizes, and uses appropriate 8 [teaching and teaming resources, including ICT, to address | 7 leaming goals © lel< a a4 a Scanned by CamScannereanmettaiaoge cnr resoeo ty COT - RPMS INTER-OBSERVER AGREEMENT FORM OBSERVER 1 AMV BROWN Vs ASUINGE [NAME OF THE TEACHER OBSERVED: OBSERVER 2: SRTHELLA ©, DAL Audeyo, deren 1. OBSERVER 3 SUBJECT & GRADE LEVEL TAUGHT Date Fenny 1S, 2018 =e? ne Plato OBSERVATION: 41 20 30 sa DIRECTIONS FOR THE OBSERVER: 1 Indicate your midi ratng foreach ncaa, 2 Duss win the group your resol for such rang In cas of erent ratings, the cbeerers mus resolve the dfeence and come up wih an agreed atm. The hal rating stan average, 8a rating Based on reasoned a consensus udoment 2 Atacand Rating Sheets to ts ter Observer Agreement Fm cor enas Mey THE TEACHER: aa) on 2 RATING [Applies knowledge of content within and across curriculum teaching areas [Uses a range of teaching strategies that enhance leamer Jachievernent in literacy and numeracy skills [Applies a range of teaching strategies to develop criical land creative thinking, as well as other higher-order thinking skils| [Manages classroom structure to engage leamers, individually or in groups, in meaningful exploration, ldiscovery and hands-on’ activities within a range of [physical learning environments IManages leamer behavior constructively by applying positive and non-violent discipline to ensure leaming- [focused environments Plans, manages and implements developmentally |sequenced teaching and leaming processes to meet Jcurriculum requirements and varied teaching contexts [Selects, develops, organizes, and uses appropriate Jteaching and leaming resources, including ICT, to address learning goals [Designs, selects, organizes, and uses diagnostic, formative land summative assessment strategies consistent with lcumculum requirements. ca ANDoyo “Signature Over Fanted Name of Teacher “Sianaturd Over Printed Name of Observer 0 One ‘Signature Ofer Printed Name of Observer? ‘Signature Over Printed Name of Observer 3 Scanned by CamScannerMATAAS NA PAARALAN NG SAMAR SIYUDAD NG CATBALOGAN DEPARTAMENTO NG EDUKASYON SA PAGPAPAKATAO BANGHAY ARALIN SA EDUKASYON SA PAGAPAPAKATAO-8 | Taon at Pangkat : Grade 8-Emerald Petsa : October 09,2018 Room No. : M10 I. LAYUNIN Natutukoy ang kahalagahan ng pagiging mapanagutang lider at tagasunod. Code No. EsP8Pllg-8.1 LOCALIZED COMPETENCY: Natutukoy ang kahalagahan ng pagiging mapanagutang lider at tagasunod ng mga mag-aaral sa SNS at ng mga taong nasa katungkulan ng mga taga Catbalogan. KBI-Pagtupad sa tungkulin at gampanin ng buong husay ay dan tungo sa tagumpay. II- PAKSA MODYUL 8- ANG MAPANAGUTANG PAMUMUNO AT PAGIGING TAGASUNOD Sanguniang Aklat: EsP-8 LM,TG,CG Mga pahina sa Kagamitang Pang-mag-aaral: Pahina 195-219 Kagamitan : Meta strips,chart,rubrics sa pagsasadula IIl- PAMAMARAAN A. Balik-Aral Ano ang ating napag-aralan noong nakaraang araw? B. Pag-alis ng Sagabal Pagbibigay kahulugan samga salitang hindi pamilyar na may kaugnayan sa aralin > Mapanagutang Lider - Ito ang taong magsisilbing gabay at nangunguna para sa isang grupo na ang tanging layunin ay mapabuti ang grupong pinamumunuan. Scanned by CamScanner* Tagasunod - Sila ang mga taong kaagapay at tagasunod sa kung anong ipag-uutos o ipagagawa ng lider nmakakabuti sa grupo at ng lahat. C. Pagganyak ~ Naranasan na ba ninyong sumali sa isang samahan? Katulad ng anong samahan? ~Ano ang inyong naging katungkulan? D. Gawain PANGKATANG GAWAIN-“PAGSASADULA” ~Ipapakita ng mga mag-aaral ang inihandang Pagsasadula "Role Play"na ibinigay ng guro na itinakda sa bawat pangkat. ~ Bawat grupo ay may naiatas na sinaryong isasadula. Sinaryo 1-Pagsasadula na nagpapakita ng samahang may lider ngunit may may mga kasaping hindi sumusunod. Sinaryo 2-Pagsasadula na nagpapakita ng grupo na walang pagkakaisa dahil walang namumuno. Sinaryo 3 -Pagsasadula na nagpapakita n glider na inaako ang lahat ng gawain Sinaryo 4- Pagsasadula na nagpapakita na inaasa n glider ang mga gawain sa mga kasapi Panuto para sa Gawain : 1, Hahatiin ang Klase sa apat na grupo. Bawat grupo ay bubunot ng kapirasong papel na inihanda ng guro na may ibat'-ibang sinaryo. 2, Bawat grupo ay bubunot kung sino ang unang magpapakita ng pagsasadula, 3. Bawat pangkat ay magtatalaga ng isang miyembro na magsasagawa ng paunang salita sa kanilang gagawin upang makuha ang atensiyon ng lahat. 4. Bago magsimula ang gawain ay ipapakita ng guro ang batayan sa pagmamarka 0 “Rubrics” sa pagsasadula. ; 5, Bawat grupo ay mayroong nakalaang limang minuto para maisagawa ang kanilang pagsasadula. E. Pagsusuri - Kumusta nagustuhan niyo ba ang inyong naging gawain? - Naisagawa ba ng bawat grupo ang kani-kanilang gampanin? - Mula sa apat na sinadulang sinaryo,ano-ano ang inyong napansin?Mayroon bang pagkakaiba? mayroon bang pagkakapareho? - Surin natin ang bawat sinaryo. Scanned by CamScannerF. Paghahalaw Batay sa ipinakita ng bawat pangkat,ano ang ibig ipahatid ng bawat sinaryo sa kahalagahan ng pagkakaroon ng mapanagutang lider at tagasunod? G. Paglalapat Ipagpalagay mong ikaw ay bubuo ng isang samahan o grupo ano-ano ang dapat mong isa alang-alang o isaisip bago gumawa ng hakbang? IV- EBALWASYON Panuto : Unawain at basahin ng mabuti ang bawat pahayag.Lagyan ng tsek _/_ kung ang pahayag at tumutukoy sa kahalagahan ng pagkakaroon ng mapanagutang lider at tagaunod.Ekis X naman kung hindi. 1, Natutugunan ang pangangailangan ng bawat kasapi ng pangkat. 2. Pagkakaroon ng tiwala ng lider sa kaniyang tagasunod. 3, Hindi kinakilangang mabigyan ng pagkakataong gumawa ang mga kasapi kung hindi naman mahirap ang gawain. 4, Pagsuporta sa mga kasapi at gawain ng pangkat. 5, Hindi magiging matagumpay ang isang grupo/samahan kung walang lider at tagasunod. V- TAKDANG ARALIN Manaliksik gamit ang aklat o internet ng mga katangian na dapat taglayin ng isang mapanagutang lider at tagasunod,magbigay ng 5 bawat gampanin.|sulat ito sa isang kalahating papel pahalang. ‘VI- MGA PUNA: 1, Ang layunin ay nakuha sa 50 minuto. 2. Isang daang porsyento (100%) ng mga mag-aaral ang nakaunawa sa aralin base sa resulta ng maikling pagsusulit. ‘VII- PAGNINILAY 1, Madaling nauunawaan ng mga mag-aaral ang aralin gamit ang laptop at projector dahil sa malinaw nilang nababasa at nakikita ang mga aralin. 2. Lalong nasisiyahan ang mga mag-aaral sa pagsasagawa sa gawain sa pamamagitan ng pagsasadula, Inihanda ni: Binigyan ng Pansin ni a . Jog KAREN 5 Rubovo GRIV BROWN V. AGUIRRE Guro sa EsP 8 /' OIC,Ulong Guro,EsP Dept. Scanned by CamScanner'INSTRUCTIONAL MATERIALS USED PowerPoint Presentation Pee) RANALAGAHANNG BA ocr arracasunoo_[allilial Neen) ‘Ang 5 Pete PF Dene) By “@ TAGASUNOD Pe) berm i [: nad ae Neh) Orn OTT ro NGA KATANGIAN NG MAPANAGUTAN MUNONG NGPIRASYUNAL, GRUPO/PANGKAT aaa TRANSPORURSYONAL, AT ADAPTIBO me , AYON KAY DRE enTea tate aati ? mr Stir) rae Ang Ror uk sou kal ned by CamScannerPAMUMUNONG INSPIRASYUNAL. ‘TRANSPORMASYON) t AVON RM ASYONAL, AT ADAPTIBO rar) eis) aac aod PAMUMUNONG INSPIRASYUNAL, ‘TRANSPORMASYONAL, AT ADAPTIBO AYON KAY DR. EDUARD 0 Pamumunong Adaptibo Bie eee Tes Poiana rs Suerte Cae eae Se en ore ue ee ence kes ae enero ahr} ey MGAPRINSIPYO NG PAMUMUNO fie Rep eee ny [evciae e eeat eee Ee reece Pee oe Brine er omen | Pay Bure eee es Sree eter eto) fort eee MGA PRINSIPYO NG PAMUMUNO 6.llahad ang layunin at ang direksyong tatahakin sa ea 7. Kilalanin at pauniarin ang potensyal ng bawat Perrin Bet cca Po ae ond ry oe Se Cony 10. Magbigay ng nararapat na impormasyon sa mga ‘Ang mabuting lider, ayon kay Lewis EEE Se aren (Gear Gant Oar noe feniteeriao bei epee + sa klos ng mga taong Pe) Patnd kung ang mga taong Peery kaniya ay punong-puno ca as ine cl reer es rer Se a Bier UE fee aa epektibong grupo ng Peet eure iy eeu MGA TUNGKULIN NG. ‘TAGASUNOD 0 FOLLOWER Ce arlene Seer) ee rey eee eee een Scanned by CamScannerPERFORMANCE TASK/TEST MATERIALS USED IN TEACHING TOPIC : MODYUL 8- ANG MAPANAGUTANG PAMUMUNO AT PAGIGING TAGASUNOD Panuto : Unawain at basahin ng mabuti ang bawat pahayag.Lagyan ng tsek _/_ kung ang pahayag at tumutukoy sa kahalagahan ng pagkakaroon ng mapanagutang liderat tagaunod.Ekis X naman kung hindi. 1, Natutugunan ang pangangailangan ng bawat kasapi ng pangkat. Pagkakaroon ng tiwala ng lider sa kaniyang tagasunod. 3. Hindi kinakilangang mabigyan ng pagkakataong gumawa ang mga kasapi kung hindi naman mahirap ang gawain. 4. Pagsuporta sa mga kasapi at gawain ng pangkat. 8. Hindi magiging matagumpay ang isang grupo/samahan kung walang lider at tagasunod. esP a Scanned by CamScannerio Learning Environment and Diversity of LearnersKRA 2 Objective 4 Managed classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands- on activities within a range of physical learning environments. MOVs | 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about managing classroom structure that engages learners in various activities | 2. Lesson plans/modified DLLs highlighting various classroom management strategies that engage learners in activities/tasks in different physical learning environments CL 3. Others (Please specify and provide annotations)\ COT - RPMS RATING SHEET cosserver, _GiRW BRown Y. AQVIRAT pare. Agu st 8) 201% TEACHER opseRVeD. _ANDoYe, \taren 3- quarter, G3? ks Eeecie SUBJECT & GRADE LeveL TAUGHT: “ESP - AS opservation: 1 = 20 30 40 DIRECTIONS FOR THE OBSERVER: 1. Rate acs tem one hechit acodng how wel he eater ptomed ug he steam abervaton Mark th apprepata enn wah 7) mark 2 Each mca assessed on an nial boreal rabonsip te ter inetrs 83 Aah you Oberaton Nats For oe compl aig sheet or ered Brrisurterst ei [Applies knowledge of content within and across curriculum teaching areas [Uses a range of teaching strategies thal enfiance learner lachievement in literacy and numeracy skis. [Applies @ range of teaching strategies to develop entical land creative thinking, as well as other higher-order thinking skills Manages Classroom structure to engage leamers, individually or in groups, in meaningful exploration, |discovery and hands-on activities within a range of physical learning environments Manages leamer behavior constructively By applying lpositive and non-violent discipline to ensure leaming- |focused environments [Uses aiferentiated, developmentally appropriate learning lexperiences to address leamers’ gender, needs, strenghts, interests and experiences Plans, manages and implements developmentally sequenced teaching and learning processes to meet [curriculum requirements and varied teaching contexts ‘Signature over Printed Name of the Teacher Scanned by CamScannerEE RAE EEN ‘any INTER-OBSERVER AGREEMENT FORM OBSERVER: omy BRAWN Ve AqiRRE NAME OF THE TEACHER OBSERVED: OBSERVER2: = ESTRELLA Db. DAZ Karen 3. Andoyo OBSERVER 3: SUBJECT & GRADE LEVEL TAUOMT DATE: Avgost 28, se BaP ay OBSERVATION: 10. 2@— 30 so DIRECTIONS FOR THE OBSERVER: 1. Ineate your insinuating foreach scar 2. win repo yu em wang cae rt ig cnr rat het tech cone wn anapeed ‘tng. The final rating is not an average: itis @ final rating based on reasoned and consensual judgment - 3. Atach alin! Rating Sheets ot nte-Observe: Agreement Form. ay rea 4 pean peu ea ae fl E Pau [Applies knowedge of content winin and across curieuum rR teaching areas 7 2. [Uses a range of ashing svatogis hat enhance Teamar | — 1, Gp v lu lachievement in iteracy and numeracy skis [Applies a range of teaching strategies to develop crc 3 [end creative thinking, as well as other higher-order thinking skills [Manages dlassroom structure fo engage leamers, individual oF in groups, in meaningful exploration, 4° laiscovery and hands-on’ actives wihin a range of 7 7 7 Physical leaming environments Manages leamer behavior constructively by appyng 5 [positive and non-violent discipline to ensure leaming- 744 focused environments Plans, manages and implements developmentally 7. {sequences teaching and leaming processes to meet 7 7 7 & Jcurriculum requirements and varied teaching contexts [Selects, develops, organizes, and uses appropriate 8 teaching and learning resources, including ICT. to address | 7 leaming goals ‘Sianature Over Printed Wame of Observer 3 Scanned by CamScannerCOT - RPMS INTER-OBSERVER AGREEMENT FORM OBSERVER: camiy BROWN Vv. QUIRKE, NAME OF THE TEACHER OBSERVED: OBSERVER?) = GOTRELLA D. DAZ Kane Andeyo OBSERVER 3 ‘SUBIEGT & GRADE LEVEL TAUGHT DATE: Pecember 7, 2016 eP ae osservation: 10 20 3B—- 40 DIRECTIONS FOR THE OBSERVER: 1 inacate your eet ratg ter een nde 2 Deas wit fe grup you ease for such ang Inca of ret rags De coserves must ete he erence ard come ub WO an aH (ana The fru atng a ret en averaging based on eased ad conser! tyrant 3 sn at vu Rg Sheets ote re Ober Ae temert Form Ca Pesci e oer Creuse pre oe Petar [Applies knowledge of content within and across cumiculum teaching areas 7 [Uses a range of teaching svateges that enhance leamer | — u& 2 | achievement in iteracy and numeracy skis Applies a range of teaching strategies to develop eal 3 [end creatve thinking, as well as other higher-order thinking skits Manages classroom structure to engage leamers, inanvidualy or in groups. in mearingtu exploration, 7 4 |eiscovery and hands-on’ activites within a range of physical leaming environments Manages leamer Denavir constucively By applying 5 [postive and non-violent disopline to ensure leaming- 7 focused environments isee Gtferertated, developmentaly approprate fearing lexpenences to address leamers’ gender, needs, svenghis, interests and expenences ans. menages and imprements developmental 7 |sequenced teaching and leaming processes to meet i 71 7 \comeutum requirements and vared teaching contexts Selects, develops, organizes, and uses appropriate teaching and leaming resources, including ICT, to address 7 ieaming goals [| Jols ~ a| a =! 0. inte Name of Teacher Siena Scanned by CamScannerCOT - RPMS INTER-OBSERVER AGREEMENT FORM OBSERVER: amv BROWN V. ASUIRRE awe OF Te TEACHER OBSERVED: OBSERVER? ER TREKKA ©, Dan Andeyo, \eeren 4 EATRERMA Open yee : OBSERVER 2: ‘SUBIECT 8 oRADE LEVEL TAUGHT Date: Feonsa 1S, s01a =x? ne Plato OBSERVATION: 11 20 30 4a DIRECTIONS FOR THE OBSERVER: 1 Ina youre rg er each net 2 Discuss wm e group 2,Dac te eo suey inate ct oterertaings, the chars mutes be dtrence and cee vo wth an aged of on averape 8 9 ie rag based an reasoned ad consensual ga 23 Atach a nwa Rating Sheets tt Observe Agree Fem Pecan Dieu xeniast Reiss) A Goan! [Applies knowledge of content within and across curriculum teaching areas Uses a range of teaching strategies that enhance leamer lachieverent in iteracy and numeracy skis [Applies a range of teaching strategies to develop Gwtcal land creative thinking, as well as other higher-order thinking skits IManages classroom structure to engage learners, individually or in groups, in meaningful exploration, [discovery and hands-on activities within a range of physical leaming environments IManages learner behavior construcively by applying lpositive and non-violent discipline to ensure leaming- focused environments, Plans, manages and implements developmentally jsequenced teaching and leaming processes to meet [curriculum requirements and varied teaching contexts [Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT, to address learning goals [Designs, selects, organizes, and uses diagnostic, formative land summative assessment strategies consistent wit [curriculum requirements a KAREN. ANDO “Signature Over Printed Name of Teacher ‘enaturd Over Printed Name of Observer Dba ‘Senature Ofer Printed Nore of Observer 2 “Signture Over Printed Name of Observers a Scanned by CamScannerMATAAS NA PAARALAN NG SAMAR SIYUDAD NG CATBALOGAN DEPARTAMENTO NG EDUKASYON SA PAGPAPAKATAO BANGHAY ARALIN SA EDUKASYON SA PAGAPAPAKATAO-8 Taon at Pangkat :Grade 8- Diamond Petsa : November 12,2018 Room No. : DOST Bldg. Oras : 9:30-10:20 1-LAYUNIN Natutukoy ang mga biyayang natatanggap mula sa kabutihangloob ng kapwa magaaral sa SNS at ng mga taga Catbalogan at ang kanilang paraan ng pagpapakita ng pagpapasalamat. LOCALIZED COMPETENCY : Natutukoy ang mga biyayang natatanggap mula sa kabutihang loob ng kapwa mag-aaral sa SNS at ng mga taga Catbalogan at ng kanilang paraan ng pagpapakita ng pasasalamat. KBI- Pusong mapagpasalamat sa lahat ng biyaya mapa maliit man ito o malaking bagay. II- PAKSANG ARALIN MODYOL 9- PASASALAMAT SA GINAWANG KABUTIHAN SA KAPWA. Sanguniang Aklat: EsP-8 LM,1G,CG Mga pahina sa Kagamitang Pang-mag-aaral: Pahina 227 _ Kagamitan : Laptop, projector, music video ag awiting “Salamat”, rubrics sa pagsasadula III- PAMAMARAAN A. Balik Aral Ano ang aing napag-aralan noong huli nating pagkikita? B. Pagalis ng Sagabal Posnelamat ag passa 1 J lo oy pogpapmlaga inong Gumawa sa kanyang ng kabutihang loob. Ang pasasalamat sa salitang "Gratitude" litang Latin na "Gratis" Ingles any "Gratitude" ,na nagmula sa sali (hakalulugod) Gratia (Pagtatangi o kabutihan) at Gatis (Libre 0 Scanned by CamScanner