Name: Lindelie G. Capoy Date: Dec.

02, 2021

Course/Year/Section: BEED- 4C Subject: FIELD STUDY 2

WRITING MY LEARNING/ LESSON PLANS

• Participate and Assist

With all this information in mind, you are all set in writing your lesson plan. Based on the
instructions given by your Cooperating Teacher, prepare your lesson plan (s) based on
the learning competencies of the lesson. Consider the age appropriateness and level of
communication of your students.

Lesson plan in SCIENCE

(Subject)
Grade Level: VI
Learning Outcomes

Identifies the factors that affect the climate of a place: altitude, latitude, bodies of
water, wind system, amount of rainfall

Learning Content

Science and Health

 Learning Resources

Materials:
Globe or Word Map
Map of the Philippines

References:
Into the Future: Science and Health VI pp. 220-222
Teacher’s Module 8 by Jessie A. Villegas and Celia Nacpil, pp. 66-67

Learning Procedures

A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
• How does the latitude of a place affect its climate? Attitude? Bodies of water?
Wind system? Amount of rainfall?

B. Developmental Activities:
1. Motivation:
• What can you say about the weather today?
• Do we have the same weather as of yesterday?

2. Presentation:
• Present a chart showing the different factors affecting climate of a place.
• Do activity 6.9 on p.220 of Into the Future: Science and Health
• Pupils identify the different factors that affect the climate of a place.

3.Concept Formation/Generalization:
• What are the factors that affect the climate of a place?

4.Application:
• How is the climate in Mindoro affected by the bodies of water that surrounds it?

The Department of Education has issued Department Order 42s 2016, Policies
Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program.
These are the templates for the Detailed lesson Plan (DLP) and Daily Lesson Log
(DLL).

School Grade Level FOUR

ENG
Teacher LINDELIE G. CAPOY Learning Area
LISH
8:30-9:30 am
Time & Dates Quarter THREE
December 02, 2021
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write for the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
Before the Lesson
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
The learners acquire relevant information and demonstrate confidence in
forming statements using demonstrative pronouns.
The learners use demonstrative pronouns: this, these, that, those in
conversation.
Use demonstrative pronouns (this, /that, these/those)
Demonstrative pronouns
K TO 12 Curriculum Grade 3 – English page 40-41
Guided Notes: Demonstrative Pronouns
English for You and Me 4 (Language)
Let’s Begin in English 4
Laptop, video, pictures, PowerPoint presentation
The teacher plays the song “This That These Those” to warm up the
environment and lead in to today’s topic.
https://www.youtube.com/watch?v=TkpSsdQCaKY
The teacher then asks the students what are the four words in the song and
the teacher will write it in the board and tell the students that this is the
topic for today.
*Hold a paper in your hand and ask the whole class: What is this? Place
stress on “this”.
* Ask the students to answer in a complete sentence: This is a paper.
*Point out to the object placed far (Example: a table, chair, wall, fan) and
ask: What is that? Place stress on “that”. Tell the students to answer in a
sentence.
*ask the students: if someone or something is placed close to your, which
word used to point out to it; this or that? If someone or something is placed
at a distance from you, which word is used to point to it; this or that?
*Explain them that just like we use the words ‘ye’ and “woh”. We use the
words ‘this’ and ‘that’ in English to point towards things, near or far from
us.
*Ask the students: if there are many people or things placed near you,
which word is used to point to them; these or those? If there are many
people or things placed far from you, which word is used to point to them;
these or those?

C. Presenting examples/instances of
the new lesson
During the Lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
G. Finding practical applications of
concepts and skills in daily living
After the Lesson
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
*Explain to the students that although same words are used in Urdu to
point towards singular and plural things (Different words used in English
to point towards singular and plural things)
A. The teacher asks the students what they see inside the classroom and use
it in forming statements with demonstrative pronouns.
B. Students will be called in the front and tell their own statements of
demonstrative pronouns
. A. The teacher asks questions to the students:
*Can we change a statement into a question with demonstrative pronoun?
*How can we change the statements into a question form?
The teacher gives an example of statements with demonstrative pronouns
and change it into a question form.
1. This is a pen/ Is this a pen?
2. That is a chair/ Is that a chair?
3. These are books/ Are these books?
4. Those are roses/ Are those roses?
B. Students practice the demonstrative pronouns forms in pairs: student (A)
asks a question using this/these or that/those, student (B) answers the
question, and vice versa
A. Group the students into Four:
•Each group will be given a flag
•The Teacher will show a picture and sentences on the board and the
students
will complete the sentences by putting the correct demonstrative pronouns.
•The group who will first raise their flag will be chosen to answer.
Open your bags. Get your favorite thing/s in your bag and make a sentence
about the thing using demonstrative pronouns.
Ask: How do you use demonstrative pronouns in a sentence?
Pronouns that point to specific things: this, that, these, and those, as in
“This is an apple,” “Those are boys,” or “Take these to the clerk.” The
same words are used as demonstrative adjectives when they modify nouns
or pronouns: “this apple,” “those boys.”
A. Paper and Pencil Test
Directions: Choose the best answer to complete each sentence.
1.___________ was such an interesting experience.
a. That b. These c. Those d. Such
2. Are ___________ your shoes?
a. That b. Them c. Those d. This
3. You’ll have to get your own pen. ______________ is mine.
a. That b. Those c. Such d. This
4. There is no end to ___________.
a. Such b. Those c. This d. None
5. Because of their bad behavior, ____________ of the children were given
allowances.
a. None b. That c. Those d. Them
 6. ____________ of them had seen it before.
a. Those b. Neither c. Such d. This
7. Is ____________ yours?
a. This b. Those c. These d. Such
8. Everyone ate early. When we arrived, ____________ was left.
a. That b. Such c. None d. Neither
9. Please give me one of ____________.
A. That b. Those c. This d. Such
10. ____________ are nice-looking.
a. This b. That c. These d. Such
J. Additional activities for application Construct at least 5 sentences or statements using demonstrative pronouns
or remediation and present in to the class.
V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80% in

the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.

C. Did the remedial lessons work?

No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use./discover which I
wish to share with other teachers?

Prepared by:
Lindelie G. Capoy
School: Grade Level: V1
Teacher: LINDELIE CAPOY Learning Area: MAPEH
Teaching Dates: Quarter: 3rd
Teaching Time: Section:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. (Content Demonstrates Demonstrates Demonstrates Demonstrates Weekly test

Standards) understanding of understanding of understanding of understanding of
participation and participation and participation and participation and
assessment of assessment of physical assessment of physical assessment of
physical activity activity and physical activity and physical physical activity and
and physical fitness fitness fitness physical fitness
B. (Performance Participates and Participates and Participates and assess Participates and
Standards) assess assess performance in performance in physical assess performance
performance in physical activities activities in physical activities
physical activities
C. (Learning Describes the Explains the indicators Assesses regularly Explains the nature Be able to
Competencies) physical activity for fitness participation in physical of dance answer the given
pyramid PE6PF-IIIA-17 activities based on the PE6RD-IVB-1 questions with
PW6PF-IIIAQ-16 Philippine Physical activity accuracy.
pyramid.
PE6PF-IIIB-H-18

II. (Content) Physical Activity Fitness Indicators Physical Activity Pyramid Dance
Pyramid

A. (References)
1. (Teacher’s Guide
Pages)
2. (Learner’s
Materials pages)
3. (Textbook 21st Century 21st Century Mapeh 21st Century Mapeh in 21st Century Mapeh
Pages) Mapeh in Action 6 in Action 6 pp.180-181 Action 6 pp.184-185 in Action 6 pp.218-
pp.184-185 220
4. (Additional
Materials from LR
Portal)
A. (Other Learning Laptop, speaker Test
Resources) Questionnaires,
test notebooks,
 e-class record,
pens.

A. (Review What is the physical What is the different Recall their past
previous Lesson) activity pyramid? health related fitness? lessons.
Preparation of
test materials
B. (Establishing Give examples of Identify the following Do you remember our What is our national Why should you
purpose for the unhealthy living activities in the lesson about the Philippine dance? get a high score
lesson/ among children picture. Physical Activity Pyramid? in any given
Motivation) now a day? Why do we need to be What are the activities it test?
1. Eating junk active? recommends?
foods How can we classify them?
2. Drinking soft
drinks
3.Not exercising
What are the ways
that we can stop
these unhealthy
practices that we
do every day?

C. (Presenting Identify the following Setting of

examples or dances. standards in
presentation/ taking the test
instances of the Original File
new lesson) Submitted and
Formatted by
DepEd Club
Member - visit
depedclub.com
for more

D. (Discussing new What are the What is the health- What are the activities in Name some Distributes test
concepts and activities that we related components? the pyramid you do in your Philippine folkdance materials to the
practicing new should do Give its importance. daily life as recommended that you are familiar pupils.
skills) regularly? by the chart? with.
What are the
activities that we
 should do
minimally? Why?
E. (Discussing new Why do you think What are the things Why do we need to do as How do you describe Answering of
concepts & these pyramids do that we do that what the chart Maglalatik folk test items
practicing new recommend prevents these health- recommends us? dance? Itik-Itik?
skills #2) activities that related skills? Can you perform those
requires a lot of activities?
body movement?
F. Developing Identify the What is the different Is it difficult to dance
Mastery following activities health related fitness? Maglalatik?
(Leads to that we should do Enumerate them. Who among you
Formative Minimally, Often, Group activity. knows the steps?
Assessment 3) Regularly, Divide the group into 4. (Watching of the
Habitually. Assign each group with video of maglalatik
1. Watching different classification of and Itik-Itik.)
television (M) activities in the Philippine
2. Swimming (O) Physical Activity Pyramid.
3. Doing house Ask them to act out all
chores (R) activities that are included
4. Running errands in their respective name of
(R) groups.
5.Playing computer Give them time to plan for
games (M) their presentation
G. (Finding to What activities If you are asked to buy Why do we need to keep
Practical that we should something at the our body active during the
Application of change or nearby store would day? What activities
concepts and skills minimize in the you ride a jeepney or should be avoided based
in daily living/ physical activity just walk? Why? What on the pyramid?
Valuing) pyramid? Why? are the benefits of
walking?
H. (Making What are activities What health related What is the importance of What are the
Generalization & that we should do skills do you possess the Philippine Physical Philippine
Abstraction about minimally? as of now? Activity pyramid in our day folkdances?
the lessons) Regularly? Often? What should you do to day living?
Habitually? to acquire the skills
What is the you can’t do?
Physical Activity
Pyramid?
I. (Evaluating Enumerate the What is the health- Let each group present Dancing of Maglalatik Checking and
Learning) activities that you related fitness? their planned activity for the Boys and Itik- recording of test
should do (5 Itik for the Girls. results
activities each) Rubrics:
a. Minimally 5-4 each member of the
b. Often group participated
c. Regularly actively. They clearly act
out the activities to be
d. Habitually
guessed by the other
group.
2-3 one or two of
members of the group did
not fully participate in the
 activity, some acts were
not clearly presented
0-1 only one member
presents the activity/the
group did not participate
at all
J. (Additional List down your Identify the health-
activities for daily activities in related fitness
application or your notebook and performed in the
remediation) identify them following exercise.
according to the 1. 1-minute step test
Philippine physical (Cardio)
activity pyramid. 2. Curl-
ups(abdominal)
3. Sit and Reach
(flexibility)
4. 50-meter sprint
(Speed)
5. Paper juggling
(Coordination)
V. (Remarks)

VI. (Reflection)

A.(No. of learners
who earned 80% in
the evaluation)
B.( No. of learners
who requires
additional acts for
remediation who
scored below 80%)
C.(Did the remedial
instruction really
work? No of
learners who
caught up with the
lesson)
D.(No. of learners
who continue to
require
remediation)
E. (Which of the
strategies work
well? Why did this
work?
F. (What
difficulties did I
encounter which
my principal/
supervisor can help
me solve?)
G. ( What
innovations or
localized materials
did I used/
discover which I
wish to share with
other teacher?)

• NOTICE

1. What difficulties did you meet in writing your lesson/ learning plans?
• The difficulties I have encountered while writing my lesson plan is that I
have difficulties in designing lesson plans related to students'
differences, designing lesson plans related to students' interests and
needs, developing reading and writing behavior; and using
cohesiveness of themes, subject matter, learning aspects and cultural
variety.
2. What feedback was/were given by your Resource Teacher in your first
draft / succeeding lesson / learning plans?
• The teacher said that my lesson plan was very detailed and the learning
object was met throughout the process. She was very impressed with
my lesson plan. Moreover, she also said that in making a lesson plan we
should put our heart into it so that it will have a good result.
3. What were the best features /areas for improvement of your/lesson
learning plans?
• It has a flow that excites students about the topic, gives them time to
study or learn new material, and apply what they learn.

• ANALYZE

Analyze the various components of your lesson plans by answering the given
matrix. Take note that you must have Provisions to do this lesson on a face-to-
face, modular or through online learning.

QUESTIONS ANSWERS
1. How did you arouse students’ interest? What I arouse my student’s interest by knowing
motivational techniques did you indicate in your them first and knowing the things they're
plan? good at and of course, their interests and
skills. And in my lesson plan I use real life
 situation that my students can surely relate
and apply it in their own lives.
2. How did you respond to the diverse types of As a teacher we are not only concern with the
learners? students’ academic achievement but we
must also concern with the whole being of a
2.1 gender, needs, strengths, interests and students’ as a person it includes social,
experiences emotional, physical needs and strength and
2.2 linguistic, cultural, socio-economic and a family context. I will be going to identify
religious backgrounds their strengths and weaknesses so that I can
2.3 with disabilities, giftedness. and talents give my lesson suited to their needs.
2.4 in difficult circumstances
2.5 from indigenous groups
3. What instructional strategies will you employ in The instructional strategies that I will going to
face-to-face or in a remote learning delivery for this employ in this lesson are Differentiation. I will
lesson? Explain. differentiate my teaching by allocating tasks
based on my students’ abilities, to ensure
that no one will be left behind. Assigning
classroom activities according to students’
unique learning needs means individuals
with higher academic capabilities are
stretched and those who are struggling get
the appropriate support.
4. Was the language used appropriate to the level Yes, the language used is based on the level
of the students? Explain your answer briefly. of the students. It is important to avoid
profanity, slang, or terms that other students
may find offensive.
5. What types and levels of questions did you The type of questions that I formulate is
formulate? Are they of the higher order thinking higher order thinking skills. Some examples
skills (HOTSP Write two (2) examples. of this are the following:
-Can we change a statement into a question
with demonstrative pronoun?
-How can we change the statements into a
question form?
6. What instructional resources will you use? Why? these include the lectures, readings,
Cite the possible online resources that you can textbooks, multimedia components, and
utilize whether done in the classroom or in remote other resources in a course. These materials
learning? can be used in both face-to-face and online
classrooms; however, some must be
modified or redesigned to be effective for the
online environment.
7. Are your modes of assessment aligned with your Yes, for example giving a test to my students
learning outcomes and activities? Cite a specific which challenge them to think the proper
example. demonstrative pronouns and they will be able
to use them in real life.
8. Will your performance tasks ensure the mastery Yes, because my performance task is very
of the learning competencies? Explain through and interesting in which my students
would mastered the lesson.
9. In scale 1-10, How will you rate you learning plan I will rate my lesson plan to 8, because I
(s)? Justify your answer? believe that it is effectively done and it is very
interesting and clear in which my students
will surely learn from the lesson.
10. If this lesson is not implemented face-to-face, If the lesson is not implemented in face to
how are you going to do it remotely? face, then I will do it remotely by doing the
best that I can. I will invest myself, my heart,
soul and time to it to teach my students
effectively.

• REFLECT

Why is lesson planning integral part of the instructional cycle?

Lesson planning is integral part of the instructional cycle because the process of
planning instruction, delivering instruction, assessing learning, and reflecting on
teaching that continuously repeats. Moreover, planning for the classroom is an
important part of educating and behavior management. Proper classroom planning
will keep you organized and on track while teaching, thus allowing you to teach
more and manage less. Part of classroom planning is developing effective lesson
plans. Lesson planning helps teachers break down each lesson into a defined flow
with specific classroom activities – and gives them a schedule they can stick to.
Plus, the lesson planning process allows teachers to evaluate their own knowledge
with regards to the content to be taught, it gives the regular teacher confidence
knowing that class time is being used effectively and that he or she won't need to
repeat the lesson later. A teacher with a plan, then, is a more confident teacher.
The teacher is clear on what needs to be done, how, and when. The lesson will
tend to flow more smoothly because all the information has been gathered and the
details have been decided upon beforehand. The teacher will not waste class time
flipping through the textbook, thinking of what to do next, or running to make
photocopies. The teacher’s confidence will inspire more respect from the learners,
thereby reducing discipline problems and helping the learners to feel more relaxed
and open to learning.
 • WRITE ACTION RESEARCH PROMPTS

OBSERVE

1. The problems / challenges I encountered in writing my learning / lesson plans

• The problems that I have encountered in writing my lesson plan are the
difficulties in designing lesson plans related to students' differences,
designing lesson plans related to students' interests and needs,
developing reading and writing behavior; and using cohesiveness of
themes, subject matter, learning aspects and cultural variety.

REFLECT

2. I hope to achieve to address these problems and challenges by

• I will be going to identify their strengths and weaknesses so that I can
give my lesson suited to their needs.

PLAN

3. Some strategies/solutions/means that I can employ to improve these

situations?

• This is one of the roles of a teacher. I will need to study the strengths
and weaknesses of those children through this, I can identify what
technique or lessons will I give to them in accordance with their
capabilities. I will apply my different learning strategies based on their
identified weaknesses and develop further their identified strengths.

ACT

4. Based on my answers in nos, 1-3, the possible title of my action research on

this episode is

• IDENTIFYING MY STUDENT’S STRENGTHS AND WAKNESSESS

To further enrich my knowledge in writing my learning / lesson plans whether in the
classroom or in remote learning, these are some of the online resources which will help
me in these activities. (include books, websites, you tube videos and the like and share
these to your peers.)

• https://cte.smu.edu.sg/approach-teaching/integrated-design/lesson-
planning
• https://www.kean.edu/~tpc/Classroom%20Management/EFFECTIVE%
20LESSON%20PLANNING%20&%20Classroom%20Mgmt.htm
• https://www.aeseducation.com/blog/what-is-a-lesson-plan
• https://www.youtube.com/watch?v=qPoLs7gwRq0
• https://www.youtube.com/watch?v=zED1YIdBhikRealizing the various
skills that you need to master in preparing the learning/lesson plans,
which are the most difficult? the easiest to write? Conduct a simple
survey from among your peers by requesting them to answer this
simple questionnaire.

Instruction: These are the basic skills in lesson plan writing. Rate yourself on the level
of difficulty of doing the following based on your experience.

4 - very difficult
3 – difficult
2- Moderate to difficulty
1- Not difficult
4 - very difficult 3 – difficult 2- Moderate 1- Not
to difficulty difficult
1. Stating Learning /
Outcomes
2. Identifying learning /
resources to be used
3. Sequencing the /
lesson in an engaging
and meaningful manner
4. Planning specific /
learning activities
5. Identifying strategies /
to be used
 6. Formulating higher
order thinking questions
(HOTS)
7. Integrating lesson /
concepts to real life
situation
8. Integrating values to /
lesson
9. Formulating /
assessment tools
10. Identifying /
performance tasks
11. Giving assignments /
12. Planning for lesson
closure/ synthesis

• WORK ON MY ARTIFACTS

Paste one (1) lesson plan and write your sample reaction.
School Grade Level FOUR
ENG
*Hold a paper in your hand and ask the whole class: What is this? Place stress on “this”.
Teacher LINDELIE G. CAPOY Learning Area
LISH
8:30-9:30 am * Ask the students to answer in a complete sentence: This is a paper.
Time & Dates Quarter THREE
December 02, 2021
*Point out to the object placed far (Example: a table, chair, wall, fan) and ask: What is that? Place stress on
I. OBJECTIVES
A. Content Standards “that”.
The learners acquire relevant information and demonstrate confidence in Tell the students to answer in a sentence.
forming statements using demonstrative pronouns.
*ask the students: if someone or something is placed close to your, which word used to point out to it; this or
B. Performance Standards The learners use demonstrative pronouns: this, these, that, those in
that? If someone or something is placed at a distance from you, which word is used to point to it; this or that?
conversation.

C. Learning Competencies/Objectives
Write for the LC code for each
II. CONTENT
Use demonstrative pronouns (this, /that, these/those) *Explain them that just like we use the words ‘ye’ and “woh”. We use the words ‘this’ and ‘that’ in English
to point towards things, near or far from us.
Demonstrative pronouns

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
*Ask the students: if there are many people or things placed near you, which word is used to point to them;
K TO 12 Curriculum Grade 3 – English page 40-41 these or those? If there are many people or things placed far from you, which word is used to point to them;
Guided Notes: Demonstrative Pronouns these or those?
English for You and Me 4 (Language)
*Explain to the students that although same words are used in Urdu to point towards singular and plural
Let’s Begin in English 4 things (Different words used in English to point towards singular and plural things)
A. The teacher asks the students what they see inside the classroom and use it in forming statements with
demonstrative pronouns.
B. Students will be called in the front and tell their own statements of
demonstrative pronouns
Laptop, video, pictures, PowerPoint presentation

IV. PROCEDURES . A. The teacher asks questions to the students:

Before the Lesson
A. Review previous lesson or
presenting the new lesson
The teacher plays the song “This That These Those” to warm up the
*Can we change a statement into a question with demonstrative pronoun?
environment and lead in to today’s topic.
*How can we change the statements into a question form?
https://www.youtube.com/watch?v=TkpSsdQCaKY

The teacher gives an example of statements with demonstrative pronouns

and change it into a question form.

1. This is a pen/ Is this a pen?

2. That is a chair/ Is that a chair?

3. These are books/ Are these books?

4. Those are roses/ Are those roses?

This group of students is great! They remembered a lot from the last lesson.
All of them demonstrated eagerness to learn. Overall, the lesson went really
well. I called on students by name and used information about them (from
the information sheets they filled out during the first-class period) in the
examples I gave. Unfortunately, I spent so much time on the presentation
stage of the lesson that we had to rush through the other activities. I think I
had too much vocabulary to cover. Next time, I will start with the specific
information on the back of the application. I felt like I talked too much. The
more timid students didn't get a chance to practice speaking. I wish I had
included more communicative activities involving the students. That way
they would get more of the practice they need.