CONTEXTUALIZED LESSON PLAN IN SCIENCE 7

SCHOOL: PLARIDEL NATIONAL HIGH SCHOOL GRADE LEVEL: 7 SAMPAGUITA

TEACHER: VEBERLY C. ORIO LEARNING AREA: SCIENCE
TEACHING DATE AND TIME: QUARTER: 1

I.OBJECTIVE
A. LEARNING COMPETENCIES/OBJECTIVES-Write the LC code for each
 Recognize that substances are classified into elements and compounds. S7MT-Ig-h-5
B. COTEXTUALIZED COMPETENCY

C. KBI
Knowledge: Identify if the substance given is an element or compound.
Skills: Make a chart, poster, or multimedia presentation of common elements showing their names, symbols
and uses.
Attitude: Name common compounds essential to the body.

II.CONTENT
ELEMENTS AND COMPOUNDS
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages:
2. Learners’ Material pages:
3. Textbook pages:
4. Additional Materials from Learning Resources (LR) portal: Science 7_q1_mod2_Elements are
like spices, When mixed together, They become better pg 3, 8 & 21
B. Other Learning Resources
Laptop, different pics, meta cards
IV.PROCEDURES
A. Reviewing previous A review from last meeting’s discussion will be conducted.
lesson or presenting the
new lesson. Gauge student knowledge by giving a pretest.

B. Establishing a purpose Suppose its weekend and you want to enjoy the rest of the day watch your
for the lesson favorite movie. Which do you prefer, watching alone or watching with
friends? Why?

C. Presenting Did you know that elements are like people and have different personalities?
examples/instances of the
new lesson A few elements are very shy and love to be left alone. Others are very social and
prefer to hang out with friends.

For example, Helium and Neon are examples of elements that like to be left alone.
However most elements, like oxygen, hydrogen, and carbon are social and prefer to
hang out together. Molecules can be comprised of atoms from only one type of
element or have atoms from more than one type are ELEMENTS. A COMPOUND is a
type of molecule consisting of more than one type of element.
A. Discussing new
concepts and practicing Students will read a poem entitled “The lost element” by Jaypee Kadalem Balera
new skills #1
Students will pick the lists of elements and compounds in the poem.
B. Discussing new
concepts and practicing Class will be divided into two groups.
new skills #2
Group 1 - Immersion as a garbage collector. As a garbage collector you need to
save the following words that describes and shows relationship with elements and
compounds.

Group 2 – which are element? Which are compounds? Inside the box are the
substances that are found in the cabinet. Identify the elements and compounds by
accomplishing the table below.

C. Developing Mastery Elements and compounds are also present in the food you eat. They can be
seen and read on the food labels known as nutrition facts and ingredients. Take
a look on the sample food labels below.

Can you identify the substances in the food label above?

How about this local product?

Directions: Identify compounds and their corresponding constituent elements

found in the food labels.
 Compound Constituent Elements

D. Finding practical How will you apply this concept to your daily life?
applications of
concepts and skills in
daily living.
E. Making generalizations Complete the following statements.
and abstractions about
the lesson 1. Elements contain (1 or 2) type of atom.
2. Elements (can be or cannot be) broken down into simpler substance by
either physical and chemical means.
3. Compounds contain atoms of (1 or 2) or more different elements combined
chemically
4. Compounds can be broken down into simpler substance by ____________
means but not by physical means.
F. Evaluating learning Identification
Directions: Classify each of the following substances as either an Element or a
Compound. Write your answer on the space provided.

________1. Potassium Chloride _______6. Magnesium Sulfate

________2. Gold _______7. Silicon
________3. Hydrogen _______8. chlorine
________4. Sodium _______9. Salt
________5. Water _______10. Oxygen

G. Additional activities for Make a chart, poster, or multimedia presentation of common elements showing their
application or names, symbols and uses.
remediation
RUBRICS:
20 15 10
Shows little
Exceptionally Thoughtfully and creativity,
clever and unique uniquely presented originality and/or
Creativity in designing the in designing the effort in designing
poster/presentatio poster/presentatio the
n n poster/presentatio
n
Submitted on or Submitted one to Submitted more
Timelines
before the set five days after the than 5 days after
s
deadline deadline. the deadline
Overall Excellently
Attractive Fair
Impact Attractive
TOTAL
20 points
:
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 worked? 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?
F. What difficulties did I encounter which my principal or supervisor can help me solve?
G. What innovations or localized materials did I use /discover which I wish to share with
other teachers?

Prepared by:

VEBERLY C. ORIO
Secondary School Teacher 1

Approved:

DAISY O. DELGADO
School Head
 A DETAILED LESSON PLAN IN READING AND WRITING SKILLS 11

SCHOOL: PLARIDEL NATIONAL HIGH SCHOOL GRADE LEVEL: 11

TEACHER: EMELYN M. OMANITO LEARNING AREA: READING AND WRITING
SKILLS
TEACHING DATE AND TIME: February 21, 2019; 2:00-3:00 QUARTER: 4

I.OBJECTIVE
A. CONTENT STANDARD
The learner understands the requirements of composing academic writing and professional
correspondence.
B. PERFORMANCE STANDARD
The learner produces each type of acade4mic writing and professional correspondence following
the properties of a well-written texts and process approach to writing.
C. LEARNING COMPETENCIES/OBJECTIVES-Write the LC code for each
Identifies the unique features of and requirements in composing text that are useful across
disciplines
(EN11/12RWS-IVdg-12.3)
II.CONTENT
Purposeful Writing in the Discipline- Project Proposal
III.LEARNING RESOURCES
A. References
5. Teacher’s Guide pages:
6. Learners’ Material pages: 157-159
7. Textbook pages: 157-159
8. Additional Materials from Learning Resources (LR) portal:
B. Other Learning Resources
Screen and projector, colored paper, manila paper
IV.PROCEDURES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Reviewing previous lesson or presenting the new
lesson The students will be grouped into four and they will
 The teacher will facilitate a game called “No pics, guess the word with the help of the given meaning.
one word”. The students will be given letters to
be arranged to come up with the correct term by
using the given definition.
e r s i s t e n t
1. To try to do something even though it is
difficult or other people want you to stop;
P
determined

2. To suggest (something, such as a plan or P r o p o s e

theory) to a person or a group of people to
consider
(NOTE: Vocabulary Test Used)
Process students’ answers to connect it to the next
phase of the lesson.
B. Establishing a purpose for the lesson
The teacher will post a quotation on the board and
let somebody from the class read it.
ASK:
What is your idea about the thought of
the quotation posted on the board? Share
it to the class.
 A student will read the quotation
“You can’t always get what you want, but if
you try sometimes, you might find, you get
what you need.”
-Mick Jagger-
 The things that you want will not always be
according to your will, but if you will do something
to make it happen, you will realize that you maybe
get what you really need instead of what you want.
 Answers may vary.

C. Presenting examples/instances of the new lesson Students will fill out the KWL Chart.
KNOW (K) WHAT (W) LEARNED (L)
The teacher will activate students’ prior
knowledge about Project Proposal by filling up the
KWL Chart.
(NOTE: Used the KWL Chart)

D. Discussing new concepts and practicing new skills

#1 Each group will discuss their assigned sub-topics.
The students will be grouped into three and will fill in
the Blank Tree Chart.
(G1)Project Proposal
Group 1- Project Proposal
Group 2- Formatting the project proposal-
Introduction
Group 3- Project description Formatting the Project Proposal

(G3)Project
(G2)Introduction
Description

Rationale Objectives
Methodology Budget

Benefits Schedule
E. Discussing new concepts and practicing new skills
#2
With the same groupings, the students will discuss
their assigned task:
Group 1- Defining Project Proposal
Group 2- Formatting the project proposal-
Introduction
Group 3- Project description
After filling out the Blank Tree Chart, each group will
discuss their assigned sub-topics.
Group 1- Defining Project Proposal
Group 2- Formatting the project proposal-
Introduction
Group 3- Project description

F. Developing Mastery
Describe the picture. What are they doing? Why
are they doing such activity?
- The students from higher grades are assisting
the students from the lower grades in reading.
They’re doing such activity to help the slow
readers to improve their reading proficiency
level.

 Benefits

 Budget

 Rationale
Identify the feature being described in the
following items.
1. The students’ reading proficiency level will
progress while they develop their love for
reading and realize its importance. Another
one is that the reading level of the students
will improve as well as the result of their
examinations since they will be able to
comprehend the content of the test.  Objectives
2. ₱ 3, 400.00 – SSG Fund
₱ 15, 500.00 – LGU Counterpart
₱ 10, 000.00 – Donors
 ₱ 2, 500.75 – Dance For A Cause___
₱ 31, 400.00----------Total
3. A number of identified students of Plaridel
National High School were identified as slow
readers as per the observation of the teachers
and according to the result of the Reading
Proficiency Level Test conducted by the
Reading Coordinator. Most of them came
from lower grades. These students barely pass
during examinations since they have to read
the questions on their own. To address this
issue, the Students Government
4. To put up a reading hub for the
implementation of the reading program that
will serve as the crucial factor to improve the
reading proficiency level and the students’
performance in terms of reading and written
examinations.

G. Finding practical applications of concepts and

skills in daily living. - Answers vary.
 As a student, how would a project
proposal be useful to you?
 If you will to propose a project, what
would it be and why?
H. Making generalizations and abstractions about
the lesson
 What are project proposals?  These are documents that are written for
problem solving, service provision, event
 What are the parts of the project planning or equipment selling.
proposal’s introduction? How about the  Introduction includes the rationale, objectives
project description? and benefits. While in project description, it
 Why is project proposal important to many states the methodology, schedule and budget.
organizations?  Answers vary.

I. Evaluating learning
Identify what feature of a project proposal is being described
based on the given examples.
1. To minimize the percentage of garbage in the
community due to improper waste disposal.
- To practice the 3R’s (Reuse, Reduce and Recycle)
- It also aims to reduce the case of diarrhea, dengue
fever and other alike diseases due to the unsanitary
water being used caused by the garbage thrown by the
people into the river.
2. If the MRF (Material Recovery Facility) Project will be
implemented, the cases of illness brought by the  Objectives
improper waste disposal will lower down in number
since the garbage will not be thrown just anywhere.
The community will be conducive to live in since
no more dirt scattered around, the water being used
and the air will not be polluted anymore. And with the
practice of 3 R’S, garbage will not just be garbage but
it could be useful to everybody.  Benefits
3. The dirt and garbage can be seen scattered anywhere
in the community because there’s no proper place for
waste disposal. Consequently, some residents are
getting sick due to the polluted air inhaled and polluted
water used by them.
4. ₱ 120, 000.00 – IRA of LGU, Plaridel Villareal Samar.
₱ 5, 000.00 – Donor
₱ 15, 000.00 – DOH  Rationale
₱ 10, 000.00 – DENR_
₱ 150, 000.00 ---Total

 Budget
J. Additional activities for application or remediation

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

PREPARED BY:
EMELYN M. OMANITO
Secondary School Teacher 1

Checked and verified by:

ARLENE G. JABONETE, Ph.D.

Secondary School Principal 1

A DETAILED LESSON PLAN IN ENGLISH 7

SCHOOL: PLARIDEL NATIONAL HIGH SCHOOL GRADE LEVEL: 7

TEACHER: EMELYN M. OMANITO LEARNING AREA: ENGLISH
TEACHING DATE AND TIME: February 27, 2019; QUARTER: 4

I.OBJECTIVE
A. CONTENT STANDARD
The learner demonstrates understanding of pre-colonial literature as a means of connecting to the
past; various reading styles; ways of determining word meaning; the sounds of English and the
prosodic features of speech; and correct subject-verb agreement.
A. PERFORMANCE STANDARD
The learner transfers learning by showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations using
appropriate context-dependent expressions, producing English sounds correctly and using the
prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.
B. LEARNING COMPETENCIES/OBJECTIVES-Write the LC code for each
Use prepositions in describing time and place. ( EN7G-IV-d-4)
II.CONTENT
Prepositions of time and place
III.LEARNING RESOURCES
A. References
9. Teacher’s Guide pages: 483-485
10. Learners’ Material pages: 487-489
11. Textbook pages: 487-489
12. Additional Materials from Learning Resources (LR) portal:
B. Other Learning Resources

IV.PROCEDURES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Reviewing previous lesson or presenting the new
lesson

B. Establishing a purpose for the lesson

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills

#1 Group 1- Prepositions
Group into three and discuss their assigned task. Group 2- Preposition-AT
Group 3-Preposition-ON
Group 4-Preposition IN
E. Discussing new concepts and practicing new skills
#2

F. Developing Mastery

G. Finding practical applications of concepts and skills

in daily living.

H. Making generalizations and abstractions about the

lesson
-
 I. Evaluating Learning
Identify the correct preposition to be used in the
following sentences.

J. Additional activities for application or remediation

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

PREPARED BY:
EMELYN M. OMANITO
Secondary School Teacher 1

Checked and verified by:

ARLENE G. JABONETE, Ph.D.

Secondary School Principal 1