ANNOTATION
TOPIC: Handling Breeders
Objectives
 Applies knowledge of content within and Main : COT
across curriculum teaching areas Supporting: DLP
 Uses a range of teaching strategies that
enhance learner achievement in literacy
and numeracy skills
 Applies a range of teaching strategies to
develop critical and creative thinking, as
well as other higher-order thinking skills
 Manages classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities within a range of
physical learning environments
 Manages learner behavior constructively
by applying positive and non-violent
discipline to ensure learning-focused
environments
Means of Description of the MOV
Verification Presented
 The MOV presented LP
highlighting integration
English, Mapeh-Health,
and Science.
 Collaborative group task
in literacy.
In numeracy, the
Main: COT students were able to
Supporting: DLP answer how many
months does the
gilt/boar is ready for
mating .
 Highlighting the HOTS
Main: COT of critical and creative
Supporting: DLP thinking.
 Group Collaboration
Main: COT
 Actual object(Realia
Supporting: DLP and
applied)
Performance task
 Individual assessment
Main: COT
Supporting: DLP  Giving Greetings and
Establishing classroom
standards.
 Giving correct and
positive feedback/
2nd CO
Annotations
 The Animal Production-Swine Production topic
was integrated to the subject in English which
graphic organizers were applied and using the
answer in the graph we use also prefix of words
meaning. In Mapeh-Health, using picture of the
vulva parts of the gilt , signs of estrus and
Science.
 In collaborative task, Activity #1, group 2 able to
find the prefix word and determine the meaning.
 In numeracy, the students were able to answer
how many months does the gilt/boar is ready for
mating .
 By questioning that starts HOW and WHY to
develop their creative thinking and for the
students to added to and applied new knowledge.
 Leaners also develop their creative thinking
 During the group activity, the students were able
to understand the topic using the return demo of
signs of in heat and methods/techniques in
identifying in heat, able to distinguish according
to types of waste in their own way of learning.
 I include also Assessment task (Evaluation) to
measure whether the students have met the lesson.
 Giving greetings at the start of the lesson to build
positive relationship
 Students will always encourage doing their task
on time and aware of the rubrics as their guide.
 I also giving additional points and giving
 additional points appreciation to their responses to increased
motivation and good behavior.

Main: COT
 Uses differentiated, developmentally
Performance task
appropriate learning experiences to  LP highlighting  .Learners were engaged in differentiated tasks and
address learners’ gender, needs, strengths, activities.
interests and experiences
 Highlighting the
learning competencies
 Plans, manages and implements  Following the standard of a lesson planning- a
and the sequence of the
developmentally sequenced teaching and Main: COT step-by-step guide that provides the structure for
lesson planning.
learning processes to meet curriculum Supporting: DLP teaching learning process.
requirements and varied teaching contexts -4 A’s has been applied.

 Selects, develops, organizes, and uses

appropriate teaching and learning
.
resources, including ICT, to address
learning goals
 Designs, selects, organizes, and uses
diagnostic, formative and summative  I include also Assessment task (Evaluation) to
Main : COT Assessment
assessment strategies consistent with measure whether the students have met the lesson.
curriculum requirements

Prepared by:
JUANYCRIS C. ROSALES
SHS Teacher II

TOPIC:Perform waste disposal according to existing environmental regulations
Objectives
 Applies knowledge of content within and Main : COT
across curriculum teaching areas Supporting: DLP
 Uses a range of teaching strategies that
enhance learner achievement in literacy
and numeracy skills
 Applies a range of teaching strategies to
develop critical and creative thinking, as
well as other higher-order thinking skills
 Manages classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities within a range of
physical learning environments
 Manages learner behavior constructively
by applying positive and non-violent
discipline to ensure learning-focused
environments
ANNOTATION
1st CO
Means of Description of the MOV
Annotations
Verification Presented
 The Animal Production-Swine Production topic
was integrated to the subject in English which
graphic organizers were applied and using the
 The MOV presented LP
answer in the graph we use also prefix of words
highlighting integration
meaning. In Mapeh-Health, using picture analysis
English, Mapeh-Health,
in which the students will see the environment
and Science.
was damage because of the human carelessness
during the first activity and Science.
 Collaborative group task
in literacy.
 In collaborative task, Activity #1, group 2 able to
In numeracy, the
Main: COT find the prefix word and determine the meaning.
students were able to
Supporting: DLP  In numeracy, the students were able to know the
know the Republic Act
Republic Act 9003 and Article 2, Section 22 B ..
9003 and Article 2,
Section 22 B .
 By questioning that starts HOW and WHY to
 Highlighting the HOTS
develop their creative thinking and for the
Main: COT of critical and creative
students to added to and applied new knowledge.
Supporting: DLP thinking.
 Leaners also develop their creative thinking
 During the group activity, the students were able
 Group Collaboration to use actual garbage sample, able to distinguish
Main: COT
 Actual object(Realia according to types of waste in their own way of
Supporting: DLP and
applied) learning.
Performance task
 Individual assessment  I include also Assessment task (Evaluation) to
measure whether the students have met the lesson.
Main: COT  Giving greetings at the start of the lesson to build
Supporting: DLP  Giving Greetings and positive relationship
Establishing classroom
standards.  Students will always encourage doing their task
on time and aware of the rubrics as their guide.
  Giving correct and
positive feedback/  I also giving additional points and giving
additional points appreciation to their responses to increased
motivation and good behavior.

Main: COT
 Uses differentiated, developmentally
Performance task
appropriate learning experiences to  LP highlighting  .Learners were engaged in differentiated tasks and
address learners’ gender, needs, strengths, activities.
interests and experiences
 Highlighting the
learning competencies
 Plans, manages and implements  Following the standard of a lesson planning- a
and the sequence of the
developmentally sequenced teaching and Main: COT step-by-step guide that provides the structure for
lesson planning.
learning processes to meet curriculum Supporting: DLP teaching learning process.
requirements and varied teaching contexts -4 A’s has been applied.

 Selects, develops, organizes, and uses

appropriate teaching and learning
.
resources, including ICT, to address
learning goals
 Designs, selects, organizes, and uses
diagnostic, formative and summative  I include also Assessment task (Evaluation) to
Main : COT Assessment
assessment strategies consistent with measure whether the students have met the lesson.
curriculum requirements

Prepared by:
JUANYCRIS C. ROSALES
SHS Teacher II
 ANNOTATION

Means of Description of the MOV

Objectives Annotations
Verification Presented
 The Animal Production-Swine Production topic
was integrated to the subject in English which
graphic organizers were applied and using the
 The MOV presented LP
answer in the graph we use also prefix of words
1. Applies knowledge of content within and Main : COT highlighting integration
meaning. In Mapeh-Health, using picture analysis
across curriculum teaching areas Supporting: DLP English, Mapeh-Health,
in which the students will see the environment was
and Science.
damage because of the human carelessness during
the first activity and Science.

 Collaborative group task

in literacy.
 In collaborative task, Activity #1, group 2 able to
2. Uses a range of teaching strategies that In numeracy, the
Main: COT find the prefix word and determine the meaning.
enhance learner achievement in literacy and students were able to
numeracy skills Supporting: DLP  In numeracy, the students were able to know the
know the Republic Act
Republic Act 9003 and Article 2, Section 22 B ..
9003 and Article 2,
Section 22 B .
 By questioning that starts HOW and WHY to
 Highlighting the HOTS
3. Applies a range of teaching strategies to develop their creative thinking and for the students
Main: COT of critical and creative
develop critical and creative thinking, as well to added to and applied new knowledge.
as other higher-order thinking skills Supporting: DLP thinking.
 Leaners also develop their creative thinking

 During the group activity, the students were able

4. Manages classroom structure to engage  Group Collaboration to use actual garbage sample, able to distinguish
learners, individually or in groups, in Main: COT
 Actual object(Realia according to types of waste in their own way of
meaningful exploration, discovery and hands- Supporting: DLP and
on activities within a range of physical applied) learning.
Performance task
learning environments  Individual assessment  I include also Assessment task (Evaluation) to
measure whether the students have met the lesson.
5. Manages learner behavior constructively by Main: COT  Giving greetings at the start of the lesson to build
applying positive and non-violent discipline to Supporting: DLP  Giving Greetings and positive relationship
 Establishing classroom
standards.  Students will always encourage doing their task on
time and aware of the rubrics as their guide.
 Giving correct and
ensure learning-focused environments
positive feedback/  I also giving additional points and giving
additional points appreciation to their responses to increased
motivation and good behavior.

Main: COT
6. Uses differentiated, developmentally Performance task
appropriate learning experiences to address  LP highlighting  .Learners were engaged in differentiated tasks and
learners’ gender, needs, strengths, interests activities.
and experiences

 Highlighting the learning

competencies and the
7. Plans, manages and implements  Following the standard of a lesson planning- a
sequence of the lesson
developmentally sequenced teaching and Main: COT step-by-step guide that provides the structure for
planning.
learning processes to meet curriculum Supporting: DLP teaching learning process.
requirements and varied teaching contexts -4 A’s has been applied.

8. Selects, develops, organizes, and uses

appropriate teaching and learning resources, .
including ICT, to address learning goals
9. Designs, selects, organizes, and uses
diagnostic, formative and summative  I include also Assessment task (Evaluation) to
assessment strategies consistent with
Main : COT Assessment
measure whether the students have met the lesson.
curriculum requirements

Prepared by:
JUANYCRIS C. ROSALES
Teacher II

ANNOTATION
Topic: Personal Relationships 4TH CO
 Means of Description of the MOV
Objectives Annotations
Verification Presented
 The Personality Development topic was
integrated to the subject in English which the
 The MOV presented LP group will make an essay in a piece of paper in
highlighting integration first activity and in the Evaluation
10. Applies knowledge of content within and Main : COT
English, Mapeh-Health, Portion .MAPEH-Health in which the it is
across curriculum teaching areas Supporting: DLP
and Home And Family integrated in abstraction, and Home and Family
Living. Living in Abstraction, the three kinds of personal
relationship.

 Collaborative group task

in literacy.
 In collaborative task, Activity #1, group will be
11. Uses a range of teaching strategies that In numeracy, the
Main: COT able to construct an essay using one question only.
enhance learner achievement in literacy and students were able to
numeracy skills Supporting: DLP  In numeracy, the students were able to know the
know the 25 most
25 most common relationships problem.
common relationships
problem.
 By questioning that starts HOW and WHY to
 Highlighting the HOTS
12. Applies a range of teaching strategies to develop their creative thinking and for the students
Main: COT of critical and creative
develop critical and creative thinking, as well to added to and applied new knowledge.
as other higher-order thinking skills Supporting: DLP thinking.
 Leaners also develop their creative thinking

 During the group activity, the students were able

13. Manages classroom structure to engage  Group Collaboration to give an example based o their own experience
learners, individually or in groups, in Main: COT
 Actual object(Realia in common problems in relationships as a
meaningful exploration, discovery and hands- Supporting: DLP and
on activities within a range of physical applied) teenager.
Performance task
learning environments  Individual assessment  I include also Assessment task (Evaluation) to
measure whether the students have met the lesson.
 Giving greetings at the start of the lesson to build
 Giving Greetings and positive relationship
Establishing classroom
standards.  Students will always encourage doing their task on
14. Manages learner behavior constructively by
Main: COT time and aware of the rubrics as their guide.
applying positive and non-violent discipline to
ensure learning-focused environments Supporting: DLP  Giving correct and
positive feedback/  I also giving additional points and giving
additional points appreciation to their responses to increased
motivation and good behavior.
 Main: COT
15. Uses differentiated, developmentally Performance task
appropriate learning experiences to address  LP highlighting  .Learners were engaged in differentiated tasks and
learners’ gender, needs, strengths, interests activities.
and experiences

 Highlighting the learning

competencies and the
16. Plans, manages and implements  Following the standard of a lesson planning- a
sequence of the lesson
developmentally sequenced teaching and Main: COT step-by-step guide that provides the structure for
planning.
learning processes to meet curriculum Supporting: DLP teaching learning process.
requirements and varied teaching contexts -4 A’s has been applied.

17. Selects, develops, organizes, and uses

appropriate teaching and learning resources, .
including ICT, to address learning goals
18. Designs, selects, organizes, and uses
diagnostic, formative and summative  I include also Assessment task (Evaluation) to
assessment strategies consistent with
Main : COT Assessment
measure whether the students have met the lesson.
curriculum requirements

Prepared by:

JUANYCRIS C. ROSALES
SHS T-II

ANNOTATION
 Means of Description of the MOV
Objectives Annotations
Verification Presented
19. Applies knowledge of content within and
across curriculum teaching areas
20. Uses a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills
21. Applies a range of teaching strategies to
develop critical and creative thinking, as well
as other higher-order thinking skills
22. Manages classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery and hands-
on activities within a range of physical
learning environments
23. Manages learner behavior constructively by
applying positive and non-violent discipline to
ensure learning-focused environments
24. Uses differentiated, developmentally
appropriate learning experiences to address
learners’ gender, needs, strengths, interests
and experiences
25. Plans, manages and implements
developmentally sequenced teaching and
learning processes to meet curriculum
requirements and varied teaching contexts
26. Selects, develops, organizes, and uses
appropriate teaching and learning resources,
including ICT, to address learning goals
27. Designs, selects, organizes, and uses
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements

Prepared by:
ROTSIE A. ROBIATO
Teacher I