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Cot - Filipino 4 Q4 W2
Cot - Filipino 4 Q4 W2
PLAN Week 2
I. Layunin
A. Pamantayang Naipamamalas ang kakayahan at tatas sa pagsasalita sa pagpapahayag ng sariling ideya, kaisipan, karanasan
Pangnilalaman at damdamin.
B. Pamantayan sa Ang mga mag-aaral ay inaasahan na magagamit sa pagpapakilala ng produkto ang uri ng pangungusap.
Pagganap
(Isulat ang code sa ● Kaalaman: Nagagamit sa pagpapakilala ng produkto ang uri ng pangungusap. Melc no. 76
bawat kasanayan
● Kasanayan: Nakikilala ang iba’t ibang uri ng pangungusap.
(Subject Matter)
A. Balik –Aral sa
nakaraang Aralin o
pasimula sa bagong A. Kumustahan- Ipaawit sa mga mag-aaral ang “ Kung Ikaw ay Masaya “ This illustrates observable
indicator # 1: Applied
aralin (Drill/Review/ B. Pamantayan sa Pag-aaral knowledge of content
Unlocking of within and across
difficulties) curriculum teaching areas.
ELICIT
C. Balik-aral:
Gamit ang inyong drilboard isulat ang S kung simuno ang may salungguhit
sa pangungusap at P naman kung panaguri.
gawaing-bahay.
Apply knowledge of
content within and
Narito ang paksa sa araw na across curriculum
ito. ________
teaching areas.
____________
Ano ang nakikita ninyo sa larawan ?
______
Saang lugar kaya natin makikita ang mga produktong ito?
Kung ipapakilala ninyo ito sa mga taga ibang bayan,
Paano ninyo sila hihikayatin para bumili ?
C. Pag- uugnay ng mga Ngayon ay basahin natin ang mga pangungusap tungkol sa larawan. This illustrates
halimbawa sa bagong observable indicator
aralin 1. Wow! ang sarap naman ng longganisang Imus. #2 Applied a range of
2. Malinamnam ang longganisang Imus. teaching strategies
(Presentation) that enhance learner
3. Saan kaya makakabilini ng putong iyan ? achievement in
literacy and
(ENGAGE) 4. Pakibili mo nga ako ng putong masarap.
numeracy skills.
5. Pabili ako ng Longganisang Imus at puto.
This illustrates
Ano ano ang mapapansin ninyo tungkol sa mga pangungusap na binasa natin ? observable indicator
#3 Applied a range of
teaching strategies to
develop critical and
Ano ano kaya ang ibat-ibang uri ng pangungusap ?
creative thinking, as
well as other higher-
order thinking skills
Ang ibat-ibang uri ng pangungusap ay puwede nating gamitin sa pagpapakilala ng
ating produkto upang mahikayat ang mga mamimili.
This illustrate
observable indicator
# 9- Used strategies
for providing timely,
accurate and
constructive feedback
to improve learner
performance.
PS-Pasalaysay
PT- Patanong
PU- Pautos
PK- Pakiusap
PD- Padamdam
G. Paglalapat ng aralin
sa pang araw araw na
buhay (Application/ Dapat ba nating tangkilikin ang ating sariling produkto sa ating lugar?
Valuing) Bakit ?
Kapag tayo ay bumibili ng produkto, ano kaya dapat nating isaalang alang para di
tayo maloko ?
H. Paglalahat ng
Aralin
(Generalization)
Ano-ano ang iba’t-ibang uri ng pangungusap ?
(ELABORATE) Ano-ano ang mga bantas na ginagamit sa bawat uri ng pangungusap ?
V. Pagtataya ng Aralin Basahin ang pangungusap at suriin kung anong uri ng pangungusap ang ginamit sa This illustrate
bawat bilang. Isulat ang sagot sa sagutang papel. observable indicator
# 6 : Maintained
_____1. Pakibili mo ako ng biko sa tindahan. learning
_____ 2. Wow ! ang sarap ng suman. environments that
(EVALUATION) promote fairness,
_____ 3. Kailan ka bibili ng longganisang Imus . respect, and care to
encourage learning
_____ 4. Masarap magluto ang aking lola ng Cassava Cake.
IV. Karagdagang gawain Sumulat sa papel ng isang halimbawa ng bawat uri ng pangungusap na napag-
para sa takdang aralin aralan. Lagyan ito ng tamang bantas.
(Assignment)
V. REMARKS
VI. REFLECTIONS
Inihanda ni:
Inobserbahan ni:
ANNOTATION:
Observable #1: Apply knowledge of content within and across curriculum teaching areas.
● this lesson integrates values education by promoting respect, unity, cooperation, determination, and
responsibility. It does this through a warm greeting, a community song emphasizing teamwork, discussions
about students' aspirations, and respectful interactions. These values are subtly woven into the lesson, fostering
positive attitudes and a sense of community among students.
Observable #2: Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.
● The teacher employs various teaching strategies, such as questioning, discussion, and the use of multimedia (the
community song video), to engage students in the lesson. These strategies enhance literacy skills by promoting
comprehension and critical thinking.
Observable #3: Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher-order
thinking skills.
● The teacher encourages critical thinking by asking students to identify the relevance of the community song to
the lesson. Furthermore, the teacher incorporates higher-order thinking by having students analyze and choose
appropriate pronouns in different sentences.
Observable #7: Establish a learner-centered culture by using teaching strategies that respond to learners’ linguistic, cultural,
socio-economic and religious backgrounds.
Teacher used printed materials such as activity sheets and tarpapel. It is evident how different learning domains are
integrated, and it is also an opportunity for the teacher to observe learners’ attitude towards the diverse background of
their classmates. It is also perfect basis for creating learner profiles based on their various experiences and for arranging
the next instructional strategies that would enable the teacher to provide meaningful, contextualized, and authentic
learning experiences in the classroom.
Observable #8: Adapted and used culturally appropriate teaching strategies to address the needs of the learners from
indigenous groups.
Teacher guide and direct the learners along their path in finding information that is relevant and meaningful to their lives.
Also, teacher create a collaborative problem-solving environment wherein students can become active participants in
their own learning.
Observable # 9- Used strategies for providing timely, accurate and constructive feedback to improve learner
performance.
It is the teacher's unique duty to support a student's learning and to give feedback in a way that keeps the student from feeling
discouraged after they leave the classroom.