SEMI DETAILED LESSON PLAN IN HEALTH 4

I. Learning Outcomes

a. recognize typhoon
b. identify the safety guidelines
c. create a safety guidelines chart before ,during and after Typhoon

II. Learning Content

A. Topic: Safety Guidelines during Disasters and other Emergency

Situation: Typhoon

B. Reference: K-12 Curricullum Guide in Health 4, online resources

(https://www.philstar.com/lifestyle/health-and-family/2018/09/14

/1851493/what-do-before-during-after-typhoon)

C. Materials: powerpoint presentation, videos, art materials, Health

notebook, worksheets

D. Values Integration: Cooperation, Participation

III. Learning Experience

A. Preparation

1. Greetings
2. The teacher will lead the prayer
3. Checking of the attendance
4. The teacher will play a a news report of strong typoon (Rolly) in the
Philippines (https://www.youtube.com/watch?v=nt7f-ynQfyw&t=15s)
5. The student will asked to share their experience before , during and after
the typhoon
6. The teacher will share some experience also to the students

B. Presentation

The teacher will introduce the new topic which is the Safety Guidelines
before, during, and after the Typhoon
 C. Comparison and Abstraction

1. The teacher will define first what typhoon is.

2. Discuss the category of typhoon in the Philippines

3. Explain what will they do before, during, and after the typhoon by showing

them an infographic.

The student will be asked by the following question:

● In your house, what are the things you do before typoon?

● Who among you experience evacuating before or during the typhoon?
● What are you and your family doing after the typhoon?

4. Discuss the importance of knowing the emergency or safety guidelines before,

during and after typhoon.

D. Generalization

1. Ask a volunteer to give 2 things to do before the typhoon.

2. Ask a volunteer to give also 2 things to do during the typhoon.
3. Ask a volunteer to give 2 things to do after the typhoon.
4. Ask your student why is it important to be prepared or to know the safety
guidelines before, during and after a typhoon.
 E. Application

1. The activity sheet will be distributed by the teacher; every paper has a
period of time written on it. It may be before, during, or after a typhoon.
2. Each of the students will create an infographic , they need to write and
draw one safety guidelines.
3. The student will be given 10 minutes to complete the activity.

4. The student are free to use any art materials to make their infographic
more creative and persuasive.

IV. Evaluation

Direction: Write B if the safety guideline picture is before a typhoon, D if the picture is
during a typhoon, and A if it is after a typhoon.
Bicol State College of Applied Sciences and Technology

City of Naga

AUTHENTIC
ASSESSMENT
ASSESSMENT IN LEARNING 2- EDUC210

Prepared by

Group 4

Ella Lanada

Mark Joseph Macayan

Leslie Magtangob

Kathlyn Martillana

BEED3A

Topic a. Subject: ENGLISH

b. Content: Reading poems with long a, i, o, and u words
c. Grade Level: 3

Objectives a.To provide instruction that will enable the pupils to recognize the
long a,i,o, and u in a poem

b. To encourage a habit of reading a literary text specifically a

poem
 c.To equip pupils with the knowledge about long a, i, o, and u
words and skills to recite a poem

Learning a. Analyze the poems consisting of long a, i, o, and u

Outcomes words
b. Select the words in a poem consisting of long a, i, o, and u
c. Make a worbank consisting of long a, i, o, and u words

Teaching 1.“Unlock to Understand!”

Learning
The teacher will have an activity entitled “Unlock to
Activities Understand!”The teacher will paste the images (carrots, ice-
cream,peas, apples, tuna, grapes) at the board and give
students the instructions to name the images in front.The
teacher will facilitate the 8 minutes activity will give
appreciation to the active students.

2.Poem reading

The teacher will read the poem first holding the Ice cream
cake stuff toy.“Ice cream cake” by Collete Hiller

Next, The teacher will ask each row to read the poem and
then

Everyone will read the poem again alltogether.

3.“Select to Collect!”

The teacher will have an activity entitled “Select to Collect!”

The teacher will give instructions to students to select the

words with long a, i, o, and u and write it on their English
booklet. The teacher will facilitate the 8 minutes activity and
give a 3 star reward after
 4.I ASK

The teacher will ask the following questions and let the
students answer the following question orally and discuss it
with the class

“What is the title of the poem?”

“What is the author’s favorite food? Is it a

healthy food? ”

“What is your favorite food?”

“What are those unhealthy food mentioned in

the poem?”

“Do you eat unhealthy food too?”

“What image do you see in your mind while

reading the poem?”

“Can you enumerate the words with long a, i, o,

and u?”

After that, the teacher will ask the class to stand up and read
the poem again with proper pronunciation and appropriate
emotion.The teacher will do the Ice cream cake Clap for
students and put an ice cream mark on their hands

Authentic Assessment of Learning

Assessment
The teacher will give instruction about the authentic
assessment she will going to give with the students.The
students will going to make a “Wordbank book” and they will
going to write long a,i,o, and u words and use it in a
sentence. This will serves as their Performance task to
assess if they understand the lesson about long a,i,o, and u
words. The teacher will also give an individual instruction in
a form of a letter for the parents attached the rubrics.

Grade/Rating The students will be graded according to the rubrics above.

For example, if the student gets a score of 16 points, to
 calculate the total score, divide it by the total points of the
criteria, which in this case would be 20 points. Then, multiply
by 100. 16/20 x 100 = 80. Therefore, the student will get a
total of 80% in the Performance Task

Total Score / No. of Criteria x Grade

Total 100
Score

18 16 / 20 = 0.8 80%

0.8 x 100 = 80

WORDBANK RUBRIC
Criteria 4 points 3 points 2 points 1 point
Handwriti The cursive The cursive The cursive The cursive
ng handwriting handwriting was handwriting was handwriting was not
was very neat, but it could be not neat, but the neat and difficult to
clean and the better. words could still be read.
words could read.
easily be read.
Spelling All of the There are only 1-3 There are 4-or None of the words
words are misspelled words. more words that are spelled
spelled are misspelled. correctly.
correctly.
Complete All of the There are only 20- There are 11-19 There are only 1-
ness required 30 29 words and words and 10 words and
words and sentences sentences sentences
sentences
are complete
Appearan Project is Good creative Some attempt Little attempt to
ce excellently effort. Project is made to add color add color or
 presented neat and shows and originality. originality. Project
reflecting evidence spent on Project is neat, has sloppy
creativity and it. but appears to be appearance.
a lot of rushed. Rushed to
thought. complete.
Content The use of The use of long a, i, The use of long a, i, The use of long a, i,
long a, i, o, o, and u words in a o, and u words in a o, and u words in a
and u words in sentence are clear sentence are clear sentence with
a sentence with 1-3 incorrect with 4 or more incorrect grammar
are clear, grammar and incorrect grammar and punctuation
with correct punctuation and punctuation
grammar and
punctuation.