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THEME: Who am I as a Senior High School learner?


Teaching Dates and
Time Week 1 Sessions 1-4 Quarter 1st

Session 1 Session 2 Session 3 Session 4

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
I. OBJECTIVES exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
the learning of content and competencies and enable children to find significance a n d j o y inlearning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards
B. Performance Standards
At the end of the session, learners are expected to: At the end of the session, learners are At the end of the session, learners are expected At the end of the session, learners are
1. respond to questions about themselves and expected to: to: expected to:
their expectations for Senior High School 1. identify one’s strengths and 1. present creative output based on one’s 1. express how they feel about their
2. work with a group by sharing one’s responses weaknesses; and strengths and weaknesses; and subjects and teachers;
C. Learning Competencies / Objectives to given questions; 2. illustrate/show responses through 2. appreciate that class members have 2. brainstorm how their class can be
Write the LC code for each 3. collaborate with a group to present group various creative means. strengths and weaknesses. happy given their similarities and
output. differences; and
3. contribute to class rules,
regulations, norms, and
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
I am a Senior High School Learner My Strengths and Weaknesses Unity in Diversity Me, My Teacher and My Class
List the materials to be used in different days. Varied sources of materials sustain children’s interest in
III. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
the lesson and in learning. Ensure that there is a mix of concrete and manipulative

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 Howard Gaardner’s Theory of Multiple
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
IV. PROCEDURES you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
(2 mins) (5 mins) (5 mins) (5 mins)
A. Reviewing previous lesson or Teacher welcomes the class and introduces Teacher reviews the questions asked and Teacher reviews activities from the last Class reviews presentations from the last
presenting the new lesson himself/herself (specialization, background, class responses from Session 1. session. Teacher explains that this session session. Class discusses what they have
credentials). will be for presentation of output. learned from the presentations.
(5 mins) ( 10 mins) (50 mins) (25 mins)
1. From the list below, teacher chooses one to two 1. Teacher presents the different Below are options that classes may use for 1. Teacher says: “ I had the chance to
questions for the class to answer. Subject teachers Intelligences and gives a brief explanantion for presenting class output: know each one of you in the past days.
B. Establishing a purpose for the lesson coordinate with each other so that there will be each: 1. Gallery walk Now, I want to know your expectation from
no/minimal duplication of questions used in class. a. Verbal-Linguistic 2. Individual/group presentations me since we will be together in this
a.What object best represents you? b. Logical-Mathematical Presentations may vary per subject. semester.”
b.What excites you about SHS? c. Interpersonal

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THEME: Who am I as a Senior High School learner?

Session 1 Session 2 Session 3 Session 4

c. What makes you nervous about SHS? d. Intrapersonal 2. Learners bring out a of sheet of
d. What age will you be 10 years from now? e. Visual-Spatial For example, those that have prepared paper and ballpen.
i. How would you like to look like? f. Bodily-Kinesthetic dance/song presentations may present during
ii. What would you like to be doing? g. Musical-Rhythmic-Harmonic their Humanities subjects. 3. Teacher says: “I need you to
iii. Where would you like to be h. Naturalistic complete the following sentences.”
working? i. Existential
Teachers will coordinate accordingly so that
e. What do you know about Senior High
School? 2. Teacher says: Based on what you feel each learner has a chance to present for the a. I like (name of subject)
i. How is it different from Junior High are your top two intelligence/s, think of how day. because __________________.
School? you can illustrate/show your response to the b. I don’t like (name of subject)
ii. How do you think Senior High question yesterday. Learners may choose because _____________.
School can help you achieve your from the following options. They may choose c. I like it when the teacher
goals and ambitions? more than one. ____________________.
f. What are your top three positive personal a. An object to represent yourself d. I don’t like it when the teacher
qualities/traits? b. Collage ________________.
g. What are two not-so-positive c. Drawing
characteristics that you have? d. Song/Rap 4. Teacher collects the sheets of
h. What are three correct, good, or wise e. Dance/Movement paper, reads the answers, and reflects
choices that you made in JHS? What f. Poem/Acrostic with the class.
were the effects of these actions? g. Script/Story
h. Comic Strip
2. Teacher asks learners to bring out a piece of
paper and be ready with a pen or pencil. (40 mins)
3. Learners are given time to prepare and
3. Teacher says : “Let’s get to know a little bit work on their output.
about each other today.”
Teacher provides the sentence structure to follow (15 mins)
based on the chosen question. For example, for 1.Teacher draws a semantic web/word
question a: map on the board. The word inside
the middle circle is HAPPY CLASS.
“Hello, my name is ___________. The object that best 2.The class brainstorms for different
represents me is a/an ________________ because ways that a classroom can be happy
______________________.” and interesting.
C. Presenting examples/ instances of the 3.Teacher writes the responses on the
new lesson For questions b and c: board (semantic web/word map).
“Hello, my name is _________________. I am
from_______________. I am excited for
___________________. I am nervous about

Teacher models how to respond using the suggested

sentence structure.
(30 mins) (15 mins)
1. Learners are asked to think of their responses Teacher and learners make an agreement
and write them down. on which activities, practices, routines,
D. Discussing new concepts and practicin g 2. After they have written their responses, the strategies will be adopted by both to make
new skills #1 teacher will ask them to group themselves into the class a happy class.
at most five members. Groups assign a leader
and documenter.
3. Group members share their responses.

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THEME: Who am I as a Senior High School learner?

Session 1 Session 2 Session 3 Session 4

4. Groups then share their responses to the class.
E. Discussing new concepts and practicing new
skills #2
F. Developing mastery
(Leads to Formative Assessment 3)

G. Finding practical applications of concepts

and skills in daily living
H. Making generalizations and abstractions (15 minutes) (5 mins) (5 mins) Teacher and students write the agreement
about the lesson After the sharing session, the class can reflect on the Teacher closes the session by how people will Teacher summarizes how a class is made up on a cartolina/manila paper and should be
answers of the group. The teacher can ask the have different strengths and weaknesses. of learners with different strengths and posted inside the classroom for everyone
following questions: weaknesses. Teacher then emphasizes that to see during the semester.
a. Who has similar responses? there can be unity despite diversity.
b. In what ways are they similar? Teacher asks learners to pack away.
Each subject may contribute to the
c. How can our differences bring about
agreements. These should be collated for
positive effect/s for the learners, class and
each class.
d. What can students do to make sure
Senior High School be a positive
e. What can teachers do to make this
f. What can the school do to make this
(8 mins)
1. Teacher provides a proper ending by
emphasizing that SHS is a new beginning and a
proper venue to start anew as an individual,
learner, and as a class, that their similarities and
differences will help the class achieve their goals.
2. Teacher can cite examples on how this can
I. Evaluating learning
J. Additional activities for application or Agreement: Bring old or used magazines,
remediation newspapers, catalogues, brochures, leaflets, etc; art
materials, i.e. scissors, glue, crayons, color pencils,
markers, bond paper, etc.

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.of learners who earned 80% on the formative