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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.
E. Discussing new concepts and Ask them to pair up and reflect After accomplishing the tasks, Let the students answers the Process the activity using the
practicing new skills #2
on these questions: ask the following questions for breakers (questions in between following questions:
1. Who do you consider processing: text) to enrich their 1. How did you feel
as a person who 1. Where you correct? If understanding of the text about the activity?
inspires you because not, what have you 2. What diagram is
he/she has successfully learned? assigned to you?
combated 3. Do you find
discrimination? diagramming difficult?
2. What do you think are Why or why not?
the defences he/she 4. What help would
built to overcome these textual aids
discrimination? provide?
F. Developing mastery Allow students to share answers Ask the students to unscramble Test the students’ Give students time to respond
(Leads to Formative Assessment 3)
with their classmates the letters to form the correct comprehension of the text by to the questions and interact
word in each item found in the asking them to answer the with their classmates
LM. questions in their LM
G. Finding practical applications of Let the students watch the Allow them to write their own Remind them that to be able to Ask the students what are the
concepts and skills in daily living
video or listen to the song sentences using the kill the Gorgon, Perseus built an other used of diagramming in
“Reflection” and answer the unscrambled words intelligent line of defences. their daily living?
Processing questions found in
the LM Then ask the students to
identify what these defences are
using the coat of arm diagram
found in the LM
H. Making generalizations and Ask the enduring question: Ask the students to reflect on Have them pick out at least ten Instruct each group to examine
abstractions about the lesson
1. How do you build the the question before reading the sentences from the myth that each group’s output as they
best defences against text: shows sensory images. present their work in class and
challenges to acquire “How do I build the best write their observation
the best quality of life defences against challenges to
possible for you? acquire the best quality of life
possible for me?
I. Evaluating learning Ask the students to list logical Write a short essay on the Let them identify the senses to Group presentation
and temporary answers to the challenges that they have which these statements appeal.
enduring question. Use the table successfully defeated
found in LM for this purpose.
J. Additional activities for application Ask students to write their List the significant events in the Draw the defences used by Write a character sketch about
for remediation
targets on what they story Perseus to kill the gorgons Perseus
expect/need/hope to learn in
this lesson.
V. REMARKS
VI.REFLECTION 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% in
the evaluation.