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Edukasyon sa Pagpapakato Grade 6, Schemes and Mind Maps of Education Planning And Management

Samar State University (SSU)Education Planning And Management

It is a lesson plan in Edukasyon sa Pagpapakatao Grade 6

Typology: Schemes and Mind Maps

2024/2025

Uploaded on 07/06/2025

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jennelyn-cabrigas 🇵🇭

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LESSON PLAN IN ESP 6
Subject/ Learning Area: Edukasyon sa Pagpapakatao 6
Grade Level: 6 STAR CLASS
Quarter/ Week: QUARTER 1 WEEK 2
Topic: Pagsusuri ng mabuti sa mga Bagay na may kinalaman sa Sarili
I. Learning Objectives:
●Nakagagawa ng desisyon para sa mga bagay na may kinalaman sa sarili.
II. Curriculum Reference
●Most Essential Learning Competency (MELC) Code:
●Content Standard
Natututuhan ng mag-aaral ang pagunawa sa kahalagahan ng pagkilala sa sarili bilang nilikha na may
dignidad.
●Performance Standard
Naisasagawa ng mag-aaral ang mga sariling kilos ng pagkilala sa sarili bilang nilikha na may dignidad
upang malinang ang pagpapahalaga sa sarili.
●Learning Competency
Naisasabuhay ang pagpapahalaga sa sarili sa pamamagitan ng pagbabahagi ng talento at pagpapaunlad
ng mga gawi.
III. Materials & Resources
●PPT Slides
●Online resources
IV. Lesson Proper / Procedure (using the 5 A/s Activity Based approach)
Teacher Activity
1. Review (Balik-Aral)
Panuto: Sumulat ng isang pangayayri o sitwasyon na kailangan mong gawan ng desisyon o pasya.
1. Sitwasyon: ______________________________
2. Ano ang naging desisyon mo?_______________
3. Ano ang naidudulot ng iyong pasya sa iyo?
2. Analysis (Discussion)
- Bilang mag-aaral ano-ano ang iyong mga pangangailangan?
-Alam mo ba ang lahat ng pangangailangan na may kinalaman sayo?
3. Abstraction (Concept Formation)
- Ayon kay Abraham Maslow, ang mga tao ay may pangangailangan:
1. Pangunahing mga pangangailangan
2. Pangalawang pangangailangan
3. Hirarkiya ng Pangangailangan
4. Application (Guided Practice)
Panuto: Sagutin ang mga gabay na tanong.
1. Ano-ano ang mga nabanggit na pangangailangan ng mga tao?
2. Ano ang epekto ng mga bagay na ito sa buhay ng tao?
5. Assessment (Check understanding)
PANUTO: Sabihin kung tama o hindi ang mga pahayag.
- Agad gumawa ng pasya kung nahaharap sa isang mahirap na sitwasyon sa buhay.
- Isang mabuting katangian ang paghingi ng gabay sa Panginoon sa tuwing gagawa ng isang desisyon sa
buhay.
V. Differentiation Strategies
Group 1
PANUTO: Magbigay ng reaksyon sa sumusunod. “ Ang mga tamang desisyon ay maaaring magdulot ng tiwala
sa sarili at pag-angat sa buhay, habang ang mga maling desisyon ay maaaring magdulot ng paglabawas ng
kumpiyansa at kahirapan sa hinaharap.
Group 2
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LESSON PLAN IN ESP 6

Subject/ Learning Area: Edukasyon sa Pagpapakatao 6 Grade Level: 6 STAR CLASS Quarter/ Week: QUARTER 1 WEEK 2 Topic: Pagsusuri ng mabuti sa mga Bagay na may kinalaman sa Sarili I. Learning Objectives: ● Nakagagawa ng desisyon para sa mga bagay na may kinalaman sa sarili. II. Curriculum Reference ● Most Essential Learning Competency (MELC) Code: ● Content Standard Natututuhan ng mag-aaral ang pagunawa sa kahalagahan ng pagkilala sa sarili bilang nilikha na may dignidad. ● Performance Standard Naisasagawa ng mag-aaral ang mga sariling kilos ng pagkilala sa sarili bilang nilikha na may dignidad upang malinang ang pagpapahalaga sa sarili. ● Learning Competency Naisasabuhay ang pagpapahalaga sa sarili sa pamamagitan ng pagbabahagi ng talento at pagpapaunlad ng mga gawi. III. Materials & Resources ● PPT Slides ● Online resources IV. Lesson Proper / Procedure (using the 5 A/s Activity Based approach) Teacher Activity

  1. Review (Balik-Aral) Panuto: Sumulat ng isang pangayayri o sitwasyon na kailangan mong gawan ng desisyon o pasya. 1. Sitwasyon: ______________________________ 2. Ano ang naging desisyon mo?_______________ 3. Ano ang naidudulot ng iyong pasya sa iyo?
  2. Analysis (Discussion)
    • Bilang mag-aaral ano-ano ang iyong mga pangangailangan? -Alam mo ba ang lahat ng pangangailangan na may kinalaman sayo?
  3. Abstraction (Concept Formation)
    • Ayon kay Abraham Maslow, ang mga tao ay may pangangailangan:
      1. Pangunahing mga pangangailangan
      2. Pangalawang pangangailangan
      3. Hirarkiya ng Pangangailangan
  4. Application (Guided Practice) Panuto: Sagutin ang mga gabay na tanong. 1. Ano-ano ang mga nabanggit na pangangailangan ng mga tao? 2. Ano ang epekto ng mga bagay na ito sa buhay ng tao?
  5. Assessment (Check understanding) PANUTO: Sabihin kung tama o hindi ang mga pahayag.
    • Agad gumawa ng pasya kung nahaharap sa isang mahirap na sitwasyon sa buhay.
    • Isang mabuting katangian ang paghingi ng gabay sa Panginoon sa tuwing gagawa ng isang desisyon sa buhay. V. Differentiation Strategies Group 1 PANUTO: Magbigay ng reaksyon sa sumusunod. “ Ang mga tamang desisyon ay maaaring magdulot ng tiwala sa sarili at pag-angat sa buhay, habang ang mga maling desisyon ay maaaring magdulot ng paglabawas ng kumpiyansa at kahirapan sa hinaharap. Group 2

PANUTO: Alin sa mga pangunahing pangangailangan ang hindi gaanong importante upang magkaroon ng mapanuring pag-iisip? Ipaliwanag. VI. Evaluation / Assessment PANUTO: Ano ang magiging desisyon mo sa mga sumusunod na pangyayari sa iyong sarili? VII. Assignment / Enrichment Gumuhit ng isang bagay na may kaugnayan sa tamang desisyon sa buhay. VIII. Teachers’ Reflection

a narrative text is to entertain, engage, or inform the reader by presenting a sequence of events in a logical and coherent manner.

  1. Application (Guided Practice) Read the story and answer the questions that follow.
    1. Who is the main character of the story?
    2. Where did the story happen?
    3. What is the beginning of the story?
    4. What is the ending of the story?
    5. How will you describe Sarah?
  2. Assessment (Check understanding) DIRECTION: Choose the letter of your answer. (1-5)
    1. It is the element of the story which gives the place and time when the story happened? a. Plot b. Setting c. Characters d. point of view VI. Differentiation Strategies Group 1 Answer the following questions based from the story.
  3. What is the setting of the story? Underline the part where the setting is mentioned.
  4. Who are the characters in the story? Describe each of the characters.
  5. Encircle the parts in the story that helped you describe the character. Group 2 Fill out the graphic organizer and write the plot of the story below. Group 3 Group 3 Group 3 Complete the graphic organizer. VII. Evaluation / Assessment VIII. Assignment / Enrichment

INSTRUCTION: Read or research about different sound devices. IX. Teachers’ Reflection

LESSON PLAN IN ENGLISH 5

I. Teacher: Jennelyn M. Cabrigas, LPT Date: June 26, 2025 Time: 1:00-1:45 pm Subject/ Learning Area: English Grade Level: 5 – STAR CLASS Quarter/ Week: QUARTER 1 WEEK 2 Topic: Story Elements II. Learning Objectives: ● Identify the key elements of a narrative including characters, setting, plot and conflict using story grammar. III. Curriculum Reference ● Most Essential Learning Competency (MELC) Code: EN5LR-I- ● Content Standard The learners demonstrate their expanding vocabulary knowledge as used in formal and informal situations; growing knowledge of grammatical structures; literal, inferential, and critical comprehension of literary and informational texts; and developing skills in composing and creating text in order to produce culture-appropriate texts based on their purpose, context, and target audience. ● Performance Standard The learners apply literal, inferential, and critical comprehension of literary and informational texts and produce culture appropriate texts: narrative and expository texts (explanation, news report) based on their purpose, context (national holidays), and target audience using simple, compound, and complex sentences, and age-appropriate and gender-sensitive language. ● Learning Competency Identify the key elements of a narrative including characters, setting, plot and conflict and theme. IV. Materials & Resources ● PPT Slides ● Online resources V. Lesson Proper / Procedure (using the 5 A/s Activity Based approach) Teacher Activity

  1. Activity (Motivation) The teacher will show pictures and ask questions.
  • Are you familiar with these pictures?
  • Who are the characters in these pictures?
  • Can you give us a simple retell in one of the stories from the picture that you know?
  1. Analysis (Discussion)
  • What are the key elements of a narrative?
  • Do you know how to identify each element?
  1. Abstraction (Concept Formation) What are the importance of each element of the story?
  2. Application (Guided Practice) The students will arrange a pool of words to the columns where they belong.
  1. Application (Guided Practice) The students will read a short story and will identify real or make-believe sentences.
  2. Assessment (Check understanding) The students will identify real or make-believe sentences. VI. Differentiation Strategies Group 1 will write two real and make-believe sentences. Group 2 will write a short story with real happenings. Group 3 will write a short story with make-believe happenings. VII. Evaluation / Assessment Write a short story with real and make-believe statements. VIII. Assignment / Enrichment none IX. Teachers’ Reflection

LESSON PLAN IN ENGLISH 6

I. Teacher: Jennelyn M. Cabrigas, LPT Date: June 26, 2025 Time: 3:15-4:00 pm Subject/ Learning Area: English Grade Level: 6 - NOBILITY Quarter/ Week: QUARTER 1 WEEK 2 Topic: Real or Make-Believe II. Learning Objectives: ● Identify real or make-believe sentences and fact or non-fact images. ● Write real and make-believe sentences. III. Curriculum Reference ● Most Essential Learning Competency (MELC) Code: EN6VC-IIIa-6. ● Content Standard The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various text types materials to serve learning needs in meeting a wide range of life’s purposes. ● Performance Standard The learner listens critically; communicates feelings and ideas orally and in writing with a high level of proficiency; and reads various text types materials to serve learning needs in meeting a wide range of life’s purposes. ● Learning Competency Identify and write real or make-believe, fact or non-fact images. IV. Materials & Resources ● PPT Slides ● Online resources V. Lesson Proper / Procedure (using the 5 A/s Activity Based approach) Teacher Activity

  1. Activity (Motivation) The teacher will show pictures and ask questions. - Have you ever wished you could fly?
  • How about reaching the stars up in the sky?
  • Or imagining you’re a fairy, or dreaming of becoming a superhero with super powers?
  1. Analysis (Discussion)
  • What is real and make-believe, fact or non-fact?
  1. Abstraction (Concept Formation) What is the difference between real and make-believe, fact or non-fact?
  2. Application (Guided Practice) The students will read a short story and will identify real or make-believe sentences.
  3. Assessment (Check understanding) The students will identify real or make-believe sentences. VI. Differentiation Strategies Group 1 will draw real and make-believe images. Group 2 will write real statements. Group 3 will write make-believe statements. VII. Evaluation / Assessment Write five real and make-believe statements. VIII. Assignment / Enrichment none IX. Teachers’ Reflection

LESSON PLAN IN ENGLISH 4

I. Teacher: JENNELYN M. CABRIGAS, LPT Date: June 26, 2025 Time: 10:00-10:45 am Subject/ Learning Area: English Grade Level: 4 - COURTESY Quarter/ Week: 1 st^ Quarter Week 2 Topic: Noting important elements (story grammar). II. Learning Objectives: Student should be able to: ● Identify the setting, characters and plot. ● Relate one’s experiences to the text. III. Curriculum Reference ● Most Essential Learning Competency (MELC) Code: EN4LR-I- ● Content Standard The learners demonstrate their expanding vocabulary knowledge and grammatical awareness, comprehension of literacy and informational texts, and composing and creating processes; and their receptive and productive skills in order to produce age-appropriate and gender-responsive texts based on one’s purpose, context, and target audience. ● Performance Standard The learners apply comprehension of literary and informational texts and produce narrative and expository texts (enumeration-description) based on their purpose, context (mealtimes and birthdays), and target audience using simple, compound, and complex sentences, and age-appropriate and gender- sensitive language. ● Learning Competency Comprehend literary texts. IV. Materials & Resources

● Learning Competency Identify the key elements of a narrative including characters, setting, plot and conflict and theme. IV. Materials & Resources ● PPT Slides ● Online resources V. Lesson Proper / Procedure (using the 5 A/s Activity Based approach) Teacher Activity

  1. Activity (Motivation) The teacher will show pictures and ask questions. o Are you familiar with these pictures? o Who are the characters in these pictures?
  2. Analysis (Discussion)
    • What are the key elements of a narrative? -Do you know how to identify each element?
  3. Abstraction (Concept Formation) What are the differences among story element?
  4. Application (Guided Practice) The students will identify the story element being described in each number.
  5. Assessment (Check understanding) Students will identify if the statement in each number is true or false about the story elements. VI. Differentiation Strategies Group 1 will show characters, setting and plot through a drawing. Group 2 will identify the characters, setting and plot in a story read. Group 3 will complete a story map after reading a given story. VII. Evaluation / Assessment Read the short story and identify the story elements. VIII. Assignment / Enrichment none IX. Teachers’ Reflection