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Development II :
11. Teacher groups students into 5 groups. Rationale:
12. Teacher gives each group an envelope that represents each 1.To develops
food group students’
13. Each envelope contain nouns understanding about
12. Teacher instructs each group to classify each noun into its nouns and its group
group. 2. To observe
13. Teacher calls each representative from each group to paste the students’ speaking
nouns strip onto the Mahjong Paper based on its group skills
14. Teacher discusses the answer with the students. (L&S)
Development III :
15. Teacher asks the student to sit in the same group
16. Each group will represent each of the food group
17. The teacher will ask each group to discuss about the benefits of Rationale:
their food groups. 1. To observe if
18. The teacher will call the representative of each group to ask students really do
other group about their benefit of the food groups. understand the
19 The students make at least five complimentary remarks on benefits of the food
one’s healthy eating using the sentence patterns groups
III. POST-LESSON:
20. Teacher recaps what the students have learnt from the lesson
by posting a few questions and shows a slideshow of the food
groups and ask the students to repeat (L&S) Rationale:
21. Teacher inserts moral values at the end of the lesson. 1. To recap the lesson
22. Class dismisses. 2. To test students’
ability to recall.
_____/_____ of the pupils were able to achieve the learning objectives.
_____/_____ of the pupils were able to complete the assigned task(s).
REFLECTIONS: _____/_____ of the pupils needed extra guidance/reinforcement.
NOTE