Scribd
Upload
63 views12 pages

Grade 3 UDL Lesson Plan Overview

This document is a report from the Department of Education in the Philippines documenting an alternative classroom observation of a lesson on proper verbs for subjects. It provides details of the lesson such as the teacher's name, school, subject, and date. It also includes the lesson plan, objectives, topics, and procedures. The teacher is evaluated on several indicators including use of language, communication strategies, establishing a safe learning environment, and maintaining an inspiring learning environment.

Uploaded by

Benedict Nisi
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
63 views12 pages

Grade 3 UDL Lesson Plan Overview

This document is a report from the Department of Education in the Philippines documenting an alternative classroom observation of a lesson on proper verbs for subjects. It provides details of the lesson such as the teacher's name, school, subject, and date. It also includes the lesson plan, objectives, topics, and procedures. The teacher is evaluated on several indicators including use of language, communication strategies, establishing a safe learning environment, and maintaining an inspiring learning environment.

Uploaded by

Benedict Nisi
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF MISAMIS OCCIDENTAL
_________________________________________________________________________________
ALTERNATIVE CLASSROOM OBSERVATION
Home Learning Plan (Teacher’s Documentation)
School Year 2021 – 2022
Name of Teacher / Master Teacher FRITZYL L. DABODABO
School CARTAGENA ELEMENTARY SCHOOL
District PLARIDEL SOUTH
SUBJECT / Grade Level MTB/GRADE-3 SILVER
TOPIC / SIM Number Insaktong Punglihok (Verb) sa Hilisgutan (Subject) SIM 5
Date of Learning Delivery March 7-11, 2022
Date of Learning Action Cell (LAC) Session APRIL 29, 2022

TOPIC / TITLE OF THE LESSON Insaktong Punglihok (Verb) sa Hilisgutan


MELC CODE (MT3G-IIIf-h-1.5.5)
INDICATOR 1 (RPMS OBJECTIVE NO. 1)
Integration
within Learning Topic Insaktong Punglihok (Verb) sa Hilisgutan
Area
Filipino •Paggamit ng Salitang Kilos/Pandiwa sa Pagsasalaysay ng mga
Karanasan
Health •Measures to Prevent Common Diseases
Learning
Interdisciplinary
Area
Science •Importance of Surroundings to People and Other Living Things
Content Math •Visualizing Numbers
(across Learning AP •Pagpapakita ng Kaugaliang Pilipino
Area) ESP •Pagpapakita nang may Kasiyahan sa Pakikiisa sa mga Gawain

Topic Insaktong Punglihok (Verb) sa Hilisgutan

For INDICATORS 2, 3, 4, & 5: Write a short narrative on how this will be implemented.

INDICATOR 2 (RPMS OBJECTIVE NO. 3)

The learning area being taught/observed is MTB that’s why


Displayed proficient use of Mother the medium of instruction is Mother Tongue or Sinugbuanong
Tongue, Filipino and English to facilitate Binisaya. It is very easy for them to understand and attain the
teaching and learning objectives of the lesson. And there will be an active participation
during teaching and learning process.
INDICATOR 3 (RPMS OBJECTIVE NO. 4)

Used effective verbal and non–verbal


classroom communication strategies to Creating Group Chat serves as the best tool to communicate
support learner understanding &, the parents. It is the easiest way for them to ask queries and
participation, engagement and clarification about the performance of the learner
achievement.

INDICATOR 4 (RPMS OBJECTIVE NO. 5)


Established safe and secure learning During the delivery of the lesson, the teacher presents the
environments to enhance learning guidelines and gives instructions to the learners for them to
through the consistent implementation of
policies, guidelines and procedures
understand and achieve better learning.
INDICATOR 5 (RPMS OBJECTIVE NO. 6)

Maintained learning environments that


In order to attain a better learning, everyone must be treated
promote fairness, respect and care to
encourage learning fairly. There should be a spirit of love and respect.

Prepared by: Approved:

FRITZYL L. DABODABO MARY PAZ R. PACTORES


Teacher Observer
Signature above printed name Signature above printed n

ALTERNATIVE CLASSROOM OBSERVATION

___________________________________________________________________________
Address: Osilao St., Poblacion 1, Oroquieta City, Misamis Occidental
Contact Number: (088) 531–4026
E-mail Address: [Link]@[Link]
Website: [Link]
Republic of the Philippines
Department of Education
REGION X
SCHOOLS DIVISION OF MISAMIS OCCIDENTAL
_________________________________________________________________________________
School Year 2021 – 2022

TOPIC / TITLE OF THE LESSON Insaktong Punglihok (Verb) sa Hilisgutan


MELC CODE (MT3G-IIIf-h-1.5.5)
* INDICATOR 6 (RPMS OBJECTIVE NO. 7)
Highlighting maintaining learning
environments that nurture and
inspire learners to participate,
cooperate and collaborate in
continued learning.

Supplementary Material submitted


(specify)
____________________________________
____________________________________

* INDICATOR 7 (RPMS OBJECTIVE NO. 8)


Highlighting a range of strategies
that maintain learning
environments that motivate
learners to work productively by
assuming responsibility for their
own learning.

Supplementary Material submitted


(specify)

____________________________________

* INDICATOR 8 (RPMS OBJECTIVE NO. 9)


Designed, adapted and
implemented teaching strategies Not Applicable
that are responsive to learners
with disabilities, giftedness and
talents.
* INDICATOR 9 (RPMS OBJECTIVE NO. 10)
Adapted and used culturally
appropriate teaching strategies Not Applicable
to address the needs of learners
from indigenous groups.

Prepared by: Approved:

FRITZYL L. DABODABO MARY PAZ R. PACTORES


Teacher/Master Teacher Observer
Signature above printed name Signature above printed name

___________________________________________________________________________
Address: Osilao St., Poblacion 1, Oroquieta City, Misamis Occidental
Contact Number: (088) 531–4026
E-mail Address: [Link]@[Link]
Website: [Link]
Republic of the Philippines
Department of Education
REGION X
SCHOOLS DIVISION OF MISAMIS OCCIDENTAL
_________________________________________________________________________________
ALTERNATIVE CLASSROOM OBSERVATION
Detailed Home Learning Plan
School Year 2020 – 2021

Name of Teacher / Master Teacher FRITZYL L. DABODABO


School / District CARTAGENA ES/PLARIDEL SOUTH
SUBJECT / Grade Level MTB/ GRADE 3 SILVER
TOPIC / SIM Number Insaktong Punglihok (Verb) sa Hilisgutan (Subject) SIM 5
Date of Learning Delivery March 25, 2022

LEARNING TASKS
Specify the point of utilization/implementation of INDICATORS 1, 2, & 3 in the MAIN SIM

TASKS
Learners Response
Details (Expected Learner’s Activity)

I. Objectives: Paggamit sa hustong


punglihok nga uyon sa gibuhat sa hilisgutan sa
pagsulat sa mga panghitabo. (MT3G-IIIf-h-1.5.5)

II. Learning Topics: Insaktong Punglihok (Verb) sa


Hilisgutan (Subject)

III. Procedure

A. Drill
Kantahon ang “Ako Malipayon”
sa mga bata.
(Kantahon sa mga
Ako malipayon, ikaw malipayon, bata.)
kitang tanan malipayon.

Ako malipayon, ikaw malipayon,


kitang tanan malipayon.

Sayaw sayaw diyutay kamot ikaway


kaway, hawak ikiay ikiay, tuyok gamay.

B. Review
Ikonek ang ilustrasyon sa iyang

___________________________________________________________________________
Address: Osilao St., Poblacion 1, Oroquieta City, Misamis Occidental
Contact Number: (088) 531–4026
E-mail Address: [Link]@[Link]
Website: [Link]
Republic of the Philippines
Department of Education
REGION X
SCHOOLS DIVISION OF MISAMIS OCCIDENTAL
_________________________________________________________________________________
insaktong hubad gamit ang linya.

A B

1.
1. Tabukanan sa
tawo

2.
2. Kinanghanglan
mohunong

3. Nagtudlo kon 3.
asa paingon
kung adunay
sunog

B. Lesson Proper

1. Motivation

___________________________________________________________________________
Address: Osilao St., Poblacion 1, Oroquieta City, Misamis Occidental
Contact Number: (088) 531–4026
E-mail Address: [Link]@[Link]
Website: [Link]
Republic of the Philippines
Department of Education
REGION X
SCHOOLS DIVISION OF MISAMIS OCCIDENTAL
_________________________________________________________________________________
Tan-awa ang hulagway ug basaha
ang mga pulong niini.

(Giyahan ang mga bata ug basahon sa


ginikanan ang mga pangutana.)

Guided Questions:

1. Unsa ang inyong nakita sa Mga bata nga


hulagway? nanglimpyo ug
nananom sa
palibot.

Ang mga bata


2. Unsa ang gibuhat sa mga bata nga nanglimpyo ug
anaa sa hulagway? nananom sa
palibot.
lima kabook ang
mga bata sa
hulagway
___________________________________________________________________________
Address: Osilao St., Poblacion 1, Oroquieta City, Misamis Occidental
Contact Number: (088) 531–4026
E-mail Address: [Link]@[Link]
Website: [Link]
Republic of the Philippines
Department of Education
REGION X
SCHOOLS DIVISION OF MISAMIS OCCIDENTAL
_________________________________________________________________________________
Math 3. Pila kabook ang mga bata sa
hulagway?

Filipino 4. Unsa ang mga butang nga makita silhig, galon


sa hulagway?
dahon, basura

Health 5. Limpyo ba ang palibot niini? Oo, limpyo ang


palibot

Health 6. Nganong kinahanglan nato Kinahanglan nato


(hots) limpyohan ang atong palibot? limpyohan ang
palibot aron
malikayan ang
mga sakit ug kita
mahimong himsog

Science 7. Unsay mahitabo kung aduna kitay Mahimong


(hots) hugaw nga palibot? makakuha ug
makaangkon kita
og mga sakit

Presentation and Discussion


Pagkahuman nimo ani kinaugalingong
___________________________________________________________________________
Address: Osilao St., Poblacion 1, Oroquieta City, Misamis Occidental
Contact Number: (088) 531–4026
E-mail Address: [Link]@[Link]
Website: [Link]
Republic of the Philippines
Department of Education
REGION X
SCHOOLS DIVISION OF MISAMIS OCCIDENTAL
_________________________________________________________________________________
pagtuon ug paghimo sa mga
buluhaton, ikaw makakat-on sa
paggamit sa hustong punglihok nga
uyon sa gibuhat sa hilisgutan sa
pagsulat sa mga panghitabo.

2. Modelling

Ang Punglihok (verb) mao ang mga


pulong nga nagpakita o nagpahayag og
lihok sa usa ka panahon.

Ang punglihok nga gamiton nag-uyon sa


insaktong gibuhat ug kanus-a kini
nahitabo gibuhat sa hilisgutanan(subject).

Pananglitan: sayaw, lakaw, kaon adto

usa ka hilisgutan: nagsayaw, naglakaw,


nagkaon, naglaba

duha o labaw pa: nanayaw, nanglakaw,


nangaon, nanglaba

Pananglitan:

Usa ka Hilisgutan

1. Nagkaon og ice cream si David sa


plaza.

___________________________________________________________________________
Address: Osilao St., Poblacion 1, Oroquieta City, Misamis Occidental
Contact Number: (088) 531–4026
E-mail Address: [Link]@[Link]
Website: [Link]
Republic of the Philippines
Department of Education
REGION X
SCHOOLS DIVISION OF MISAMIS OCCIDENTAL
_________________________________________________________________________________
Duha o Labaw pa

2. Nangaon ug ice cream silang David ug


Lexi sa plaza.

3. Guided Practice
(Giyahan sa ginikanan ang bata.)

Buluhaton 1
Badlisi ang hustong punglihok aron
makompleto ang pahayag.

1. (Nanglakaw, Naglakaw) ang mga 1. Nangadto


batang babaye padulong sa gym.

2. (Nagsayaw, Nanayaw) silang Jill ug 2. Nanayaw


Lexi sa adlawng natawhan sa ilang
higala.

3. Si Ate Cris ang (nagtambal, nanambal) 3. nagtambal


sa akong samad.

Buluhaton 2

(Giyahan sa ginikanan ang bata.)

Ikonek ang hulagway sa iyang insaktong


hubad gamit ang linya.

1.

●  nagtambal 1. nanghatag
___________________________________________________________________________
Address: Osilao St., Poblacion 1, Oroquieta City, Misamis Occidental
Contact Number: (088) 531–4026
E-mail Address: [Link]@[Link]
Website: [Link]
Republic of the Philippines
Department of Education
REGION X
SCHOOLS DIVISION OF MISAMIS OCCIDENTAL
_________________________________________________________________________________

2.

●  nanghatag 2. nagtambal

3.

●  nangadto 3. nangadto

Buluhaton 3 (Performance Task)


(Ang ginikanan mogiya sa pagsulat sa bata
ug videohan kini.)

Pagsulat og pahayag nga adunay hustong punglihok


nga nag-uyon sa gibuhat sa hilisgutan sa mga
panghitabo.

Nagkalain lain ang


mga tubag sa bata.

___________________________________________________________________________
Address: Osilao St., Poblacion 1, Oroquieta City, Misamis Occidental
Contact Number: (088) 531–4026
E-mail Address: [Link]@[Link]
Website: [Link]
Republic of the Philippines
Department of Education
REGION X
SCHOOLS DIVISION OF MISAMIS OCCIDENTAL
_________________________________________________________________________________

Generalization

Ang Punglihok (verb) mao ang mga


pulong nga nagpakita o nagpahayag og
lihok sa usa ka panahon.

Pananglitan: sayaw, lakaw, kaon adto

___________________________________________________________________________
Address: Osilao St., Poblacion 1, Oroquieta City, Misamis Occidental
Contact Number: (088) 531–4026
E-mail Address: [Link]@[Link]
Website: [Link]
Republic of the Philippines
Department of Education
REGION X
SCHOOLS DIVISION OF MISAMIS OCCIDENTAL
_________________________________________________________________________________
Ang punglihok nga gamiton nag-
uyon sa insaktong gibuhat sa hilisgutanan
(subject).

IV. Evaluation/Assessment
(Giyahan sa ginikanan ang bata.)

Pilia ug gamita ang saktong punglihok nga anaa


sulod sa kahon aron makompleto ang pahayag.

Nanglaba Naglaba

1. _____________silang Telma, Ivana ug


Divina sa suba.

Nag-andam Nangandam

2. __________________ang grupo sa mga


ginikanan alang sa programa
mahitungod sa bakuna.

Nanghatag Naghatag

3. Si Mayor Illustre ug Congressman Lusero


______________og libreng bugas sa matag
pamilya.

V. Enrichment
Pagsulat og pahayag nga adunay
hustong punglihok nga kamulo sa
pagbuhat base sa hulagway.

___________________________________________________________________________
Address: Osilao St., Poblacion 1, Oroquieta City, Misamis Occidental
Contact Number: (088) 531–4026
E-mail Address: [Link]@[Link]
Website: [Link]
Republic of the Philippines
Department of Education
REGION X
SCHOOLS DIVISION OF MISAMIS OCCIDENTAL
_________________________________________________________________________________

Prepared by: Approved:

FRITZYL L. DABODABO, T-1 MARYPAZ R. PACTORES, P-1


Teacher Observer
Signature above printed name Signature above printed name

___________________________________________________________________________
Address: Osilao St., Poblacion 1, Oroquieta City, Misamis Occidental
Contact Number: (088) 531–4026
E-mail Address: [Link]@[Link]
Website: [Link]

Common questions

Powered by AI

Using the mother tongue as a medium of instruction benefits students by making complex topics like verb-subject agreements easier to understand. When lessons are conducted in Sinugbuanong Binisaya, as done in MTB (Mother Tongue-Based Education), students are more engaged and participative because they comprehend the material better. This approach reduces language barriers and supports meeting learning objectives effectively .

Using culturally appropriate teaching strategies for indigenous learners can greatly enhance their educational experience by valuing their cultural background, thus making learning more relevant and relatable. While such strategies were not applied in the given plan , they typically involve integrating cultural content into the curriculum and employing pedagogical methods that reflect the students' cultural contexts. This approach can lead to improved engagement, comprehension, and motivation among indigenous students, fostering a more inclusive and supportive learning environment.

Integrating interdisciplinary content enhances student learning by allowing students to make connections across different subjects, thereby enriching their understanding and appreciation of the concepts taught. By linking language lessons with elements from Science, Math, Filipino, and Health, teachers can create a holistic learning experience that encourages students to apply their knowledge in varied contexts. This approach not only aids in the retention of information but also promotes critical thinking and problem-solving skills .

Some of the main challenges in applying verbal and non-verbal communication strategies in multilingual classrooms include language barriers where students might not fully understand the verbal instructions if they are not in their first language. Additionally, cultural differences might affect the interpretation of non-verbal cues, as gestures and body language can have different meanings across cultures. These barriers can hinder student engagement and understanding, thereby affecting learning outcomes .

Guided questions play a pivotal role in fostering critical thinking skills among elementary students by prompting them to observe, analyze, and draw inferences from visual aids or scenarios. By asking targeted questions, such as "Unsa ang gibuhat sa mga bata nga anaa sa hulagway?", teachers encourage students to articulate their thoughts, reason through their observations, and justify their answers. This process promotes deeper cognitive processing and helps students develop a habit of questioning and connecting ideas, which are essential components of critical thinking .

Group communication platforms, like chat groups, serve as effective tools for parental involvement by providing a convenient space for parents to interact with teachers, ask questions, and seek clarifications about their children’s performance and needs. This constant and open line of communication ensures that parents are informed and involved in their child's learning journey, allowing for a supportive home environment that complements school efforts .

Visual aids facilitate student understanding by providing concrete examples that help students visualize abstract concepts like verbs and subject-verb agreement. The integration of activities such as drawing and connecting illustrations with verb actions makes it easier for learners to comprehend and retain the linguistic rules being taught. These aids also enrich learning by engaging multiple senses, which caters to diverse learning styles, enhancing overall comprehension .

Strategies such as establishing and communicating clear guidelines, and ensuring policies and procedures are consistently applied were used to maintain a safe and inclusive learning environment. These strategies foster a learning atmosphere built on fairness, respect, and care, which are crucial for encouraging active participation and achieving better learning outcomes . The consistency and clarity of these strategies enable students to focus on learning rather than navigating uncertainties, thus enhancing their engagement and success .

Involving parents in the guided practice of learning tasks at home has several benefits, including reinforcing what's taught in school through additional practice and support, ensuring adherence to learning objectives, and providing immediate feedback and assistance to the learner. This active participation enables parents to become better partners in their child's education and helps tailor learning support to the child's specific needs and progress, fostering a more individualized learning experience .

Maintaining nurturing learning environments is significant in promoting cooperation and collaboration as they make students feel safe, respected, and valued, encouraging them to engage more freely with peers. Such environments foster a sense of community and trust where students are motivated to participate and share ideas without fear of judgment. This positive atmosphere not only enhances academic learning but also develops social skills and emotional intelligence, which are crucial for collaborative tasks and future interpersonal relationships .

You might also like