For Objective 2
Lesson Plan Annotation
This lesson plan integrates research-based pedagogical strategies aligned with
constructivist learning theory, active learning, and contextualized instruction, all of which
support student engagement and conceptual understanding in both literacy and
numeracy domains.
On the activity part of the lesson, the choice of simple, relatable experiments (coin toss,
die roll) allows learners to intuitively engage with abstract statistical concepts. This
contextualization respects students' developmental stage and prior knowledge,
especially in early mathematics education. Additionally, the integration of visual cues
(PowerPoint abstraction game) supports diverse learning styles and enhances concept
retention.
By embedding the lesson in a real-world context, students are more likely to see the
relevance of mathematics, boosting motivation and retention. This aligns with
constructivist and sociocultural theories, which emphasize the importance of meaningful
learning anchored in real-life contexts.
This activity design responds to the developmental stage and prior knowledge of
learners by using familiar objects and simple experimental tasks. These contextually
relevant tools help demystify abstract concepts and provide concrete entry points into
mathematical thinking.
This lesson exemplifies the effective use of research-informed instructional strategies
that support student achievement across disciplines. By contextualizing mathematical
concepts and integrating literacy practices, it ensures a holistic learning experience
aligned with best practices in education.
For Objective 10
“HELP YOUR FRIEND” LEARNING PROGRAM
Summary of Quarterly Grades
REGION VII DIVISION GUIHULNGAN CITY
SCHOOL NAME GUIHULNGAN NATIONAL AGRICULTURAL SCHOOL SCHOOL ID 303230
GRADE & SECTION: GENESIS -7 SCHOOL YEAR: 2024-2025
TEACHER: GLADYS L. SADAGNOT SUBJECT: MATHEMATICS
LEARNERS' NAMES
MATH MATH MATH MATH FINAL
REMARK
1st Quarter 2nd Quarter 3rd Quarter 4th Quarter GRADE
MALE
1 ALISER, RONEL J. 70 70 84 65 72 FAILED
2 BELLASAWA, JOHN LORD O. 77 77 82 75 78 PASSED
3 CASIPONG, DARWIN M. 78 79 83 84 81 PASSED
4 DELA PINA, JOHN KIAN 70 72 75 70 72 FAILED
5 DENSON, JOHNREX B. 83 80 86 77 82 PASSED
6 EROCIDO, VEEJAY A. 83 80 87 86 84 PASSED
7 GERONDALAN, REYMARK 79 81 81 75 79 PASSED
8 LETRADA, ANGELO 79 77 80 75 78 PASSED
ANNOTATION
The learning program titled "Help Your Friend" was intentionally developed to be both
relevant and responsive to the holistic needs of Grade 7 learners. It aligns with core
values and competencies within the curriculum, particularly in the areas of personal
development, values education, and communication skills. Socially and emotionally, it
addresses the increasing need among adolescents for empathy, peer support, and the
development of interpersonal skills.
Highlighted in the attached MOV is my student Darwin Casipong which shows great
progress from his first quarter grade to his last quarter grade. By situating students in
realistic peer-based scenarios, the program enabled them to think critically, understand
diverse perspectives, and offer constructive support to their classmates. These learning
experiences are not only meaningful within the school context but also transferable to
real-life social interactions, thereby enhancing their overall life skills.
The program also demonstrated strong responsiveness to the varied learning styles,
emotional sensitivities, and developmental stages of students. Through a combination
of role-playing, group discussions, reflection activities, and differentiated tasks, learners
were given multiple entry points to actively engage in the learning process. This
ensured that students of all abilities—including those with learning difficulties or social
anxieties—felt included and capable of contributing. The learning environment fostered
during the implementation of the program was one of trust, respect, and psychological
safety, allowing students to express their ideas and emotions freely. Overall, "Help Your
Friend" served as an effective model of inclusive and learner-centered instruction that
promoted both academic growth and emotional well-being.
For Objective 11
Activity Title: "Dagyawan 2025"
Grade 11, Section James
The implementation of the Dagyawan with the parents of Grade 11 – Section James
was grounded in a deep understanding of the local community’s values, culture, and
socio-economic realities. The activity served as a collaborative platform where the
school and families came together to support student development through shared
knowledge, experiences, and mutual respect. Recognizing the importance of bayanihan
—a core Filipino cultural value—the activity provided a culturally responsive learning
environment where parents felt a sense of ownership, belonging, and meaningful
participation. The use of community-relevant themes and real-life concerns ensured that
the discussions and outputs were not only practical but also deeply rooted in the lived
experiences of the learners and their families.
Furthermore, the structure and facilitation of the Dagyawan reflected sensitivity to the
community's diversity in terms of education levels, availability of time, and language
preferences. Activities were designed to be inclusive, participatory, and respectful of all
contributions, regardless of background. The informal yet purposeful setup allowed
parents to engage comfortably, fostering a supportive atmosphere where ideas could be
exchanged freely. This responsiveness to community contexts greatly enhanced the
effectiveness of the activity, as it strengthened school-home partnerships, built trust, and
reinforced the idea that education is a shared responsibility. Ultimately, the activity
contributed to the creation of a learning environment that is both community-informed
and learner-centered.
(Attach Pictures as proof of implementation)
For Objective 13
Minutes of the Parent-Teacher Association (PTA) Meeting
Venue: Grade 11 – James Classroom
I. Call to Order
The meeting was called to order at 10:00 AM by Ms. Sadagnot, who welcomed the
parents and expressed gratitude for their attendance and continued support.
II. Attendance (see attached attendance sheet)
IV. Agenda
1. Presentation of Implemented School Policies
The adviser read a brief presentation on the following policies:
Reinforced Student Attendance Policy
Implementation of Pass Slip
Cutting Classes
Digital Device Policy
Dress Code
Academic Integrity Guidelines
2. Presentation of the Minor and Major Offenses
Minor Offense: Meeting with Parents, School Guidance Counselor and Prefect of
Discipline
Major Offense: Meeting with Parents, School Guidance Counselor and Prefect of
Discipline and School Head
Grave Offense: possible expulsion
3. Reactions and Feedback from Parents
Parents generally expressed agreement and support for the enforcement of these
policies, particularly the attendance and academic integrity measures. Some concerns
were raised regarding:
Uniform Policy: Requests for leniency in cases of financial difficulty.
Digital Device Policy: Suggestions to allow emergency communication between
students and parents.
4. Strengthening Parent-School Communication
The PTA agreed to activate the official group chat for faster dissemination of information
and reminders. A parent representative was assigned to assist in monitoring updates
and relaying messages.
V. Agreements and Recommendations
Parents will help reinforce the attendance policy by monitoring their child’s daily
class presence.
Students needing support for uniforms may be referred to the school’s assistance
program.
Regular meetings every quarter were proposed and accepted to maintain strong
collaboration.
VI. Adjournment
There being no other matters to discuss, the meeting was adjourned at 11:45 AM. The
adviser once again thanked the parents for their time and support.
Prepared by:
Noted by:
GLADYS L. SADAGNOT
Grade 11-James Adviser
(Attached Attendance Sheet)