St.

Marys College

STUDENT LEARNING PLAN

SY: 2014-15

Baganga, Davao Oriental

Department: High School
Subject/Grade/Year: Fourth year Physics

Quarter: fourth
Unit:

Date/s: January 14, 2015

Lesson No. _________

Transfer Goals:
Students, in long term and on their own, will be able to exhibit by identify and
measuring alternating current voltage using a multi meter and it could be apply in their home.
Essential Understanding:
Single-phase power is what you have in your house. You generally talk about household
electrical service as single-phase, 230-volt AC service.
Essential Questions:
How does alternating current works in your house?

I. Preliminaries (Introduction)
Pre-assessment/Review:
Voltage
What is voltage?
Focus:
AC Voltage, Measuring AC Voltage using Multi Meter
Vocabulary (Unlocking of difficulties)
Alternating Current is the flow of electrical charge periodically reverses direction.
Multitester or Multi Meter an instrument for measuring the properties of an electrical
circuit.( as Resistance, Voltage or Current).
Transformer a device employing the principle mutual induction to convert variation of
current.
Rectifier a device for converting alternating current into direct current.
Motivation ( Fact and opinion )
The students give their reason if the statement is fact or opinion.
Statement
Fact or Opinion
Reason
Alternating Current is the flow
of electrical charge periodically
reverses direction.
Multi Meter is an instrument for
measuring the properties of an
electrical circuit.
Transformer a device
employing the principle mutual
induction to convert variation of
current.

APK:
Using a KWL chart let them write what they know, what they want to know and what they learn
about AC Voltage.
II. LESSON DEVELOPMENT (Interaction)
A. Presentation of Concepts
Students will know:
- Function of alternating current and voltage.
- Function of Multi Meter.

Students will be able to:

- Measure an alternating current using a multi meter.
B. Activities :( Acquisition of knowledge/skills through the differentiated activities/strategies
which are aligned with the TG, EU and EQ)
Hands-on group activity- Let the student conduct actual testing of alternating current using a
multi meter.
Parallel and series circuit
Laptop Charger
Wall socket
Advance Voltage Regulator

C. Broadening of Concepts:
How does alternating current differ from direct current?
D. Integration:
ICV/V: Excellence (Discipline) how can you show your responsibility in doing a certain activity?
(What are you going to do in our activity)?
Social Orientation: (Burning house because of electrical shortage) what happened if you install
a not quality electrical material?
LAD:

III. EVALUATION/ASSESSMENT
Direction: Explain the following.
1. What is alternating current?
2. How does alternating current differ from direct current?
IV. SUMMARY/ACTION
= How does alternating current flows?
= Now you learned and aware about alternating current and measuring voltage using multi
meter, what are you going to do in your house to avoid such electrical linkages or electrical shortage?
REFERENCES/INSTRUCTIONAL MATERIALS:
Multi Meter
Internet source
Circuit Parallel/Series
Wall Socket
Extension Wire
Advance Voltage Regulator

Checked by:
_______________________________
Subject Teacher

Prepared by:
_____Mr.Raymart Capiones__
Practice Teacher

St. Marys College

STUDENT LEARNING PLAN

SY: 2013-14

Baganga, Davao Oriental

Department: Elementary
Quarter: First
Date/s: August 21, 2013
Subject/Grade/Year: Computer Grade 6Unit: 2
Lesson No. 1
Transfer Goals:
Students in their own, well be able to create a nice and presentable presentation using a
different themes and options.
Essential Understanding:
Creating a new presentation using a various options- blank or recent, installed templates,
installed themes, my template, new from existing, or by using the Microsoft office online.
Each option can be useful depending on how you would like to start your presentation.
Essential Questions:
How to create a new presentation using a various options?
How to use this various options?

I. Preliminaries (Introduction)
Pre-assessment/Review:
Customizing power point
Focus:
Creating a new presentation
Vocabulary (Unlocking of difficulties)
Blank-recent
My templates

Installed templates
New from existing

Installed themes

Motivation:
Show to the pupils a presentation of MS power point. That has a different themes and
background.
APK:
Youre one who makes decorate your bed room?
How do choose your favorite color?
II. LESSON DEVELOPMENT (Interaction)
A. Presentation of Concepts
Students will know:
-To create a presentation.
- The functions of the different various options in creating a presentation.
Students will be able to:
-To apply those different themes
- Change does themes in creating a presentation.
B. Activities :( Acquisition of knowledge/skills through the differentiated activities/strategies
which are aligned with the TG, EU and EQ)
Hands-on Exercise 2.1 Creating a blank presentation
2.2 Creating a presentation using installed templates and themes
C. Broadening of Concepts:
What are the different various options?
D. Integration:
ICV/V: Excellence- Expand ones interest and expertise.
LAD:
Art- Designing

III. EVALUATION/ASSESSMENT
Directions: Enumerate at the following
1. Five different options to start a new presentation.
2. Three examples of installed templates.
3. Three examples of installed themes.
IV. SUMMARY/ACTION
What did you learn about creating presentation using the various options? What are that
various options?
REFERENCES/INSTRUCTIONAL MATERIALS:
Book: Proficiency in MS Power point
LCD-Projector
Computer laboratory
Checked by:
_______________________________
Academic Coordinator/Principal

Prepared by:
__Raymart V. Capiones__
Subject Teacher

St. Marys College

Baganga, Davao Oriental

STUDENT LEARNING PLAN

SY: 2013-14

Department: Elementary
Quarter: First
Date/s: July 01-05, 2013
Subject/Grade/Year: Computer Grade 4Unit: 1
Lesson No. 4
Transfer Goals:
Student, in their own, will be able to apply the basic customize set-up of windows 7.
Essential Understanding:
Organizing the desktop of windows 7 is according to your own preferences. To make your
windows 7 desktop beautiful.
Organizing the set-up of windows 7 by changing the desktop background, screensaver,
windows color, mouse pointers, and add and remove desktop icons.
Essential Questions:
Why we need to organize your windows 7 desktop?
How do you organize?
I. Preliminaries (Introduction)
Pre-assessment/Review:
Customizing the Taskbar
Focus:
Personalizing your windows Desktop
Vocabulary (Unlocking of difficulties)
Screen Saver is a moving picture
Wallpaper - it is a desktop background

Desktop theme is a predefined set of icons, fonts, colors, sounds, and other windows
elements
Motivation:
- Present the windows 7 desktop what do you observe in the desktop
APK:
-

Are you the one who made the lay-out of your room?
How about the color and the decoration?

II. LESSON DEVELOPMENT (Interaction)

A. Presentation of Concepts
Students will know:
- To organize their own desktop.
Students will be able to:
- Change the background of the computer desktop
- Apply the screensaver
- Add or Remove common desktop icons
B. Activities:(Acquisition of knowledge/skills through the differentiated activities/strategies
which are aligned with the TG, EU and EQ)
-

Hands on Exercise 1.10 Customizing the desktop

Hands-on Exercise 1.1 Working with your icons

C. Broadening of Concepts:
What are the different set-up of windows 7 desktop?
ICV/V: Excellence- Expand ones interest and expertise.
LAD: Art design
III. EVALUATION/ASSESSMENT
Direction: Enumerate the following
Give two (2) Desktop themes
2.
Give four (4) Screen Savers
4.
Give five(5) Desktop Icons
7.
9.
Give Three (3) Desktop Icon size
12.
14.

1.
3.
5.
6.
8.
10.
11.
13.

IV. SUMMARY/ACTION
- What did you learn?
REFERENCES/INSTRUCTIONAL MATERIALS:
Book: Proficiency in Word Processing
LCD-Projector

Checked by:
_______________________________

Prepared by:
Capiones Raymart V.

Academic Coordinator/Principal

Subject Teacher

Remarks:

St. Marys College

Baganga, Davao Oriental
Department: Elementary
Subject/Grade/Year: English Grade 5

STUDENT LEARNING PLAN

SY: 2013-14
Quarter: First
Unit: 1

Date/s: July 08-12, 2013

Lesson No. 4

Transfer Goals:
The learners interpret and formulate directions, follow parliamentary procedure, use the information in a
dictionary and firm up the understanding of the concept of nouns, kinds, and uses in meaningful sentences.
Essential Understanding:
The dictionary is a valuable source of information useful for oral or written communication.

The proper choice and use of words matter in communication.

Differences in the way sentences are said also show change in meaning.
Essential Questions:
How can the dictionary help me in communicating your thoughts?
Why is it necessary to choose and use appropriate words?
How do you read sentences with the same words to express what you feel?
I. Preliminaries (Introduction)
Pre-assessment/Review:
Did you already encounter words which are hard to understand?
How did you find its meaning?
Focus:
Uses of the Dictionary, Gender of Nouns, Foreign Nouns, Intonation of Sentences, Letter of
Invitation
Vocabulary (Unlocking of difficulties)
Syllabication
abridged dictionary
unabridged dictionary
Etymology
dynamic
Motivation:
Instruct the pupils to raise their hands if they would answer yes to the following question or
shake their heads if their answer is no, Who wants to eat this fetid and mish-mash dish on the
table? Do you? (Fetid means having a bad odor and mish mash means hodge-podge.)Probe if
they found it difficult and why. Relate their answers to the importance of knowing the meaning of
words.
APK:

Talk about the meaning of the words in Word Package.

Let the pupils read the selection The Dictionary, silently. As they read, they should be able to
recognize the answers to the questions in High Thinking. Let them read the questions then
discuss the answer. Let them do numbers 1-10 on p.28.

II. LESSON DEVELOPMENT (Interaction)

A. Presentation of Concepts
Students will know: the different uses of the dictionary, gender of nouns, foreign nouns,
intonation of sentences and letter of invitation.
Students will be able to:
-identify and use the different information given to a word in the dictionary
-use the correct gender and foreign of nouns in sentences
-distinguish changes in meanings of sentences due to shifts intonation
-write a letter of invitation and a response to one
-articulate thoughts and ideas effectively both in oral and written forms
B. Activities:(Acquisition of knowledge/skills through the differentiated activities/strategies which are
aligned with the TG, EU and EQ)
Let them go through Skill Extenders A,B,C,D, and E on pp.31 and 32. After this show to the pupils a
list on the board that contains the words below. Ask them to choose a word from the list, then write
its proper syllabication, respelling, part of speech, and meanings. Use the dictionary as a guide. In
addition, let them write a sentence for each meaning.

Assign pupils to portray the two characters in the dialog on p.29 and let them read it with
expression. Let the rest of the class identify the nouns in the dialog in the four genders. Have them
do Learning Tasks A and B on pp.29 and 30. Make them see why it is necessary to use the correct
words when talking or writing.
Ask them to have a Guess What game as shown below. All the words in the
should be
nouns.

Go over Say and Spell with the pupils noting the change in intonation. Let them discover that the
meaning of sentences may change based on the intonation. Let them explain the changes they
have noticed.
Analyze the letter on p. 33, its parts and what it is about. Let them see what are necessary in order
to write a convincing letter of invitation. Talk the clarity and organization of ideas. Let them do B in
the Blog after this.

C. Broadening of Concepts:
Why studying the uses of dictionary important?
Explain the difference of the four gender of nouns?
D. Integration:
ICV/V: Resourcefulness The ability and means to meet situations effectively despite limited
resources.
SO: Makes good use of available resources through creativity and innovation.
LAD: COMPUTER World Wide Web- Why theres a need or an individual to be resourceful in things
that he/she dont know?
BR: Ezra 5:8
The king should know that we went to the district of Judah, to the temple of the great God. The
people are building it with large stones and placing the timbers in the walls. The work is being carried
on with diligence and is making rapid progress under their direction.
III. EVALUATION/ASSESSMENT
Talk about how the dictionary can help people communicate better and avoid being misunderstood. Let
them share experiences when communication happened.
Have them answer Summative Test.
IV. SUMMARY/ACTION
Explain your understanding about the lesson that we discuss today?
V. PURPOSIVE ASSIGNMENT
Write an invitation letter to your friend in your incoming birthday celebration.
REFERENCES/INSTRUCTIONAL MATERIALS:
-Essential English 5 Textbook
-An abridged and unabridged dictionary
-visual aid
Checked by:

Prepared by:

_______________________________
Academic Coordinator/Principal

VIOLETA R. FERRANDO
Subject Teacher

Remarks:

St. Marys College

Baganga, Davao Oriental
Department: Elementary
Subject/Grade/Year: English Grade 5

STUDENT LEARNING PLAN

SY: 2013-14
Quarter: First
Unit: 1

Date/s: July 22-26, 2013

Lesson No. 5

Transfer Goals:
The learners interpret and formulate directions, follow parliamentary procedure, use the information in a
dictionary and firm up the understanding of the concept of nouns, kinds, and uses in meaningful sentences.
Essential Understanding:
Stories need certain elements to be interesting.
Clarity in sentences is achieved if there is consistency in its parts.
Correct choice of words and their correct pronunciation are important to be understood.
Essential Questions:
How does the story make it interesting?
How can there be consistency between the parts of a sentence?
How can I choose the correct word to use and how should I say words to be understood
clearly?
I. Preliminaries (Introduction)
Pre-assessment/Review:
What makes a great a story?
Focus:
Elements of a Story, Plural Form of Nouns, Subject-Verb Agreement, Words with /s/ and /z/
Vocabulary (Unlocking of difficulties)
Recommendation
justify
Queue
interview

diligently

purposely

Motivation:
Let the pupils recall a wonderful story they have read.
Whose character you like best?
Introduce this character to the class and explain why you choose her or him by telling: about
this characters good deeds, and the part of the story where he/she showed her or his best.
APK:

Go over Word Package with the class.

Let the pupils read silently the story The Interview and analyze it using the questions in Hig
Thinking. Let them do the Learning Task A and B on pp. 37 and 38.

II. LESSON DEVELOPMENT (Interaction)

A. Presentation of Concepts
Students will know: elements of a story, plural form of nouns, subject-verb agreement, words with
/s/ and /z/, story summary
Students will be able to:
-identify the setting, characters, and events in stories
-develop a story grammar
-form and use the plural of nouns
-make the subject agree with the verb in sentences
-pronounce words with /s/ and /z/ correctly
-write the summary of the story read
B. Activities:(Acquisition of knowledge/skills through the differentiated activities/strategies which are
aligned with the TG, EU and EQ)
Discuss the elements of the story with inputs from the pupils. Focus also on how these elements
show unity which led to the credibility of the story.
Let the pupils talk about the Valuing Statement.
To prepare the pupils for the succeeding activity, let them identify the elements in the story The
Interview and have them placed these elements in the pyramid organizer. Then, have them read
the story of Dr. Cynthia Maung on p. 41. On the basis of this story , make the children analyze and
identify its elements. This time, write these elements in the story map on the page that follows.

Go back to the story of Cynthia Maung and let the pupils circle all the nouns they see. Let them
write in an appropriate column whether it is singular or plural.
Discuss the rules on forming the plural of nouns using the words they have written.
Using the story the Interview, have them copy all the nouns they see in the story. Let them write
these in proper column using a three-column note. Then let them supply the correct word in the
opposite column. On the third column, they should use either of the words in a sentence.
Emphasize the use of the correct verb in the predicate.
Do Say and Spell with the whole class modeling the distinct sound of /s/ or /z/.
Let them work on Blog.

C. Broadening of Concepts:
Why studying the elements of the story important?
D. Integration:
ICV/V: Service- Humility Stays kind and unresentful in the face of rejection or unfavorable judgment
SO: Be a model to all particularly in doing good things even in a simple way.
LAD: MAKABAYAN- Serbisyo para sa Komunidad- Why theres a need for us to do things even if we
are not told?
BR:
III. EVALUATION/ASSESSMENT
Recall the essential questions and discuss these with the class. From the discussion, the essential
understanding will surface.
Let them do Summative Test.
IV. SUMMARY/ACTION
Explain your understanding about the lesson that we discuss today?
V. PURPOSIVE ASSIGNMENT
Write a short summary of the story entitled The Interview.
REFERENCES/INSTRUCTIONAL MATERIALS:
-Essential English 5 Textbook
-Strips of paper where the parts of a common atory
-visual aid
Checked by:
_______________________________
Academic Coordinator/Principal
Remarks:

Prepared by:
VIOLETA R. FERRANDO
Subject Teacher