SEMI – DETAILED LESSON PLAN

MAPEH

School Grade and Section

Teacher Learning Area ARTS
Daily Lesson Plan
Teaching Date July 25, 2019 Quarter 1st Week 8
Day Day 4 , 2019 Time

I – OBJECTIVES
Content Standard
Performance standard
Learning Competencies/
Objectives.
Write the LC code for each
The learner demonstrates salient features of the arts of southeast Asia by showing the
relationship of the elements of arts and processes among culturally diverse communities in
the region.
The learners create artworks showing the characteristics elements of the arts of Southeast
Asia.
At the end of the period, the leaner should be able to:
Appreciate the artifacts and art objects in terms of their utilization and their distinct use of art
elements and principles.
A8PL-Ih-2

Cognitive Express their own appreciation on the artifacts and art objects.
Affective Differentiate each artifact and art objects..
Psychomotor Design artifacts from the objects chosen.
II. CONTENT Arts of Southeast Asia

III. LEARNING RESOURCES

References
1.Teacher’s Guide pages
2.Textbook pages Music and Arts Learner’s Module, 171-193
3.Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Google
IV. PROCEDURE
A. Reviewing Previous Lesson Present an artifacts from Southeast Asia.
or Presenting New Lesson
B. Establishing a purpose for Soliciting an ideas from the students based on the artifacts seen.
the lesson
C. Presentation of the New How a certain artifacts affect its culture?
Lesson
D. Lesson Proper The teacher will discuss the meaning of certain artifacts in each country.
E. Discussing New Concepts The students will express whats their understanding on the picture.
and Practicing New Skills#1
F. Discussing New Concepts The students will make their own crafts using localized materials.
and Practicing New Skills#2
G. Developing Mastery (Leads The students will have a Think-pair-share their made artifacts in order for them to differentiate it.
To Formative Assessment 3)
H. Finding Practical Application Oral recitation on why they chose to create that artifacts.
of Concepts and Skills in Daily
Living
I. Making Generalization and How their work be helpful to the community.
Abstractions about the
lesson
J. Evaluating Learning Evaluating their made artifacts.

K. Additional Activities for

Application or Remediation
Study different artifacts from Southeast Asian.
V – AGREEMENT

VI – REMARKS

VII – REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who required
additional activities for
remediation
C. Did the remedial lessons
work?
D. No. of learners who continue
to require remediation
E. Which of my teaching Strategies used that work well:
strategies work well? Why did _____ Answering preliminary activities/exercises _____Discovery Method
this work? _____ Group collaboration _____Discussion
_____ Games _____Differentiated Instruction
_____ Think-Pair-Share (TPS) _____Lecture Method
_____ Power point presentation _____Case Method
_____ Role playing/Drama

GRADE – 9
Valiant
I – OBJECTIVES
Content Standard
Performance standard
Learning Competencies/
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
References
1.Teacher’s Guide pages
2.Textbook pages
3.Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE
Preparatory Activity
A. Reviewing Previous Lesson
or Presenting New Lesson
B. Presentation of the New
Lesson
C. Lesson Proper
D. Discussing New Concepts
and Practicing New Skills#1
E. Discussing New Concepts
and practicing New Skills #2
F. Developing Mastery (Leads
To Formative Assessment 3)
SEMI – DETAILED LESSON PLAN
MATHEMATICS
QUARTER TIME
Second Quarter
10:20 – 11:08
Week 6
DOMAIN DATE Septembe 25, 2018
The learner demonstrates understanding of the key concepts of variations and radicals.
The learner is able to formulate and solve accurately problems involving radicals.
At the end of the lesson, 80% of the students should be able to:
1. simplify zero,negative integral,and rational exponents.
2. define radical expressions
3. explain what process is observed in transforming rational expressions to radicals.
4. writes expressions with rational exponents as radicals and vice versa.
5. cite real-life situations where radicals are illustrated and applied.
M9AL-IIf-1
Lesson 2 RADICALS
251-256
BEAM Second year,Module 10 Chapter 6 Radical Expressions;pp.150-151(TG)
Daily routine.
A. Review the laws of zero,negative integral,and rational exponents.
B. Pose the following questions:
1. What is the connection between expressions with rational exponents and radicals?
2. Why do we need to know how to simplify radicals?
3. Are radicals really needed in life outside Math studies?
Activity 1:
Materials needed: Worksheet 323 3
√3² √
Instruction: Fill in the boxes with the correct expression.
The students will explain what is a radical expression.
Activity 2: Transforming some exponential expresssions to radical expressions.
Direction: a. Apply your understanding on radicals to transform rational expressions to radicals.
b. Find a partner and discuss the process being applid to transform the expressions into
radicals.
Checking of results
After the students have transformed some rational expressions to radicals , let them answer the
following questions.
a. What necessary understanding is needed to transform the given expressions?
b. What are the bases for arriving at your conclusion?
Lead the students to write radical expressions to exponential expressions.
Allow the students to discuss with their groups how the given radical expressions were written as
rational expressions.
Checking of results.
Each group will explain their answers according to the processes involved in writing radical expressions
to rational expressions. Have them exchange and check their answers.
G. Finding Practical Application
of Concepts and Skills in Daily
Living
H. Making Generalization and
Abstractions about the lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
V – AGREEMENT
VI – REMARKS
VII – REFLECTION
B. No. of learners who required
additional activities for
remediation
C. Did the remedial lessons
work?
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies work well? Why did
this work?
Why did this work?
Prepared by:
JAREN VALLEDOR-CASIÑO
Teacher -1
Questions to Ponder (Post-Activity Discussion)
Let the students give their own idea to the questions posed in the opening activity.
Let the students cite real-life situations where radicals can be illustrated and applied.
Lead students to a discussion as to the step-by-step process that they can create to write expressions
with rational exponents and vice versa.
Worksheets will be provided to be answered by group.
Ask students as to the difficulties they have encountered while rewriting.If there are then what are their
plans to overcome it.
If possible let them write it in their journal for further reference.
Simplify the following:
3
1. √16
3
2. √40
Strategies used that work well:
_____ Answering preliminary activities/exercises _____Discovery Method
_____ Group collaboration _____Discussion
_____ Games _____Differentiated Instruction
_____ Think-Pair-Share (TPS) _____Lecture Method
_____ Power point presentation _____ Role playing/Drama
Checked & Observed by:
JOCELYN W. PLANTAS
Master Teacher l
Date: September 25, 2018

GRADE – 9
Valiant
I – OBJECTIVES
Content Standard
Performance standard
Learning Competencies/
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
References
1.Teacher’s Guide pages
2.Textbook pages
3.Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE
Preparatory Activity
A. Reviewing Previous Lesson
or Presenting New Lesson
B. Presentation of the New
Lesson
C. Lesson Proper
D. Discussing New Concepts
and Practicing New Skills#1
E. Discussing New Concepts
and practicing New Skills#2
F. Developing Mastery (Leads
To Formative Assessment 3)
G. Finding Practical Application
of Concepts and Skills in Daily
Living
H. Making Generalization and
Abstractions about the lesson
I. Evaluating Learning
SEMI – DETAILED LESSON PLAN
MATHEMATICS
Second Quarter
QUARTER TIME 10:20-11:08
Week 7
DOMAIN DATE December 10, 2018
The learner demonstrates understanding of key concepts of
quadrilaterals(parallelograms,trapezoids,kites) and triangle similarity.
The learner is able to investigate,analyse, and solve problems involving
quadrilaterals(parallelograms,trapezoids,kites) and triangle similarity through appropriate and accurate
representation.
At the end of the lesson, 80% of the students should be able to;
1. define SSS and SAS similarity theorem;
2. write statements or reasons to prove SSS and SAS similarity theorem;
3. discuss the importance of being proportional or similar;
4. cite real-life situations where similarity is illustrated and applied.
M9GE-IIIg-h-1
GEOMETRY
Module 6 Similarity
374-376
Beam Third Year,Module 16(TG);EASE Module Third Year,Similar Triangles,Module 2,APEX Math Triangles Unit 4,Lesson 1-
10;Geometry Chapter 5,Similarity;5.2.4 Basic Similarity Theorems p.157;5.4. Similarities in Right Triangles p.166(LM)
Daily routine
 PICTURE ANALYSIS
Pose the following questions:
1. If you have a copier for business purposes, how will you explain the importance of the concept of
similarity in the situation? Given the fact that the customer may request for enlargement of documents?
2. Is the concept on similarity applied also to problems involving heights of building or trees and
distances between places?
3. How can the understanding of similarity help us solve problems in daily life?
Show pictures of buildings, trees, and houses and let the students tell if there is a concept on similarity
they can mention in the photos.
The students will define SSS and SAS similarity theorem.
The students will analyse the illustrations carefully and answer questions 1-5 of Activity 9.SSS
Similarity Theorem and Its Proof; p.372.
Allow group leaders to discuss the answers for numbers 6-14 of Activity 9: SSS Similarity Theorem
and Its Proof;(pp. 371– 372).
Follow up their answers and explain.
Lead them to Activity 10: SAS Similarity Theorem and Its Proof;p.374-375.
Choose four (4) students to answer numbers 10-13 in Activity 10;p.375.
Process their answers..
Questions to Ponder (Post-Activity Discussion)
Let the students give their own idea to the questions posed in the opening activity.
How did you find the activity?
Were you able to arrive at your answers without asking your groupmates?
Is the definition of SSS and SAS Similarity Theorem enough to arrive at the correct statements and
reasons?
What insights have you gained from this discussion?
Groupwork : Quiz on SAS Similarity Theorem ;letter A-B,p.375-376.
 J. Additional Activities for Evaluate their answers and allow them to discuss it with their groups.
Application or Remediation
Research:
V – AGREEMENT What is Triangle Angle Bisector Theorem (TABT) and Its Proof.
VI – REMARKS

VII – REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who required
additional activities for
remediation
C. Did the remedial lessons
work?
D. No. of learners who continue
to require remediation
E. Which of my teaching Strategies used that work well:
strategies work well? Why did _____ Answering preliminary activities/exercises _____Discovery Method
this work? _____ Group collaboration _____Discussion
_____ Games _____Differentiated Instruction
_____ Think-Pair-Share (TPS) _____Lecture Method
_____ Power point presentation _____ Role playing/Drama

Why did this work?

Prepared by: Checked & Observed by:

JAREN VALLEDOR-CASIÑO JOCELYN W. PLANTAS

Teacher-1 Master Teacher l

Date: December 10, 2018