ANNOTATION- ENGLISH 9
4TH CLASSROOM OBSERVATION │February 20, 2020
OBJECTIVES
1. Applies knowledge of content within and across
curriculum teaching areas.
2. Uses a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills.
3. Applies a range of teaching strategies to
develop critical and creative thinking, as well as
other higher-order thinking skills.
MEANS OF VERIFICATION
 Lesson Plan
 Instructional Materials
 Performance Tasks
 Lesson Plan
 Instructional Materials
 Performance Tasks
 Lesson Plan
 Performance Tasks
DESCRIPTION OF THE MOV PRESENTED
 Highlighted in the lesson plan the part
wherein the teacher applied integration
to Math, EspP and ICT
 Teacher made use of the IMs (e.g.
social media platform and video clips)
to carry out the performance tasks.
 Highlighted in the LP the different
group activities as teaching strategy
used targeting the literacy and
numeracy skills of the students.
 PPT presentation and video clip were
also used for engaging group activity
addressing students’ literacy and
numeracy skills.
 Highlighted in the LP the group
activities/tasks that promote critical
and creative thinking and HOTS.
ANNOTATION
 Knowledge about equations and
fundamental operations, using of
chart, and citing family values in
using polite words in asking
permission
 Use of social media and interactive
lesson for the Quiz bowl strategy
 During the motivation, activity, and
abstraction phases, literacy and
numeracy skills were enhanced.
Students were able to compute for
the equations using fundamental
operation knowledge which
addresses numeracy, then using
which they were able to come up with
a concept about the topic which
addresses literacy.
 The reading, speaking, listening and
viewing skills of the students were
also developed through following the
various tasks instructions in working
the activities- from Computing, group
reading/reacting, reporting, to
watching the video, and Quiz bowl
game.
 Variation from Group, to pairing, to
individual activity is evident
 There is variation in teaching
approach from group work, to pair
work and individual tasks to cater the
social learning mode of the learners.
 Figuring out the motivational activity,
the Activity and Analysis phase of the

4. Manages classroom structure to engage learners,
individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of
physical learning environments.
5. Manages learner behavior constructively by
applying positive and nonviolent discipline to
ensure learning-focused environments.
6. Plans, manages and implements
developmentally sequenced teaching and
learning processes to meet curriculum
requirements and varied teaching contexts.
lesson activates critical thinking skills
which was further supplemented
during the Application phase of the
lesson whereupon they were asked
HOTS questions to validate their
answers and then relate it to other
discipline. Analysis phase of the
lesson thus further highlighted the
part where students were made to
think critically.
 How and Why questions were also
employed.
 Lesson Plan  Highlighted in the LP the activities that  Group activities in motivation and
 Performance Tasks engage learners both in pair, individual activity, and analysis and pairing
and or in group tasks. activity in the Application phases of
the lesson enable the students to
explore, discover and perform hands-
on activities.
 Variation from Group tasks to, pair, to
individual task is evident from
Motivation phase up to Application
and Evaluation phase.
 Lesson Plan  Highlighted in the LP the part where  In the daily routine part of the lesson,
 Performance Tasks the teacher applies positive, the teacher presented the house
appreciative and non-violent discipline. rules that will be applied all
throughout the lesson.
 The teacher also give appreciative
remarks to students especially when
correct answers were given.
 Students were allowed to express
their ideas in own dialect so sharing
of ideas and thoughts will not be
impeded.
 Lesson Plan  Highlighted in the lesson plan the  The presentation of the lesson
 Performance Tasks developmentally sequenced delivery of starting from the motivation up to the
the lesson. evaluation also promotes
developmentally appropriate learning
experience in which the students start

9. Designs, selects, organizes, and uses  Lesson Plan
diagnostic, formative and summative assessment  Performance Tasks
strategies consistent with curriculum requirements
MAILYN A. TIONGSON
Signature over Printed Name of the Observer
 Highlighted in the lesson plan the
transition of the lesson from motivation
down to Evaluation wherein
diagnostic, formative and summative
assessment are employed.
REY S. VISTAL
Signature over Printed Name of the Teacher
with the discovery of the lesson
(motivation) until the mastery of the
lesson as proven in the evaluation
part.
 Background knowledge of the
students were tested first in the
priming activity, then in the activity
and analysis part, their on the spot
responses are being processed and
checked leading to generalization of
the concept about the modals in the
abstraction. After which, their
knowledge were being test in the
application part to see how far they
have learned whereupon this is being
supplemented or enhanced
formatively in the evaluation part.