SUPPORTING MOV FOR OBJECTIVE # 1 (KRA 1)

MOV 2 Lesson plans/modified DLLs developed highlighting integration of content

knowledge within and across subject areas

COT # 1 – SCIENCE 10 (Convection Current)

PART OF THE
SUBJECT AREA
LESSON PLAN ANNOTATION
INTEGRATED
HIGHLITED
Cloze test improves learners’ comprehension and
Evaluation English
analysis in constructing simple sentences.
Learners improve their mathematical skills in reading
Explore Mathematics temperature scales shown in thermometer and
computing the temperature difference.
COT # 2 – EARTH & LIFE SCIENCE 11 (Animal Reproduction)
The students were asked to read the following
Engage English sentences aloud to practice on their pronunciation
skills.
COT # 3 – MAPEH 7 (Festival)
The students were able to fit the pieces of puzzle
Explain Mathematics which helps them to practice logical thinking though
finding and using clues.
COT # 4 – PHYSICAL SCIENCE 12 (Lenses and Mirror)
Students participated the Mirror Challenge which they
Engage P.E
chose to make it as a dance challenge by group.
Students were tasked to form different word using the
letters in the Alphabet that do not flip when viewed on
Elicit English
the mirror. This widens the spectrum of student’s
vocabulary.
The students use protractor in measuring the angles of
Explain/Evaluate Mathematics
specific image location.
 SUPPORTING MOV FOR OBJECTIVE # 2 (KRA 1)
MOV 2 Lesson plans/modified DLLs used in teaching highlighting learner-centered
strategies that promote literacy and/or numeracy skills

COT # 1 – SCIENCE 10 (Convection Current)

PART OF THE
SUBJECT AREA
LESSON PLAN ANNOTATION
INTEGRATED
HIGHLITED
Cloze test improves learners’ comprehension and
Evaluation English
analysis in constructing simple sentences.
Learners improve their mathematical skills in reading
Explore Mathematics temperature scales shown in thermometer and
computing the temperature difference.
COT # 2 – EARTH & LIFE SCIENCE 11 (Animal Reproduction)
The students were asked to read the following
Engage English sentences aloud to practice on their pronunciation
skills.
COT # 3 – MAPEH 7 (Festival)
The students were able to fit the pieces of puzzle
Explain Mathematics which helps them to practice logical thinking though
finding and using clues.
COT # 4 – PHYSICAL SCIENCE 12 (Lenses and Mirror)
Students were tasked to form different word using the
letters in the Alphabet that do not flip when viewed on
Elicit English
the mirror. This widens the spectrum of student’s
vocabulary.
The students use protractor in measuring the angles of
Explain/Evaluate Mathematics
specific image location.
 SUPPORTING MOV FOR OBJECTIVE # 3 (KRA 1)
MOV 3 Instructional materials highlighting different teaching strategies that develop
critical and creative thinking and/or other HOTS

COT # 1 – PARTICLES OF MATTER

INSTRUCTIONAL
HOTS ANNOTATION
MATERIAL
To aid the students in wrapping-up things that they
PPT Creating
discovered, guide questions were given to facilitate and
Pg. 26-30 (Summarizes)
generate new meaning out of what they have learned.
The students were able to investigate the concept of
PPT
the lesson through hands-on activity such as
Pg. 20 Applying
experimentation. Students applied their prior
(discovery and
knowledge about particle nature of matter and they
Activity Sheet of the investigation)
were able to see how these concepts are evident in real
experiment
life situations.
PPT The students were tasked to show their analysis of their
Pg. 23 & Pg. 27 inferences in the experiment through an illustrative
Analysis presentation.
Students’ output (illustration)
(see attached
picture)
COT # 2 – POLARITY OF MOLECULES
Students now used their new learned concept in
PPT Creating
creating new product such as making a liquid rainbow
Pg. 19 (Reconstructs)
effect using solutions with different polarities.
PPT The students performed the experiment and asked to
Pg. 10-12 Analysis observe the reactions. Results were gathered through
(Analysis through answering certain questions that leads them to think
Activity Sheet of the observation) further and select appropriate term to best describe
experiment their observation.
The students were asked to determine the polarity of
PPT Applying molecules by calculating the rage of its polarity. This
Pg. 16-18 (Solving) activity requires the application of their prior
knowledge in solving mathematical problems.
COT # 3 – DIGESTIVE DISEASES
The students were tasked to write their own
PPT Creating experience same as what have been discussed in the
Pg. 25 (compose/writes) lesson and asked to describe the remedy that used to
overcome such disease.
The students were able to look into the cause of
PPT Analysis problem and draw a possible cause and effect scenario
Pg. 16-20 (Distinguish) to come up with a convincing case analysis.
The students answer questions related to their own
PPT Applying eating habits and pre-meal routine that might have or
Pg. 22 (Relates) caused them to experience the same digestive diseases
that highlighted in the lesson.
COT # 4 – THE WATER CYCLE
The students were tasked to create their own diagram
of water cycle using the materials given by the teacher.
PPT Creating
This activity tests the extent of students understanding
Pg. 30-31 (Creates/Designs)
of the lesson in crafting something from the
combination of learned skill and formulated concept.
A comic strips about water cycle was presented to the
PPT
Analysis class. They were able to analyse every situation and
Pg.
( distinguish) determine to which part of the water cycle it pertains
22-29
to.
Applying The students were asked as to how they could apply
PPT
(Relates) their knowledge in water conservation at home and at
Pg. 33-37
school.

SUPPORTING MOV FOR OBJECTIVE # 1 (KRA 2)

MOV 2 Lesson plans/modified DLLs highlighting various classroom management
strategies that engage learners in activities/tasks in different physical learning
environments
 COT # 1 – PARTICLES OF MATTER
PART OF THE
LESSON PLAN CLASSROOM MANAGEMENT STRATEGIES
HIGHLITED
 Setting up rules and reminders of DO’s and Don’ts
 Following strict time rules in finishing the activity
Explore  Giving positive feedback every after presentation of output
 Instructing students to group themselves into a workable setting where
they can collaborate and share their ideas.

COT # 2 – POLARITY OF MOLECULES

 Setting up rules and reminders of DO’s and Don’ts

 Following strict time rules in finishing the activity
Engage  Giving positive feedback every after presentation of output
 Instructing students to group themselves into a workable setting where
they can collaborate and share their ideas.
 Giving the students the change to explore and do their own ways in
Explore
accomplishing the task given.

COT # 3 – DISEASES OF THE DIGESTIVE SYSTEM

 Giving the students the change to express their ideas about the topic.
 Following strict time rules in finishing the activity
Elaborate  Giving positive feedback every after presentation of output
 Instructing students to group themselves into a workable setting where
they can collaborate and share their ideas.

COT # 4 – THE WATER CYCLE

 Setting up the mood of the class by ejecting energizer before the

Elicit
conduct of the class.
 Students discover how the video presentation connects with the day’s
Explore
lesson.
 Students were given the chance to express their own idea about the
Engage
lesson.
 Following strict time rules in finishing the activity
 Instructing students to group themselves into a workable setting where
Explain
they can collaborate and share their ideas.
 Giving positive feedback every after presentation of outputs
 SUPPORTING MOV FOR OBJECTIVE # 6 (KRA 2)
MOV 2 Lesson plans/modified DLLs developed highlighting differentiation in content,
product, process, learning environment or others according to learners’ gender, needs,
strengths, interests and experiences
COT # 1 – PARTICLES OF MATTER

PART OF THE
DIFFERENCIATED LEARNING
LESSON PLAN ACTIVITY HOW IT TRANSPIRE
EXPERIENCES
HIGHLITED
Students were given the chance to work
Tag Board
ELICIT SOCIAL/INTERPERSONAL with a pair which a good point for
Raising
students who learn better with a peer.
The activity helped to bridge auditory
learners to the context of the lesson and
ENGAGE AUDITORY Story Telling
draw into their minds a more animated
view of the concept.
The activity were able to cater the need of
the students who learn best when sensory
EXPLORE PHYSICAL/HANDS-ON LAB Experiment
experiences are involved in the learning
process.
EXPLAIN VISUAL Drawing Spatial understanding were experienced
 by visual learners through drawing.

COT # 2 – POLARITY OF MOLECULES

Geometric figures are troublesome for

students who are not good in numeral
ELICIT VISUAL Picture Analysis
figures but lean better when number is
paired with picture.
The activity were able to cater the need of
the students who learn best when sensory
ENGAGE PHYSICAL/HANDS-ON LAB Experiment
experiences are involved in the learning
process.
This activity excites mathematical students
in dealing with the presented concepts.
EXPLORE LOGICAL Problem Solving
This also gives opportunity in enhancing
their reasoning skills.
Students who were not good in expressing
Simple themselves during the class will have the
ASSIGNMENT SOLITARY
Investigation opportunity to investigate and learn things
own their own.

SUPPORTING MOV FOR OBJECTIVE # 5 (KRA 2)

MOV 1 Manage learner behaviour constructively by applying by applying positive and
non-violent disciple to ensure learning-focused environments.
COT # 1 – PARTICLES OF MATTER
PART OF THE
LESSON PLAN CLASSROOM MANAGEMENT STRATEGIES STATEGIES OBESERVED AT LEAST 4 LESSONS
HIGHLITED

 Setting up rules and reminders of DO’s  Setting house rules

and Don’ts
 Following strict time rules in finishing the  Ensuring learner’s active participation
activity  Providing Feedback
Explore  Giving positive feedback every after
presentation of output  Allowing learners to express their
 Instructing students to group themselves ideas
into a workable setting where they can
collaborate and share their ideas.

COT # 2 – POLARITY OF MOLECULES

Engage  Setting up rules and reminders of DO’s  Setting house rules
and Don’ts
 Following strict time rules in finishing the  Ensuring learner’s active participation
 activity
 Giving positive feedback every after
 Providing Feedback
presentation of output
 Instructing students to group themselves
 Allowing learners to express their
into a workable setting where they can
ideas
collaborate and share their ideas.
 Giving the students the change to  Allowing learners to express their
Explore explore and do their own ways in ideas
accomplishing the task given.

COT # 3 – DISEASES OF THE DIGESTIVE SYSTEM

 Giving the students the change to  Giving equal opportunities to learn
express their ideas about the topic.
 Following strict time rules in finishing the  Ensuring learner’s active participation
activity  Providing Motivation
Elaborate  Giving positive feedback every after
presentation of output  Allowing learners to express their
 Instructing students to group themselves ideas
into a workable setting where they can
collaborate and share their ideas.

COT # 4 – THE WATER CYCLE

 Setting up the mood of the class by  Ensuring learner’s active participation
Elicit ejecting energizer before the conduct of
the class.
 Students discover how the video  Encouraging students to ask question
Explore presentation connects with the day’s
lesson.
 Students were given the chance to  Allowing students to express their
Engage
express their own idea about the lesson. idea
 Following strict time rules in finishing the
activity
 Instructing students to group themselves
Explain into a workable setting where they can
collaborate and share their ideas.
 Giving positive feedback every after  Providing Motivation
presentation of outputs