Department of Education
Region III
SCHOOLS DIVISION OFFICE OF BATAAN
SDO ORANI - ANNEX
TAPULAO ELEMENTARY SCHOOL
SCHOOL ID: 104673
OBSERVATION NOTE FORM
OBSERVER: ALFREDO E. DE LEON
Teacher Observed: SCACY C. BUGAY
Subject Taught: FILIPINO Grade Level: FIVE
GENERAL OBSERVATIONS
What to observe
SITUATION
(Focus and observe closely the context and
teaching episode i.e. learning environment,
motivation, presentation of the lesson,
evaluation, others in the lesson)
TASK
(Focus and observe closely the Teacher’s action
in particular Situation described above.)
ACTION
(Focus and observe closely the learners’
actions relative to the Teacher’s Task
described above)
RESULT
(Focus and observe the end results or
outcomes of the Teacher’s Task and
Learners’ Action described above in both
quantitative (i.e. 85% of the learners were
able to identify nouns) and qualitative (most
of the learners actively participated in the
class).
General Comments for Teacher Support
COT- RPMS
Date: NOVEMBER 12, 2019
Quarter: THIRD QUARTER
Time Started: 1:00 PM
Time Ended: 1:50 PM
Observations (Record in detail if possible)
Ika-limang baitang sa klase ng asignaturang Filipino na may 32
mag-aaral (2 may liban) na nakaupo sa sapat na bilang ng upuan sa
maalialas at maayos na silid-aralan.
The Teacher:
a. Pagkakaroon ng balik-aral tungkol sa Pang-angkop.
b. Paggamit ng larawan gamit ang telebisyon bilang
pagganyak sa mga mag-aaral.
c. Pagpapabasa ng teksto at pagtatanong tungkol dito
upang matiyak kung naintindihan ang binasa.
d. Paggamit ng mga pangungusap na ginagamitan ng
pangatnig at pagpapatukoy nito.
e. Pagkakaroon ng pangkatang gawain.
f. Pagtalakay sa aralin
g. Pagkakaroon ng paglalapat sa pamamagitan ng
pagbibigay ng sitwasyon at pagsagot ng mag-aaral
base sa kanilang karanasan gamit ang Pangatnig.
The Pupils:
a. Pagkiki-isa sa pangkatang gawain.
b. Pakikilahok sa talakayan.
c. Pagbabahagi ng karanasan sa loob ng klase.
85% ng mag-aaral ay nagamit ng wasto ang mga Pangatnig sa
sarili nilang pangungusap.
88% ng mag-aaral ay masiglang nakikilahok sa talakayan sa klase.
Mahusay na stratehiya ang paggamit ng telebisyon at paggamit ng
sariling kasaranasan upang mas matutunan ng mga mag-aaral ang
leksyon. Mainam na nagkaroon ng pangkatang gawain upang
 malinang rin ang kanilang kalinangang sosyal.

ALFREDO E. DE LEON
Signature Over Printed Name of Observer

Department of Education
Region III
SCHOOLS DIVISION OFFICE OF BATAAN
SDO ORANI - ANNEX
TAPULAO ELEMENTARY SCHOOL COT- RPMS
SCHOOL ID: 104673

Observer: ALFREDO E. DE LEON Date: NOVEMBER 12, 2019

Name of Teacher Observed: SCACY C. BUGAY Time: 1:00-1:50 PM
Subject & Grade level Taught: FILIPINO V

RATING SHEET
Teacher I-III

Observation: 1 2 3 4
Direction for the Observer:
1. Rate each item on the checklist according to how well the teacher performed during the classroom observation. Mark the appropriate column with a
(/) mark.
2. Each indicator is assessed on an individual basis, regardless of its relationship of other indicators.
3. Attached your observation notes to the completed rating sheet.
COT Indicator Observation Period
No. THE TEACHER: 1 2 3 4
Applies knowledge of content within and across curriculum
1 teaching areas
Uses a range of teaching strategies that enhance learner
2 achievement in literacy and numeracy skills
Applies a range of teaching strategies to develop critical and
3 creative thinking, as well as other higher-order thinking skills
Manages classroom structure to engage learners, individually or
4 in groups, in meaningful exploration, discovery and hands-on
activities within a range of physical learning environments
Manages learner behavior constructively by applying positive
5 and non-violent discipline to ensure learning-focused
environments
Uses differentiated, developmentally appropriate learning
6 experiences to address learners’ gender, needs, strengths,
interests and experiences
Plans, manages and implements developmentally sequenced
7 teaching and learning processes to meet curriculum
requirements and varied teaching contexts
Selects, develops, organizes, and uses appropriate teaching and
8 learning resources, including ICT, to address learning goals
Designs, selects, organizes, and uses diagnostic, formative and
9 summative assessment strategies consistent with curriculum
requirements
Other Comments:
Indicator List for Proficient Teacher

ALFREDO E. DE LEON SCACY C. BUGAY

Signature over Printed Name of the Observer Signature over Printed Name of the Teacher

K to 12 School TAPULAO ELEMENTARY SCHOOL Grade Level FIVE

Teacher SCACY C. BUGAY Learning area FILIPINO

Teaching Dates & NOVEMBER 12, 2019 Quarter 3RD

Time 1:00-1:50

I. OBJECTIVES
Naipapamalas ang kakayahan at tatas sa pagsasalita sa pagpapahayag ng
A. Content Standard
sariling ideya, kaisipan, karanasan at damdamin
B. Performance Standard Nakagagawa ng pangungusap gamit ang mga Pangatnig
C. Learning Competencies/
Objectives
Nagagamit ng wasto at angkop ang pangatnig F5WG-IIIh-11
(Write the LC Code for
each)
II. CONTENT Pangatnig
III. LEARNING Sipi ng Kuwento, Larawan, tsart, plaskard, aklat, DLP, Powerpoint
RESOURCES Presentation
A. References
1. Teacher’s Guide CG ph. 90
2. Learner’s Materials
Pages
3. Textbook Pages Komunikasyon p. 273-275
4. Additional Materials
from Learning
Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURES
Pakinggang mabuti ang bawat pangungusap habang binibigkas.Piliin ang
dalawang salitang pinag-ugnay ng pang-angkop. Tukuyin ang pang-
A. Reviewing previous
angkop na ginamit.
lesson or presenting the
1. 1. May dalawang anak si Ester.
new lesson
2. 2. Mabuting anak ang mga iyon.
3. 3. Nakatapos ng pag-aaral ang mga anak nila.
4. 4. Marunong ang mga bata.
5. 5. Laging nangunguna sa klase ang mga ito
B. Establishing a purpose
Magpakita ng mga larawan tulad ng tahong, talaba, tulya at iba pa
for the lesson
Ano-ano ang mga nasa larawan?
C. Presenting examples/
Bukod sa pagkain, anu-ano pa ang mga pwedeng paggamitan ng mga ito?
instances
b. Ipabasa ang sanaysay na may pamagat na ―May Pera sa Balat ng
of the new lesson
Talaba‖
D. Discussing new Ipasagot sa mga bata.
concepts 1. Ano ang sanhi at bunga ng red tide?
and practicing new 2. Anong uri ng sakit ang goiter?
skills #1 3. Saan-saang bayan sagana sa talaba?Ano kaya ang dahilan at sagana sa
 mga lugar na ito?
4. Noong kabataan ni Aling Sencia, paano sila kumikita kung bakasyon?
Isalaysay ito.
5. Anong ugali ang ipinakita ng mga kabataan sa paghihimay ng talaba?
Magagawa mo rin ba ang gayon? Sa paanong paraan?

E. Discussing new
concepts
and practicing new
skills #2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and
skills in daily living
H. Making generalizations
and
abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
Basahin ang mga pangungusap. Bigyang pansin ang mga salitang may
salungguhit.
1. Dahil sa linamnam ng lasa, kinagigiliwan ito ng balana.
2. Kahit saang lugar, nagkalat ang taniman ng talaba.
3. Kung panahon ng bakasyon, naghihimay kami ng talaba.
4. Kapag malakas kang maghimay, marami kang perang kikitain.
Bigkasin ang mga salitang may salungguhit.
Ano ang tawag sa mga salitang ito?
Ano ang pangatnig?
Bakit kailangang maging sanay ang bawat isa sa paggamit ng angkop na
pangatnig
Nakakain na ba kayo ng talaba o anumang lamang dagat? Ibahagi ang
inyong karanasan sa pagkaing ito gamit ang mga Pangatnig.
Sagutin ang sitwasyon gamit ang pangatnig.
Bakit mahalaga ang pagiging mapamaraan sa araw-araw na buhay?
Magbigay ng sitwasyon
Ang pangatnig na at, kaya, sapagkat, pero, ngunit, datapwat, dahil, upang,
kung habang, subalit, at kapag ay kataga o parirala o sugnay na ginagamit
sa pag-uugnay ng dalawang pangungusap, parirala o salita.
Punan ng angkop na pangatnig ang bawat patlang. Piliin sa loob ng
panaklong ang tamang sagot.
1. Nagbabasa siya __________ naghihintay. (upang, ngunit, habang,
datapwat)
2. Kumakain tayo __________ mabuhay.(ngunit, datapwat, upang,
habang)
3. Marahil naiinip ka na __________ ika‘y umalis. (ngunit, kaya, upang,
dahil)
4. Nakatulog siya __________ nagbabasa ng aklat. (dahil, upang, ngunit,
samantalang)
5. Umalis sila ng maaga __________ hindi mahuli. (habang, upang, dahil,
ngunit)
Mangalap ng mga salawikain. Tiyaking may pangatnig na ginamit dito.

A. No. of learners who

earned
80% In the evaluation
B. No. of learners who
require
additional activities for
remediation
C. Did the remedial
lesson work?
 No. of learners who
have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these works?
QL: 85 %
QN: 86 %
 COT-RPMS
TEACHER I-III

PRE-OBSERVATION CHECKLIST

OBSERVER: __ALFREDO E. DE LEON_____________________________ DATE: NOVEMBER 12, 2019

TEACHER OBSERVED: SCACY C. BUGAY QUARTER: THIRD QUARTER

SUBJECT & GRADE LEVEL TAUGHT: FILIPINO V

DIRECTIONS FOR THE TEACHER:

Put a check mark ( ) on the box provided for each indicator that you think is observable during your classroom teaching

THE TEACHER: Observable Indicators

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

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. Uses differentiated, developmentally appropriate learning experiences to address
learners’ gender, needs, strengths, interests and experiences
7. Plans, manages and implements developmentally sequenced teaching and
learning processes to meet curriculum requirements and varied teaching contexts

8. Selects, develops, organizes, and uses appropriate teaching and learning

resources, including ICT, to address learning goals
9. Designs, selects, organizes, and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements

SCACY C. BUGAY
Signature over Printed Name of the Teacher