Chapter 1 Action Research

Action Research
Action research is a research method that aims to simultaneously investigate
and solve an issue. In other words, as its name suggests, action research conducts
research and takes action at the same time. It was first coined as a term in 1944 by
MIT professor Kurt Lewin.
A highly interactive method, action research is often used in the social
sciences, particularly in educational settings. Particularly popular with educators as a
form of systematic inquiry, it prioritizes reflection and bridges the gap between theory
and practice. Due to the nature of the research, it is also sometimes called a cycle of
action or a cycle of inquiry. - Tegan George (2023)
Action research as living knowledge, Jean McNiff reminds us that “there is no
such ‘thing’ as ‘action research’” (2013, pg. 24). In other words, action research is
not static or finished, it defines itself as it proceeds.
action research refers to a wide variety of evaluative, investigative, and analytical
research methods designed to diagnose problems or weaknesses—whether
organizational, academic, or instructional—and help educators develop practical
solutions to address them quickly and efficiently. Action research may also be
applied to programs or educational techniques that are not necessarily experiencing
any problems, but that educators simply want to learn more about and improve. The
general goal is to create a simple, practical, repeatable process of iterative learning,
evaluation, and improvement that leads to increasingly better results for schools,
teachers, or programs. – Koshy (2015).
https://www.edglossary.org/action-research/
THREE SAMPLES OF ACTION RESEARCH

Annotation:
This action research entitled Project FALA (Fostering Active Learning
Activities) among Grade One Learners of Our Lady of Lourdes Elementary School in
Developing Critical Thinking Skills (Maricel M. Mahusay, Teacher I) focuses on
developing critical thinking of Lady of Lourdes Elementary School. Given the large
number of learners, this research is beneficial in strengthening and developing
critical thinking as well as determining their ability level. The results are submitted to
the preparation of an appropriate intervention and action planning that will be
congruent to their requirements and abilities. In light of the action research's findings,
mother tongue has increased to seven percent (7) points, while mathematics has
increased to four (4) points. This could mean that the resources and exercises
offered during class discussion promote learning in which students can engage with
one another and become proficient in the content. During the session, students
started to participate actively and showed interest. As a result, it can assist the
stakeholders in thinking beyond their area of expertise.

https://www.depedbinan.com/media/research/MARICEL_MAHUSAY_Project-FALA-
IMRAD-Format.pdf
Annotation:
This action research is entitled The Reading Difficulties of Grade One Pupils.
Macatoc Elementary School (Kamille Kay Q. Tamor, Master Teacher I) focuses on
teaching reading comprehension to non-readers. This research is helpful in grade
school, especially since the learners are non-readers. Most pupils in grade one
experience difficulty learning how to read. They have difficulty learning phonetics,
syllables, and words. Some of them were scared to attend classes when reading
lessons started. Due to this situation, some of them drop out of school and do not
continue until the next school year begins. With this in mind, the majority of
respondents fell into the non-reader and frustrated categories. Nearly every
respondent was struggling to read or was having trouble picking up the skill. This
implies the student respondents struggle with reading accurately, quickly, and
appropriately. They lacked adequate expression, read haltingly, and lacked
confidence, whether reading loudly or silently. As a result, it can assist the kids and
stakeholders in becoming readers.

https://www.researchgate.net/publication/
326395553_ACTION_RESEARCH_IN_READING?
fbclid=IwAR2iSnEuaH3skTdLV1uW5H95zD-WgvvgyZhOLdN7bXBT9z972X-
1mXj7V_4
Annotation:
This action research project, Effect of Technology on Enthusiasm for Learning
Science (Jane L. Hollis), focuses on the effect of technology on students’ enthusiasm
for learning science (both at school and away from school). Pre- and post-student
and parent surveys, student and parent written comments, and teacher observations
were used to record changes in enthusiasm for learning science during a six-week
study period. This research is helpful to all students, especially those who don't know
how to use technology. In this study, students had the opportunity to use assorted
multimedia technology as they explored a segment of the middle school science
curriculum. With the result of this action research in mind, the pre- and post-study
attitudinal surveys show an increase in my students’ enthusiasm for learning science
(see Table 1 on the following page). In the pre-study survey, 75% of the students
were enthusiastic or very enthusiastic about learning science, while the post-study
survey showed 96% of the students enthusiastic or very enthusiastic about learning
science. When the students were asked how enthusiastic they were about doing
science away from school, their responses showed a decrease in enthusiasm for
learning science away from school after the study as compared to pre-study data.
Thus, it can help the stakeholders use technology and become knowledgeable about
it.
CHAPTER 2 INSTRUCTINAL PLANNING

Rechienel B. Mabandos
BEED IV

OBJECTIVES
At the end of the lesson, student should be able to:
a. Identify the adjectives,
b. construct a sentence using adjectives,
c. express feeling and reactions in the story.
II. SUBJECT MATTER
Topic: Adjectives
Materials: PowerPoint presentation, Big Book
References: Academia.com and module
III. LEARNING PROCEDURES
1. Drill
2. Review
Class, what did we study last time?
What is verb?
Can you give me an example of verb?
3. Motivation
Now class we are going to read a story entitled “The Ant and the grasshopper by
Aesop.

Direction: Students will arrange the jumbled words.

Grass The Ant the

 and hopper

B. Developmental Activities
1. Activity
Let us answer the following question.
1. Who are the character of the story?
2. What words can you describe to ant and grasshopper?
3. Why were the ants storing for themselves?
4. Why did the grasshopper did not store anything?
5. What is your reaction to the story?

2. Analysis
Match the following words in Column A to Column B.

1. Chirped a. gathering
2. Pitied b. large amount
3. Hopped c. high-pitched sound
4. Harvest d. jumping
5. Plenty e. sorrow

3. Abstraction
Adjective is a part of speech that describes a noun or a pronoun.
Adjectives are descriptions of looks, sizes, lengths, smells, sounds, tastes, texture,
or odors.

These are some examples of adjectives.

Color Size Shape

black big huge boxy oval
blue large little round square
coral short triangle
green
pink
Odor Texture
Taste
flower bumpy furry
bitter sour
fresh slimy
sweet tangy
musty salty smooth
tart
stinky squishy
 Sound
Number Weather
Faint loud
few fifty clear dry
harmonious
many sparse foggy rain
pleasant quite
two windy
triangle

4. Application
Form a four groups, each group will construct five sentence using this pictures.

Group 1

Group 2

Group 3

Group 4
IV. EVALUATION
Read the sentences carefully and underlined the adjectives.
1. She went to the parlor to have long hair.
2. We saw noisy children.
3. Tall trees lined our street.
4. Andrei painted small pictures.
5. Gisselle grew beautiful roses in pots.
6. My friends sang happy songs.
7. Dangerous snakes filled the dark pits.
8. Her father worked for big companies.
9. The nurses where clean uniforms.
10. Heavy rains soaked empty playground.

V. AGREEMENT/ASSIGNMENT
For your assignment, give an example of adjective and it in your own words.
Rechienel B. Mabandos
BEED IV
SEMI-DETAILED LESSON PLAN
IN MATHEMATICS 4

I. Objectives
At the end of the lesson, the students should be able to:
a. Add similar fraction;
b. enumerate the steps in adding similar fraction; and
c. solve word problems involving addition of similar fraction.
II. Subject Matter
Topic: Addition of similar fractions
Materials: laptop, books, visual aids, pictures, tapes
References: The new mathematics adventure 6 by Francisco B. Tabifranca Jr.

III. Procedure
A. Preliminary activities
1. Prayer
2. Greetings
3. Checking attendance
B. Review
 Ask the pupils about the topic yesterday
C. Motivation
 I will play a song “Do you wanna add same fractions?” with the tune of” Do
you wanna build a snowman” in the frozen movie.
D. Lesson proper
The teacher will present a topic and an example.

Maine jogs regularly. She jogged 1/6 km then

she saw a friend. She jogged another 2/6 km
then she stopped for a while. How many
kilometers have she jogged?
Using the example word problems.
Also in adding similar fractions, we have enumerate these steps to be followed.
1. Add the numerators
1 2 3
6 6 6
2. Copy the same denominator
1 2 3
6 6 6
3. Reduce the sum to lowest terms whenever possible
1 2 3 or 1
6 6 6 2
Another problem

Juan is Jose’s friend. He also jogs

regularly. Juan jogged 1/8 km. he saw a
dog and jogged another 3/8 km. how
many kilometers did he jogged?
E. Application
Practice exercises
III. GENERALIZATION
Based on our discussions, how do we add similar fractions?
IV. EVALUATION
Direction: Add the following similar fractions. Draw a shape and shade them to show
the following fractions. You can use any shade like pie, square, rectangle.

2 + 3
4 = 4

5 + 1
6 = 6

4 + 2
7 = 7

1 + 1
3 = 3

2 + 1
5 = 5
V. ASSIGNMENT
Answer “keep moving” on page 99 on your book.
Rechienel B. Mabandos
BEED IV
SEMI-DETAILED LESSON PLAN in Music 6

I. OBJECTIVES
At the end of the lesson, the students are expected to:
a. Remember the types of orchestra
b. Understand the orchestra
c. Apply orchestra in their life

SUBJECT MATTER
Topic: Orchestral Instruments
References: Verbal: Our world of MAPEH 6 Textbook,
https://www.google.com/search
Instructional Materials: Power point Presentation and Video
Presentation
SUBJECT MATTER
Topic: Orchestral Instruments
References: Verbal: Our world of MAPEH 6
Textbook,https://www.google.com/search
Instructional Materials: Power point Presentation and Video Presentation

PROCEDURE
A. Routine
 Prayer
 Greeting the class
 Checking of Attendance

MOTIVATION
 Let the learners watch a video presentation of an orchestra
 Ask the learners about the video they watched
  Ask them what instruments they saw

LESSON PROPER
Discussion
 What is orchestra?
-Orchestra is a group of instrumentalists, especially one combining string, wind,
brass, and percussion sections and playing classical music.
 The Instruments under orchestra are grouped into:
a. Percussion instrument is a musical instrument that is sounded by being struck or
scraped by a beater.
b. String instruments, stringed instruments, or chordophones are musical
instruments that produce sound from vibrating strings when the performer plays or
sounds the strings in some manner.
c. Wind instrument is a musical instrument that contains some type of resonator
(usually a tube), in which a column of air is set into vibration by the player blowing
into (or over) a mouthpiece set at or near the end of the resonator.

D. Application
 Group the class in to three (3).
 Ask them to create a sound of Percussion, String, and Wind Instruments.
 Ask them if they enjoyed the activity.

E. Generalization
 The Teacher will generalize the lesson through the following questions:
 What is an Orchestra?

IV.EVALUATION
Tell whether the following Musical Instruments Are Percussion, String, or Wind
 1. 6.

2.
7.

3. 8.

9.
4.

5. 10.

V.
ASSIGNMENT
Improvised Musical instruments out of recycled materials
and bring them next meeting.
V. ASSIGNMENT
Improvised Musical instruments out of recycled materials
and bring them next meeting.
V. ASSIGNMENT

 Improvised Musical instruments out of recycled materials and bring them next
meeting.
Rechienel B. Mabandos
BEED-IV
Semi-Detailed Lesson Plan in Science 4

I. OBJECTIVES

At the end of the lesson, the pupil will be able to:

a. Analyze the importance of the lungs;
b. Identify the functions of the lungs to the human body; and
c. Listen and cooperate to the discussion.

II. SUBJECT MATTER

Topic – what are the functions of the lungs.
Reference – Science 4, Evelyn S. Josue and Caridad G. Gaciraya,pp.104-105
Materials – manila paper, marker, ballpen, pencil.

III. Methodology

Review
 So, as a recap who can still remember our topic yesterday?
 Ok, our topic yesterday is all about the proper care of internal organs.

Motivation
 Now I have here a picture of the lungs showing the air movement inside the
body.
 Look at the picture and analyze it because I am going to ask you some
questions.
ACTIVITY
In a ½ crosswise answer the following questions.
 What is the main function of the lungs?
 What goes into your body when in hale? What gets out of your body when you
exhale?
ANALYSIS
 So, since you’re done we will now proceed to our topic which is the lungs or
what the functions of the lungs are.
 The lungs filter the oxygen that enters our body because it contains a filtering
structure to ensure that the heart receives clean oxygen from the lungs. The
carbon dioxide as a waste material of the body is removed from the body
through the lungs. The heart and lungs support each other to allow distribution
of nutrients and oxygen to all parts and the removal of carbon dioxide as a
waste product in the body.
ABSTRACTION
If you are listening I have questions.
 Is a lung important? What are the functions of these?
 So, the lungs is important because through lungs the waste materials of our
body is removed.

APPLICATION
 Find your partner because we will have our activity.
 Do this with your partner. Inhale and feel your ribs. Do this three times.
Observe as you inhale and exhale also observe your partner. Look at the
picture of the lungs showing the movement of air inside the body. Explain the
connection of what you did in relation to the picture.

IV. EVALUATION
Write an essay about the functions of the lungs. (10 pts).

V. ASSIGNMENT
Draw the lungs and label its part.

Rechienel B. Mabandos
BEED-IV
SEMI-DETAILED LESSON PLAN IN FILIPINO

I. Layunin
Pagkatapos ng ikalimang baiting, naipamalas ng mga mag-aaral ang
kakayahan sa pagbuo ng halimbawa ng pang-abay.
1. Natutukoy sa bawat pangungusap ang pang-abay na ginamit at ang uri nito,
2. nagagamit ang mga uri ng pang-abay sa pangungusap, at
3. naipapaliwanag ang pagkakaiba ng bawat uri ng pang-abay.

II. Paksang-Aralin
Aralin: Mga Uri ng Pang-abay
Kagamitan: PowerPoint Presentation, Cartolina, Video clip.
Sanggunian:

III. Pamamaraan
A. Balik-Aral:
Ano ang pang-abay?
B. Pagganyak Pangkatang Gawain:
Pangkatin ang klase sa tatlo. Magpakita ng isang video clip at sasagutin
ang mga sumusunod na tanong ng guro.
(Batang sumasayaw VIDEO CLIP)
Itanong:
a. Paano sumayaw ang bata?
b. Saan sumayaw ang bata?
c. Kailan sumayaw ang bata?

C. Pagtatalakay
Pang- abay
 Ang pang-abay ay nakikilala dahil sa kasama ito sa pandiwa, pang-uri o isa
pang pang-abay na bumubuo ng parirala.
 Naglalarawan sa pandiwa, pang-uri o sa iba pang pang-abay.
Halimbawa:
1. Malayang mamumuhay ang mga mamamayan.
Mga Uri ng Pang-Abay
1. Pang-abay na Pamanahon
Nagsasaad kung kailan naganap o magaganap ang kilos na taglay ng pandiwa.
 nang, sa, noong, kung, kapag, tuwing, buhat, mula, umpisa, hanggang
Halimbawa:
1. Kailangan ka bang pumasok nang araw-araw.
kahapon, kangina, ngayon, bukas, sandali at iba pa
Halimbawa:
Manonood kami bukas ng pambansang pagtatanghal.
araw-araw, taon-taon, oras-oras at iba pa.
Halimbawa:
Dinidilig araw-araw ng masipag na hardinero ang malawak na damuhan sa
paaralan.
2. Pang-abay na Panlunan
Tumutukoy sa pook na pinangyayarihan o pangyayarihan ng kilos ng
pandiwa.
kay o kina
Kapag kasunod ay pantanging ngalan ng tao.
sa
Kapag kasunod ay pangngalang pambalana o panghalip.

 kay + pangngaalang pantanging ngalan ng tao

Halimbawa: Tumawag siya kay Fely upang ipagbigay-alam ang nangyari.

 kina + pangngaalang pantanging ngalan ng tao

Halimbawa: Nagpaluto ako kina Aling Ingga ng masarap na keyk para sa iyong
kaarawan.
  sa + pangngalang pambalana
Halimbawa: Maraming masasarap na ulam ang itininda sa kantina.

 sa + pangngaalang pantangi na di ngalan ng tao

Halimbawa: Maraming nagsasaliksik sa U.P., sa Ateneo at sa PNC tungkol sa wika.

 sa + panghalip na panao
Halimbawa: Ninawagan sa amin ang mga nasalanta ng bagyo.

 sa + panghalip pamatlig
Halimbawa: Nagluto sa ganito ang kanyang ina.

Maaring sundan ng pariralang pusisyunal na pangngalan at ng.

Halimbawa: Nakita ko ang hinaharap mo sa likod ng kabinet.

3. Pang-abay na Pamamaraan
Naglalarawan kung paano naganap o magaganap ang kilos na ipinahahayag ng
pandiwa o ng isang kayariang hango sa pandiwa.
Panandang nang.
Halimbawa:
Kinamayan niya ako nang mahigpit.

Panandang na/-ng
Halimbawa:
Bakit siya umalis na umiiyak?
Tumawa siyang parang sira ang isip.

Paglalapat
Papangkatin ang klase sa tatlo at sasagutin ang pagsasanay na ibibigay ng guro.
Panuto: Ilagay ang mga pang-abay sa tamang kahon na kinabibilangan nito.
Paglalahat
a. Ano ang uri ng pang-abay?
b. Anu-ano ang mga pinagkaiba ng mga ito?
c. Magbigay ng halimbawa ng pang-abay at gamitin ito sa pangungusap.

IV. Pagtataya
Panuto: Isulat sa patlang ang titik PR kung ang pang-abay na may salungguhit ay
pangabay na pamaraan, PN kung ito ay pang-abay na pamanahon, o PL kung ito
ay pang-abay na panlunan.
______1. Tuwing alas - Kwatro ng umaga gumigising si Marites.
______2. Naglalaba ng mga damit si Marites araw-araw.
______3. Nakita ko siyang bumili ng sabong panlaba sa tindahan.
______4. Matiyagang pinapaputi niya ang mga uniporme ng kanyang mga anak.
______5. Si Ate Lanie ay naghahanda ng almusal sa kusina.
_____6. Masarap magluto ng Adobo si Ate Lanie.
______7. Tumungo sa hapag-kainan ang buong mag-anak.
______8. Darating na maya maya ang mga bata mula sa paaralan.
______9. Naglakad nang matulin ang magkapatid.
______10. Dali-daling tumakbo si Nena sa kanyang nanay.

V. Takdang-Aralin
Panuto: Isulat ang tamang uri ng pang-abay ang mga sumusunod:
______1. Niyakap ni Marites nang mahigpit si Nena.
______2. Nahalata ni Natasha ang merienda sa ibabaw ng mesa.
______3. “Nagkaroon kami ng maikling pagsusulit kanina,” sabi ni Nena.
______4. “Naunawaan mo ba nang mabuti ang leksiyon?” tanong ni Marites.
______5. Pumunta muna si Allena kina Jacky dahil may hihiramin siyang aklat.
______6. Nagsisimba ang buong pamilya tuwing Linggo.
______7. Binibisita nila ang kanilang nanay at tatay buwan-buwan.
______8. Nakatira ang lolo at lola nila sa isang subdibisyon sa Barangay ng San
Lorenzo.
______9. Masayang nakipagkuwentuhan si Lolo berting sa kanyang mga apo.
______10. Nangako ang mga bata na tatawag sila sa telepono bukas.

Rechienel B. Mabandos
BEED-IV
Semi-Detailed Lesson Plan in Araling Panlipunan 2

I. Layunin
Pagkatapos ng ikalimang baiting, ang mga bata ay inaasahang;
A. Nakatutukoy ng mga tungkulin ng mga sumusunod: guro, pulis, brgy. Tanod,
bumbero, nars, atbp,
B. naipapakita ang gingawang paglilingkod sa komunidad sa iba’t-ibang masining
na pamamaraan, at
C. nabibigyang-halaga ang mga naglilingkod sa komunidad.

II. NILALAMAN
Sanggunian: AP2PKK-IVa-2
Mapagkukunan: Modyul sa ika-lawang pangkat, Aklat
https://clipartstation.com/guro-clipart /https://clipartstation.com/barangay-tanod-
https://making-the-web.com/police-cliparts http://clipart-library.com/clipart/freman-
clipart-
III. PAMAMARAAN NG PAMPAGKATUTO
A. Panimulang Gawain
1. Drill/Pagsasanay
2. Balik-aral
Ano ang nakaraan nating tinalakay?
Ano ang kahulugan ng paglilingkod?
3. Pagganyak
Iarte at Ipahula
Magpakita ng mga larawan sa mag-aaral at ipahula sa kanila kung ano ang mga
paglilingkod ang nakikita nila sa larawan.

Guro Brgy. Tanod

Pulis Bumbero

Nars
B. Mga Gawaing Pampaunlad

1. Unang gawain

Panuto:
Panuto:
Iguhit ang bituin ( ) kung wasto ang isinasaad ng pangungusap at bilog ( )
C
naman kung hindi. Ilagay ang tamang sagot sa sagutang papel.

1. Pangongolekta ng basura ang tungkulin ng mga basurero.

2. Ang tungkulin ng mga kaminero ay magpanatili ng kaayusan sa komunidad.
3. Ang komadrona ang katuwang ng doctor sa panganganak.
4. Tungkulin ng tubero ang magkumpuni ng mga bahay at gusali.
5. Ang paggagamot ng mgay sakit ang tungkulin ng doctor.

2. Pagsusuri
Pangkatang Gawain

I- Collage
Buuin ang larawan at ilahad ito sa klase.

Guro

II- Iarte mo
Gayahin kung paano naglilinkod ang tungkulin ng isang bumbero
 May nasusunog na
bahay.
Nagkakagulo ang
isang lugar.
Dumating ang mga

III- lugnay mo
Pag-ugnayin ang mga larawan at paglilingkod na kanyang ginagawa sa hanay A
at sa hanay B.

Hanay A. Hanay B.

*Nagtuturo sa mg bata
sa paaralan.

*Tagapagligtas

*Nagsusugpo ng sunog sa
mga bahay at gusali.
 *Katulong ng kapitan
ng barangay

*Nag-aalaga ng maysakit

*Dumadakip ng masasamang
Tao.

*Nanghuhuli ng esda sa
dagat

IV- Isulat ang mga ginagawa ng sumusunod na komunidad gamit ang tsart.

Rubrics batayan sa angkop na marka sa bawat pangkat gamit ang rubrics para
sapangkatang gawain.

Batayan Pangkat Pangkat Pangkat Pangkat

 1 2 3 4
1. Kasiya-kasiya ang
ginawang pag-uulat ng
pagpapaliwanag ng
tagapag-ulat

2. Mahusay na nakasunod
sa ipinagawa ng guro ang
pangkat.

3. Napukaw ng tagapag-
ulat ang
atensyon/damdamin.

4. May sapat na kaugnayan

ang kasugutan sa paksang
tinalakay.

5. Nakiisaang bawat kasapi

ng pagbuo ng Gawain.

3. Abstraksiyon

Mga tao na naglilinkod sa komunidad.

1. Guro- Ang guro ay nag tuturo sa mga sa paaralan.

2. Bumbero- Ang bumbero ay nagsusugpo ng sunog sa

mga bahay at gusali.

3. Nars- Ang nars nagaalaga ng may sakit.

4. Barangay tanod- Ang barangay tanod ay siyang katulong ng Kapitan sa

barangay.
5. Pulis- Ang pulis ay dumadakip ng masasamang tao.

4. Paglalapat

Anong gusto mo sa iyong paglaki balang araw?

Halimbawa: Guro, Pulis, bumbero, Nars, Brgy. Tanod, Bakit?

Ito tatandaan niyo mga bata kahit ano pa kayo kung gusto niyo maging pulis o
bumbero kahit may kapansanan kapa o wala tandaan niyo ang pagsisilbi sa bayan o
komunidad ay walang pinilpili na tao basta mangaral ang trabaho at masipag kang
tao. Lahat tayo ay pantay pantay kung ano ang mamagawa niya ay magagawa mo
rin kahit may kapansanan ka.

IV. Ebalwasyon/Pagtataya

Pag-ugnayin ang tagapaglinkod at paglilingkod.

Isulat ang letra ng tamang sagot.

a. guro b. nars c. brgy. Tanod

d. bumbero e.tubero f. Pulis

______1. Nagtuturo sa mga mag-aaral.

______2. Nagaalaga sa may sakit.

______3. Nagpapanatili ng kaayusan at kapayapaan sa kimunidad.

______4. Tumutulong sa kapitan ng barangay para sa kaligtasan ng mga tao sa

komunidad.

______5. Tumutulong sa pagsugpo ng apoy sa mga nasusunog na bahayan.

V. Takdang-Aralin
Umisip at isulat sa papel ang isang paraan ng pagtitipid na iyong ginawa.

CHAPTER 3 INSTRUCTIONAL RESOURCES

Lesson Proper & Activities (Lesson Plan in English 3)

Lesson Proper & Activities (Lesson Plan in Math 4)

Lesson Proper & Activities (Lesson Plan in Music 6)
Lesson Proper & Activities (Lesson Plan in Science 4)
Lesson Proper & Activities (Lesson Plan in Filipino 4)
Lesson Proper & Activities (Lesson Plan in Aralpan 2)
CHAPTER 4 INSTRUCTIONAL STRATEGIES
“Semi-Detailed Lesson plan Narrative writing”

SEMI-DETAILED LESSON PLAN IN ENGLISH GRADE 4

Students collaborate in small groups with the assistance of the teacher to complete
and shared learning objective. When the students collaborate, they develop

CHAPTER 5 CLASSROOM MANAGEMENT

The goal is to ensure all students feel a sense of belonging that is
characterized by trust, connection, and understanding, Cook and his colleagues
explain. For students with learning or behavioral problems, cultivating positive
relationships provided “protective effects” that helped them stay focused on learning.
Many experienced teachers know that making meaningful connections with
students is one of the most effective ways to prevent disruptions in the first place,
and a new study set out to assess this approach. In classrooms where teachers
used a series of techniques centered around establishing, maintaining, and restoring
relationships, academic engagement increased by 33 percent and disruptive
behavior decreased by 75 percent—making the time students spent in the classroom
more worthwhile and productive.
“Strong teacher-student relationships have long been considered a
foundational aspect of a positive school experience,” explains Clayton Cook, the lead
author of the study and a professor at the University of Minnesota. When those
relationships are damaged, student well-being may be affected, leading to academic
and behavioral problems.

1. Kids that won't pay attention

Isn't it annoying when you have students who just can't seem to listen? They can't
seem to follow directions or pay attention.
Solution:
o Change your teaching method or lesson plan. If they are not paying attention
there is usually a reason why and that is because something you're doing
stinks. It's not necessarily what, but maybe how you are doing it.
o Ask them questions about what you have just said, get them involved, have
them participate in an exercise or activity.
2. Students who are bored
Do you have students who are yawning or who are having a difficult time staying
awake?
Solution:
Usually that means they are not interested in what you are doing. It also could be
how you are doing it. Add more activities and games to your classes.
Choose topics that they are interested in.
3. Students who won't talk
Have you ever had students who just won't talk? And their only answer is silence?
Solution:
o Use pair work. Pair them up with someone else. They will feel less pressure.
o Start a sentence and have them finish it.
o Try role playing or a dialogue from a story. Then they will be pretending to be
someone else.
4. Kids that are talking when they shouldn't be
Isn't it frustrating when you have students who keep talking when you're talking? Or
maybe they're just talking about whatever they feel like and it's totally unrelated to
your lesson.
Solution:
o Does your lesson plan stink? If so change it.
o Change their seating. Separate the students who are talking.
5. Unmet Expectations
Every teacher has a set of expectations from their class. For instance, as a tutor, you
might want your students to keep the jokes at the door when you’re teaching. Or you
might want your students to be able to have fun with you during your class time but
also not expect any grace periods on assignments and tests. However, most
teachers worldwide struggle to meet their expectations in their classes.
Solution:
o Students are more likely to understand and respect your expectations when
they do not see them as outsiders, so you should include them in the
expectation generation process.
o You can do this by asking them what they expect from you and then telling
them what you expect from them. You can generate these class rules
together and put them up on the wall.