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 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.
Performance standard The learners create artworks showing the characteristics elements of the arts of Southeast
Asia.
Learning Competencies/ At the end of the period, the leaner should be able to:
Objectives.
Appreciate the artifacts and art objects in terms of their utilization and their distinct use of art
Write the LC code for each 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
 SEMI – DETAILED LESSON PLAN
MATHEMATICS

GRADE – 9 QUARTER TIME

Second Quarter
Valiant 10:20 – 11:08
Week 6

DOMAIN DATE Septembe 25, 2018

I – OBJECTIVES
Content Standard The learner demonstrates understanding of the key concepts of variations and radicals.

Performance standard The learner is able to formulate and solve accurately problems involving radicals.
Learning Competencies/ At the end of the lesson, 80% of the students should be able to:
Objectives. 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.
Write the LC code for each
M9AL-IIf-1
II. CONTENT Lesson 2 RADICALS
III. LEARNING RESOURCES
References
1.Teacher’s Guide pages
2.Textbook pages 251-256
3.Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources BEAM Second year,Module 10 Chapter 6 Radical Expressions;pp.150-151(TG)
IV. PROCEDURE
Preparatory Activity Daily routine.
A. Reviewing Previous Lesson A. Review the laws of zero,negative integral,and rational exponents.
or Presenting New Lesson 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?
B. Presentation of the New Activity 1:
Lesson Materials needed: Worksheet 323 3
√3² √
Instruction: Fill in the boxes with the correct expression.
C. Lesson Proper 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.
D. Discussing New Concepts Checking of results
and Practicing New Skills#1 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?
E. Discussing New Concepts Lead the students to write radical expressions to exponential expressions.
and practicing New Skills #2 Allow the students to discuss with their groups how the given radical expressions were written as
rational expressions.
F. Developing Mastery (Leads Checking of results.
To Formative Assessment 3) 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 Questions to Ponder (Post-Activity Discussion)
of Concepts and Skills in Daily Let the students give their own idea to the questions posed in the opening activity.
Living Let the students cite real-life situations where radicals can be illustrated and applied.
H. Making Generalization and Lead students to a discussion as to the step-by-step process that they can create to write expressions
Abstractions about the lesson with rational exponents and vice versa.
I. Evaluating Learning Worksheets will be provided to be answered by group.
J. Additional Activities for Ask students as to the difficulties they have encountered while rewriting.If there are then what are their
Application or Remediation plans to overcome it.
If possible let them write it in their journal for further reference.
Simplify the following:
V – AGREEMENT 3
1. √16
3
2. √40
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 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: September 25, 2018

 SEMI – DETAILED LESSON PLAN
MATHEMATICS
Second Quarter
GRADE – 9 QUARTER TIME 10:20-11:08
Week 7
Valiant
DOMAIN DATE December 10, 2018

I – OBJECTIVES
Content Standard The learner demonstrates understanding of key concepts of
quadrilaterals(parallelograms,trapezoids,kites) and triangle similarity.
Performance standard The learner is able to investigate,analyse, and solve problems involving
quadrilaterals(parallelograms,trapezoids,kites) and triangle similarity through appropriate and accurate
representation.
Learning Competencies/ At the end of the lesson, 80% of the students should be able to;
Objectives. 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
Write the LC code for each
II. CONTENT GEOMETRY
Module 6 Similarity
III. LEARNING RESOURCES
References
1.Teacher’s Guide pages
2.Textbook pages 374-376
3.Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources 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)
IV. PROCEDURE
Preparatory Activity Daily routine
 PICTURE ANALYSIS
A. Reviewing Previous Lesson Pose the following questions:
or Presenting New Lesson 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?
B. Presentation of the New Show pictures of buildings, trees, and houses and let the students tell if there is a concept on similarity
Lesson they can mention in the photos.
C. Lesson Proper 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.
D. Discussing New Concepts Allow group leaders to discuss the answers for numbers 6-14 of Activity 9: SSS Similarity Theorem
and Practicing New Skills#1 and Its Proof;(pp. 371– 372).
E. Discussing New Concepts Follow up their answers and explain.
and practicing New Skills#2 Lead them to Activity 10: SAS Similarity Theorem and Its Proof;p.374-375.
F. Developing Mastery (Leads Choose four (4) students to answer numbers 10-13 in Activity 10;p.375.
To Formative Assessment 3) Process their answers..
G. Finding Practical Application Questions to Ponder (Post-Activity Discussion)
of Concepts and Skills in Daily Let the students give their own idea to the questions posed in the opening activity.
Living
H. Making Generalization and How did you find the activity?
Abstractions about the lesson 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?
I. Evaluating Learning 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