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This lesson focuses on initiating
conversations with peers. At the end of the lesson, you are
expected to initiate conversations with your peers in a variety of school or
home settings.
What is meant by initiating?
-Initiating means to begin.
What is meant by peers?
Someone at your own level, a person
of the same age, the same social position, or having the same abilities as the
person in a group.
In conversation, we can talk about
something that happened in the past, topics related to the future, or ask about
feelings, likes/dislikes, or interests.
The K to 12 Education Program uses standards and a competency-based
grading system. These are found in the curriculum guides. The minimum
grade needed to pass a specific learning area is 60, transmuted
to 75 on the report card. The lowest mark on the report card is 60 for
Quarterly Grades and Final Grades.
To supplement DepEd Order 12,
s. 2020 titled Adoption of the Basic Education Learning Continuity Plan
(BE-LCP) for School Year (SY) 2020-2021 in light of the COVID-19
Pandemic, DepEd Order No. 31, s. 2020 titled Interim Policy Guidelines
for Assessment and Grading in Light of the Basic Education Learning
Continuity Plan, discusses guidance on the assessment and student
learning and on the grading scheme to be adopted this school year which
is still basically anchored on DepEd Order No. 8, s. 2015 titled Policy
Guidelines on Classroom Assessment for the K to 12 Basic Education
Program.
How Is a Learner’s Progress Computed?
Kindergarten
DepEd
Order No. 15, s. 2016 shall be followed in grading kindergarten pupils’
progress. Checklists and anecdotal records are used instead of
numerical grades in both situations. These are based on learning
standards found in the Kindergarten curriculum guide.
Grades 1 to 12
To
evaluate student learning at particular points in each quarter,
summative assessments shall continue in the form of written works (at
least 4) and performance tasks (at least 4).
Written works shall
be administered to assess essential knowledge and understanding through
quizzes and long/unit tests. Items should be distributed across the
Cognitive Process Dimensions (DepEd, 2015,p. 4) using a combination of
selected-response and constructed-response formats so that all are
adequately covered.
Performance Tasks
Performance
tasks refer to assessment tasks that “allow learners to show what they
know and can do in diverse ways. They may create or innovate
products or do performance-based tasks [including] skill demonstrations,
group presentations, oral work, multimedia presentations, and research
projects. It is important to note that written outputs may also be
considered performance tasks” (DepEd, 2015, pp. 7-8). Thus, the rubric to be used must be clear to the learners.
Teachers may use existing rubrics or may contextualize one.
How Is Assessment Conducted Remotely?
Teachers must ensure that the following details are explained well:
a. Objectives of the assessment- Learners shall be informed about the kind and reason for the assessment.
b.
Roles of learners and parents/guardians- Due to various limitations
especially on the reliability of the assessment, it is very crucial to
orient the parents and learners on their roles—how and to what extent
parents can assist the learners.
c. Procedure and expected
timeline- The Weekly Home Learning Plan shall serve as a guide for both
parents and learners especially on the timeline and tasks to do. Online
teachers shall set a timeline depending on the context/ situation.
Teachers may adjust the set timeline in the LMS considering various
limitations.
d. Standards and Rubric- An analytical rubric is highly encouraged to better explain how the grading will be done.
Note: The teacher must consult the learners and when necessary, parents/guardians, to allow room for adjustments.
How Are Grades Computed at the End of the School Year?
Kindergarten
There
are no numerical grades in Kindergarten. Descriptions of the learners’
progress in the various learning areas are represented using checklists
and student portfolios. These are presented to the parents at the end of
each quarter for discussion.
Grades 1 to 12
Written
works and performance tasks shall be administered to assess the content
and performance standards that describe the knowledge, abilities, and
skills that the learners are expected to demonstrate. These tasks could
be designed to include the following:
a. Student’s Learning
Portfolio – This includes all the pieces of evidence of learning within
the grading period including self-reflections, self-evaluations of
performance tasks guided by rubrics, and self-selected outputs in
learning modules.
b. Minimum of four (4) written works and four (4) performance tasks
within the quarter, preferably one in two weeks integrating two or more
competencies.
c. All competencies should be covered by the performance tasks.
b. Minimum of four (4) written works and four (4) performance tasks within the quarter, preferably one in two weeks integrating two or more competencies.
c. All competencies should be covered by the performance tasks.
Weight Distribution of the Summative Assessment Components per Learning Area for Grades 1 to 10
Assessment Components
Language/ AP/ EsP
Science/ Math
MAPEH/ EPP/ TLE
Written Works
40%
50%
30%
Performance Tasks
60%
50%
70%
Weight Distribution of the Summative Assessment Components per Learning Area for Senior High School
Assessment Components
Core Subjects (Academic Track)
All Other Subjects
Work Immersion/Research/Business Enterprise Simulation/Exhibit/Performance
TVL/Sports/Arts and Design Track
Work Immersion/Research/Business Enterprise Simulation/Exhibit/Performance
Written Works
40%
40%
50%
30%
30%
Performance Tasks
60%
60%
50%
70%
70%
How Is the Learner’s Progress Reported?
The
summary of learner progress is shown quarterly to parents and guardians
through a parent-teacher conference, in which the report card is
discussed through the applicable platform. The grading scale, with its
corresponding descriptors, is described below. Remarks are given at the
end of the grade level.
90-100
Outstanding
85-89
Very Satisfactory (Passed)
80-84
Satisfactory (Passed)
75-79
Fairly Satisfactory (Passed)
Below 75
Did Not Meet Expectations (Failed)
DepEd Promotion and Retention
A final Grade of 75 or higher in all learning areas promotes the student to the
next grade level. The figures below specify the guidelines to be
followed for learners’ promotion and retention as stipulated in DepEd
Order No. 8, s. 2015.
Learners
Requirements
Decision
For Grade 1 to 3 Learners
Final Grade of at least 75 in all learning areas
Promoted to the next grade level
Did Not Meet Expectations in not more than two learning areas
Must
pass remedial classes for learning areas with failing marks to be
promoted to the next grade level. Otherwise, the learner is retained in
the same grade level.
Did Not Meet Expectations in three or more learning areas
Retained in the same grade level
For Grade 4 to 10 Learners
Final Grade of at least 75 in all learning areas
Promoted to the next grade level
Did Not Meet Expectations in not more than two learning areas
Must
pass remedial classes for learning areas with failing marks to be
promoted to the next grade level. Otherwise, the learner is retained in
the same grade level.
Did Not Meet Expectations in three or more learning areas
Retained in the same grade level
Must pass all learning areas in the Elementary
Earn the Elementary Certificate
Promoted to Junior High School Certificate
Must pass all learning areas in the Junior High School
Earn the Junior High School Certificate
Promoted to Senior High School
For Grade 11 to 12 Learners
Final Grade of at least 75 in all learning areas in a semester
Can proceed to the next semester
Did Not Meet Expectations in a prerequisite subject in a learning area
Must pass remedial classes for failed competencies in the subjects to be allowed to enroll in the higher-level subject
Did Not Meet Expectations in any subject or learning area at the end of the semester
Must
pass remedial classes for failed competencies in the subjects or
learning areas to be allowed to enroll in the next semester. Otherwise,
the learner must retake the subjects that failed.
Must pass all subjects or learning areas in Senior High School
Earn the Senior High school Certificate
E-Class Record Templates (DepEd ECR for
SY 2022-2023)
E-ClassRecord Templates (DepEd ECR for SY
2022-2023) The Department of Education (DepEd) has announced
through DO 34, S. 2022 that the use of Most Essential Learning
Competencies (MELCs) will continue. However, the classroom
assessment should follow DO 8, S. 2015. This means that the old Modified ECR
Template is no longer valid because it does not have input fields for quarterly
assessment. We have to use the old and original Automated DepEd E-Class Record
Templates for this school year.
Automated DepEd E-Class Record Templates for elementary
Download the Automated DepEd E-Class Record Templates for Elementary from
the link below:
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Planning lessons is fundamental to
ensuring the delivery of teaching and learning in schools. These guidelines aim
to support teachers in organizing and managing their classes and lessons
effectively and efficiently and ensure the achievement of learning outcomes.
Daily Lesson Log
(DLL) is a template teachers
use to log parts of their daily lessons. The DLL covers a day's or a week's worth of
lessons and contains the following features: Objectives, Content, Learning
Resources, Procedures, Remarks, and Reflection.
Preparing for lessons through the Daily
Lesson Log (DLL) or Detailed Lesson Plan (DLP) provides teachers with an
opportunity for reflection on what learners need to learn, how learners learn,
and how best to facilitate the learning process. These guidelines also aim to
empower teachers to carry out quality instruction that recognizes the diversity
of learners inside the classroom, is committed to learners’ success, and allows the
use of varied instructional and formative assessment strategies including the
use of information and communications technologies (ICTs), and enables the
teacher to guide, mentor, and support learners in developing and assessing
their learning across the curriculum.
Naipapamalas ang pag unawa sa rehiyon bilang
konseptong heograpikal upang mapahalagahan ang sariling rehiyon gamit ang
mapa at iba pang kasanayang pangheograpiya
Naipapamalas ang pag unawa sa rehiyon bilang
konseptong heograpikal upang mapahalagahan ang sariling rehiyon gamit ang
mapa at iba pang kasanayang pangheograpiya
Naipapamalas ang pag unawa sa rehiyon bilang
konseptong heograpikal upang mapahalagahan ang sariling rehiyon gamit ang
mapa at iba pang kasanayang pangheograpiya
Naipapamalas ang pag unawa sa rehiyon bilang
konseptong heograpikal upang mapahalagahan ang sariling rehiyon gamit ang
mapa at iba pang kasanayang pangheograpiya
B.Pamantayan sa
Pagganap
Nakalalahok sa pangangalaga ng mga lalawigan
bunga ng pakikibahagi sa nasabing rehiyon.
Nakalalahok sa pangangalaga ng mga lalawigan
bunga ng pakikibahagi sa nasabing rehiyon.
Nakalalahok sa pangangalaga ng mga lalawigan
bunga ng pakikibahagi sa nasabing rehiyon.
Nakalalahok sa pangangalaga ng mga lalawigan
bunga ng pakikibahagi sa nasabing rehiyon.
C.Mga Kasanayan
sa Pagkatuto
Isulat ang code
ng bawat kasanayan.
AP3LAR-Ig-h-11
Nasasabi o natatalunan ang mga lugar ng
sariling rehiyon na sensitibo sa panganib gamit ang hazard map
AP3LAR-Ig-h-11
Nasasabi o natatalunan ang mga lugar ng sariling
rehiyon na sensitibo sa panganib gamit ang hazard map
AP3LAR-Ig-h-11
Nakagagawa ng maagap at wastong pagtugon sa
mga panganib na madalas maranasan ng sariling rehiyon
AP3LAR-Ig-h-11
Nakagagawa ng maagap at wastong pagtugon sa
mga panganib na madalas maranasan ng sariling rehiyon
Lingguhang Pagtataya
II.NILALAMAN
Nasasabi o natatalunan ang mga lugar ng
sariling rehiyon na sensitibo sa panganib gamit ang hazard map
Nasasabi o natatalunan ang mga lugar ng
sariling rehiyon na sensitibo sa panganib gamit ang hazard map
Nakagagawa ng maagap at wastong pagtugon sa
mga panganib na madalas maranasan ng sariling rehiyon
Nakagagawa ng maagap at wastong pagtugon sa
mga panganib na madalas maranasan ng sariling rehiyon tuwing may lindol
III.
KAGAMITANG PANTURO
D.Sanggunian
1.Mga pahina sa
Gabay ng Guro
Pp 65-73
pp.65 -63
PP 74-78
pp.79-80
2.Mga pahina sa
Kagamitang Pang-mag-aaral
3.Mga pahina sa
Teksbuk
4.Karagdagang
Kagamitan mula sa portal ng Learning
Resource
Hazard map
Hazard map
tsart/powerpoint
Hazard map
5.Internet Info
Sites
Chart/semantic map
tsart
larawan
larawan
E.Iba pang
Kagamitang Panturo
IV.PAMAMARAAN
Basahin ang kwento
Basahin ang
diyalogo
A.Balik-Aral sa
nakaraang aralin at/o pagsisimula ng bagong aralin.
Ano ang naranasan ng mga tao ng maganap ang
malakas na bagyong Ondoy?
Magpakita ng mga larawan na matataas ,at
mababang lugar.Pag-aralan ito.
Sagutin ang mga
ss. na tanong
Magbigay ng mga salita na gulo tungkol sab
aha .Hayaang mga bata ang umayos nito.
B.Paghahabi sa
layunin ng aralin
Pag-aralan ang hazard map
Linangin ang salitang “sensitibo”.
Pag-aralan ang
chart ng mga apektadong Pamilya sa rehiyon III
Magkaroon ng brainstorming tungkol sa
paghahanda kapag may disgrasya.
C.Pag-uugnay ng
mga halimbawa sa bagong aralin.
Bukod sa panganib na bagyo,mapanganib din
ang lindol…
Magpakita ng powerpoint tungkol sa
sensitibong lugar.
Bago mangyari
ang baha.ano-ano ang mga dapat gawin?
Magpakita ng bidyu o poweproint tungkol sa
“lindol”
D.Pagtalakay ng
bagong konsepto at paglalahad ng bagong kasanayan #1
Anong kalamidad ang tinukoy ng balita?
- Tungkol saan ang bidyu?
Sa panahon ng
baha
- Ano ang
naramdaman ninyo habang pinapanood ninyo ang bidyu?
E.Pagtalakay ng
bagong konsepto at paglalahad ng bagong kasanayan #2
Anu-ano ang naranasan ng mga mamamayan sa
nangyaring kalamidad?
Pagkatapos ng
baha
F.Paglinang sa
Kabihasaan
(Tungo sa Formative Assessment)
Paano ipinakita ng mga mamamayan ang
pagtutulungan at pagdadamayan sa panahon ng kalamidad?
Pagsasagawa ng dula-dulaan tungkol sa
sensitibong kalgayan ng mga tao sa uri ng lokasyon sa lugar.
G.Paglalapat ng
aralin sa pang-araw-araw na buhay
Ano-ano ang mga lugar na sensitibo sa
panganib?
Ano-ano ang mga dapat tandaan upang maiwasan
ang disgrasya pag may kalamidad?
H.Paglalahat ng
Aralin
Isulat sa semantic map ang mga lugar na
sensitibo sa panganib
Ano-ano ang mga lugar na sensitibo sa
panganib?
Ano-ano ang dapat nating ihanda?
Ano ang natuthan mo sa aralin?
I.Pagtataya ng
Aralin
Isulat sa semantic map ang mga lugar na
sensitibo sa panganib
Sabihin kung anong mangyayari sa lugar na
ipapakita. Kapag may kalamidad.
1. bangin
2. Bundok 3. Tabi ng
kalsada 4-5.atbp.
Gawin ang Gawain B
Pasagutan ang Natuthan Kos a KM.
J.Karagdagang
Gawain para sa takdang-aralin at remediation
Gawin ang Gawain A sa KM.
Gumupit ng mga
lugar na sensitibo ang lokasyon.
Sagutin ang Gawain C
Gumupit ng isang clip sa dyaryo na
nagpapakita ng naganap na sakuna sa isang lugar.
V.MGA TALA
VI.
VII.
VIII.PAGNINILAY
A.Bilang ng
mag-aaral na nakakuha ng 80% sa pagtataya.
B.Bilang ng
mag-aaral na nangangailangan ng iba pang gawain para sa remediation.
C.Nakatulong ba
ang remedial? Bilang ng mag-aaral
na nakaunawa sa aralin.
D.Bilang ng mga
mag-aaral na magpapatuloy sa remediation.
E.Alin sa mga
istratehiyang pagtuturo nakatulong ng lubos? Paano ito nakatulong?
F.Anong suliranin
ang aking naranasan na solusyunan sa tulong ng aking punungguro at
superbisor?
G.Anong
kagamitang panturo ang aking nadibuho na nais kong ibahagi sa mga kapwa ko
guro?
