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Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at

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  1. 1. A Detailed Lesson Plan in English (First Year—Secondary)<br /> Prepared By: Junnie Salud<br /><ul><li>Objectives
  2. 2. At the end of the lesson, the students will be able to:
  3. 3. Identify statements that show cause and effect relationship.
  4. 4. Read a poem correctly and clearly with expressions.
  5. 5. Appreciate reading poems.
  6. 6. Decode words with “augh” (o) sounds
  7. 7. Subject Matter
  8. 8. Cause and Effect Relationship
  9. 9. Reference/s: Fun in English Reading Textbook pages 94-101
  10. 10. Materials: Visual Aids, Charts, Flash Cards, Pictures, Name Tags
  11. 11. Values: Develop a genuine love for reading, love for family
  12. 12. Procedure
  13. 13. Learning Activities
  14. 14. Teacher’s Activity “Good Morning Class...” “Let us pray first...” (Checking of Attendance) ...say present... “Please pick up the pieces of paper under your chair” “So how was your weekend?” “That’s good! Have you enjoyed your weekend bonding with your family?” “That’s good to know. For this morning, our discussion will be in relation to a family. Are you familiar with Barney’s I Love You Song?” “Okay that’s good, so are you ready to sing and have fun today? Student’s Activity “Good Morning Sir!” (One Student will lead the Prayer) (Students raise their hand and say present as the teacher calls in their name)(Students pick up the pieces of paper) “It was great sir!” “Of course sir! It was a lot of fun!”“Yes sir! We love purple-colored dinosaur!” “Yes”</li></ul> Warm Up<br /><ul><li>Let us sing Barney’s I Love You Song.
  15. 15. (Students Sing)
  16. 16. “I love you, you love me and we’re a happy family,
  17. 17. With a great big hug and a kiss from me to you,
  18. 18. Hope you say you love me too.”
  19. 19. “Okay now class, What can you say about the song? Does it tell us something important that we have already forgotten to do nowadays?” “How could you say so John?” “That was a very good explanation John, you know what class the song simply tells us something that we should always consider for us to keep our family or relationship with others intact, sometimes showing affection/love towards a person makes him feel that he is appreciated and there will be feeling of belonginess and love. “What else have you noticed which made you conclude that the song is all about love?”“Everybody had just sung very well, it’s now time to improve your pronunciation more...”“Sir, eventhough the song is very short, but I guess it’s full of emotions.”“Because sir I noticed that the song has a lot to do with our love for our family, that the real meaning of family is all about loving each other, and nowadays kissing and hugging our parents or family members are not being practiced anymore.”“Because sir, there are so many descriptive words in the song, the most obvious one is “I LOVE YOU.”</li></ul> Pronunciation Drill<br /> the following words:<br /> Words with augh= /Ô/<br /> Caught Naught Taught Naughty Daughter<br /><ul><li>Lesson Proper Presentation Show pictures of a Mother (a) and a Cake (b) Motivation “What do you see in pictures A and B?” “When was the last time you gave a gift to your mother?” “Why do you think there is a cake? What do you think is the celebration?” “Aside from giving material gifts, how else do you show your love for your mother?” Discussion Let us read a poem and let us find out how the children showed their love for their mother. Who Loves Mother Best? “Oh happy birthday, Mama dear.” Sang Ben, Liz and Bess with cheer “We love you much, we love you true.” They kissed their mother, hugged her too. Then quickly Ben skipped out to play And went with playmates all the day. Then rushed home in time to see His sister Liz aglow with glee. For Liz held up an ice cream cone, Enjoying it, she sat alone. Ben grabbed the cone, and slipped away, So Liz cried out, “For that you’ll pay!” Like cats and dogs the two did struggle Each making sure to win the battle. They tried to push and then to pull, While Mama almost lost her cool. But little Bess with Mom she stayed, She set the table, drinks she laid. And helped to serve Mom’s friends and guests Now tell me, who loves Mother best?After reading the poem, let us now answer these questions:“Why did Bess, Ben, and Liz kiss and hug their Mother?” “Why was Liz aglow with glee?” “What made Liz cry out, “For that you’ll pay?” “Why did Mother almost lost her cool?” “Who among the three children loved their Mother best? How did he/she show it? “What is the best way to show your love for your parents?” Explain. Analysis(Show picture of a girl eating an ice cream) “What do you see on the picture?” “What happened to Liz when she was eating a cone of ice cream?” Liz was aglow with glee, answers what happens to Liz when she eats a cone of ice cream. This is called the effect. Look again at the picture, “What do you notice on Liz’s face?” “Why was Liz aglow with glee?” Because she was eating a cone of ice cream, answers why Liz was aglow with glee. This is called the cause. And that’s what we call the Cause-and-effect relationship. Generalization“A cause and effect relationship describes something that happens and why it happens.”“What happens is called the effect; and why it happens is called the cause.”“The cause is usually introduced by the connective because.” Application (Pantomine) Each group will act out the following situations from the poem. Group1: But little Bess with Mom she stayed, She set the table, drinks she laid. And helped to serve Mother’s friends and guests. Now tell me, who loves Mother best? Group2: For Liz held up an ice cream cone, Enjoying it, she sat alone. Ben grabbed the cone and slipped away, So Liz cried out, “For that you’ll pay!” Group3: “Oh happy birthday, Mama dear.” Sang Ben and Liz and Bess with cheer “We love you much, we love you true.” They kissed their mother, hugged her too. Group4: Like cats and dogs the two did struggle Each making sure to win the battle. They tried to push and then to pull, While Mama almost her cool.“Sir, Picture A is a picture of a Mother and Picture B is a picture of a Cake.”“On her last birthday.”“It is mother’s birthday.”“By kissing and hugging her.” “Because it is their Mother’s Birthday.” “Liz was aglow a glee because she was eating a cone of ice cream.” “Liz cried out because Ben grabbed the cone then slipped away.” “Because Ben and Liz struggled.” “Bess, because she helped mother to serve the guests.” “The best way to show my love for my parents is by...” “A girl is eating a cone of ice cream.” “Liz was happy (aglow with glee)” “Liz was happy (aglow with glee)”“Because she was eating a cone of ice cream.”
  20. 20. Evaluation
  21. 21. Read the following sentences. Write C before the sentence for the cause and write E for the part that is the effect.
  22. 22. _____ because it is her birthday.
  23. 23. _____ Ben, Liz and Bess kissed and hugged their mother.
  24. 24. _____ Liz cried out.
  25. 25. _____ Because Ben grabbed the cone of ice cream and slipped away.
  26. 26. _____ Mama almost lost her cool.
  27. 27. Assignment
  29. 29. Read the short fable. Underline the CAUSE and Encircle the EFFECT.
  30. 30. A fox said to a crow with a piece of cheese between its beak, “If you can sing as prettily as you sit, then you are the prettiest singer.” The fox thought that once the crow starts to sing, the cheese would drop from her beak. But the crow carefully removed the cheese from the claws on one foot and said, “they say you are sly, but you cannot fool me”. Not giving up, the fox continued to praise the crow. “I wish I could hear you tell about your talents but I have to go look for food because I’m hungry”. </li></ul> A Detailed Lesson Plan in Mathematics (First Year—Secondary)<br /> Prepared By: Junnie Salud<br /><ul><li>Objectives
  31. 31. At the end of the lesson, the students will be able to:</li></ul>A. To recognize Euclidean transformations.B. To recognize reflections, translations, and rotations.C. To prove theorems related to transformations.D. To solve problems involving transformations.E. To apply transformations to real-world situations.F. To create designs using transformations.<br /><ul><li>Subject Matter
  32. 32. Geometry (Transformations)</li></ul> Reference: Geometry for Highschool Textbook<br /> Materials: sheets of paper, protractor, tangram puzzles.<br /> Values: creativity, determination, patience<br /><ul><li>Procedure
  33. 33. Learning Activities
  34. 34. Teacher’s Activity “Good Morning Class...” “Let us pray first...” (Checking of Attendance) ...say present... “Please pick up the pieces of paper under your chair”Presentation Activity - Folding of Paper The teacher will give an activity that involves the folding of paper and tracing of shapes.Discussion From the activity, the teacher will point out that geometry is not only thestudy of figures but is also the study of the movement of figures.Is the original figure congruent to the other figures? How does the second image compare to the original figure?InputDefinitions:Transformations Reflection Rotation Translation Dilation Rigid MotionTheorems:Theorem 18-1 Theorem 18-2 Theorem 18-3 Theorem 18-4DiscussionThe above definitions and theorems will be discussed and proved. The teacher will ask the student to give examples of transformations.D. ActivityTangram PuzzleThe students will form six groups. Each group is going to make images of animals using tangram puzzle and they will identify the kind of transformation depicted or made after doing the activity. Student’s Activity “Good Morning Sir!” (One Student will lead the Prayer) (Students raise their hand and say present as the teacher calls in their name)(Students pick up the pieces of paper)(Students follow the instruction of the teacher) (Students listen attentively) (Conduct a solving on the board)(Students raise their hands and define the terms) (Students listen attentively) (Students perform)
  35. 35. Evaluation </li></ul> Worksheet<br /> 1. Which of the following transformations creates a figure that is similar (but not congruent) to the original figure? 2. How can transformations be applied to real-world situations?III. AssignmentDrawingThe student will use transformations to move figures and create designs.<br /> A Detailed Lesson Plan in Science (First Year—Secondary)<br /> Prepared By: Junnie Salud<br /><ul><li>Objectives
  36. 36. At the end of the lesson, the students will be able to:
  37. 37. Describe the polarity of a water molecule and explain how that polarity affects the properties of water.
  38. 38. Explain why water climbs the inside of a thin glass capillary but not a thin plastic capillary.
  39. 39. Describe a system whereby the components of a water-based substance might be separated and discuss how this separation occurs.
  40. 40. Explain why oil and water don't mix.
  41. 41. Predict whether a substance, based on its hydrophilic and/or hydrophobic properties, will dissolve into water or oil.
  42. 42. Subject Matter
  43. 43. The Properties of Water
  44. 44. Reference: Science and Technology 1 by Scott
  45. 45. Materials: paper strips, detergent, wax paper, coins, glue, cooking oil, red food coloring, cups of water, 10 ml grad cylinders, 50 ml grad. Cylinders, beaker, glass slides, stirring rods, medicine droppers, scissors
  46. 46. Values: Creativity, Patience, Following Instructions
  47. 47. Procedure
  48. 48. Learning Activities
  49. 49. Teacher’s Activity “Good Morning Class...” “Let us pray first...” (Checking of Attendance) ...say present... “Please pick up the pieces of paper under your chair” “Have you ever wondered what’s behind water?—not bodies of water, but the water itself, the liquid, Everything in this world are made by God with their special functions... Now let us discover what’s so special about water. PresentationEffects of DetergentTo Do1.With your finger, spread one small drop of detergent on the surface of a dry penny.Predict2.How many drops do you think this penny will hold after being smeared with detergent, more, less, or the same as before? Why? 3.Specifically, how many drops do you think it will hold?Table 2. Prediction of Number of Drops of Water on a Penny with Detergentperson#1 person#2 person#3 person#4 Average   Discussion Water covers about three fourths of the surface of the earth? It is ubiquitous. It is also one of the simplest yet most important molecules in living systems. It makes up from 50 to 95 percent of the weight of living organisms. The cytoplasm of a cell is a water-based solution that contains a variety of ions, salts, and molecules which make life 'happen.' Water is literally involved in every facet of life. Figure 2. Polarity of Water Molecule The simplicity of the water molecule belies the complexity of its properties. Based on its small size and light weight, one can predict how it should behave, yet it remains liquid at a much higher temperatures than expected. It also boilsand freezes at much too high, or low, of a temperature for a molecule of its size. Many of these unexpected properties of water are due to the fact that water molecules are attracted to each other like small magnets (cohesion). This attraction results in turn from the structure of the water molecule and the characteristics of the atoms it contains. Each molecule of water is made up of two atoms of hydrogen connected to one atom of oxygen, as shown below. This is summarized in the familiar formula, H2O. Figure 3. Hydrogen Bonding in Water Atoms are most stable when they have a particular configuration of their outer shells, a concept which will be discussed in future labs. These configurations explain why hydrogen in water will take on a partial positive charge and why oxygen will take on a partial negative charge. These partial charges cause water molecules to 'stick' to each other like magnets. The 'stickiness' in this particular case is due to 'hydrogen bonding'. In this case, hydrogen bonding involves the attraction between the positively charged hydrogen atom of one water molecule and the negatively charged oxygen atom of another water molecule. As no electrons are actually shared however, hydrogen bonds are much weaker than covalent bonds - they easily break and easily form again. Application (Activity) 1.Water moves to the tops of tall trees due to capillary action combined with root pressure and evaporation from the stomata (openings) in the leaves. Water will also climb up paper, and often the migrating water will carry other molecules along with it. The distance traveled by these other molecules will vary with their mass and charge.2.How fast do you think water would climb a strip of absorbent paper about one-half inch wide? about one inch per ____________________ (time)3.Obtain a 50 ml graduated cylinder, and tear off a strip of chromatography paper that is just long enough to hang over the side of the cylinder (inside) and reach to the bottom. Figure 6. 50 ml Graduated Cylinder with Chromatography Paper & Ink 4.Run the paper strip along the edge of a scissors to take the curl out of it.5.Place a single small drop of ink from a black vis-a-vis pen on the paper, about one inch from the bottom, and let it dry completely. Figure 7. Ink on Chromatography Paper 6.Put 10 ml of water into the graduated cylinder and place the strip of paper in the cylinder so that the bottom end is immersed in water and the drop of ink is just above the surface of the water. Fold the paper over the top side. Figure 8. Close-up of Ink 7.Note the starting time below.8.Watch and note the time at 5 minute intervals. When the water climbs to the top of the paper, remove the paper from the water, and let it dry. Table 3. Time of Water Climbing Time (minutes)Distance (inches)0 5 10 15 20 25 30 How did the ink change? Glue the paper onto the page here, and label each color on the strip.Student’s Activity “Good Morning Sir!” (One Student will lead the Prayer) (Students raise their hand and say present as the teacher calls in their name)(Students pick up the pieces of paper) (Students perform the activity) (Students listen attentively)
  50. 50. Evaluation
  51. 51. Predict what will happen if you add a few drops of a water-soluble dye solution to each of the above graduated cylinders containing water and oil. Will the dye mix with the water, the oil, or both?
  52. 52. Add a few drops of dye to each cylinder. Use a glass stirring rod to penetrate the interface between each layer, giving the dye access to both water and oil. How does the dye behave in each cylinder? Does it diffuse into the oil? Into the water?
  53. 53. Assignment
  54. 54. “Why is liquid very important not just to humans but to all the living things in the world? –Write on 1 whole sheet of paper.
  56. 56.
  58. 58.
  59. 59. Nabibigyang-hinuha ang kahulugang maaaring ipinahihiwatig ng pamagat B.
  60. 60.
  61. 61. Natutukoy ang mahahalagang impormasyong nakapaloob sa teksto C.
  62. 62.
  63. 63. Naipaliliwanag ang mga kaisipang nakapaloob sa binasa D.
  64. 64.
  65. 65. Nakikilala ang relasyon ng sumulat sa mambabasa sa tulong ng mga tiyak na bahagi E.
  66. 66.
  67. 67. Natutukoy ang mga salitang ginagamit sa pagbubuo ng pangungusap III.
  69. 69. Paksa : Ekonomiya at Kabuhayan Pamagat: Industriya at Pangangalakal : Mga Suliraning Nakaaapekto sa Kalakalan ng Pilipinas Uri ng Teksto
  70. 70. : Informativ Kagamitan : Mga larawan Gamit ng Wika : Pagbibigay ng impormasyon, pagpapaliwanag Instruktura ng Wika : Mga ginagamit na panaguri sa pagbubu ng pangungusap Halagang Pangkatauhan :Pagpapabuti’t pagpapaunlad ng mga local na produkto II.
  72. 72. Unang Araw
  73. 73. A.
  74. 74.
  75. 75. Panimulang Gawain -
  76. 76.
  77. 77. Pagpapakita ng iba’t ibang larawan ng kalakalan
  78. 78. -
  79. 79.
  80. 80. Pagtalakay: a.
  81. 81.
  82. 82. Tungkol saan ang larawan? b.
  83. 83.
  84. 84. Anong kaisipan ang maaaring isinasaad ng larawan? c.
  85. 85.
  86. 86. Bakit ganoong kaisipan ang inyong nabuo? B.
  87. 87.
  88. 88. Pagganyak C.
  89. 89.
  90. 90. Paglalahad -
  91. 91.
  92. 92. Pagpapabasa sa pamagat ng tekstong ipababasa at paghihinuha sa kahulugang maaaring ipinahihiwatig nito. D.
  93. 93.
  94. 94. Pangkatang Gawain (
  95. 95. Tingnan sa: Gawain Para sa Paksang-Aralin
  96. 96.
  97. 97.
  98. 98. ) Pangkat 1
  99. 99.
  100. 100. Ipabigay ang kahulugan ng pamagat ng tekstong lunsaran at nais
  101. 101. ipahiwatig nito. “ Industriya at Pangangalakal”
  102. 102. Pangkat 2 - Cycle Map Panuto: Ipaliwanag ang bawat yugtong napapaloob sa cycle map. Pangkat 3 - Pagbubuo sa Tsart Pangkat 4 - Data Retrieval Chart E.
  103. 103.
  104. 104. Pagpapabasa sa tekstong lunsaran -
  105. 105. Basahin ang tekstong lunsaran: “
  106. 106. Industriya at Pangangalakal
  107. 107.
  108. 108. ( Tingnan sa Gawain Para sa Paksang-Aralin ) Page 1
  109. 109. Cont. Lesson Plan 2
  110. 110.
  111. 111. Ikalawa at Ikatlong Araw
  112. 112. A.
  113. 113.
  114. 114. Pagtalakay sa Aralin Panimulang Gawain: Piccing Together Ideas -
  115. 115.
  116. 116. Itugma sa larawan ang mga sumusunod na salita. B. Pagganyak: Rank Order - Isaayos ayon sa nais na pagkakasunud-sunod ang mga produktong sa inyong palagay mabiling-mabili. 1.
  117. 117.
  118. 118. bag 2.
  119. 119.
  120. 120. damit 3.
  121. 121.
  122. 122. pabango 4.
  123. 123.
  124. 124. alahas 5.
  125. 125.
  126. 126. sapatos C. Pabalikan ang tekstong lunsaran - Ibigay ang pamatnubay na tanong:
  127. 127. Paano napauunlad o nalilinang ang isang produkto?
  128. 128. - Pagpapakahulugan sa mga salita, parirala o pangungusap na hindi naunawaan batay sa pagkakagamit nito sa teksto. D. Pagpapalalim ng Kaalaman
  129. 129. IV. EBALWASYON - Magbigay ng pagsubok na pangkatang Gawain.
  130. 130.
  131. 131. pagminina
  132. 132.
  133. 133.
  134. 134. tela
  135. 135.
  136. 136.
  137. 137. lubid
  138. 138.
  139. 139.
  140. 140. telepono
  141. 141.
  142. 142.
  143. 143. paggugubat
  144. 144.
  145. 145.
  146. 146. pagtatanim
  147. 147.
  148. 148.
  149. 149. paglilingkod
  150. 150.
  151. 151. sa mamamayan
  152. 152.
  153. 153.
  154. 154. paglinang sa
  155. 155.
  156. 156.
  157. 157. likas
  158. 158. Pangkatang Gawain
  159. 159. ( makikita sa Gawain Para sa Paksang-Aralin )
  160. 160. Pangkat 1 - Double Bubble Map Pangkat 2 - Circle Map Pangkat 3 - Chart Grid Pangkat 4 - Pagpili ng mga bahaging nagpapahayag ng opinion mula sa teksto.
  161. 161. Ikaapat at Ikalimang Araw
  162. 162. - Pagpapatuloy sa talakayan sa aralin - Pagsusuri ng teksto batay sa tiyak na katangian at uri nito - Pagbibigay input
  163. 163.
  164. 164.