This lesson plan aims to teach students about regular and irregular verbs through a dialogue and various exercises. The plan includes the following:
1. Objectives for students to differentiate between regular and irregular verbs, locate action verbs in text, form sentences using verbs, and appreciate the importance of exercise.
2. A review activity to classify words as nouns or pronouns.
3. A lesson introducing regular and irregular verbs through examples and student activities like identifying verbs in essays and creating sentences.
4. An evaluation with exercises to supply verbs to complete sentences and identify the past tense of verbs as regular or irregular.
5. An assignment for students to list regular and irregular verbs and use them in
This lesson plan aims to teach students about regular and irregular verbs through a dialogue and various exercises. The plan includes the following:
1. Objectives for students to differentiate between regular and irregular verbs, locate action verbs in text, form sentences using verbs, and appreciate the importance of exercise.
2. A review activity to classify words as nouns or pronouns.
3. A lesson introducing regular and irregular verbs through examples and student activities like identifying verbs in essays and creating sentences.
4. An evaluation with exercises to supply verbs to complete sentences and identify the past tense of verbs as regular or irregular.
5. An assignment for students to list regular and irregular verbs and use them in
This lesson plan aims to teach students about regular and irregular verbs through a dialogue and various exercises. The plan includes the following:
1. Objectives for students to differentiate between regular and irregular verbs, locate action verbs in text, form sentences using verbs, and appreciate the importance of exercise.
2. A review activity to classify words as nouns or pronouns.
3. A lesson introducing regular and irregular verbs through examples and student activities like identifying verbs in essays and creating sentences.
4. An evaluation with exercises to supply verbs to complete sentences and identify the past tense of verbs as regular or irregular.
5. An assignment for students to list regular and irregular verbs and use them in
This lesson plan aims to teach students about regular and irregular verbs through a dialogue and various exercises. The plan includes the following:
1. Objectives for students to differentiate between regular and irregular verbs, locate action verbs in text, form sentences using verbs, and appreciate the importance of exercise.
2. A review activity to classify words as nouns or pronouns.
3. A lesson introducing regular and irregular verbs through examples and student activities like identifying verbs in essays and creating sentences.
4. An evaluation with exercises to supply verbs to complete sentences and identify the past tense of verbs as regular or irregular.
5. An assignment for students to list regular and irregular verbs and use them in
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The documents provide lesson plans for English, Math, and Science classes. They discuss topics like verbs, prime factorization, and ecosystems.
Regular verbs follow a consistent pattern when changing form, while irregular verbs do not. Examples of each are provided.
To find the GCF and LCM of numbers, they must first be broken down into their prime factors using a factor tree. The GCF is the largest factor that is common to both numbers, while the LCM is the smallest number that is a multiple of both numbers.
Through a dialogue, the grade pupils with at least 75% accuracy are expected to ;
a. Differentiate regular and irregular verbs; b. Locate action verbs in a text; c. Formulate sentences and use action verbs in writing a paragraph; d. Appreciate the importance of regular body exercises.
II. SUBJECT MATTER Topic: Identifying regular and irregular verbs Writing a paragraph using verbs
References : English for You and Me 6; Cada, Elodie A; pp. 91-93
Materials : Pictures, whistle,. strips of paper
Value Focus: Keeping your body healthy with regular exercise.
II. PROCEDURE A. Review / Drill Let the students classify the given words as nouns or pronouns everyone police officer lady Lissa herd something somebody This myself All engineer teacher No one love him
B. Lesson Proper 1. Motivation Introduce the lesson by asking students to stand up. Then have students jump in place. Let them twist their waist; stretch their arms; bend their knees and move their heads around. Have pupilssit back down and describe what they just did. Explain that they were doing an action. (jumping) Ask students what they know about action verbs. Explain that when reading, action verbs help us understand what characters are doing in the story.
2. Presentation Have the pupils read the essay about health. Have them list any words they do not know. Let them notice words that denote action. 3. Comparison and Abstraction Discuss the essay with the students. Have them recall some of the actions in the text. To see if the pupils understand action verbs, have them complete the action verb chart to be given by the teacher. Discuss with them what regular and irregular verbs are then cite examples of each.
4. Generalization Most verbs are regular verbs. Regular verbs are those whose past tense and past participles are formed by adding a -d or an -ed to the end of the verb. Verbs in English are irregular if they don't have a conventional -ed ending (like asked or ended) in the past tense and/or past participle forms.
5. Application a. Organize students in groups and allow them to pick out the action verbs in the book. b. Play charade using verbs. c. Let pupils create meaningful sentences using verbs. An alternative is to let two students create a story and act it out together.
IV. EVALUATION Directions: Supply the blanks with an appropriate verb that completes the thought of each sentence. 1. On Saturday I ____________ computer games with my cousins. 2. My mum ____________ dinner last night. 3. I ____________ to school because there werent any buses. 4. They ____________ at the party. 5. My brother ____________ to Ireland last summer.
B. Write the past simple of these verbs and tell whether they are regular or irregular. 1. copy __________ 2. revise __________ 3. cycle __________ 4. listen __________ 5. practice __________ 6. play __________ 7. like __________ 8. move __________ 9. shout __________ 10. start __________
V. ASSIGNMENT List down 10 regular verbs and 10 irregular verbs. Choose 5 verbs to be used in a sentence.
Prepared by:
ALDRIN YASAY PAGUIRIGAN (Class Adviser) LESSON PLAN IN MATHEMATICS V/VI
I. OBJECTIVES After presenting a factor tree, the pupils are expected to: a. Apply factors and multiples; b. Decompose numbers into their prime factorization (Fundamental Theorem of Arithmetic). c. Determine the greatest common factor (GCF) and the least common multiple (LCM) for a set of numbers. d. Play well with others in group activities. II. SUBJECT MATTER Topic: Prime Factorization to determine the GCF and LCM for a set of numbers Reference: Math For Life (pages ___) Materials: charts, whistle, Time allotment: 60 minutes
III. PROCEDURE A. Drill Recall the concepts about prime numbers. Review the rules in prime factorization of numbers. Facilitate a game called Bizz Buzz. No materials are required. Students will learn to identify common multiples of two numbers.
B. Lesson Proper Present a factor tree. Emphasize the importance of this skill in identifying GCF and LCM. Discuss the concepts about the two.
Greatest common Factor (GCF) Between two numbers List the factors of both the numbers Find all the common factors, Circle them together. Find the greatest common factor and circle them in different color. This method is listing Method ask them to find the differences
Least Common Multiple (LCM) Between two numbers List the multiple of both the numbers Find all the common factors and circle them. Find the least common factor and circle them in different color. This method is listing Method
Present the Mini Lesson and have the pupils complete a series of exercises afterwards.
Finding the Greatest Common Factor of Two Numbers (The GCF of 36 and 90) Method 1 1) List the factors of each number 2) Circle the common factors. 3) The greatest of these will be your Greatest Common Factor: 18
Method 2 1) Prime factor each number. 36 = 2 2 3 3 90 = 2 3 3 5 2) Circle each pair of common prime factors. 3) The product of these common prime factors will be the greatest common factor: 2 3 3 = 18
Finding the Least Common Multiple of Two Numbers The LCM of 12 and 15 Method 1 1) List the first few multiples of each number. 12: 12 24 36 48 60 72 84 90 108 120 15: 15 30 45 60 75 90 105 120 135 2) Circle the common multiples. 3) The least of these will be your Least Common Multiple: 60
Method 2 1) Prime factor each number. 12 = 2 2 3 15 = 5 3 2) Circle each pair of common prime factors. 3) Circle each remaining prime factor. 4) Multiply together one factor from each circle to get the Least Common Multiple: 3 2 2 5=60
Note that the common factor, 3, was only used once.
Method 3: Find both GCF and LCM at Once. The GCF and LCM of 72 and 90 1) Make the following table. 9 72 90 2 8 10 4 5 2) Divide each number by a common factor. 3) Divide the new numbers by a common factor. Repeat this process until there is no longer a common factor.
The product of the factors on the left is the GCF: 9 2 = 18 The product of the factors on the left and bottom is the LCM: 9 2 4 5 = 360
Guided Practice Guided Practice Activity will be given to pupils with difficulty.
Independent Practice Each group of students will work in small groups to complete the Independent Practice. Group 1 4-4 & 4-7 Reteaching & Adapted Practice Group 2 4-4 & 4-7 Practice Group 3 4-4 & 4-7 Enrichment
IV. EVALUATION Solve the following problems related to GCF and LCM. 1. Hot dogs come in packages of 8. Rolls come in bags of 6. Darla wants to buy the same number of hot dogs and rolls. What is the smallest number of hotdogs Darla can buy?
2. Ms. Skinner was working with the volunteer club to make bags of treats for the nursing home visit. She bought a bag of 18 chocolates and a bag of 12 pens. What is the greatest number of treats each bag can contain?
3. Mrs. Wheatley was working on a craft with the second grade. She bought two spools of ribbon in lengths of 6 inches and 24 inches. She needs to cut the ribbon into pieces of equal length. What is the greatest possible length of the pieces?
4. A food store has bags of apples and bags of oranges. There are a total of 64 apples and 40 oranges. Each bag contains the same number of pieces of fruit. What is the greatest number of pieces of fruit each bag could contain?
5. Mr. Brian is planning a staff party. Plates come in packs of 8 and napkins come in packs of 16. Mr. Brian wants to buy the same number of napkins and plates. What is the smallest number of plates Mr. Brian can buy?
6. Mrs. Smith and Mrs. Phippin bought cookies at Wal-Mart. Mrs. Smith bought 12 cookies and Mrs. Phippin bought 8 cookies. The cookies are sold in packages only of a certain size. How many cookies are in the package?
7. Mrs. Whites students are making school spirit packs. They have 24 bumper stickers and 18 window clings. Every pack must have the same contents, and there should be no leftover items. What is the greatest number of packs they can make?
8. Sandi bought two pieces of wood in lengths of 24 inches and 20 inches. She needs to cut the wood into pieces of equal length. What is the greatest possible length of the pieces?
9. A box of chocolate chip cookies holds 24 cookies. A box of peanut butter cookies holds 12 cookies. A group of students share the cookies in each box. Each student got an equal number of chocolate chip and peanut butter cookies from each box. What is the greatest number of students there could be in this group?
10. Ron bought 12 cupcakes and Kim bought 15 cupcakes. The cupcakes are sold only in packages of a certain size. How many cupcakes are in the package?
V. HOMEWORK Nine people plan to share equally 24 stamps from one set and 36 stamps from another set. Explain why 9 people cannot share the stamps equally. Whats the LCM for two numbers that have no common factors greater than 1? Explain your reasoning.
After defining what an ecosystem is, the students are expected to: a. Know ecosystems can be characterized by their living and non-living components. b. Explain how plants become the primary source of matter and energy entering most food chains. c. Illustrate that in a particular environment some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.
II. SUBJECT MATTER Topic: Identifying the biotic and abiotic components of the ecosystem References : __________________________________________ (pages__________) Materials : Pictures of coral reefs,Pictures of kelp forests ,Ecosystem Observation Sheets provided, Ecosystem worksheet provided Value Focus: caring for our environment Science Ideas: An ecosystem is a system of relationships in a local environment, including the relationships between organisms and between the organisms and the environment. This complex system includes predator-prey relationships, photosynthesis, adaptations, survival, and more. Every ecosystem has primary producers. These are the plants that produce their own food. In most cases, other than parts of the deep sea, these primary producers make their own food through the process of photosynthesis. Producers are eaten by primary consumers. Secondary and tertiary consumers are animals that eat higher up on the food chain, and rely on other animals for food. An ecosystem not only includes individual organisms, and populations of species, but also nonliving factors that impact the living components. Depending on the ecosystem, abiotic, or nonliving factors might include the following: temperature, sunlight, surface type, wave action, water, nutrients, wind, and weather.
II. PROCEDURE
Show the pictures to the class. Have the pupils compare and contrast a coral reef and a kelp forest ecosystem.
Let the pupils share their understanding of the following terms. biotic abiotic primary consumer secondary consumer tertiary consumer producer environmental factor kelp forest coral reef Explain to them what biotic and abiotic components are. Have the pupils identify the abiotic and biotic factors within each picture shown.
Guided Practice: 1. Give each group a kelp forest habitat and a coral reef habitat board. 2. Pass out the abiotic options. Students will decide where each belongs. 3. Pass out the bag of producers, followed by consumers. 4. Provide time for students to discuss what answers are correct.
IV. EVALUATION Given a chart on the board, let the pupils complete the Ecosystem Worksheet to summarize the difference between kelp forests and coral reef habitats.
V. HOMEWORK Take a walk around your community. Choose a place that illustrates an ecosystem with abiotic and biotic components. Draw it and color your work nicely.
Solving Word Problem Involving Direct Proportion in Different Context Such As Distance, Rate and Time Using Appropriate Strategies and Tools Grade 6 Lesson Plan