Republic of the Philippines

Department of Education
Region X – Northern Mindanao
Schools Division of Misamis Oriental
Jasaan South District

KIMAYA ELEMENTARY SCHOOL

Kimaya, Jasaan Misamis Oriental
S. Y. 2024-2025
WEEKLY
HOME
School: Kimaya Elementary School Quarter: Quarter 3
LEARNING Teacher: Maria Guadalope C. Week: Week 4
PLAN
Oyangoren
Learning Physical and Natural Date: January 7, 2025
Area Environment CT2: 8:55 A.M. - 9:30
A.M.

I. Objectives:
A. Knowledge:
The learners will be able to identify the basic stages of the water cycle (evaporation,
condensation, and precipitation) using simple terms and visuals.
B. Skill
The learners will be able to create a hands-on representation of the water cycle (e.g.,
drawing, coloring, or using craft materials) to demonstrate their understanding of the process
.
C. Attitude:
The learners will express curiosity and appreciation for the water cycle by sharing thoughts
on why water is important in their daily lives and for the environment.

Strategies: Inquiry-based Strategy, Explicit Teaching, Modeling Strategy

II. Subject Matter

* Water Cycle
III. Materials
Curriculum Guide, Lesson Exemplar, Television, Pictures, Chalk Board, Tarpauline
Big pictures, worksheets, Charts, Flash cards, paper and pencil

IV. Procedures

A. Review/Drill

What kinds of things did we talk about last time when we learned about our country?"
"Can anyone remember the natural things we have, like mountains, rivers, or trees?"
The teacher will show pictures of a river or lake to refresh their memory.
"Where does water come from in our country? Can you name a river or a lake?

B. Motivation

Start with a fun, engaging song related to the water cycle (e.g., "The Water Cycle Song"). You can
sing it together as a class or play a version from an online video.
Example lyrics (to the tune of "Twinkle, Twinkle, Little Star"):
"Water, water, in the sky,
Rising up, it’s flying high.
Clouds form up, they float around,
Then they drop rain on the ground.
Water, water, in the sky,
It goes up, and falls, oh my!"

Ask students: "Did you hear about the water going up to the sky in the song? That’s what we will
learn about today—the water cycle!"
C. Presentation
Evaporation:
Show the first slide with an image of water being heated by the sun and turning into vapor.
Ask questions like:
"What do you think happens when the sun shines on the water?"
"Where do you think the water goes after it gets heated?"
Condensation:
Show the next slide with clouds forming in the sky.
Ask:
"What do you think happens when the water goes up into the sky?"
"Why do clouds form?"
Precipitation:
Show the final slide with rain or snow falling from the clouds.
Ask:
"What happens when the clouds get full of water?"
"Where does the water go when it falls from the sky?"

D. Discussion of Skill #1

Explain the water cycle with a poster in simple terms with actions:
Evaporation: "Water goes up to the sky when it gets warm. Can you wiggle your fingers up like the
water going up?"
Condensation: "The water gathers together to form clouds. Can you pretend to be a fluffy cloud?"
Precipitation: "When the clouds get heavy, water falls down as rain! Can you wiggle your fingers
down like raindrops?"Discuss the importance of water for people, plants, and animals:
"Why is water important to us?"
"What happens to plants and animals if there’s no water?"

E. Discussion of Skill # 2
Encourage children to share their thoughts and ideas about where they’ve seen water move
through these stages (like puddles after rain, fog, or clouds in the sky).

F. Mastery Development
- Small group-
Activity: Provide each group with craft materials (e.g., paper, crayons, cotton balls, etc.)
and have them create their own water cycle representation.
Have them work together to create a simple visual of the water cycle (drawing or collage style),
labeling each part (Evaporation, Condensation, Precipitation).
Objective: Allow the students to demonstrate their understanding by representing the stages of the
water cycle through hands-on creation.
- The teacher will present the criteria in doing the activity group
Cooperation 2 stars
Behavior 1 star
Total 3 stars

G. Application
- Applying to new and other situation
-The class will have a game.
-The teacher will act as a moderator of a game and the learners will follow what the teacher will
say.
-Play a game called "Water Cycle Freeze!" where you call out one stage of the water cycle (e.g.,
"Evaporation!") and the children act it out.
-For example, when you say "Evaporation," they can pretend to be water rising into the sky. For
"Condensation," they can form a group to pretend to be clouds, and for "Precipitation," they can
drop down like rain or snow.

H. Generalization

Ask the students to recall and share the stages of the water cycle:
"What happens when the sun heats up the water?"
"What do we call it when the water vapor forms clouds?"
"How does the water fall back to Earth?"
Emphasize that the water cycle is always happening around us and helps provide water for our daily
lives.

I. Evaluation
- The teacher will provide worksheet to the learners..

J. Assignment/Valuing
Ask learners to watch the sky at home and draw what they see (sun, clouds, or rain).

V..Reflection
The learners are happy. They participate actively. They can relate their situation in their
real-life experience. Their learning performance are almost perfect.

Prepared by: Noted by:

MARIA GUADALOPE C. OYANGOREN NECIFORA E.

CAINOY
Teacher I Principal I
 Republic of the Philippines
Department of Education
 REGION X – NORTHERN MINDANAO
SCHOOLS DIVISION OF MISAMIS ORIENTAL
JASAAN SOUTH DISTRICT
KIMAYA ELEMENTARY SCHOOL

Observer NECIFORA E. CAINOY Date August 07, 2024

Teacher Observed GERALDINE N. ONTENG Quarter First
Subject Numeracy Skills Grade Level Kinder
Objectives  Identify the objects that represents the sound of letter Mm.

 Demonstrate the appropriate lips formation to sound out loud the /Mm/
sound.
 Develop a positive attitude and valuing the objects that start with the /Mm/
sound.

INSTRUCTIONAL SUPERVISION (IS) FORM 2

POST – OBSERVATION INFORMATION

Teacher: MARIA GUADALOPE C. OYANGOREN School: KIMAYA ELEMENTARY

SCHOOL
District: JASAAN SOUTH Division: MISAMIS ORIENTAL
Grade/ Year & Section: KINDER-MASUNURIN Subject: LITERACY
School Year: 2024-2025 Semester: FOURTH
Instructional Supervisor: MARIA CORAZON A. CANOY Conference Date:FEBRUARY 18, 2025

Directions:
1. This form shall be answered by the teacher after the actual class observation.
2. The information will serve as guide for the post- observation conference. Observer may ask for additional job-relevant
information to clarify or support observations.
3. The filled up form shall be given back to the Teacher to be placed at the back of the Teacher Observation Form 3 A, B,
C which was used by the observer.

Post-Observation Information

1. What did your learners gain in your lesson in terms of knowledge, Skills and Attitudes (KSAs)? Please enumerate.
a. Knowledge
Identify and recognize the uppercase and lowercase letter Ff and its sound.
b. Skills
Trace, write, and creatively form the letter Ff using different materials.
c. Attitude
Show enthusiasm and teamwork during group activities

2. How did you make the learners gain the KSAs which you listed above?
*Teacher shows flashcards of the previous letters while singing the Alpabasa Song. Then, Let the
learners give the letter sound after the song.
* Teacher brings out a “Mystery Box” containing objects that start with the letter Ff. Teacher gives
clues and allows learners to guess the object.” It was employed to settle down the mood of
participation of the learners.
*Throwing questions from the pictures. Ex. How can a boy reach to the other island?
*Situational analysis of the story presented was facilitated to give considerations on the
context/content of the lesson . “charts of different mode of transportation was presented.
*Calling the learners and letting them choose any transportation toys and letting them tell what mode
of transportation.
*For mastery development, arranging the picture through puzzle game.
*Controlled learning tasks were catered by playing a game.
*Answering the question why are we going to take a ride using different mode of transportation when
we are going to go to other places.
*Encircling the picture that represents the sound /m/ was done for the learning performance of the
learners.
*connecting vehicle to its mode of transportation to cater evaluation.
*Valuing was given focused by connecting the lesson with the significant experiences of the learners
at home with different modes of transportation.

3. What did your pupils/students do in order to gain/learn the KSAs?

Learners were very participative and attentive in the TL process because of the colorful pictures and
with the help of television.

4. Where you able to accomplish your lesson objective?

Yes _/_ All _/_Some_____
No ______All _____ Some _____

5. If yes, how did you do it?

*Teacher shows flashcards of the previous letters while singing the Alpabasa Song. Then, Let the
learners give the letter sound after the song.
* Teacher brings out a “Mystery Box” containing objects that start with the letter Ff. Teacher gives clues
and allows learners to guess the object.” It was employed to settle down the mood of participation of
the learners.
Teacher will introduce the letter Ff and its sound. (Teacher writes uppercase F and lowercase f
 on the board.)
*Throwing questions from the pictures. Ex. What is the first sound of this letter Ff.
*Calling the learners and letting them paste picture on the chart that has a with beginning sound /f/
*For mastery development, Group 1 (Kinesthetic Learners): Form letter F using clay, Group 2 (Visual
Learners): Letter Hunt and Group 3 (Auditory Learners): Clap and say the /f/ sound with words.
*Controlled learning tasks were catered in application by solving the picture puzzle.
*Answering the question Teacher asks: “What letter did we learn today?” “What sound does Ff make?”
“Can you name words that start with F?”
*Coloring the picture that represents the sound /f/ was done for the learning performance of the learners .
*Valuing was given focused by connecting the lesson with the significant experiences of the learners
during the group activities.

6. If no, what difficulties did you encounter?

7. Did you and your class enjoy the lesson? Yes_/_ No_____
Why? Every learners participated actively. Colorful materials and games made my lesson more interesting.

8. If you are going to teach the same lesson again, can you think of ways to improve it? Please write it down.
Lesson was well delivered.

9. What teaching assistance would you need to overcome difficulties that you have encountered?
Positive instructional input and values formation.

10. Can you suggest from whom you can ask this assistance and support? To our principal or Master Teacher II
And how? Ask for their knowledge for more teaching strategies/technique to cater all learners need.

11. Would you welcome another visit or observation? Yes _/_ No_____
Why? Another instructional observation will help me improve my performance in teaching to cater the
individual differences of the learners.

Commendation for the Teacher:

Remarkable Performance!
Highly Proficient performance is exhibited. Everything is given focused to cater higher learning outcome.
The children are happy doing their task.

Suggested Support for the Teacher:

Employed 5E’s Approach teaching Learning style when goal focused is manifested, thus, higher learning
outcome is truly attained.

Submitted by: Noted:

MARIA GUADALOPE C. OYANGOREN MARIA CORAZON A. CANOY

Teacher’s Name and Signature Observer’s Name and Signature
INSTRUCTIONAL SUPERVISION (IS) FORM 1

PRE-OBSERVATION INFORMATION

Teacher: MARIA GUADALOPE C. OYANGOREN School: KIMAYA ELEMENTARY

SCHOOL
District: JASAAN SOUTH Division: MISAMIS ORIENTAL
Grade/ Year & Section: KINDER-MASUNURIN Subject: LITERACY
School Year: 2024-2025 Semester: FOURTH
Instructional Supervisor: MARIA CORAZON A. CANOY Conference Date:FEBRUARY 18, 2025

Directions:
1. This form shall be answered by the Teacher prior to Instructional Support Visit.
 2. The information will serve as guide for the pre-observation conference. Observer may ask additional job-related data to
provide a background for actual observation.
3. The filled up form shall be given back to the Teacher to be placed in front of the Teacher Observation Form A,B,C,
which will be used by the observer.

Pre- Observation Information

1. When would you like to have instructional supervision and support?
Date and Time: As need arrises, as per schedule

2. In which of your classes would you like to be observed?

Class and period observed: KINDER- MASUNURIN/ LITERACY (7:45 am- 8:30 am)

3. What area or domain would you like to be observed? Please check

 ___/_Diversity of Learners
 ____ Content and Pedagogy
 _____Planning, Assessing and Reporting
 _____Learning Environment
 _____School, Home, Community Linkages
 _____Social Regard for Learning
 ____ Personal Growth and Professional Development
 _____ others, specify

4. What specific teaching-learning parameters would you like to be focused? Please check.
 ____Motivation
 __/__Teacher-learners Interaction
 ____Questioning- Answering skills
 ____Pacing of the Lesson
 _____Testing
 ____Classroom Management
 ____Time on Task
 ____Addressing multiple intelligences/learning styles
 _____Others, specify

5. What teaching method/strategy will you use? 5 E’s Contructivism

6. How would you describe the class you will be teaching during the visit? Please provide information by checking or
filling up the required data
 Type of class ___/_ Monograde _____class combination ____ Multigrade
 Size of class __/___small class size - no. of learners 22 Big class size _____
 Class diversity _____Homogeneous ____/___ Heterogeneous

7. What three priority areas in your ESAT do you need the most support and assistance? Please enumerate and specify
a. Innovation
-Develop and adopts service improvement program through simplified procedures that will further
enhances service delivery.

b. Result focus
-Promotes a creative climate and inspires co-workers to develop original ideas or solutions.

c. Service Orientation
-Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on
new or more precise ways meeting goal set.

8. What priority objectives in your DP did you include for School year 2024-2025 that you intend to accomplish?
a. To acquire more knowledge to develop a personal plan based on reflection of one’s practice and ongoing.

b. To use more knowledge and strategies to develop a personal plan based on reflection of one’s practice.
 a. To apply more knowledge to develop a personal plan based on reflection of one’s practice and ongoing.

Submitted by: Noted:

MARIA GUADALOPE C. OYANGOREN MARIA CORAZON A. CANOY

Teacher I Master Teacher II