LessonScripts_Format-Sample_PPT-JRA.pptx

LESSON SCRIPT

1. DEVELOPMENT OF LESSON SCRIPTS FOR THE NATIONAL READING PROGRAM (NRP), NATIONAL MATHEMATICS PROGRAM (NMP), AND CATCH-UP FRIDAYS (CUF)

2. DEVELOPMENT OF QUALITY LESSON SCRIPTS FOR NRP, NMP AND CUF JULIEVEN R . ABREA S enior Education Program Specialist Teaching and Learning Division Bureau of Learning Delivery Guidelines on the Design and Format

3. Lesson Format and Design for the Lesson Scripts Sample Budget of Work Sample Lesson Scripts General Tips in Writing Lesson Scripts OUTLINE OF PRESENTATION

4. “I-Q-A”

5. LESSON SCRIPTS

6. LESSON SCRIPTS Are teaching resources that provide a clear and structured guide for teachers Facilitate managing of teacher-learner interactions, ensuring target learning competencies are communicated effectively and consistently Articulate direct speech containing words that teacher will say as prompts to guide delivery of the lesson To be used in NRP, NMP and CUF sessions

7. LESSON SCRIPT FORMAT AND DESIGN DepEd Order No. 42, S. 2016: Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program DepEd Order No. 14, S. 2023: Policy Guidelines on the Implementation of the National Learning Camp DepEd Memo No. 1 s., 2024: Implementation of Catch-Up Fridays MATATAG Curriculum Instructional Design Framework

8. MATATAG CURRICULUM LESSON SCRIPTS

9. Parts of Lesson Planning DepEd Order No. 42, S. 2016 (Detailed Lesson Plan) DepEd Order No. 14, S. 2023 (NLC Format and Design) Objectives Content Learning Resources Procedures ( Before, During, and After the Lesson ) Assignment Remarks Reflection Component 1. Short Review Component 2 . Lesson Purpose / Intention Component 3. Lesson Language Practice Component 4. Lesson Activity Component 4A. Reading and Understanding the STEM Component 4B. Solving the First Set of Questions Component 4C. Solving the Second Set of Questions Component 5. Lesson Conclusion

10. Parts of Lesson Exemplar for the Lesson Script MATATAG CURRICULUM

11. LESSON EXEMPLAR Curriculum Content, Standards, and Learning Competencies Learning Resources Teaching and Learning Procedures Remarks and Reflection

12. Curriculum Content, Standards, and Learning Competencies

13. CURRICULUM CONTENT, STANDARDS, AND LEARNING COMPETENCIES This part includes objectives related to content knowledge and competencies. It also describes the behavior or performance teachers want learners to exhibit to consider them competent. It states what the teacher intends to teach and serves as a guide for instruction and assessment.

14. CURRICULUM CONTENT, STANDARDS, AND LEARNING COMPETENCIES

15. CONTENT STANDARDS as Benchmarks of Knowledge and Skills. The content standards define what students are expected to know ( knowledge: facts and information ), what they should be able to do ( process or skills ) with what they know, and the meanings or understandings that they construct or make as they process the facts and information. Thus, the content standards answer the question: “What do students want to know, be able to do, and understand?”

16. PERFORMANCE STANDARDS as Benchmarks of Transfer of Learning. The performance standards define the expected proficiency level which is expressed in two ways: students should be able to use their learning or understanding in real-life situations , and they should be able to do this on their own . Students are expected to produce products and/or performances as evidence that they can transfer their learning in real-life situations.

17. LEARNING COMPETENCIES are specific skills performed with varying degrees of independence. These have different degrees of difficulty and performance levels. It also refers to the ability to perform activities according to standards expected by drawing from one’s knowledge, skills, and attitudes.

18. LEARNING OBJECTIVES are SMART and based on the learning competencies SMART – Specific, Measurable, Attainable, Realistic, Time-bound usually written by the teacher in an effort to unpack the learning competencies

19. CONTENT

20. CONTENT

21. Subject Matter This component of the lesson plan states the specific topic or content that will be covered in the teaching session. It details the main subject area that students will be learning about. Area of Integration This refers to the opportunity to incorporate interdisciplinary connections or cross-curricular themes into the teaching and learning process. In the context of Catch-up Fridays, these are: Reading, Peace Education, Values Education and Health Education.

22. Theme It represents the overarching idea or central focus that ties together the various activities, discussions, and learning objectives, as they are linked to the Area of Integration. Refer to the DM 001 s., 2024 titled “Implementation of Catch up Fridays” for the list of themes and sub-themes for Peace Education, Values Education, and Health Education.

23. Theme

24. Theme

25. Key Concept for Integration It identifies a fundamental idea or principle that serves as a core element in linking the subject matter with other areas of study . It highlights the essential concept that will be emphasized throughout the lesson to facilitate meaningful connections and deeper understanding across different disciplines or themes.

26. Learning Resources

27. LEARNING RESOURCES This part asks teachers to log the references and other learning resources that the teacher will use for the lesson. The references include the pages of the TG, LM, textbook, and the additional materials from the LRMDS portal. The other learning resources refer to materials such as those that are teacher-made, authentic, and others not included in the references. This part can also include the supplies, equipment, tools and other non-print materials needed for activities before, during, and after the lesson.

28. LEARNING RESOURCES LESSON EXEMPLARS SELF-LEARNING MODULE (SLMs) PRIMER LESSONS (NRP) TL PLAN (NMP)

29. Teaching and Learning Procedures

30. TEACHING AND LEARNING PROCEDURES It details the steps and activities the teachers and learners will do during the lesson towards achievement of the lesson’s objectives. It describes the learning experiences that learners will go through in understanding and mastering the lesson’s content. Teachers may utilize procedures that are generally recognized and accepted in their field of specialization.

31. TEACHING AND LEARNING PROCEDURES It will also depend on the instructional strategies and methods that a teacher will use to teach the lesson. Flexibility is encouraged in the implementation of the lesson procedure. Changes in the procedure are allowed based on time constraints or when adjustments in teaching are needed to ensure learners’ understanding.

32. TEACHING AND LEARNING PROCEDURES

33. Before the Lesson / Pre-Lesson Proper TEACHING AND LEARNING PROCEDURES

34. BEFORE THE LESSON / PRE-LESSON PROPER Activating Prior Knowledge. This part connects the lesson with learners’ prior knowledge. It explicitly teaches the learners how the new lesson connects to previous lessons. It also reviews and presents new lessons in a systematic manner.

35. BEFORE THE LESSON / PRE-LESSON PROPER Lesson Purpose / Intention. This part will motivate the learner to learn the new lesson. It encourages them to ask questions about the new topic and helps establish a reason for learning the new lesson.

36. BEFORE THE LESSON / PRE-LESSON PROPER Lesson Language Practice/Unlocking of Difficulties. The language practice suggested has been identified by considering the whole lesson and identifying those words/phrases/sentences that have the potential to cause difficulties for students. The focus is on words, phrases, or sentences that are to be used and have forgotten or found difficulty in the past

37. During / Lesson Proper TEACHING AND LEARNING PROCEDURES

38. DURING / LESSON PROPER Reading the Key Idea / Stem It addresses the “key idea/stem” for the lesson. It involves understanding the concept of the key idea/stem.

39. DURING / LESSON PROPER Developing Understanding of the Key Idea/Stem. Involves a set of questions associated with the key idea/stem. Students will need to refer to the stem as they prepare to answer set of questions.

40. DURING / LESSON PROPER Deepening Understanding of the Key Idea/Stem. Undertaking a new set of questions with a higher degree or level of complexity related to the same key idea/stem. Questions related to the area of integration can be presented in this part.

41. After the Lesson / Post-Lesson Proper TEACHING AND LEARNING PROCEDURES

42. AFTER THE LESSON / POST-LESSON PROPER Making Generalizations and Abstractions. It will conclude the lesson by asking learners good question/s that will help them crystallize their learning so they can declare knowledge and demonstrate their skills . It is also designed to offer a student-focused wrap-up to the main intentions of the lesson, helping students reflect on their progress, achievement of goals, and their performance and understanding during the lesson. Teachers can further ask questions related to the area of integration presented in the lesson.

43. AFTER THE LESSON / POST-LESSON PROPER ASSESSMENT – EVALUATING LEARNING. A way of assessing the learners and whether the learning objectives have been met. Evaluation should tap or align to both learning objective and the key message of integration. Applies various methods of assessment including HOTS and 21 st century skills.

44. AFTER THE LESSON / POST-LESSON PROPER Additional Activities for Application or Remediation (if applicable). It will be based on the formative assessments and will provide children with enrichment or remedial activities. The teacher should provide extra time for additional teaching activities to those learners demonstrating that they have difficulties with the lesson.

45. AFTER THE LESSON / POST-LESSON PROPER The giving of assignments is optional and should follow the provisions of DepEd Memorandum No. 392, s. 2010 entitled “Guidelines on Giving Homework or Assignments to All Public Elementary School Pupils.”

46. AFTER THE LESSON / POST-LESSON PROPER Remarks. Teachers indicate special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of lesson to the following day in cases of class suspension, etc. Reflection Teachers share their thoughts and feelings about their lessons including things about the lesson that were successfully implemented, need improvement, or could be adjusted in the future.

47. Sample Lesson Script

48. Sample Lesson Script Grade 4 – Science Reading Integration

49. The Budget of Work (BOW)

50. Budget of Work

51. Lesson Script

52. Activating Prior Knowledge

53. Activating Prior Knowledge

54. TEACHING AND LEARNING PROCEDURES Before the Lesson / Pre-Lesson Proper Lesson Purpose/Intention (2 minutes) Now that we've learned about some amazing inventions from our previous discussions, I want you to think about the various inventions around you and how they are used in your daily routines. Take a few moments to think about it, and list down as many inventions as you can in your notebooks. (After giving them a few moments)   Alright, I hope you all have some interesting inventions listed in your notebooks. Now, I would like to hear from some volunteers. Raise your hand if you would like to share one of the inventions you listed.   (Call on volunteers and write their inventions on the board)   Thank you all for sharing your inventions. It's amazing to see the variety of inventions that you've listed. let's continue our journey in understanding the impact of key inventions on human progress. Are you ready to dig deeper into this topic? Let's proceed! Inventions around Me!

55. TEACHING AND LEARNING PROCEDURES Before the Lesson / Pre-Lesson Proper Lesson Language Practice (5 minutes) Please take out your science notebooks and write down these words:   Technology, Revolutionized, Eradicating   Raise your hand if you have an idea or definition for any of these words.   Possible Learners Response: Technology is like computers, smartphones, and other electronic devices that help us do things more easily and quickly.   Wonderful explanation! Technology refers to the tools, equipment, and inventions that we use to solve problems, perform tasks, and improve our lives. Who else would like to share their ideas for the other words?   (Learners share their ideas for "revolutionized" and "eradicating")   Great thoughts, everyone! Now, let's explore some possible synonyms for these words. I will provide you with synonyms, and I want you to use each synonym in a sentence of your own. Write these sentences in your science notebooks.

56. TEACHING AND LEARNING PROCEDURES Before the Lesson / Pre-Lesson Proper Lesson Language Practice (5 minutes) For "technology," a synonym could be "innovation." Try using the word "innovation" in a sentence of your own. (Learners write their sentences using the synonym "innovation") Well done, everyone! Now, let's move on to the next word. A synonym for "revolutionized" could be "transformed." Use the word "transformed" in a sentence of your own. (Learners write their sentences using the synonym "transformed") Excellent work, class! For the last word, a synonym for "eradicating" could be "eliminating." Use the word "eliminating" in a sentence of your own. (Learners write their sentences using the synonym "eliminating") Fantastic job, everyone! I'm impressed with your sentences using the synonyms. Now, I have an exciting announcement for you. These words we've discussed, along with their synonyms, can be found in a reading article that you will get to read soon. In the article, we will learn more about the impact of key inventions on human progress. Get ready to discover fascinating information and deepen our understanding of these words in context. Are you excited to delve into the reading article?

57. TEACHING AND LEARNING PROCEDURES During / Lesson Proper Reading the Key Idea/Stem (10 minutes) I have prepared copies of the article titled "Greatest Inventions of All Time" for each group.   (Distribute copies of the article to each group)   In your groups, I want you to read the article carefully. Take note that I have assigned different sections of the article to each group. This way, we can cover more ground and have a better understanding of the entire article. Begin by reading the title of the article together as a group.   Now, each group can start reading their assigned sections. Remember to read the article silently and pay attention to the pronunciation and meaning of the words we discussed earlier. Feel free to discuss and help each other understand the content.   (After giving them a few moments)   Alright, it seems like everyone has finished reading their sections. Now, I would like to invite volunteers to come up and read their assigned sections to the class.   (Call on volunteers, one by one, to read their sections)  

58. TEACHING AND LEARNING PROCEDURES During / Lesson Proper Reading the Key Idea/Stem (10 minutes) Thank you to all the volunteers for reading the article sections. You did a fantastic job. Now, let's take a moment to appreciate the effort and practice in their reading. I want to make a few pronunciation corrections to ensure we understand the words clearly. (Provides pronunciation corrections as necessary, emphasizing key words from the article) Thank you for your participation and engagement in this reading activity. It's wonderful to see your progress. Now, let's move on to our next activity, where we will discuss the article and share our thoughts.  

59. TEACHING AND LEARNING PROCEDURES During / Lesson Proper Developing Understanding of the Key Idea/Stem (10 minutes) Now that we have read the article, I want to hear from all of you about what you learned. Please raise your hand if you can answer the following questions:   What is the article about?   Possible Learners Response: The article gives a list of remarkable inventions that have a significant impact on human progress. It also gives the importance and influence of these inventions in shaping various aspects of our lives.   Are the technologies or inventions familiar to you? Which is not?   (Learners share their responses)   Thank you for sharing your thoughts. It's interesting to hear which technologies or inventions are familiar to you and which ones are new. This shows that our experiences and exposure to different inventions may vary.   Now, I would like you to return to your groups. I have prepared a task for you to complete based on the article you read. Each group will receive a table to fill in with the name of the invention, the inventor or date of invention, and the purpose of the invention. Work together with your group to complete the table based on the information from the article.

60. TEACHING AND LEARNING PROCEDURES During / Lesson Proper Developing Understanding of the Key Idea/Stem (10 minutes) (After around 3 minutes)   It looks like most groups have finished completing the table. Now, I would like to invite one representative from each group to come up and share their completed table with the class.   (Learners share their completed table)   Now, let's take a moment to compare the information shared by each group. Can you spot any similarities or differences in the inventions, inventors or dates, and purposes mentioned?   (Students share their answers)   Great observations, everyone! It's interesting to see the range of inventions, inventors, and purposes discussed in the article. Inventor/ Invention Purpose of the Invention

61. TEACHING AND LEARNING PROCEDURES During / Lesson Proper Deepening Understanding of the Key Idea/Stem (5 minutes) To deepen your understanding of the lesson, I would like to ask the questions:   1. What invention allowed early humans to control fire and utilize it for various purposes?   Possible Learners Response: Fire was the invention that allowed early humans to control it and use it for warmth, protection, and cooking.   2. Which invention revolutionized transportation and commerce?   Possible Learners Response: The invention of the wheel revolutionized transportation and commerce, making it easier to move goods and travel.   3. What invention helped ancient Egyptians and Mesopotamians improve their vision and contributed to the development of photography, film, and television?   Possible Learners Response: Optical lenses, such as those used in glasses, microscopes, and telescopes, helped improve vision and played a crucial role in the development of media technologies.  

62. TEACHING AND LEARNING PROCEDURES During / Lesson Proper Deepening Understanding of the Key Idea/Stem (5 minutes) 4. Which invention made it possible for people to write down and share their ideas?   Possible Learners Response: The invention of paper made it possible for people to write down and share their ideas.   5. Which invention changed the way we live, work, and shaped the look and functioning of our cities?   Possible Learners Response: The invention of electricity changed the way we live and work, powering our gadgets and transforming the functioning and appearance of our cities. Great job, everyone! Very good! All these inventions are still available today but some have been improved already. Examples are the lenses with much higher magnifying power, the engines with more advanced capability of doing work, the cars more complicated, useful and have more safety features. All our technologies are evolving to meet the our needs. I'm truly impressed by your responses. You've showcased a solid comprehension of the observations we made and the concepts we explored.

63. TEACHING AND LEARNING PROCEDURES After the Lesson / Post-Lesson Proper Making Generalization and Abstraction (5 minutes) Now, I want you to return to your groups and revisit the 10 inventions we discussed in the article. Your task is to group these inventions into three categories: Information and Communication, Power and Energy, and Health and Well-being. Use the table provided to categorize the inventions accordingly. Now, I would like to invite volunteers from each group to share their ideas on how they grouped the inventions into the three categories.   (Learners share their answers)   Possible Learners Answer: Information and Communication: Optical Lenses, Paper, Printing Press Power and Energy: Fire, Electricity, Internal Combustion Engine, Car Health and Well-being: Vaccination That’s all good answers! You were able to see conectinons the these inventions we discussed . Information and Communication Power and Energy Health and Well-being

64. TEACHING AND LEARNING PROCEDURES After the Lesson / Post-Lesson Proper Evaluating Learning (5 minutes Now, I would like each of you to list down three inventions under each of the groups we discussed: Information and Communication, Power and Energy, and Health and Well-being. These should be inventions that you use in your everyday life, but are not mentioned in the article we read.   Take a few minutes to think about the inventions that fall under each category and jot them down in your notebooks. Consider how these inventions impact your daily routines and well-being. Once you have listed three inventions under each group, please raise your hand. I will then call on a few volunteers to share their inventions with the class.   (Call volunteers after 3 minutes) Great observations, everyone! It's interesting to see how inventions in Information and Communication, Power and Energy, and Health and Well-being play vital roles in our everyday lives. Information and Communication Power and Energy Health and Well-being

65. Sample Lesson Script Grade 4 – Science Peace Education Integration

66. Budget of Work

67. Lesson Script

68. Activating Prior Knowledge

69. Activating Prior Knowledge

70. TEACHING AND LEARNING PROCEDURES Before the Lesson / Pre-Lesson Proper Lesson Purpose/Intention (2 minutes) Let me present this picture. Can you tell me what are these pictures? (Show the pictures to the class) Possible Learners Response: Dynamite Lumpia , Dynamite explosive, and Dynamite by BTS   Alright, let's hear some responses. What do you think is common among these pictures?   Possible Learners Response: One common element is that they all have the word "Dynamite" in their name. Another commonality is that dynamite, whether in the form of an explosive or a song, can have a powerful impact or create excitement.   Excellent observations! You've all highlighted the common thread, which is the word "Dynamite." Now, let's use these pictures as a starting point to introduce our lesson on the invention of Dynamite as a known explosive.   Let's continue our discussion on important inventions through this advancement in technology.

71. TEACHING AND LEARNING PROCEDURES Before the Lesson / Pre-Lesson Proper Lesson Language Practice (5 minutes) Please take out your science notebooks and write down these words:   Blast, Explosion, Energy   Now, let's explore some key terms related to our topic. Are you familiar with the words "blast," "explosion," and "energy"? Please raise your hand if you have heard these words before.   Which do you think are the synonym of those words? Can you identify and match the word that are synonyms of our given words?   Release of heat, Doing work, Loud noise (Call learners to response)   Answer: Blast – Loud noise Explosion – Release of heat Energy – Doing work  

72. TEACHING AND LEARNING PROCEDURES Before the Lesson / Pre-Lesson Proper Lesson Language Practice (5 minutes) Very good everyone! Now, can you provide a definition for each term and try to use them in your own sentence?   Possible Learners Response: A blast is a sudden and powerful release of energy, often resulting in a loud noise and forceful impact. An explosion is a rapid expansion of gases with the release of heat and pressure, causing a damage to objects nearby. Energy is the capacity to do work or drives us to do activities and tasks.   (Calls learners to response)   Well done, everyone! You all have a good understanding of these words. Keep up the great work in expanding your knowledge of these useful terms. Keep them in mind as we will use these words in our lesson.

73. TEACHING AND LEARNING PROCEDURES During / Lesson Proper Reading the Key Idea/Stem (10 minutes) I have prepared copies of the article titled " Alfred Nobel and Dynamite" for each group.   (Distribute copies of the article to each group)   In your groups, I want you to read the article carefully. Begin by reading the title of the article together as a group.   Now, each group can start reading the article. Remember to read the article silently and pay attention on the invention mentioned in the article and how it was developed and its uses.   (After giving them a few moments)   Alright, it seems like everyone has finished reading the article. Now, I would like to invite volunteers to come up and read a certain section or paragraph to the class. (Call on volunteers, one by one, to read their sections)   Thank you to all the volunteers for reading the article sections. You did a fantastic job. I hope all can follow and understand what your classmates have read.  

74. TEACHING AND LEARNING PROCEDURES During / Lesson Proper Developing Understanding of the Key Idea/Stem (10 minutes) Now that we have read the article, I would like you to provide answer to these questions by three/triad. Discuss the questions with your small group and write your answers in your notebook. Then we will discuss your answers in the class.   Who invented dynamite and how does dynamite help in removing large rocks? What is the purpose of adding clay to nitroglycerin in the creation of dynamite? What other uses did dynamite have apart from building and mining? Why did Alfred Nobel decide to leave the money earned from his inventions for special awards? What is the significance of the Nobel Peace Prize among the five Nobel Prizes?   (After giving them a few moments)   I want to hear from all of you about what you learned. Please raise your hand if you can answer the following questions:   Who invented dynamite and how does dynamite help in removing large rocks?   Possible Learners Response: Dynamite was invented by Alfred Nobel and it helps in removing large rocks by using the energy released from the nitroglycerin in the explosive to break apart the rocks quickly and effectively.

75. TEACHING AND LEARNING PROCEDURES During / Lesson Proper Developing Understanding of the Key Idea/Stem (10 minutes)   2. What is the purpose of adding clay to nitroglycerin in the creation of dynamite??   Possible Learners Response: Clay is added to nitroglycerin in the creation of dynamite to make it a safer product that can be used more effectively without the risk of unexpected explosions.   3. What other uses did dynamite have apart from building and mining?   Possible Learners Response: Apart from building and mining, dynamite was also used to create bombs, cannons, and rockets for warfare purposes, which deviated from Alfred Nobel's original intention of using it for peaceful activities.   4. Why did Alfred Nobel decide to leave the money earned from his inventions for special awards??   Possible Learners Response: Alfred Nobel decided to leave the money earned from his inventions for special awards, including the Nobel Prizes, to recognize and reward important inventions and actions that contribute positively to society, in contrast to the negative impacts of dynamite in warfare.

76. TEACHING AND LEARNING PROCEDURES During / Lesson Proper Developing Understanding of the Key Idea/Stem (10 minutes) 5. What is the significance of the Nobel Peace Prize among the five Nobel Prizes?   Possible Learners Response: The Nobel Peace Prize holds significant importance among the five Nobel Prizes as it is awarded to individuals who promote peace and make significant contributions to global harmony and humanitarian efforts.   Thank you for sharing your thoughts. It's interesting to hear how you understand the reading text.   From the article, Alfred Nobel invented dynamite, which is used to remove large rocks by utilizing the energy released from nitroglycerin to break them apart swiftly and efficiently. To enhance safety, clay is added to nitroglycerin during its creation, reducing the risk of unexpected explosions. Despite being initially intended for peaceful purposes, dynamite was also repurposed for warfare, deviating from Nobel's original vision. In response, Nobel established the Nobel Prizes, utilizing the earnings from his inventions to recognize and reward positive contributions to society and innovation, counterbalancing the negative effects of dynamite in warfare.

77. TEACHING AND LEARNING PROCEDURES During / Lesson Proper Deepening Understanding of the Key Idea/Stem (5 minutes) To deepen your understanding of the lesson, I would like to ask the questions: (Show the questions one at a time.)   1. How did the invention of dynamite by Alfred Nobel help in building things, but also have the potential to be used in harmful ways during conflicts?   Possible Learners Response: The invention of dynamite by Alfred Nobel contributed to advancements in construction by enabling safer and more efficient methods, while also introducing the potential for destructive purposes in conflicts due to the explosive nature of dynamite, showcasing the dual impact of technological innovations on society.   2. How did the unintended uses of dynamite, like in wars, go against what Alfred Nobel wanted when he invented it to be used for safer activities?   Possible Learners Response: The unintended uses of dynamite in warfare conflicted with Alfred Nobel's original intention of creating a safer explosive for peaceful activities, as it led to the destructive capabilities of dynamite being exploited in conflicts, contrary to his vision of promoting safety and progress through innovation.    

78. TEACHING AND LEARNING PROCEDURES During / Lesson Proper Deepening Understanding of the Key Idea/Stem (5 minutes)   3. Why do you think Alfred Nobel created the Nobel Prizes, including the Nobel Peace Prize, as a way to recognize people who contribute to peace and make the world a better place, even though dynamite could be used for destructive purposes?   Possible Learners Response: The Nobel Peace Prize, can be seen as a way to reconcile the dual impact of dynamite on society by recognizing and rewarding positive contributions to peace and humanity, aligning with Alfred Nobel's desire to promote beneficial innovations that benefit society as a whole.   Great job, everyone! I'm truly impressed by your responses. Alfred Nobel's invention of dynamite revolutionized construction methods, enhancing safety and efficiency. However, the dual impact of technological innovations became evident as dynamite's explosive nature posed a threat in conflicts, showcasing its potential for destruction. The unintended use of dynamite in warfare contradicted Nobel's peaceful intentions, highlighting the ethical dilemma of creating powerful inventions. This connection underscores the importance of ethical considerations in technological advancements, emphasizing the need to balance innovation with promoting peace and societal progress.   You've showcased a solid comprehension of the observations we made and the concepts we explored.

79. TEACHING AND LEARNING PROCEDURES After the Lesson / Post-Lesson Proper Making Generalization and Abstraction (5 minutes) As we conclude our discussions on the invention of dynamite, I have a summarizing activity for you. In pairs, I want each pair to fill up the table with one piece of information on the Beneficial use of Dynamite, Harmful use of Dynamite. Share your knowledge on these topics with your partner. Feel free to refer back to our previous discussions and the article we explored today.   Use the table provided for your answers: Share your responses with your partner and ensure that each section is accurately and comprehensively filled.   (After giving them a few moments)   Now, I would like to invite volunteers from each group to share their ideas on information Beneficial use of Dynamite, Harmful use of Dynamite.   (Learners share their answers)   That’s all good answers! You were able to see the importance of these inventions in our life. Beneficial use of Dynamite Harmful use of Dynamite

80. Implementation of Catch-Up Fridays DM 001 s., 2024 Provided the Suggested strategies for Reading and Suggested Routines and Activities for Reading Enhancement Provided the Suggested Strategies for Values Education, Peace Education and Health Education

81. General Guidelines for Lesson Script Writing Be Clear and Concise: Use clear and simple language that is easy for students to understand. Avoid jargon or overly complex terms that may confuse your students. Provide Transitions: Use transitional phrases to smoothly transition between different parts of the lesson. This helps maintain flow and coherence in your instruction. Use Positive Language: Frame instructions and feedback in a positive way to encourage student participation and confidence. Instead of saying "Don't do this," say "Try doing this instead."

82. General Guidelines for Lesson Script Writing Be Specific : Provide specific instructions and examples to clarify expectations for students. Avoid vague or ambiguous language that may lead to confusion. Use Active Voice : Write your lesson script in the active voice to make it more engaging and dynamic. For example, instead of saying "The book was read by the teacher," say "The teacher read the book.” Model Thinking Processes : Verbalize your thinking processes and problem-solving strategies to help students develop their own critical thinking skills. This can include asking questions like "Why do you think that?" or "What evidence supports your answer?"

83. General Guidelines for Lesson Script Writing Encourage Interaction : Include opportunities for student interaction and participation throughout the lesson. This can include asking questions, eliciting responses, or facilitating group discussions. Anticipate Student Responses : Anticipate common student responses or misconceptions and prepare appropriate responses or explanations in advance. Be Flexible : Be prepared to adapt your lesson script based on student reactions, questions, or needs. Flexibility is key to effective teaching and learning.

84. Bansang Makabata Batang Makabansa