![]() ![]() ![]() ![]() To meet indicator 9 in COT –RPMS, the teacher used formative assessment which engaged learners in assessing own and with their peers. – To meet indicator 8 in COT –RPMS, the teacher utilizes learning resources which are consistently aligned with the instructional purposes – To meet indicator 7 in COT –RPMS, the teacher organized sequence of activities intentionally to lead the pupils in achieving the objectives – To meet indicator 6 in COT –RPMS, the teacher provided differentiated strategies that motivated and engaged learner to achieved their individual learning needs. – To meet indicator 5 in COT –RPMS, the teacher established a positive learner milieu and used non-violent castigation to ensure learning focused environment. The learners are utterly engrossed in all activities by consuming optimal space and time apposite to their needs. – To meet indicator 4 in COT –RPMS, the teacher employed practical classroom structure management practices to support flex movement of the learners in all learning activities. – To meet indicator 3 in COT –RPMS, the teacher provided all-encompassing questions including HOTS questions and activities that challenge the learners to ruminate and have a deeper perception. practicing skills in writing that was observed during group work and assignment. Mga Layunin Natutukoy ang angkop na panghalip na pakuol o paari ayon sa kailanan at panauhan nito Nasasabi ang kahalagahan ng pagtukoy ng kailanan ng panghalip panao at paari ayon sa kalianan at panauhan nito sa paikipagtalastasan Nagagawa ng sanaysay gamit ng mga pangalip. MASUSING BANGHAY ARALIN SA FILIPINO (PARA SA IKA-APAT NA BAITANG) I. – To meet indicator 2 in COT –RPMS, the teacher utilized structured activities that augment and boost learners higher level of literacy e.g. Filipino Detailed Lesson Plan 34wmd0zr9wl7. ![]()
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