LP June1-5

Transition Prevocational

Communication Skills, Sensory, Perceptual Skills

Nomar Capoy

June 1-5 2015

TeacherOBJECTIVESMATERIALSPROCEDUREEVALUATION

Students will be able to determine those that can be trusted in the communityThey will be able to recognize kin and immediate family.

Subject Matter:

Name CardCartolina/folder, pentel pen, paste, picturesGet a cartolina /folder and cut it into a desired size.

Write the word and paste the picture of grandfather grandmother, aunt, uncle and cousin.

Duplicate it

.

Give the name cards to the children

Spread the duplicate cards around the room

Let the children look for their duplicate name cards

Let children read the word.

After reading the word, the teacher asks, who is in the picture?

Do you have them in your family?

The teacher will hold the first picture and show it to the children.

Tell the role of the grandfather in the family.

Ask one child to repeat the role of grandfather in the family.

Present the other pictures stating their roles in the family.

Praise the child for his/her effort.

Student can recognize the letter names and sounds, animals and their young s, things used in school, number skills, sets and number words.

Student recognizes trusted members of the community.


Cognitive Skills, Visual- Perceptual Skills,

Communication Skills

Nomar Capoy

June 1-5 2015


Students will be able to accept and differentiate between:dialectclothingtools skillslookscolorSubject Matter:

YOURE ON T.V. improvised TV made of recycled box

2 rattan sticks with 17 inches long,1 inch thick

manila paper cut in 13 inches widthGet a recycled box and cut the big portion of it that will serve as the screen.

Cover the left portion of the box with black cartolina using glue or masking tape.

Make a hole on both sides of the box that fits the one inch thick of 17 inches long rattan.

Prepare a manila paper and paste the picture of three persons talking to each other.

Roll the manila paper with picture in the rattan stick

Paste the plastic cover on the open portion of the box that serves as the screen with the use of scotch tape.

Improvised TV is ready to use.

How to use

Show the improvised TV to the children

Set the children for viewing.

Actual viewing

Teacher starts to roll the manila paper holding the rattan.

Ask the children what the first person says.

Let the child utters ,Magandang Umaga po

The teacher may ask: How do you say Magandang Umaga po in Ilocano? Pangasinan?

Then, the teacher roll again the picture to other person talking showing the Ilocano dialect.

Do the same for Pangasinan dialect

Administer the lesson one dialect after another.

1. The child can copy his/her name and his/her classmates names.

2. The child can identify and write down his/her name and his/her classmates names using configuration clues.

3. The child can distribute labels with his/her name and his/her classmates names according to their respective names.

Observe if the child is able to do the following tasks independently, with assistance/prompting & what type of assistance/prompting


Socio-Emotional, Numeracy Skill

Nomar Capoy

June 1-5 2015


Students will be able to name family members They wiil be able to say their parents name.

They wiil be able to say the names of the member of their familySubject Matter:

MY HANDY FAMILY CLASSIFIERIllustration board/ cardboard

16x20 inches plywood

Glue Cutter

Hook scissors

paint brush

marker

paint: red and white

sand paper1. Use a chisel to make the handle on the middle top of the plywood.

Use a sandpaper to smoothen the edges of the wood. Paint the

Background with white color.

2. Make (five) 4x4 inches cardboard for the flash cards.

3. Make (two) 6x6 inches cardboard color it red to be placed at the left

side of the board.

1. The teacher tells the name of each member of the family.

2. Call a pupil to pick out the picture from the left corner and place it to

the corresponding name.

3. Have the pupils say the name of the picture 1. Pupils can make their own flash cards of their family members.

2. They can introduce their own family to the class.

3. Each pupil can place their own family members in the material.

4. They can place the corresponding number.

Until they are familiarize on how many they are in their family


Cognitive skills, Motor skills, visual- Perceptual skill and communication skills.

Nomar Capoy June 1-5 2015


Students will be able to help in general works in school and family.They will be able to participate well in general cleaning like in classrooms, corridors, etc.Subject Matter:

PUT ME IN PLACEcartolina, pentel pen, pictures showing group activities done in school and showing activities done at homeCut and paste pictures in showing children working together in school.

Cut and paste pictures showing members of the family doing household chores.

How to use

Group the children into two.

Place all the pictures on the table. Let them identify the pictures whether the activities are done in school or at home

Let them paste it on the proper label.

Teacher asks: Did you see the children in the first group? Where are they? Did they work together happily?

Listen to childrens response.

Look at the second group. Where are they? Are they working as one?

Ask the children what picture would you like most between the two groups?

Let the children point the picture.

Praise the children for their efforts.

Students can help in general work in schools and family They can participate in family home chores


Home/Independent Living: Cleans bathroom / Living room (modified)

Nomar Capoy

June 1-5 2015


Given a wiping cloth, the child will be able to properly clean the table;

Given a bathroom scrub, the child will be able to properly scrub the bathroom tiles (floor); and

Given a mop, the child will be able to properly mop the bathroom tiles (floor).

Subject Matter:

Wiping tables after meals; scrubbing & mopping bathroomsWiping cloth

Bathroom scrub

MopPreliminary Activities: Warm-up exercises

Motivation: Present pictures / recall images of clean surroundings, explain why clean is better, and elicit reactionsModeling/Demonstration: Demonstrate proper technique (wiping, scrubbing, mopping)

Guided Practice: Call each child to demonstrate proper technique (wiping, scrubbing, mopping)

Call each child to demonstrate proper technique (wiping, scrubbing, mopping) clearly explaining eachIndependent Practice: Perform proper technique during activityHomework: Wipe tables at home; scrub and mop their family bathroom1. The child properly clean a table after eating using a wipe cloth.

2. The child can properly clean a bathroom floor using a scrub.

3. The child can properly clean a bathroom floor using a mop.

Observe if the child is able to do the following tasks independently, with assistance/prompting & what type of assistance/prompting

Zz

Zebra

Picture of Grandmother

Grandmother

Picture of Grandfather

Grandfather

LP June1-5

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Transcript of LP June1-5