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Sample lesson plan in tle drafting

I. OBJECTIVES


At the end of the discussion the students are expected to:


a. Describes the Assets, Liabilities and Owner’s Equity and its categories.

b. Recognize the Assets, Liabilities and Owner’s Equity on the Balance Sheet.

c. Construct the Balance Sheet together with its parts: Assets, Liabilities and Owner’s Equity.


II. SUBJECT MATTER


Topic: Assets, Liabilities, and Owner’s Equity


Reference: Technology and Livelihood Education The New Grade 9, pages 293-295


Materials: Power point presentation, video, receipts, Laptops, projector


III. PROCEDURE


A. Pre-Activities


1. Drill: The teacher will group the students into five, give them random receipts, record it into a paper and compute for the total purchase.


2. Motivation: The teacher will show the students a video presentation of the concept of Accounting:




Then, the teacher will ask them: What is the role of Accounting in the business?


4. Presentation: The teacher will present the lesson for today: Assets, Liabilities and Owner’s Equity by showing an example of Balance Sheet on the power point presentation. The teacher will present the categories of Assets, Liabilities and Owner’s Equity with examples via power point presentation.


B. Activity Proper: The five groups will be given terms, discuss the terms in the group and identify them if the term belongs to Assets, Liabilities or Owner’s Equity. Then, a representative from each group will explain why the given terms belong to Assets, Liabilities or Owner’s Equity.


C. Analysis: The teacher will ask the students:


1. What do you think is the role of Balance Sheet in the Business?

2. How do Assets, Liabilities and Owner’s Equity connect with each other?


D. Abstraction: The teacher will show again a Balance Sheet and ask the students to explain the terms seen in the Balance Sheet.


E. Application: The five groups should have one laptop and they will be given terms with amount and ask them to construct a balance sheet using Microsoft Word or Microsoft Excel (recommended).


IV. EVALUATION


A. Identification: Identify the following statement.


1. These are assets that are not expected to be converted into cash within a period of one year. ANS: Noncurrent Assets

2. This refers to the amount retained from profits. ANS: Retained Earnings

3. These are what a business owes to others for resources that were furnished to the business.

4. These are noncurrent assets that have physical substance. ANS: Tangible Assets

5. This pertains to the amount the owner has invested in the business. ANS: Owner’s Equity


B. Identification: Identify if the term is Asset, Liabilities or Owner’s Equity.


1. Land

2. Salaries Payable

3. Retained Earnings

4. Accounts Payable

5. Patents


V. ASSIGNMENT

You can use the internet for these following questions. E-mail your answers to [email protected] Deadline: 12MN.


1. Are Retained Earning in a business equal or not equal to cash? Explain.


2. Is goodwill considered an intangible asset? Explain.

sample lesson plan in tle drafting

sample lesson plan in tle drafting Lesson Plan: Drafting - Ms. Henson s Class - Google Sites

They will have time to work individually, conference with their peers, and conference with me on a one-on-one basis.

 

SUPPLIES

Students will need to bring in the pre-writing they have been working on for their portfolio project, highlighter, revision pen, and writer’s notebook (contains handouts/notes).

 

PRIOR LEARNING

We will have worked on draft writing prior to this. Students will already understand how to use their pre-writing techniques to create their first drafts.

 

MICHIGAN STANDARDS

· CE 1.1.3 - Select and use language that is appropriate (e.g., formal, informal, literary, or technical) for the purpose, audience, and context of the text, speech, or visual representation (e.g., letter to editor, proposal, poem, or digital story).

· CE 1.

g., structure, language, use of conventions of grammar, usage, and mechanics) of the selected form or genre.

· CE 1.1.5 – Revise drafts to more fully and/or precisely convey meaning – drawing on response from others, self-reflection, and reading one’s work with the eye of a reader, then refine the text – deleting and/or reorganizing ideas, and addressing potential readers’ questions.

· CE 1.1.6 – Reorganize sentence elements as needed and choose grammatical and stylistic options that provide sentence variety, fluency, and flow.

· CE 1.1.7 – Edit for style, tone, and word choice (specificity, variety, accuracy, appropriateness, conciseness) and for conventions of grammar, usage and mechanics that are appropriate for audience.

· CE 1.1.8 – Proofread to check spelling, layout and font; and prepare selected pieces for a public audience.

On the 3x5 card they will write positive criticisms they have so far, what areas stick out to them, important information, etc. After they have finished this, they will exchange papers and do a proofreading read through. The purpose of this is to catch any initial spelling or grammar issues. They can highlight areas that are problems or any mistakes that they catch.

 

CLOSURE:  10 minutes

To wrap up the class period, we will meet back together as a whole group and discuss how working in class on our drafts has help us. I will ask students to share if they read anyone's draft that was particularly good, really insightful, or had a unique concept. HOMEWORK:: Continue to work on your drafts! Our next in class time will be focused on Content Revision. 

 

 

POSSIBLE PROBLEMS:

Possible problems may be that students are uncomfortable sharing their work. This will not be the first time they will have experienced this writing process in my classroom though.

Identify the proper care of drafting tools.

2. Demonstrate the proper care of drafting tools.

3. Express the importance of the proper care of drafting tools.


II. Subject Matter:

Topic: Proper care of drafting tools

Concept: The use of drafting tools

Skills to be developed: demonstration, creativity

Values to be developed: Maintaining the good condition of drafting tools.


III. Instructional Materials:

References: Cezar, Ma. Celina F., et al. Technology and Livelihood Education.

Proper Care of Drafting Tools. Manila: Innovative Educational

Materials, Inc.

Set Induction:

1. Who among you love to draw?

2. What tools do you usually use in drawing?

3. How are you going to take good care of your tools?

4. The class will be grouped into 4 to work on a specific task.

5. Each group will be provided with instruction of the task assigned.


B. Presentation:

1. Stand Setting

a. Work on these activities by group:

Group 1 – Illustrate or draw the proper care of drafting tools in an illustration

board.

Group 4 – Present a play or skit on the advantages of proper care of drafting tools and the consequences of doing otherwise.


2. MI Production Proper


C. Processing:

1. How did you find the activity assigned to you?

2. Have you learned from and at the same time entertained by each group? Why?


D. Application:

(Short Essay)

1. How the proper care of drafting tools can affect your life as a student?


V. Evaluation:

1.

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