Transition Prevocational

Communication Skills, Sensory, Perceptual Skills

Nomar Capoy
June 1-5 2015

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

Zz
Zebra

Picture of
Grandfather
Grandfather

Subject Matter:
Name Card

Picture of
Grandmother
Grandmother

Teacher

MATERIALS
PROCEDURE
Cartolina/folder,
Get a cartolina /folder and cut it into a
pentel
pen, desired size.
paste, pictures
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.

EVALUATION
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.

Transition Prevocational
Cognitive Skills, Visual- Perceptual Skills,
Communication Skills
Capoy
June 1-5 2015

OBJECTIVES
Students will be able
to accept and
differentiate between:
dialect
clothing
tools
skills
looks
color

Subject Matter:
YOURE ON T.V.

MATERIALS
improvise
d TV made of
recycled box
2 rattan sticks
with 17 inches
long,1 inch thick
manila paper cut
in
13
inches
width

Nomar
Teacher
PROCEDURE
Get 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

EVALUATION
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

other person talking showing the Ilocano

dialect.
Do the same for Pangasinan dialect
Administer the lesson one dialect after
another.
o

Transition Prevocational
Socio-Emotional, Numeracy Skill
June 1-5 2015
OBJECTIVES

Nomar Capoy
Teacher
MATERIALS

PROCEDURE

EVALUATION

o
o
o

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
family

Illustration board/
cardboard
16x20
inches
plywood
Glue Cutter
Hook scissors
paint brush
marker
paint: red and
white
sand paper

1. 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. 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

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

Subject Matter:
MY HANDY FAMILY
CLASSIFIER

Transition Prevocational
Cognitive skills, Motor skills, visual- Perceptual skill and communication skills.
June 1-5 2015

OBJECTIVES
Students will be able

MATERIALS
cartolina, pentel

PROCEDURE

Nomar Capoy
Teacher
EVALUATION

Students can help in general

to help in general
works in school and
family.

pen,
pictures
showing
group
activities done in
school
and
They will be able to showing activities
participate well in done at home
general cleaning like
in
classrooms,
corridors, etc.

Cut and paste pictures in showing children

working together in school.
Cut and paste pictures showing members of
the family doing household chores.

work in schools and family

They can participate in
family home 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.

Subject Matter:
PUT ME IN PLACE

Transition Prevocational
Home/Independent Living: Cleans bathroom / Living room (modified)
June 1-5 2015

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

MATERIALS
Wiping cloth
Bathroom scrub
Mop

PROCEDURE
Preliminary Activities:
o Warm-up exercises
Motivation:
o Present pictures / recall images of
clean surroundings, explain why

Nomar Capoy
Teacher
EVALUATION
1. The child properly clean a
table after eating using a
wipe cloth.
2. The child can properly
clean a bathroom floor
using a scrub.

able to properly scrub

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

clean is better, and elicit reactions

Modeling/Demonstration:
o Demonstrate proper technique
(wiping, scrubbing, mopping)
Guided Practice:
o Call each child to demonstrate proper
technique (wiping, scrubbing,
mopping)
o Call each child to demonstrate proper
technique (wiping, scrubbing,
mopping) clearly explaining each
Independent Practice:
o Perform proper technique during
activity

Subject Matter:
Wiping tables after meals;
scrubbing & mopping
bathrooms

Homework:
o Wipe tables at home; scrub and mop
their family bathroom

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