English gr.1 teacher's guide (q3&q4)inside pp10 12-12

1

Unit 3

WEEK 1 Theme: Me and My Family TARGET SKILLS : At the end of the lesson the students should be able to:

Expressive Objectives:

● Realize that persons have names ● Appreciate that singing songs and reciting rhymes can be fun Instructional Objectives: ● Oral language: Listen and share about him/herself ● Phonological Awareness: Recognize that sentences are made up of words ● Listening Comprehension: Listen and share about him/herself ● Vocabulary and Grammar: Recognize, identify, give examples of naming words

( people ) Suggested Number of Minutes

WEEK 1 – DAY 1 LESSON PLAN

5 minutes

I. Pre-Assessment The teacher will check the attendance by calling out the names of each of the students. As the students hear their names they will have to say “present” or “here” to show that they have recognized their names and to show their presence.

II. Objectives

Ask the question What is your name?

Answer the question What is your name? Realize that persons have

names

III. Subject Matter and Materials Subject Matter: One's Name Materials:

1. Attendance list with all the names of the students 2. Pictures of famous people 3. The question: What is your name? written on the board (or other

materials such as manila paper, cartolina) that is visible to the entire class 4. A copy of the greeting or song on the board.

20 minutes

IV. Procedure A. Activating Prior Knowledge

The teacher will post pictures of famous people on the board. He or she will then ask the students who each of them are. Teacher: Who is this? (The teacher may translate this question to the student’s mother tongue to guide them) Generalization: Persons have names. B. Presentation and Modeling

The teacher will teach a greeting through a song. 1. The teacher will read the song. 2. The students will repeat after each line the teacher reads. 3. The teacher will sing the song. 4. The students will repeat each line of the song after the teacher. 5. The entire class will sing together.

2

(See Appendix. A 1)What is your name? (to the tune of “Where is Thumbman?”) What is your name? What is your name? Clap your hands Clap your hands What is your name? My name is __________. Thank you __________. Thank you __________. 6. After singing a song, the class will watch a dialogue between a teacher and a student. The teacher will ask the question and the student will answer. After which, the student will ask the question and the teacher will answer. Teacher: What is your name? Student: My name is ________. Student: What is your name? Teacher: My name is _________.

15

minutes

V. Guided Practice The teacher will then have the same dialogue with each of the students. The students may also go around the classroom and have the same dialogue with their classmates Student 1: What is your name? Student 2: My name is ______________. Student 2: What is your name? Student 1: My name is _______________. Clap My Name: As a group, the teacher will choose a name of a student and clap its syllables. Our names can be grouped into sounds. For example, let’s use the name “teacher” and group the sounds Tea-cher. Can you count how many claps we make? Tea-cher. That’s two! Good job! Now let’s try it with more names. How about Carlitos?

The teacher may let each one of the students to clap their own names. Suggested

Number of

Minutes


I. Objectives

● Practice asking the question “What is your name”. ● Practice answering “My name is _________.” ● Realize that persons have names

II. Subject Matter and Materials Subject Matter: One’s name Materials:

Sentence stem on the board “My name is _______.” (May be written on the board or manila paper, etc)

15

minutes

III. Procedure A. Activating Prior Knowledge

The teacher will write the sentence stem on the board. He or she will talk about the sentence and the words that make it up. Teacher: Let’s look at the sentence we made yesterday “My name is ________.” Now, let’s try completing this sentence with my name. Listen to my sentence, “My name is Teacher ______”. (Clap for every word said.) Now, how many claps did I make? You’re right, five! Now, listen to this sentence. “Good morning everybody!” (Clap for every word said.) Let’s say that again. Can you clap with me? “Good morning everybody!” Now, how

3

many claps did I make? Yes, three! Teacher may continue to give more sentences for practice

III. Procedure B. Activating Prior Knowledge

The teacher will write the sentence stem on the board. He or she will talk about the sentence and the words that make it up. Teacher: Let’s look at the sentence we made yesterday “My name is ________.” Now, let’s try completing this sentence with my name. Listen to my sentence, “My name is Teacher ______”. (Clap for every word said.) Now, how many claps did I make? You’re right, five! Now, listen to this sentence. “Good morning everybody!” (Clap for every word said.) Let’s say that again. Can you clap with me? “Good morning everybody!” Now, how many claps did I make? Yes, three! Teacher may continue to give more sentences for practice. C. Presentation and Modeling

Learn the rules of the group game on getting to know each other. Watch the demonstration of the group game on getting to know each other (See Appendix C1)

Getting to Know Game a. Ask the children to form two big circles (inner circle and outer circle). b. Ask the inner circle to move clockwise and the outer circle to move

counter clockwise while the music is playing. c. When the music stops, ask the children to introduce themselves to the

person in front of them. d. Have several rounds until children have talked to a number of

classmates.

25

minutes

V. Guided Practice

Facilitate a Getting to Know Game wherein the students will take turns in

asking “What is your name?” and answering “My name is __________.”

Suggested

Number of

Minutes


I. Objectives

● State one's name in the form “My name is _________.”

● Realize that persons have names

II. Subject Matter and Materials Subject

Matter: One’s name

Materials: cardboard / construction paper, crayons, yarn

5

minutes

III. Procedure A. Presentation and Modeling Show a nametag to the class.

Teacher: “My name is ______.” Stick the nametag on the attendance board. Generalization: I have a name and my name represents me.

20

minutes

IV. Guided Practice

The students will then decorate their name tags. Name Tag Making a. Prepare the materials: cardboard / construction paper, crayons, yarn b. Write the names of the students in each name tag. c. Ask the students to decorate their name tags with coloring materials.

4

15

minutes

V. Independent Practice

Ask the students to post their name tags on the board. Then, one at a time,

ask the students to look for their name tag and state their name in front of

the class. “My name is ___________”

Suggested

Number of

Minutes


I. Objectives

● Introduce one’s self to someone


II. Subject Matter and Materials

Subject Matter: One’s name

Materials: 1. Nametags 2. Attendance chart

15

minutes


Ask the students to get their nametags from the attendance board. Ask the students to identify the names of the characters / persons found on a poster (pictures of famous people from day 1). B. Presentation and Modeling

Let the students listen to a dialogue. You can use puppets drawings or a live conversation etc. Question: “Hello, my name is ___. I like (name of famous person). What is your name? Answer: “Hello, my name is _______. I like (name of famous person). Nice to meet you. Generalization: Others have names too. Teacher: Listen to the last sentence again. “Nice to meet you.” (clap for every word said) How many claps did I make? Correct! I made four claps in that sentence. That sentence has four words.

25

minutes

IV. Guided Practice

Play a game with the students where they will have to introduce themselves. (See Appendix C2):State Name Activity

a. Write each child’s name on a piece of paper and put it in a box. b. Prepare a “special hat” for the activity. c. Pick a name from the box. d. The child with the name chosen would have to go in front, wear the “special hat” and introduce his/her name. Hi, my name is ________. I like (name of famous person).

Suggested

Number of

Minutes


I. Objectives

● Introduce one’s self to someone


II. Subject Matter and Materials Subject Matter: One’s name

Generalization: Sharing our names is part of making friends.

5

40

minutes

III. Post-Assessment

Bring the class to a place where there are a lot of people. Instruct the students to introduce themselves to someone they don’t know and get that someone’s name. Use these sentences. Hello, my name is __________. What is your name? Nice to meet you.

WEEK 2 Theme: Me and My Family

TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objectives:

● Appreciate that persons have names ● Realize that persons are grouped according to sex. Instructional Objectives: ● Oral language: Listen and share about self ● Phonological Awareness: Recognize that sentences are made up of words ● Listening Comprehension: Listen and share about him/herself; Follow

directions ● Vocabulary and Grammar: Recognize, identify, and give examples of naming

words (people )

Suggested

Number of

Minutes


I. Objectives

● Recognize one's age

● Ask one's age


Subject Matter: Name and Age; Naming Words of People

Materials: pictures of family members, copy of the song, manila paper

20 minutes


Ask the class about their age. Teacher: Who are five years old? Who are six years old? (Students should be able to raise their hand.) In our song today, let's find out how old s/he is. B. Presentation and Modeling Sing a song about age. (This can also be posted on the board.) Age Song: I’m six! I’m six! I’m six years old today. I’m six ! I’m six! I love to sing and play. I’m six! I’m six! I laugh and smile all day. I’m six! I’m six! How old are you today?

Discussion Questions: 1. How old is the speaker? (six years old) 2. What does s/he love to do?

6

3. What else does s/he do all day? Show to the class how to say “How old are you?” when asking about one's age and to answer “I am _____ years old.”

IV. Guided Practice Teacher: Awhile ago, we asked the question “How old are you?” and answered “I am 7 years old.” The question “How old are you?” is a sentence. It is made up of words. The teacher will clap for every word that she will say. Teacher: How (clap), old (clap), are (clap), you (clap) How many claps did you hear? Students: Four! Teacher: There are four words in the sentence. Now try to clap for every word that I will say in the sentence. Student: How (clap), old (clap), are (clap), you (clap) Teacher: “I am seven years old” is also a sentence. As I read the sentence, clap for every word that you will hear. Student: I (clap, am (clap), seven (clap), years (clap), old (clap). Teacher: How many claps did you hear? Students: Five Teacher: There are five words in the sentence.

V. Objectives (Grammar) ● Recognize the names of people ● Recognize the age of different people

20 minutes VI. Procedure Presentation & Modeling Show different pictures of people (members of the family) with different ages. (picture of grandfather → 78 years old; picture of father → 35 years old; picture of toddler → 2 years old) T: Lolo Gorio is 78 years old. Tatay Manny is 35 years old. Obet is 2 years old. How old is ___________? Generalization: We ask “How old are you?” to know the age of our friends or family members.

Suggested

Number of

Minutes


I. Objectives

● Say one's name and age ● Ask one's age



Materials: pictures of family members, bottle / spinner, worksheet for

cake and candle art

10 minutes III. Guided Practice

There will be a game. Prepare a spinner. Ask the children to form a

circle. Spin the bottle/spinner. To whomever the bottle/spinner is

pointing to (when it stops), will be the one to ask the question “How old

are you?” to the person directly across him/her. The student who will

7

answer will say “I am ____ years old.”

10 minutes IV. Independent Practice

Ask the students to do an art activity: Cake and Candle Art. Distribute a

worksheet with the picture of a birthday cake. Have the students draw

the number of candles that they would have on their cake given their

age. They may color/decorate the worksheet when they are done

drawing the candles.

10 minutes V. Post Assessment

Ask the students to use their art work to introduce themselves in class.

“Hi! I am _____. I am ___ years old.”

VI. Objectives (Grammar)

● Recognize the names of people

● Recognize the age of different people

10 minutes VII. Guided Practice

Show different pictures of family members. Students should be able to

name the family members (ex. grandfather, mother, brother, etc.).

Suggested

Number of

Minutes


5 minutes I. Pre-Assessment

Ask the boys to stand up. Then, ask the girls to stand up also.

(Students should be abe to recognize one's sex when the teacher calls

them.)

II. Objectives

● Recognize one's sex

● Group people into two groups (boys and girls)

III. Subject Matter and Materials


Materials: copy of the song, CD for the song

20 minutes IV. Procedure A. Activating Prior Knowledge Group some of the students into two groups (boys and girls). Ask the students why they were grouped that way. Teacher: In our song today, there are boys and girls. B. Presentation and Modeling

Read the lyrics of the song: “Where are the boys & girls?” After reading the lyrics, teach the tune of the song. Actions may also be added. Where are the Boys & Girls Where are the boys? Here we are, here we are How are you today, boys? Very well, we thank you Let's (stand up). Where are the girls? Here we are, here we are How are you today, girls? Very well, we thank you. Let's (stand up).

8

Call two students to say their name and sex. Boy: I am ____. I am a boy. Girl: I am ____. I am a girl. The teacher will ask the boys to say the sentence I am a boy.

Teacher: “I am a boy” is a sentence. It is made up of words. Teacher: I (clap), am (clap), a (clap), boy (clap) How many claps did you hear? Students: Four Teacher: There are four words in the sentence. Teacher will ask the boys to say each word in the sentence while clapping. Boys: I (clap), am (clap), a (clap), boy (clap) Teacher: “I am a girl” is a sentence. It is made up of words. Teacher: I (clap), am (clap), a (clap), girl (clap) How many claps did you hear? Students: Four Teacher: There are four words in the sentence. Teacher will ask the girls to say each word in the sentence while clapping. Boys: I (clap), am (clap), a (clap), girl (clap)

15 minutes V. Guided Practice

There will be a game. Different pictures will be shown. Students should

be able to group the pictures into two groups (boys and girls).

Suggested

Number of

Minutes


I. Objectives

● State one's name and sex ●State one's age


Subject Matter: Name, Sex and Age; Naming Words of People

Materials: ball, chart of pictures of people (boys and girls)

15 minutes III. Guided Practice

There will be a game. Ask the students to form a big circle. Teacher

plays the music (or children sing a song). Children will pass the ball

around. When the music stops, the child holding the ball will say his/her

name, age and sex. (Teacher may write the sentence stems on the

board :) I am ____. I am ___ years old. I am a boy/girl.)

IV. Objectives (Grammar)

● Identify naming words of people

● Group naming words according to their gender

15 minutes V. Procedure

A. Activating Prior Knowledge

B. Presentation and Modeling

Show a chart of pictures of boys and girls (in the family). Give the names of the pictures on the chart. (Boys: This is father. This is brother. This is grandfather.) (Girls: This is mother, This is sister. This is grandmother.)

9

10 minutes VI. Guided Practice

Give more examples of naming words of people (with pictures). Ask the

children to identify which column they belong to.

* Homework: Ask the students to ask for the names of their family

members.

Suggested

Number of

Minutes


I. Objectives

● State one's name and sex

● State one's age


Subject Matter: Name, Sex and Age; Naming Words of People

Materials: art materials for the puppet (yarn, socks, paper bags, etc.)

15 minutes III. Independent Practice

Prepare the materials for the Puppet Art. Distribute the materials to the

students. Guide the children in creating their puppets.

10 minutes IV. Post-Assessment

With the student's puppet, s/he will state her/his name, age and sex in

front of the class. “I am ______. I am ____ years old. I am a boy/girl.”

V. Objective (Grammar)

● Give examples of naming words of people

● Ask and answer questions about family members

15 minutes VI. Procedure A. Activating Prior Knowledge Let's find out the names of our family members. B. Presentation / Modeling

Generalization: Our family members have names also. Dialogue: Teacher: Who is your brother? Student: My brother is Kuya _. VIII. Independent Practice

Children will do a Pair-Share in asking and answering the names of their family members. Who is your ____? My _____ is ______.


TARGET SKILLS : At the end of the lesson the students should be able to:

Expressive Objectives:

● Appreciate the colors in the environment ● Appreciate things in the environment ● Appreciate that singing songs and reciting rhymes can be fun

Instructional Objectives:

● Oral language: Listen and share about him/herself

● Phonological Awareness: Recognize words that rhyme ● Listening Comprehension: Listen and share about him/herself

10

● Vocabulary and Grammar: Recognize, identify, give examples and classify naming

words (things) Suggested Number of Minutes


10

minutes

I. Pre-Assessment:

*Pre-assessment can be in oral or written form. For oral pre-assessment: Show different crayon cutouts. (a blue crayon cut-out, a red crayon cut-out, a yellow crayon cut-out, etc) Ask the question, “What color is this? Ask the children to identify the colors orally. For written pre-assessment: Give a worksheet. The worksheet will have around five illustrations of crayons. The children will color each crayon according to what the teacher says. ex. Color the first crayon “green”.

II. Objectives:

● Answer the question ‘What color do you like?” ● Identify different colors in the environment ● Appreciate the different colors in the environment ● Realize one’s favorite color

III. Subject Matter and Materials Subject Matter: colors Materials: poem chart

10

minutes

IV. Procedure A. Activating Prior Knowledge: There are many different colors around us. Can you tell me some of the colors that you know?

(Identify the different colors.) Among the colors that you have just shared, I like the color ______. How about you? What color do you like? In our poem today, let us find out the colors that the speaker likes.

10

minutes

B. Presentation and Modeling: The teacher will teach the poem, “I Like” I like red. I like blue. I like yellow. And I like you. Teacher says: Listen to the words blue and you. What do you notice? Do they sound alike? Can you think of other words that sound like blue and you? How about true? (yes) How about moo? (yes) How about red? (no) What colors does the speaker like in our poem? If somebody asks me the question, “What color do you like?” I can answer by saying, “I like the color yellow”

10

minutes

V. Guided Practice:

Dialogue with a student. Practice saying: T: What color do you like? S: I like the color red.

Suggested

Number of

Minutes


11

I. Objectives:

● Ask and answer the question ‘What color do you like?” ● Identify the colors in the environment ● Appreciate colors in the environment

II. Subject Matter and Materials Subject Matter: Colors Materials: 1. Song Chart 2. Ball 3. Examples of things: board, pencil, chair, bag,

eraser, paper, table, etc.

5 minutes III. Procedure A. Activating Prior Knowledge:

Let us recite the poem, “I Like.” Ask what colors the speaker likes. Teacher says: The speaker likes the color red. What other words can we think of that sounds like red? I have a red bed. Does bed sound like red? (yes) How about the name Ted? (yes). Ted said Yehey! Does said sound like bed? (yes) How about yehey and red? Do they sound the same? (no)

5 minutes B. Presentation and Modeling (Oral Language and Listening Comprehension) Teacher says: If you want to know the favorite color of your friend, you can say: “What color do you like? If you want to tell what your favorite color is, you can say: “I like the color _____.

5 minutes IV. Guided Practice: The class will practice saying : What color do you like? I like the color _________. The teacher can call on students who would like to share what their favorite color is.

10

minutes

Application Activity Play the “Pass the Ball Color Game” wherein the students can take turns in asking “What color does you like?” and answering “I like the color______.” Pass the Ball Color Game The children will form a big circle. Two different colored balls (eg. red and blue) will be passed around as the music plays. When the music stops, whoever gets the red ball will ask the question “What color do you like?” The player holding the blue ball will answer by sayin “I like the color _____.”

5 minutes Presentation and Modeling (Grammar) We have shared the colors that we like. Now, let us look for things that have the color we like. I like the color yellow. This is a pencil. It is color yellow. (The teacher will provide other examples.)

12

10

minutes

Guided Practice

The class will practice saying: I like the color ____. This is a ____. It is color ____.(examples of things: board, pencil, chair, bag, eraser, paper, table, etc)

Suggested

Number of

Minutes


I. Objectives:

● Answer the question ‘What colordo you like?” ● Identify the colors in the environment ● Appreciate the colors in the environment

II. Subject Matter and Materials Subject Matter: colors Materials: paper and coloring materials

5 minutes III. Procedure A1. Activating Prior Knowledge What is your favorite thing/toy?

5 minutes B1. Presentation and Modeling (Oral Language and Listening Comprehension) Today, we are going to draw our favorite thing/toy using our favorite color. (The students will watch as the teacher models how to do the art activity.)

10 minutes C1. Guided Practice:

The students will draw and design their favorite thing (toy, book, etc) using their favorite color. (See Appendix B3)

5 minutes Application Activity The class will group their artwork according to colors. The teacher will post different colors on the board. Teacher will say: Who likes red? Those who like red, post your drawing on this side of the board (red column). (Do the same for the other colors. Guide the children in grouping the artwork.)

5 minutes A2. Presentation and Modeling (Grammar)

Now, let us talk about the things that you drew. This is a ball. It is color red. (The teacher will refer to the other artworks.)

10 minutes B2. Guided Practice

Practice saying “This is a _____. It is color _____.” Call for volunteers to show and tell something about their artwork by saying, “This is a _____. It is color _____.”

Suggested

Number of

Minutes


I. Objectives:

● Identify other colors in the environment ● Identify names of other things in the environment ● Appreciate the things in the environment

13

II. Subject Matter and Materials Subject Matter: Colors and things in the environment Materials: coloring page of a rainbow

5 minutes IV. Procedure A1. Activating Prior Knowledge:

Teacher says: Let us learn some new words today. When I turn on the TV, a picture appears. What do you think does appears mean? Yes, “appears” means “shows itself”. Look outside. Do you see where the clouds are? What color can you see? That blue that you see is called “sky”. Some days, I look at the sky and a small bird appears (suddenly show a bird in front. What do you think does “appears” mean? Yes, “appears” means “shows itself”. Sometimes I also see this when I look in the sky (show picture of a rainbow). What do you think this is called? This is called a rainbow. Have you ever seen a rainbow? What are the colors that you can see in a rainbow?

5 minutes B1. Presentation and Modeling (Oral Language and Listening Comprehension)

Today, we are going to sing a rainbow song. Rainbow Song

How many colors does a rainbow have Each time it appears in the sky Red, orange, yellow and green Blue and indigo The last one’s violet

5 minutes C1. Guided Practice:

What are the colors of a rainbow? (Let the children identify each color.)

10 minutes D1. Application Activity

The children will color a picture of a rainbow. The teacher may opt to ask the children to put cotton/tissue/white crepe paper on both ends of the rainbow to serve as clouds. (See Appendix B4)

5 minutes A2. Presentation and Modeling (Grammar)

The teacher will post a sample artwork on the board. The teacher will point at it from afar and will say: What is that? That is a ___. Let us talk about other things around us. (The teacher will post pictures of other things on the board. S/he will introduce each by saying: That is a/an __________)

10 minutes B2. Guided Practice

(The class will practice saying, “That is a/an ______________.”) Let us go outside and talk about other things around us. (The class will go outside. Have the children identify the names of the things around them by saying, “That is a/an ________.”

Suggested

Number of

Minutes


14

I. Objectives:

● Identify other colors in the environment ● Identify names of other things in the environment ● Appreciate colors and things in the environment

II. Subject Matter and Materials Subject Matter: Colors and things in the environment Materials: song chart, worksheet with coloring illustrations of a cap, a

book, a shirt, a table, a leaf

5 minutes III. Procedure A. Activating Prior Knowledge: Let us sing the “Rainbow Song.” Teacher says: What words have the same sound as rainbow? How about row? Do they have the same sound? (yes) How about low? (yes) How about go? (yes) How about no? (yes)

Students may also give other words that sound the same as rainbow.

5 minutes B. Presentation and Modeling: Today, we are going to play a game “Touch the Color” The teacher will say “Touch the color _____.” The children should be able to touch an object that corresponds to the given color. ( Children will watch and listen as the teacher explains the game.)

10 minutes IV. Post assessment (Oral language):

The teacher will say “Touch the color _____.” The children should be able to touch an object that corresponds to the given color.

10 minutes Presentation and Modeling Let us color the pictures on this paper. (The teacher will show the class how to answer the seatwork.)

10 minutes IX. Post Assessment (Grammar) Listen as the teacher tells which color to use for each object. Color the book red. Color the cap green. Color the shirt yellow. Color the table blue. Color the leaf orange.

WEEK 4

Theme: Me and My Family


● Realize that there are different kinds of food that can be eaten ● Appreciate that one can eat different kinds of food

Instructional Objectives:

● Oral language: Listen and share about self

● Phonological Awareness: Recognize, distinguish and supply rhyming words

● Listening Comprehension: Listen and share about self

● Vocabulary and Grammar: Recognize, identify, and give examples of naming words

( things/food items )

15

Suggested

Number of

Minutes


5 minutes

I. Pre-Assessment

The teacher will ask the children to look at the pictures and encircle all

the food items that one likes.

II. Objectives

● Identify the names of different fruits one likes

● Identify a fruit that one likes

● Identify the names and colors of different fruits

III. Subject Matter and Materials

Subject Matter: Identifying names and colors of different fruits and

fruits that one likes

Materials: word cards for unlocking, pictures of different fruits

5 minutes IV. Procedure A. Activating Prior Knowledge

The teacher will unlock the word “tummy”. The teacher will hold his/her tummy and ask the students to hold their tummy. “Where is your tummy? Can you touch your tummy?” Ask the children to say the word tummy again. Then say another word that has the same ending sound as tummy, for example: mommy. “Tummy has the same ending sound as mommy.” “Let’s say the words again, tummy, mommy. What same ending sound of these words can you hear?” Students: /mi/ Give two more examples of words and ask the students

if it has the same ending sound as tummy.

The teacher will post pictures of fruits on the board and ask the children to look at them. The teacher will ask the question, “What do you see on the board?” “These are fruits. Now let’s listen to a song about fruits.”

15 minutes B. Presentation and Modeling The teacher will sing a song about fruits. Alright, we are going to sing a song today about fruits. The title of the song is The Food Song by Mrs. Jones. (The tune of the song is Skip to my Lou) I like *fruits, yes, I do. I like fruits, yes, I do. I like fruits, yes, I do. And my tummy loves them, too. (You can change the word fruits to different kinds of fruits like bananas, mangoes, pineapple, melon, star apples, oranges etc. The teacher will ask the children to look at the pictures of different fruits on the board. The teacher will ask the children to listen and watch as she says, “I like bananas.” The teacher will introduce different fruits, T: What fruit is this? T: This is a/an ___. It is color ____. I like ____.

16

10 minutes

V. Guided Practice

Have the children respond accordingly as you show or mention different foods. Ask the children to go in front and answer the question: T: What fruit is this? S: This is a/an ____, It is color ____. I like ____. Note that the objects should be near the two speakers.

5 minutes

VI. Independent Practice

Do a food choice activity entitled “Thumbs Up, Thumbs Down”. “Alright, we will have an activity called Thumbs Up and Thumbs Down.” Have the children sit in a circle and practice the thumbs up and thumbs down response. Then have the children respond accordingly as you show or mention different foods. Examples of food: atis, apple, spaghetti, bread, donut, hamburger, banana

Suggested

Number of

Minutes


I. Objectives

● Ask and answer the question “What fruits do you like?”

● Identify the name and color of different fruits


Subject Matter: Asking questions and identifying the name and color

of different fruits.

10 minutes

III. Procedure

A. Activating Prior Knowledge

The teacher will ask the children to recall the Food Song.

20 minutes


1. Ask the children to watch and listen to the dialogue. “What fruits do you like?” “I like _____. ” 2. Present different kinds of fruits. Ask the children to listen as he/she identifies the name and color of different fruits. “This is ________. It is color ________.” 3. Ask the children to watch and listen to the dialogue. “This is a/an_____. It is color _____. I like ______.”

10 minutes

IV. Guided Practice

The teacher will play a game about the fruits that one likes. Have the

children answer the question, “What fruits do you like?” Have the

children practice asking and answering, What fruit is this? This is a/an

__________. It is color __________. I like ___________.

Suggested

Number of

Minutes


I. Objectives

● Identify the names of different vegetables that one likes

● Identify names and colors of different vegetables


Subject Matter: Identifying names and colors of different vegetables

Materials: a big picture of a mouth opened and a mouth closed,

pictures of different food

17

10 minutes


Ask the children to recall the Fruit/Food Song. Alright, can you still remember the Fruit Song that we sang few days ago? Let’s sing it again. The Food Song by Mrs. Jones. (The tune of the song is Skip to my Lou) I like *fruits, yes, I do. I like fruits, yes, I do. I like fruits, yes, I do. And my tummy loves them, too.

10 minutes


Have the children sing the “Food Song” using vegetable names.

(eg I like pechay, yes I do.)

Have the children listen and watch a dialogue:

“What vegetables do you like?” “I like _____.”

Have the children watch and listen to the dialogue: T: What vegetables do you like? I like ________.

Ask the children to listen; T: This is a carrot. It is color ________.

10 minutes

V. Guided Practice

Have the children practice asking and answering the question; “What vegetables do you like? I like __________. Have the children practice saying “This is a _______. It is color _______.

10 minutes


Have the children do a vegetable activity “I Like!” The teacher will hang up a picture of an open mouth on one side of the room and sealed lips on the other side. A food picture will be shown in every round. Have the children who really love that food stand close to the open mouth picture. The children who do not like the food stand close to the sealed lips. While the children who neither like the food nor do not like it stand somewhere in between. Gather the students and play a game.

Suggested

Number of

Minutes


I. Objectives

● Identify other kinds of food that one eats

● Identify names and colors of fruits and vegetables


Subject Matter: Identifying other kinds of food and names and colors

of fruits and vegetables.

Materials: copy of the poem, vocabulary strips, pictures

5 minutes III. Procedure A. Activating Prior Knowledge Unlock the following meaning of the words *munch (demonstration)- Show the class how to munch. The girls munch on some banana chips while watching the television. Who can show me how it looks like when you are munching on something. *lick- (demonstration)- Show the class how to lick. Ria is licking the ice cream she bought. Can you show me how to lick. *quick- (demonstration) Show the class how to be quick. I am quick when I run. I am slow when I walk. Are you quick when you run? Who

18

can show me?

5 minutes


Unlock the following meaning of the words *munch (demonstration)- Show the class how to munch. The girls munch on some banana chips while watching the television. Who can show me how it looks like when you are munching on something. *lick- (demonstration)- Show the class how to lick. Ria is licking the ice cream she bought. Can you show me how to lick. *quick- (demonstration) Show the class how to be quick. I am quick when I run. I am slow when I walk. Are you quick when you run? Who can show me?

15 minutes

B. Presentation and Modeling Have the children recite a poem about food entitled: “I Eat” I eat carrots crunch, crunch, crunch I eat apples munch, munch, munch I eat mango ice cream lick, lick, lick But I eat bananas quick, quick, quick! Ask the children to identify a vegetable in the poem. - carrot “Let’s say the word carrot again. Now can you say parrot. Does it have the same ending sound as parrot? carrot-parrot ” Ask the children to identify the same ending sound in the words carrot and parrot. Give other words and ask the children to identify if it has the same ending sound as the carrot. The teacher may ask the children if the fruits (apple, mango, and banana) in the poem rhyme with the word parrot. Have the children watch and listen to a dialogue: “What fruit or vegetable do you like? I like _______.”

10 minutes

IV. Guided Practice

Have the children practice asking and answering the question, “What fruit or vegetable do you like? I like _________.”

10 minutes V. Independent Practice

Gather the students and play a game “I like _________.” Suggested

Number of

Minutes


I. Objectives

● Identify one’s favorite fruit and vegetable. ● Identify names of different foods.

I. Subject Matter and Materials Subject Matter: Identifying favorite fruits and vegetables and names of

different foods Materials: seatwork, paper for art activity

5 minutes V. Guided Practice Ask the children to listen to the directions of the art activity.

35 minutes

VII. Post Assessment

1. Give a sample item before letting the students answer the seatwork. Show a picture of a food. Ex. carrot Alright, look at the picture of the food on the board. Is this a food? A

19

carrot is a food. If it is a food, then let us color the picture of the carrot. After giving the papers, ask the students to look at all the things, then identify and color only the food. 2. Give each student a piece of paper. Ask them to draw and color their favorite fruit and vegetable.

WEEK 5 Theme: Me and MyFamily


● Realize that we have body parts that can do many things ● Appreciate that singing songs and reciting rhymes can be fun Instructional Objectives: ● Oral language: Listen and share about him/her ● Phonological Awareness: Recognize words that rhyme ● Listening Comprehension: Listen and share about him/herself; Follow directions ● Vocabulary and Grammar: Recognize, identify, and give examples of naming words

(body parts) Suggested Number

of Minutes WEEK 5 – DAY 1 LESSON PLAN

10 minutes

I. Pre-Assessment:

Conduct a game of “Touch Your Body Part” Have the class point to a body part .Can you touch your nose?

II. Objectives: ● Recognize parts of the body

III. Subject Matter and Materials Subject Matter: Body Parts Materials: body parts puzzle, song chart

10 minutes

IV. Procedure A. Activating Prior Knowledge: Ask the children to form a puzzle. (Teacher prepares in advance pictures of a boy and a girl showing the whole body. Cut it into a puzzle.)

5 minutes

B. Presentation:

Sing a song about the parts of a body Clap your Hands

Clap your hands Touch your toes Turn around Put your finger on your nose Flap your arms Jump up high Wiggle your fingers And reach for the sky.

15 minutes C. Modeling

Name the parts of the body

These are my fingers. Can you show me your fingers?

20

V. Guided Practice:

Let the children show their own body parts. Discussion Questions : 1. What can we do with our hands (toes, nose, arms, etc.) ? 2. What do you feel when you clap? 3. When do you usually clap?

Suggested

Number of Minutes


I. Objectives:

● Identify the parts of the body

II. Subject Matter and Materials song chart, twister mat twister

5 minutes III. Activating Prior Knowledge Sing the song about the parts of the body “Clap your hands”

5 minutes

IV. Presentation

Explain the rules of the Body Game Teachers say: “Touch your part of the body.” Example: Touch your feet. (Children should be able to touch their feet.).Teacher checks if the students are able to touch the correct part of the body mentioned.

5 minutes

V. Modeling

Demonstrate the rules of the game. Show the students how the game is played.

10 minutes

VI. Guided Practice:

Guide the children as they play the game. Make sure that they touch the correct body part mentioned.

15 minutes

VI. Independent Practice: Twister

Explain the rules of the activity 1. Divide the class into two groups. (or more depending on size of class) 2. Lay a twister mat on the floor. *Twister mat is divided into squares. Each square has a different color. There should be at least two squares with the same color. 3. Give directions that will use names of body parts and colors. Example: Put your right hand on the color yellow. Put your left knee on the color blue. 4. Each player should be able to follow accordingly.

Suggested

Number of Minutes


I. Objective: ● Name the parts of the body ● Act out what each body part can do


sentence stem strips

5 minutes

III. Modeling

Review the part of the body by using the sentence stem: This is my _______. (show the body part referred to) I can _____ (act out). Let some students tell about the parts of their bodies using the sentence stem: This is my ________.show the body part referred to)

21

5 minutes

IV. Guided Practice

Have a Pair-Share Activity 1. Divide the class into pairs. 2. Ask the children to share about the body parts they know by facing their partner and using the sentence stem This is my ____. (show the body part referred to) I can ___act out).

20 minutes


Let a student be the leader for the body game. a. Student says: “Touch your part of the body.” Ex: Touch your feet. (Classmates should be able to touch their feet.) b. Teacher checks if the students are able to touch the correct part of the body mentioned.

Suggested

Number of Minutes


I. Objectives:

● Name the parts of the body ● Identify uses of the body parts ● Identify words that rhyme

II. Subject Matter and Materials copy of the song

5 minutes

III. Activating Prior Knowledge Let the children answer the question, What can our body parts do? List them on the board.

10 minutes

IV. Presentation Sing a song about what are body parts can do. Our Body Parts (to the tune of “Twinkle,

Twinkle”) We use our legs when we walk. We use our mouths when we talk. We use our hands when we write. We use our teeth when we bite. With each part, we can do a lot. Let's be proud of what we've got. *Check which of the things on the list written earlier were mentioned in the song.

10 minutes

V. Modeling:

Share about the different things we do with our body Example: T: “We use our legs when we walk. We use our hands when we write.” Show the class what each body part can do.

10 minutes


Let the children answer which body part you refer to by giving the things it can do. Ask them to do the action. T: What body part do we use to nod? S: head T: Can you show me how to nod our heads? (Students nod their head.)

5 minutes

VII. Assessment/ Evaluation Activity

Play the Body Parts game again and check if the students are able to touch the correct body part you refer to

Suggested

Number of Minutes


22

I. Objectives:

● Identify ways to take care of the body ● Realize that our body parts can do many special things and that we should take care of them


pictures which show ways to take care of the body

10 minutes

III. Presentation Sing a song about taking care of the body. This is the Way (song)

This is the way we brush our teeth 3x This is the way we brush our teeth So early in the morning This is the way we comb our hair 3x This is the way we comb our hair So early in the morning This is the way we take a bath 3x This is the way we take a bath So early in the morning

10 minutes

IV. Guided Practice

Show pictures of things we do with our body. Some show how to take care and some do not. Post them on the board. Let the children identify which pictures show ways to take care of the body and which do not.

5 minutes


Act out the ways to take care of the body. Examples: taking a bath, brushing the teeth

15 minutes

VI. Post Assessment/Evaluation Activity Provide a worksheet for the children to answer. Instructions: Color the pictures that show how to take care of the body

WEEK 6 Theme: Me and My Family TARGET SKILLS :

At the end of the lesson the students should be able to: Expressive Objectives:

● Realize that we have body parts that can do many things ● Appreciate that we are special in different ways ● Appreciate that singing songs and reciting rhymes can be fun Instructional Objectives: ● Oral language: Listen and share about him/herself ● Phonological Awareness: Identify/count syllables in words ● Listening Comprehension: Listen and share about him/herself ● Vocabulary/Grammar: Recognize, identify and give naming words of animals and body parts

Suggested Number of Minutes


I. Objectives ● Recognize the parts of a face ● Recognize names of animals and their body parts ● Count the number of syllables in words

23

● Appreciate that we are special in different ways

II. Pre-Assessment

Body Parts Game The teacher will ask the children to point to the different parts of a face ex. Can you touch your nose? Animal Drawings Ask the children to draw the animals they know. Provide the necessary materials (paper, coloring materials)

III. Subject Matter and Materials Subject: Parts of the Body; Naming Words of Animals Materials: paper, coloring materials, pink dress, song chart

IV. Procedure A. Activating Prior Knowledge Help the children find the meaning of the word special. Nanay made a dress for me. It is pink, my favorite color. She put laces and pretty buttons. She made it really special. (Write the word on the board.) I am going to wear it on my birthday. What does the word “special” mean?


The teacher will teach a song about body parts. 1. The teacher will read each line of the song. 2. The students will repeat after each line the teacher reads. 3. The teacher will sing the song. 4. The students will repeat each line of the song after the teacher. 5. The entire class will sing together. I am Special I am special. I am me. I have two hands, two eyes to see A nose to smell, my ears hear well A mouth to talk and two legs to walk But that’s not all because, you see, I am special. I am me. After singing the song, watch and listen to the teacher showing the different body parts mentioned in the poem. These are my eyes. These are my hands. These are my ears, etc. Ask also the children why they

think they are special.

V. Activating Prior Knowledge Now, I will show you some special friends I have. However, some of their body parts are missing. Can you help me find their body parts?

Children will match the incomplete pictures of animals with the body parts.

Show pictures of horse, duck, carabao with some missing body parts.

Introduce the missing body parts of the animals (tail, beak, horns) and ask some students to stick the picture on the correct part of the animal.

Clap the word “tail”. How many claps did you hear? (1) Clap the word “beak”. How many claps did you hear? (1) Clap the word “stomach” (stomach). How many claps did you hear? (3)



24

I. Objectives

● Identify different body parts ● Identify names of animals ● Identify the body parts of the animals

II. Pre-Assessment

Find the meanings of the words (eg. clean and bright)

III. Subject Matter and Materials chart of the song, vocabulary strips, pictures


Unlock the phrase: clean and bright. Show a picture of a car that is dirty. (This car is dirty.) Show another picture of a car that is clean and bright. (This car is clean and bright.) Which car looks clean and bright? B. Presentation and Modeling

Teach the students a song about body parts. Even if the students cannot yet read, read each of the line and ask the students to repeat. Afterwards, teach the tune and ask the students to repeat per line. Finally, sing the song altogether. I Have Two Hands (song) I have two hands, The left and the right. Hold them up high, So clean and bright Clap them softly One, two, three Clean little hands are good to see. Listen to: http://www.youtube.com/watch?v=Y4rVBVHtA-4. Show the students the different body parts by pointing at your own. T: This is my head. (point at your head) S:This is my neck. (point at your neck) Call a student and have a conversation with him or her on identifying different body parts. Have everyone watch and listen to the dialogue. T: I have two hands. S: I also have two hands. S1: I have a nose. S2: I also have a nose.

V. Guided Practice

Pair up the students. Have the students identify and name their body parts with a partner

VI. Presentation

Have the children look at the pictures and names of animals. For

example:

As the students are listening, name more animals and identify their body parts. T: This is a bird. It has wings.

VI. Guided Practice Show picture of animals without their names. Ask the students animals and their body parts. Example: T:

Show me the tails of the ____(ex, picture of a pig with its tail. S: This is the tail of the ____(ex. Point to

the tail of the pig)

Dog

http://www.youtube.com/watch?v=Y4rVBVHtA-4

25



I. Objectives

Identify body parts

State the names of animals and their body parts

II. Subject Matter and Materials pictures of animals and body parts,

IV. Guided Practice

Do Funny Bones Game. Pair up the students. In each pair, assign a Player A and a Player B. Have the students follow directions. The directions will require them to identify different body parts. Example: Player A, put your head on your partner’s elbow Player B, put your hand on your partner’s ear

VI. Presentation and Modeling

Show pictures of animals and their body parts. Include written words of the names of the animal and their parts. As you are showing the pictures, say the name of the animal and a part of this animal. Example: T: “This is a duck. It has a beak.”

VI. Guided Practice

Show a picture of an animal without its name and have the students identify that animal. Ask the students to identify the name of the body part you will point at.

VII. Independent Practice

Have your students participate in a game where they will have to name the animal and its body part. (ex. Pin the Duck’s Beak; See Appx. C1)

● Post a picture of an animal with a missing body part. . ● Call on a student to name the animal. ● Call another student to name the missing part and have that student pin it on the picture on the board. (For example: Pin the beak of the bird.) ● Post another picture of a different animal and repeat the same process.



I. Objectives

● Identify and name their own body parts ● Name the common body parts of animals and persons

II. Subject Matter and Materials pictures of different animals

III. Guided Practice

Show the children the names and location of each body part. Point to and name the body part. Example: T: This is my forehead. (while pointing at your forehead) S: This is my forehead. (while pointing at their forehead)

26


Divide the children into pairs. Have them point to and tell about the parts of their bodies to their partners. Example: S1: This is my nose. (while pointing at his or her nose) S2: This is my lip. (while pointing at his or her lip)

VII. Presentation and Modeling Show the class some pictures of animals and their body parts (you may post illustrations on the board) State the names of animals and the names of their body parts that are similar to people. Example: T: “I have legs. The carabao also has legs.”“I have ears. The rabbit has ears”.

VIII. Guided Practice

Explain the rules of the activity. Mystery Bag 1. Prepare a bag with pictures of different animals. 2. Ask each student to pick a picture from the bag. 3. Ask each student to name the common body part that he or she and the animal both have. Example: S: “I have a nose.The dog also has a nose.”



I. Objectives ● Identify the body parts of the animals (e.g. monkey) ● Name the animals and the parts of their body ● Follow directions

II. Post-Assessment

Prepare a worksheet for each child. The worksheet should contain a picture of a monkey. Ask the children to get their coloring materials. Make sure that the children listen and follow directions properly. Examples: 1. Using the yellow crayon, color the tail of the monkey. 2. Using the red crayon, color the ears of the monkey. (See Appendix. C5)



● Realize that people can have different feelings ● Appreciate that singing songs and reciting rhymes can be fun Instructional Objectives: ● Oral language: Listen and share about self and others ● Phonological Awareness: Identify/ count syllables in words ● Listening Comprehension: Listen and share about self and others ● Vocabulary and Grammar: Recognize, identify, give examples and classify naming

words (places) Suggested Number of Minutes


27

5 minutes

I. Pre-Assessment

Show pictures of different situations. Students should be able to recognize one's feelings in each picture. (They may act out the feeling depicted by the picture.)

II. Objective

● Recite the poem ● Answer questions about the poem ● Recognize one's feeling ● Realize that people can have different feelings

III. Subject Matter and Materials Subject Matter: Feelings; Naming Words (Places) Materials: pictures of situations with different feelings, words of

feelings copy of the poem

5 minutes


Unlock the following words: angry, sad, frightened, glad. You may ask the students to show the feeling using their facial expressions and actions. Make a semantic map of feelings. Teacher may act out each word and complete the sentence stem: “I am angry.” In our poem today, let's find out the different feelings.

10 minutes B. Presentation and Modeling Read the poem to the class. Ask them to follow after you. Actions may be added. Feelings

Sometimes I feel angry, Sometimes I feel sad, Sometimes I feel scared, Sometimes I feel glad. But all the times I'm feeling, I hope you would agree. There's a feeling that won't change, I'm happy to be me!

5 minutes

V. Guided Practice

Discussion Questions: 1. What is the title of our poem? 2.Who is speaking in the poem? 3.What are the different feelings mentioned in our poem?

VI. Objectives (Grammar)

● Identify naming words of places

5 minutes

VII. Procedure

Presentation and Modeling Show different pictures of places (house, school, market, store, etc.) T: I will go to my house.

10 mins.

VII. Guided Practice

Do an activity with the children: Going Places Set up the classroom so that each side has a model of a house, a school, a market, and a store. (You may use old boxes for this.) Model to the child by saying: “I will go to my house” or “I will go to school.” Call a child and ask him/her to choose the place he/she would

28

like to go to using the sentence stem previously modeled. S: “I will go to _________.”



I. Objective

● Identify different feelings

II. Subject Matter and Materials Subject Matter: Feelings; Naming Words of Places Materials: pictures of different feelings, copy of the song, music/CD of

song


5 minutes


Show a picture of a happy person with a speech bubble saying, “I am happy.” Show another picture of a sad person with a speech bubble saying, “I am sad.” Show the feelings of sad and happy by your facial expressions. T: “I feel sad.” “I feel happy.”

15 minutes

IV. Guided Practice There will be a game in class: Mystery Bag 1 Prepare a bag containing pictures of faces showing happy and sad feelings. Ask a student to pick one picture and identify the feeling by saying: I feel... Ask the student to act out the feeling shown in the picture.

V. Objectives

● Give names of different places

20 minutes VI. Procedure A. Activating Prior Knowledge

Show pictures of the places from the previous day and ask the students to recall the names of the places. Today, we will learn about a different place. Let's find out what can we see in that place. B. Presentation and Modeling

Show the lyrics of the song “Old Mac Donald had a farm”. Sing the song to the children. Actions may also be added. Old Mac Donald Had a Farm Old MacDonald had a farm, EE-I-EE-I-O, And on that farm he had a [cow], EE-I-EE-I-O, With a [moo moo] here and a [moo moo] there Here a [moo], there a [moo], everywhere a [moo moo] Old

MacDonald had a farm, EE-I-EE-O. * Other animals and animal sounds may be added depending on the children’s interest.

Show the picture of the farm and ask the students to identify the animals that can be found there. T: This is a farm. I see a cow in the farm. T: This is a farm. I see a pig in the farm. Show other pictures of places and ask the students about the other things/animals that can be seen there. (ex. playground, park, police station, health center)

29



I. Objectives ● Identify different feelings ● Show the different feelings

III. Subject Matter and Materials Subject Matter: Different Feelings; Naming Words of Places Materials: pictures of different feelings, pictures of places

5 minutes

IV. Procedure A. Activating Prior Knowledge B. Presentation and Modeling

Show the class (through facial expressions) the feelings: angry and scared/frightened (you may also introduce other feelings for vocabulary development) T: “I feel angry.” “I feel frightened.”

15 minutes

V. Guided Practice

There will be a game in class: Mystery Bag 2 Prepare a bag containing pictures of faces showing scared and angry feelings (you may add other feelings). Ask student to pick one picture and identify the feeling by saying: I feel... Ask the student to act out the feeling shown in the picture.

VI. Objectives

● Give naming words of places (and things)

5 minutes

VII. Procedure A. Activating Prior Knowledge B. Presentation and Modeling Show a picture of different places (ex. house) and say the things that can be inside these places. T: This is a house. What do you see in the house? S: I see a table in the house.

15 minutes

VIII. Guided Practice

There will be a game: Mix and Match Game Distribute among the members of the class pictures of the different places they have learned, as well as the things that they can find in these places. Students go around to look for the person who holds the picture of the place/thing that matches the picture they hold. After all the students find their partner, each child will talk about the pictures they hold following the sentence stem that the teacher modeled for them. S1: This is a house. S2: I see a table in the house.



I. Objectives

● Identify different feelings ● Show the different feelings

30

II. Subject Matter and Materials Subject Matter: Different Feelings; Naming Words of Places Materials: pictures of different feelings, materials for the art activity (buttons, paper plates, coloring materials, etc.)

10 minutes


There will be a game: Charades Teacher will act out a feeling (i.e., happy, sad, angry, or scared) and says: I feel... Asks the students to identify the feeling that the teacher acted out. Call a student and whisper to him/her the particular feeling that the child is supposed to act out. Child acts out the feeling and says: I feel... Other students identify the feeling that their classmate acted out.

30 minutes

IV. Independent Practice There will be an art activity. Prepare the materials: paper plate, buttons, crayons, pencils, etc. Ask the students to make a paper plate face by using the art materials. After the activity, they may use the paper plate to say about their feeling: “I feel ____ in the ( name of place ).”



I. Objectives ● Identify different feelings ● Show the different feelings ● Give naming words of places

II. Subject Matter and Materials Subject Matter: Different Feelings; Naming Words of Places Materials: copy of the song, music/CD of song, worksheet about

places

10 minutes


Ask the students to recall the different feelings that were learned this week. B. Presentation and Modeling

Sing a song about feelings. Actions may be added. If You’re Happy and You Know It (song)

If you're happy and you know it, Clap your hands (Clap hands twice) If you're happy and you know it, Clap your hands (Clap hands twice) If you're happy and you know it, Then your face will surely show it If you're happy and you know it, Clap your hands. (Clap hands twice) *angry/ cross your arms *scared/ close your eyes *sad/bow your head

20 minutes IV. Guided Practice Group Singing a. Teacher divides the class into four groups. b. Teacher assigns each group a particular feeling to sing and act out.

31

Group 1: happy/clap your hands Group 2: angry/stomp your feet Group 3: sad/bow your head Group 4: scared/close your eyes Each group sings assigned feeling song.

V. Objective (Grammar)

● Identify naming words of places

10 minutes

VI. Post Assessment

Distribute the worksheet to the students. Ask them to color the picture that you will say. (Examples: hospital, playground, park, garden, market, beach, etc.)


At the end of the lesson the students should be able to: Expressive Objectives: ● Appreciate one’s family and its members ● Appreciate the events that one goes to ● Appreciate that singing songs and reciting rhymes can be fun Instructional Objectives: ● Oral language: Listen and share about others ● Phonological Awareness: Recognize that words can be broken into onsets and

rimes ● Listening Comprehension: Listen and share about others ● Vocabulary and Grammar: Recognize, identify, give examples and classify naming

words (events) Suggested Number of Minutes


10 minutes

I. Pre-Assessment:

Let the students draw the members of their family. Provide the materials.

II. Objectives:

● Recognize the different members of the family ● Recognize names of events ● Appreciate one’s family

III. Subject Matter and Materials Subject Materials: family and events Materials: storybook, pictures of family members, puzzle of a birthday celebration, pictures of events, paper and coloring materials

5 minutes IV. Procedure 1 A. Activating Prior Knowledge:

Use the illustration they made during pre-assessment. Ask the children, “Who are the members of your family?” Make a list or a concept web to list down what they say.

family

32

5 minutes B. Presentation Read a story about a family. The following is a suggested teacher-made book. I Have a Family (story) This is my father. I call him “Papa”. This is my mother. I call her “Mama”. This is my sister. I call her “Ate”. This is my brother. I call him “Kuya”. We have fun together. I love my family.

5 minutes C. Guided Practice:

Let the students identify more members of the family by choosing among the pictures shown. Answer the question, Who are the members of the family mentioned in the story?

VIII. Objective

Recognize names of events

5 minutes IX. Procedure A. Activating Prior knowledge Complete a puzzle of a birthday celebration on the board. Let the students guess what the family is celebrating by looking at the puzzle pieces being put together

5 minutes B. Presentation Show the completed puzzle of the birthday celebration. “Families enjoy birthdays together.” Ask them about similar experiences

5 min. C. Modeling

Show more pictures of events that families enjoy. Put each on the board as they are being identified. “Families also enjoy New Year, fiestas, etc… together.”



I. Objectives: ● Share about oneself ● Name members of the family ● Identify names of persons ● Appreciate one’s family

II. Subject Matter and Materials Subject Matter: family Materials: the storybook or pictures of the family members in the story, sentence stem

20 minutes

IV. Procedure A. Presentation

Ask the children to recall and answer questions about the story listened to 1. What is the title of the story? 2. Who is speaking in the story? 3. Who are the members of his/her family? (Teacher can use pictures or the book to recall the concepts.) 4. What does he call his father, mother, brother, sister?

33

5 minutes B. Modeling

Tell about your own family. Use the sentence stem I have a ______ I call him/her __________. (Write it on the board) Example: I have a sister. I call her Ate Ria. Teacher says: I call my father “Dad”. Now listen to the word “Dad”. I can cut the word “Dad” into two parts. The sound /d/ and the sound /ad/. Can you say it with me? /D/-/ad/ I call my mother “Mom”. Now listen to the word “Mom”. I can cut the word “Mom” into two parts. The sound /m/ and the sound /om/. Can you say it with me? /M/-/om/

15

minutes C. Guided Practice: Guide the students in using the sentence stem to tell about their own family members. I have a __________ I call him/her ______________.



I. Objectives:

● Tell about their family members and events they enjoy together ●Identify different events

II. Subject Matter and Materials Subject Matter: family and events Materials: storybook, paper, coloring materials

5 minutes III. Activating Prior Knowledge: Ask the children, What events do you enjoy going to with your family? (Give examples in order to help them.)

15 minutes

IV. Procedure A. Presentation:

Read a story about events families enjoy together. Story on Family Event (per region/city/town/province/municipality) *Modify story based on the events your class celebrates in your area. Page Template: Suggested number of pages (5 pages) My name is ______. I am from _______. I enjoy going to the _____with my family. (pages 1-4) Page 5: We enjoy doing things together. Example: My name is Maria. I am from Bacolod. I enjoy going to the Maskara Festival with my family.

5 minutes B. Guided Practice: Let the children identify or name the events mentioned in the story. What are the events mentioned in the story? What events do the characters enjoy going to with their families? List them down on the board.

15 minutes

C. Independent Practice

Ask the children to draw an event that they share with their own families Suggested Number of Minutes


I. Objectives:

● Name events that they enjoy with their family ● Name different events

34

II. Subject Matter and Materials Subject Matter: Family and Events Materials: drawings the previous day, sentence stem

10 minutes

III. Procedure A. Modeling:

Tell about events you enjoy with your family. Use the sentence stem: I enjoy going to ____________ with my family. (Write it on the board.)

10 minutes

B. Guided Practice:

Ask 1-2 students to share about the events they also enjoy with their families. Guide the students as they use the sentence stem: I enjoy going to ________________ with my family.

20 minutes

C. Independent Practice

Divide the class into pairs. Ask them to share about the events they enjoy with their families using the drawings they made the previous day and the sentence stem on the board. I enjoy going to ________________ with my family. Go around the room to guide the pairs. Whole Class Activity: Gather the class and tell about what one brings to go to the event. When we go out, my family brings a bag. We also bring our dog. Listen to the word “bag”. We can cut this word into two parts - the sound /b/ and the sound /ag/. Can you say it after me? When we put /b/ and /ag/ together, we get the word, “bag” Now. listen to the word “dog”. We can cut this word into two parts - the sound /d/ and the sound /og/. Can you say it after me? When we put /d/ and /og/ together, we get the word, “dog” Look at the other words that we can bring when we go out. Let’s try to cut them into two parts. Other examples: jug, bus, sun, etc



I. Objectives:

● Share about events one enjoys with the family ● Use names of events in a telling sentence ● Appreciate the events one goes to with the family

II. Subject Matter and Materials Subject Matter: Family and Events Materials: paper and coloring materials

40 minutes

III. Post Assessment/Evaluation Activity

Ask the children to draw their family members in an event that they enjoy together. Using the sentence stem, each child should be able to share in front of the class: I enjoy going to the _______ with ______, ______ and _________.


At the end of the lesson the students should be able to: Expressive Objectives: ● Appreciate things done with the family ● Appreciate poems and stories listened to

35

Instructional Objectives: ● Oral language: Share an event about oneself ● Phonological Awareness: Recognize that words can be broken into onsets and rimes ● Listening Comprehension: Listen to a personal story shared by others ● Vocabulary and Grammar: Use naming words in forming sentences



10 minutes

I. Pre-Assessment

Each one will be given a piece of sketch paper and will be asked to draw three things that one has bought from the market or a store. The teacher shall give her own examples first.

II. Objectives

● Listen to a story about a trip to the market/store ● Identify the important details of the story (title, setting, character, etc.) listened to ● Identify naming words from the story listened to ● Recognize that words can be broken into onsets and rimes

III. Subject Matter and Materials Subject Matter: Listening to a story and identifying/ categorizing naming

words Materials: sketch papers, story grammar grid, pictures of naming words

5 minutes

IV. Procedure A. Activating Prior Knowledge Unlock the words: market, mais con yelo and bought T: Where do you go if you need to buy things like food, clothes and toys? S: In the market. T: A market looks like this (show a picture). A market is a place where you can buy the things that you and your family need. Yesterday I bought corn and milk in the market. I paid eighty pesos for those. Bought means what? S: buy T: When you paid money to have something, it means you bought those things. Everybody say bought. S: bought T: At home, I made “Mais Con Yelo” using corn, milk, ice and sugar. This is a picture of the Mais Con Yelo that I made. Who among you have tried eating this food? S: (raising of the hands)

10 minutes


Listen as the teacher tells a story. Mais con Yelo

My name is Mario. I have a sister. Her name is Rica. We went to the market together. We bought corn, milk and ice. Mother is going to make Mais con yelo today.

I can’t wait to taste it! Teacher does a “Think Aloud” by posing and answering questions that identify the story elements (title, setting, character, event/activity) Discussion Questions: 1. What is the title of the story?

36

2. Who is the one telling the story? What is her sister’s name? 3. Where did Mario and Rica go? 4. Why did they go to the market? What did they buy? 5. Who is going to make mais con yelo? 6. How did the two feel about it? If you were Mario and Rica, would you feel excited too? * What else can we buy from the market? I have here some pictures of things that we can buy from the market. This is a can. We can cut the word “can” into two parts - the sound /c/ and the sound /an/. Can you say the first sound? How about the last sound? I have here some more pictures and we will try to name them. Let us also cut the sound of the word. /f/ /an/ /p/ /en/ /m/ /ilk/ /s/ /ack/

15 minutes

V. Guided Practice

The students will fill a story grammar grid with the guidance of the teacher. Start with words from the story. Naming words from the story:

mais con yelo Mario sister Rica corn

ice milk ACTIVITY: Naming Words Sorting (individual or group activity)

a. Have the students cut or tear the pictures of naming words. b. Have the students paste and group them into categories (person, animal, thing, place).



I. Objectives ● Tell a story about what one has bought from the market/store (using pictures drawn in the pre-assessment) ● Use naming words in sentences

II. Subject Matter and Materials Subject Matter: telling a story, using naming words in sentences Materials: pictures of naming words

10 minutes

III. Procedure A. Activating Prior Knowledge Review naming words of persons, places and things by showing and adding pictures as examples.(Use the same story grammar grid to show the categories.) B.Presentation and Modeling

Listen as the teacher shares his/her experience about going and buying something in the market. I went to the ____. I was with ____. We bought ____, ____and ____. Listen as the teacher identifies the different elements in the story.

(title, character, event/activity and setting)

37

15 minutes.

V. Guided Practice

ACTIVITY: (small groups) Each one in the group will tell his/her experience about going and buying something in the market. The members of the group shall listen to each classmate he/she shares his/her experience. I went to the ____. I was with ____. We bought ___, __ and ___.

15 minutes


One volunteer student from each small group shall share these three things to the whole class. I went to the ____. I was with __. We bought ____, ___and ___.

The teacher may ask questions to the class after each volunteer speaker. (interval Q&A) Q: Where did (name of the student) go? A: He/She went to Brgy. San Roque Public Market.

Q: Who was with him/her? A: He/She was with his / her aunt and cousins.

Q: What did they buy? A: They bought vegetables and meat.



I. Objectives ● Share a story about one’s experience. ● Use naming words in sentences.

II. Subject Matter and Materials Subject Matter: listening to and telling a story; using naming words in sentences Materials: vocabulary strips, pictures, copy of the story

10 minutes


Review naming words of persons, places, things and animals by showing and adding pictures as examples. (use the same story grammar grid to show the categories) Unlock the words: garden → (show a picture of garden) This is a garden. What can you see

in a garden? Have you been to a garden? bud → (show a picture of a bud or an actuall bud) This is a bud. (Show a

flower.) Let’s look at the bud and the flower. What makes one different from the other? calachuchi → (show a picture or an actual calachuchi flower) This is a calachuchi flower. Can you smell it? How does it smell like? What color is it? gumamela → (show a picture or an actual gumamela flower) This is a gumamela flower. Can you smell it? How does it smell like? What color is it? climbed → Yesterday, I saw Pio in the garden. He climbed up

the tree. Let us pretend to climb. (show the action)

38

10 minutes

B. Presentation and Modeling:

Listen as the teacher tells a story. Mina in the Garden My name is Mina.

I have a grandmother. I call her “Lola”. I visited her garden last Sunday. I saw a yellow butterfly. I saw a red gumamela bud. I climbed a calachuchi tree. I love visiting Lola’s garden!

Discussion Questions:

1. What is the title of the story? 2. Who is the one telling the story? What is her grandmother’s name? 3. How do you call your grandmothers? 4. Where did she go last Sunday? 5. What did she see? What is its color? 6. Where did she climb? 7. How did she feel about visiting her Lola’s garden? 8. Have you been to a garden? What are the things that can be found there? Listen as the teacher shares a story about his or her own relative. My name is (person). I visited my (person). He/She has a (place). I saw a/an _____, _____ and ______. (animal / thing)

10 minutes

V. Guided Practice

Listen to volunteer students as they share stories about their relative. My name is (person). I visited my (person). He/She has a (place). I saw a/an _____, _____ and ______. (animal / thing)

10 minutes


ACTIVITY: (pair-share) Choose your partner and tell him/her a story about your relative. Listen as he/she tells you his/her story, too. My name is (person). I visited my (person ). He/She has a (place). I saw a/an _____, _____ and ______. (animal/thing)



I. Objectives ●Tell a story about what one’s self. ●To be able to use naming words in sentences.

III. Subject Matter and Materials Subject Matter: Listening to and telling a story; Naming Words in Sentences Materials: story grammar grid

39

10 minutes

IV. Procedure Activating Prior Knowledge Review naming words of persons, places and things by showing and adding pictures as examples.(Use the same story grammar grid to show the categories.) Presentation and Modeling

Listen as the teacher shares his/her experience about going and buying something in the market. I went to the ______. I was with ____. We bought ____, ______ and ______. Listen as the teacher identifies the different elements in the story. (title, character, event/activity and setting)

15 minutes

V. Guided Practice

ACTIVITY: (small groups) Each one in the group will tell his/her experience about going and buying something in the market. The members of the group shall listen to each classmate he/she shares his/her experience. I went to the ______. I was with ____. We bought ____, ______ and ____.

15 minutes


One volunteer student from each small group shall share these three things to the whole class. I went to the _____. I was with ____. We bought ____, ______ and____.

The teacher may ask questions to the class after each volunteer speaker. (interval Q&A) Q: Where did (name of the student) go? A: He/She went to Brgy. San Roque Public Market. Q: Who was with him/her? A: He/She was with his / her aunt and cousins .

Q: What did they buy? A: They bought vegetables and meat.



I. Objectives ● Tell a story about one’s self and of another person ● Use naming words in sentences

II. Subject Matter and Materials Subject Matter: telling a story and using naming words in sentences Materials: story grammar grid


Review naming words of persons, places, things and animals by showing and adding pictures as examples.(Use the same story grammar grid to show the categories.) B. Modeling Listen as one classmate shares his/her story S: I am (person). I went to (place). I saw a ____, ____ and ____ (animal/thing). This is my story.

40

Listen as the teacher retells the story of that student T: This is (person). S/he went to (place). S/he saw a ____, ____ and ____ (animal / thing). That is (person’s) story.

10 minutes.

V. Guided Practice

ACTIVITY: (small group and pair-share) Share your own story with other classmates. Choose your favorite story among what were shared to you. Retell this story about another classmate to your partner. That is (person). He/She went to place. He/She saw a ____, ____ and ____ (animal/thing). That is (person’s) story.

15 minutes


One volunteer student from each pair shall retell the story about another classmate (pointing about to the classmate). That is (person). He/She went to place. He/She saw a ____, ____ and ____ (animal/thing). That is (person’s) story. The teacher may ask questions to the class after each volunteer speaker. ( interval Q&A ) Q: Whose story was told? A: That is Mark ’ s story. Q: Where did Mark go? A: He went to Malabon Zoo .

Q: What did he see? A: He saw monkeys, birds and cages.

10 minutes

VII. Post Assessment Each one will be given a naming words grid and a set of pictures and will be asked to cut or tear the pictures of naming words and paste them into the correct category (person, animal, thing, place).



● Appreciate the things one has ● Appreciate the places one’s family goes to ● Appreciate poems and stories listened to Instructional Objectives: ● Oral language: Ask questions and respond to the stories of others ● Phonological Awareness: Recognize that words can be broken into onsets and rimes ● Listening Comprehension: Ask questions and respond to the stories of others ● Vocabulary and Grammar: Use naming words in forming sentences



I. Objectives: ● Answer who, what and where questions about stories listened to ● Ask and answer who questions about stories shared by a classmate ● Use names of people in sentences ● Appreciate the things one has

41

Who: picture of person What: picture of a thing Where: picture of a place

Who Has it?

Gary has a green hat

Green so fine


Just like mine.

Gab has a green hat

Green hat, green hat

Gab wears a green hat to the farm.

Rey has a red shirt

Red shirt, red shirt

Rey wears a red shirt to the store.

Yeng has a yellow skirt

Yellow skirt, yellow skirt

Yeng wears a yellow skirt to the park.

II. Subject Matter and Materials: Subject Matter ● Who questions ●Naming words-people Materials

● graphic organizer (table – who, what, where with pictures of a person, object and place) ● Poem (“Who Has It?”) ●pictures of objects ●box

20 minutes

III. Procedure A. Presentation and Modeling: Presentation The students will listen to the teacher tell a story about herself. Example: Last Saturday, my sister and I played in the playground. We joined other kids play patintero. We had fun. T: What do you want to know about my story? We can questions to know more about the stories of others. Teacher will model how to ask questions. T: When we ask questions, we usually use the questions Who, What, and Where. We use who to ask about a person. We use what to ask about a thing. We use where to ask about a place.

Teacher can provide graphic organizer to aid students in formulating a question. Modeling: The teacher will read a

poem to the class. (See appendix A2) The teacher will ask who questions based on the story/poem. T: Who has the green hat? S: Gab has a green hat. T: Who has a red shirt? S: Rey has a red shirt. T: Who has a yellow skirt? S: Yeng has a yellow skirt.

10 minutes B. Guided Practice:

Students will participate in an activity where in they will ask and answer who questions (See appendix C).

T: I will divide you into small groups. Each member in the group should get an object/ picture from the box. Each student will get the chance to ask the question: Who has a ________ (thing)? Each student will get the chance to answer the question. Students can use the sentence stem: _____ has a ______.

42

Who Has it?


Green so fine


Just like mine.

Gab has a green hat

Green hat, green hat

Gab wears a green hat to the farm.

Rey has a red shirt

Red shirt, red shirt

Rey wears a red shirt to the store.

Yeng has a yellow skirt

Yellow skirt, yellow skirt

Yeng wears a yellow skirt to the

park.



I. Objectives ● Ask and answer what questions about stories listen to and shared by a classmate ● Use names of things in sentences ● Appreciate the things one has

II. Subject Matter and Materials: Subject Matter ● What questions ●Naming words- things Materials ● Poem – “Who has it?” ●Picture of things ●Box

25 minutes

III. Procedure A. Presentation and Modeling Presentation

Teacher will read the poem to the class. Modeling

Students will listen to the teacher ask what questions. T: What does Gab have? S: Gab has a green hat. T: What does Rey have? S: Rey has a red shirt. T: What does Yeng have? S: Yeng has a yellow skirt. Teacher says: What does Gab have again? Yes, he has a hat. Now, let us try cutting the word “hat” into two parts - the sound /h/ and the sound /at/. Can you say it after me? What is the first sound again? /h/. What is the last sound? /at/. When we put /h/ and /at/ together, we get the word “hat”. Let’s listen to other words that we can wear:: Other examples: cap, ring, pants

15 minutes

B. Guided Practice: Students will participate in an activity where in they will ask what questions.

(See appendix C2) T: I will divide the class into small groups. Each member of the group will get an object or picture of an object from the box. Each member of the group will take turns in asking the question: What does ______ have?

Each member of the group will take turns in answering the question. Students can use the sentence stem: _____ has a ___.



43

I. Objectives ● Ask and answer where questions about stories listened to and shared

by others ● Use names of places in sentences (Grammar) ● Appreciate the places one’s family goes to ● Appreciate the things one has

II. Subject Matter and Materials: Subject Matter: Where questions; Naming words (places) Materials: Poem – “Who Has It?”, Short story about the family

20 minutes III. Procedure A. Presentation and Modeling:

Presentation

Teacher will read the poem to the class. Who has it? Gary has a green hat Green so fine Gary has a green hat Just like mine Gab has a green hat Green hat, green hat Gab wears a green hat to the farm. Rey has a red shirt Red shirt, red shirt Rey wears a red shirt to the store. Yeng has a yellow skirt Yellow skirt, yellow skirt Yeng wears a yellow skirt to the park.

Modeling

Students will listen to the teacher ask where questions. T: Where did Gab go? S: Gab went to the farm. T: Where did Rey go? S: Rey went to the store. T: Where did Yeng go? S: Yeng went to the park.

20 minutes B. Guided Practice:

Students will listen to a short story about where each family went. On Sunday, my family went to grandfather’s house. On Monday, my father went to the market. On Tuesday, my grandmother went to the park. On Wednesday, my mother went to the farm. On Thursday, my brother went to the basketball court. On Friday, my sister went to the library.

On Saturday, I went to the store. What a busy week! A student will ask a where question. Ex: Where did the family go on Sunday? Another student will answer the question. Ex: On Sunday, the family went to __________. Students will continue asking and answering where questions based on the short story listened to.

44



I. Objectives

● Ask and answer who, what and where questions about stories shared by others ● Use naming words in sentences (Grammar)

II. Subject Matter and Materials: Subject Matter: Who, What, Where Questions; Naming Words Materials: Worksheets – hidden pictures, connect the dots, coloring pages

20 minutes III. Post Assessment:

Divide the class into 2 groups. Group A will participate in the sharing activity. Group B will accomplish worksheets such as: ● Find the hidden pictures ●Connect the dots ●Coloring pages

Sharing Activity Students in Group A will take turns in sharing a story about oneself. Teacher can give sentence stems to guide students in sharing. Ex. My family went to the ______. We saw a lot of ______________. Students will take turns in asking who, what and where questions about the story shared by others.



I. Objectives

● Ask and answer who, what and where questions about stories shared by others ● Use naming words in sentences

II. Subject Matter and Materials: Subject Matter: Who, What, Where Questions; Naming Words (grammar) Materials: Worksheets – pictures, connect the dots, coloring pages

20 minutes III. Post Assessment:

Divide the class into 2 groups. Group A will accomplish worksheets such as: ●Find the pictures (mommy, daddy reading a book, bicycle, little boy with a cap, butterfly, sleeping cat, ball, walking dog, chair, umbrella, little girl in a dress, and mat) ● Connect the dots ●Coloring pages

Group B will participate in the sharing activity. Sharing Activity Students in Group B will take turns in sharing a story about oneself. Teacher can give sentence stems to guide students in sharing. Ex. My family went to the ______. We saw a lot of __________. Students will take turns in asking who, what and where questions about the story shared by others.

45

UNIT 4 WEEK 1 Theme: My School and Friends TARGET SKILLS :

At the end of the lesson the students should be able to: Expressive Objective: ● Realize the importance of using polite expressions in showing respect when

communicating with others Instructional Objectives: ● Oral language: Recognize polite expressions ● Phonological Awareness: Recognize, distinguish, and supply words that begin with

the same sound ● Listening Comprehension: Listen and share about himself/herself; Follow

directions ● Vocabulary and Grammar: Recognize that the pronoun I is used to refer to one's

self Suggested Number of Minutes


10 minutes.

I. Pre-Assessment:

Have students answer the question, “Who wants to go to the bathroom? What will you say if you want to go to the bathroom?” Answer: “May I go to the bathroom?”

II. Objectives:

● Recognize polite expressions ● Respond to the teacher using polite expressions ● Recognize, distinguish, and supply words that begin with the same sound

III. Subject Matter and Materials Subject Matter: Polite Expressions Materials:

Pictures (with speech balloons or thought bubbles) of situations where good manners are shown.

A copy of the poem Manners to be posted on the board or on a wall inside

the classroom. ● a big visible card with the word Manners on it

● List of polite expressions to be posted √Thank you √ Welcome √Sorry √Please √May I

A poster with these sentences. Student: May I go out? Teacher: Yes, you may.

46

10 minutes

IV. Procedure A. Activating Prior Knowledge:

Unlock the meaning of difficult word: sneeze * sneeze → I sneeze when I smell flowers. This is how I sneeze (demo). Can you try to sneeze? When do you usually sneeze? Good Manners Activity a. Show different kinds of pictures (good & bad manners) b. Ask the children whether the picture shows good or bad manners (thumbs up if it shows good manners, thumbs down if not) Examples: Picture 1: A child saying excuse me as he tries to get the attention of the teacher who is busy with something Picture 2: A child saying thank you after receiving a gift or present Picture 3: An adult saying sorry after accidentally stepping on a child’s toy Picture 4: A child saying please as he asks the teacher to open a bag of cookies Picture 5: An adult asking permission from the child if he can look at his artworks (i.e. May I look at your drawing?)

What do you say when someone gives you a gift? We can say “thank you.” In our poem today, let’s find out what we can say to others.

10 minutes

B. Presentation: Ask students to listen to a poem about polite expressions. Ask them to recite each line after the teacher. Manners (by: Helen H. Moore) We say “Thank you.” We say “Please,” And “Excuse me” When we sneeze. That’s the way We do what’s right. We have manners. We’re polite.

10 minutes

C. Modeling Have the children watch a demonstration on how polite expressions are used (e.g., Please, Excuse me, Thank you, and May I ________?) We can say, “Thank you, Maan.” The name Maan has the beginning sound /m/. (Ask the students to repeat the sound). Now I will call another student that has the same beginning sound as the name of Maan. “Thank you, Mina.” The name Mina also has the beginning sound /m/. Can you give another name that has the beginning sound /m/? What if we change the beginning sound to /s/? We can say, “Thank you, Sonny.” * Teacher may vary this activity by using the following polite expressions: Excuse me, name of classmate. May I borrow name of classmate? Please pass me the pen, name of classmate.

D. Modeling (Grammar)

Have the children listen to a dialogue between teacher and student that uses polite expressions e.g., Student: May I go out? Teacher: Yes, you may.



47

I. Objectives:

● Say the appropriate polite expressions in different situations ● Use the pronoun I in polite expressions

II. Subject Matter and Materials Subject Matter: Polite expressions; pronoun Materials:

● written polite expressions to be posted on the board as visual cues ● cards for draw lots containing different (or two of each) polite expressions that use the pronoun I

10 minutes III. Procedure A. Presentation The teacher will introduce other polite expressions that use the pronoun I

Examples: May I go out? May I pass? May I borrow? A: Yes, you may.

15 minutes B. Modeling

Demonstrate how to use the proper polite expressions in specific situations. The teacher may choose volunteers to demonstrate. Examples: When you want to drink water , “Teacher, may I drink?” “Yes, you may.” When you want to go to the clinic, “Teacher, may I go to the clinic?” “Yes, you may.” When you accidentally hurt your classmate you must say, “I am sorry.”

15 minutes C. Guided Practice

Group the students. Assign or have each group draw a strip of paper with polite expression from a box that they all must use in the short role play. Example: Groups 1 & 2 : I am sorry Groups 3 & 4 : May I go out Groups 5 & 6 : May I pass



I. Objectives:

● Answer questions about the story using a sentence that includes the word because ● Use the pronoun I in polite expressions

II. Subject Matter and Materials Subject Matter: Using “because” in sentences and the pronoun I in polite

expressions Materials:

written words to be unlocked

written copy of Mother May I? that can be posted on the board for

everyone to see.

20 minutes III. Procedure A. Activating Prior Knowledge

Find the meaning of the words, “ears of corn, field, cabbages, and cross.”

(picture 1: ears of corn) Show the children a picture of ears of corn. While pointing at it say, “These are ears of corn.”

(picture 2: cabbages) Show the children real cabbages. While pointing at

48

it say, “These are cabbages. Ask them, “What do we cook with them?” Possible answers: Nilaga, pansit (demonstration: cross). Cross from one side of the classroom to the other while saying, “The teacher is crossing the classroom to get to the other side.”

10 minutes

B. Presentation

Ask these questions. Who among you loves playing outside the house or in the playground? What do you say to your parents or guardians before going out? Let’s find out what the characters tell their mom before doing something.

Have the students listen to the story which uses the phrase “May I...” Mother May I?

One brown monkey woke up early. He saw yellow bananas at the top of the banana plant. He asked his mother, “Mother, may I cross the river?” “Yes, you may.” mother said. So, the monkey crossed the river and ate bananas from the banana plant.

One black chicken woke up next. She saw golden ears of corn in the field. She asked her mother, “Mother, may I cross the river?” “Yes, you may.”, mother said. So, the chicken crossed the river and ate ears of corn in the field. One white rabbit woke up last. She saw green cabbages in the garden. She asked his mother, “Mother, may I cross the river?” “Yes, you may.” mother said. So, the rabbit crossed the river and ate cabbages in the garden.

C. Modeling Have students listen as the teacher asks and answers why questions Examples: Why did the monkey cross the river? The monkey crossed the river because ______.

D. Guided Practice Ask the students why questions. Why did the chicken cross the river? The chicken crossed the river because______. Why did the rabbit cross the river? The rabbit crossed the river because? ______.

E. Independent Practice

Ask who, what, where questions and allow the children to answer. Who woke up early? (Brown monkey) What did he see?

Where did he go? Who woke up next? (Black Chicken) What did he see?

Where did he go? Who woke up last? (White rabbit) What did he see? Where did he go?



I. Objectives: ● Use the polite expression May I...

● Use the pronoun I in polite expressions

49

II. Subject Matter and Materials Subject Matter: Using “May I” and the pronoun I in polite expressions Materials: ● Written descriptions and objects for the game Mother, May I Cross the River? ●picture clues for independent practice

5 minutes III. Procedure A. Modeling Teacher will demonstrate the game, which used the phrase “May I...”

15 minutes B. Guided Practice

The teacher will ask the students to use the polite expression “May I...” through the game Mother, May I Cross the River? 1. Have the students stand side by side (Teacher can bring the class outside

for more space.) 2. At the count of three, make them ask, “Mother may I cross the river?” 3. Answer by saying, “Yes, you may, only if you have _________.” 4. Fill in the blank with any characteristic or object the students are wearing. Examples: “Yes, you may, only if you have a school ID.” “Yes, you may, only if you have short hair.” “Yes, you may, only if you have eye glasses.” (You may write these descriptions and objects on pieces of paper that you can then turn into a lottery. Pick one every round.)

1. Have those students who fit the description or have the given object move one step forward.

2. Repeat asking and answering until someone gets to the finish line or has moved a specific number of steps.

15 minutes C. Independent Practice Have the children use the polite expression May I in specific situations. Give

the class situations and ask them what they have to say. You may use picture clues to help them. You want to drink water. May I drink water? You have to go to the bathroom. May I go to the bathroom? You want to go to the clinic. May I go to the clinic? You want to ask for a paper. May I have a paper? You want to draw (in your notebook). May I draw (in my notebook)?



I. Objectives:

● Use the phrase “May I” to ask permission ● Use the pronoun I in sentences

II. Subject Matter and Materials Subject Matter: Polite Expressions; Pronoun I Materials for class art activity:

● Written sentence stem to be posted on the board ○ “May I have a/some _____________.”

35 minutes III. Procedure Post Assessment

As an assignment, ask the children to make a Home Collage about their school and friends.

Prepare the materials (ex. glue, paper, crayons, etc)

50

Let the students ask permission to get the materials they need for the art activity by using this sentence.

“May I have a/some _____________?” Example: “May I have some crayons?” “May I have a paper?”

WEEK 2

Theme: My School and Friends


● Realize that each person has unique abilities ● Acknowledge the happiness brought by doing things with one’s friends Instructional Objectives: ● Oral language: Use simple greetings and polite expressions

Phonological Awareness: Recognize, distinguish and supply words that begin with

the same sound ● Listening Comprehension: Find similarities between character and oneself ● Vocabulary and Grammar: Recognize, identify and use the pronouns I and you with

simple action words in sentences



5 minutes I. Pre-Assessment

Show different posters that have different actions. Ask the students to act out the action that is shown in the pictures. Give them a worksheet with different pictures of action words that they can color. Ask them to also draw 3 more things that they can do.

II. Objectives

● Answer who, what, when, why questions ● Act out different action words ● Give names of friends ● Realize that each person has unique abilities

III. Subject Matter and Materials Subject Matter: Names of Friends, Actions that We can Do Materials: posters of action words, worksheet, copy of the story,

vocabulary

5 minutes

IV. Procedure A. Activating Prior Knowledge The teacher will unlock the following words: friend, skip, twirl. Teacher: I have a friend. She is Chesca. (show a picture) I love to spend time with her. We go to different places and eat together. Do you have a friend? What is her/his name? What do you do together? When we were small, we love to skip around the garden. (Show how to skip. Ask the class to follow you.) We also loved to twirl. (Show how to twirl. Ask the class to follow you.) What are the other things that you can do? In our story today, let's find out the things that we can do.

51

30 minutes


Tell the story “Yes, I can!” Yes, I Can! On Monday, the boy met a frog. The frog said, “I can jump. Can you jump?” The boy said, “I can jump, too!” On Tuesday, the boy met a dog. The dog said, “I can run. Can you run?” The boy said, “I can run, too! ” On Wednesday, the boy met a bird. The bird said, “I can sing. Can you sing?” The boy said, “I can sing, too! ” On Thursday, the boy met a fish. The fish said, “I can swim. Can you swim?” The boy said, “I can swim, too! ” On Friday, the boy met a friend. The friend said, “I can skip. I can dance. I can hop. I can twirl. Can you play with me?” The boy said, “Yes, I can! I would love to play with you.” Discussion Questions: 1. What is the title of our story? (Yes, I Can!) 2. Who is the main character? (the boy) 3. What animals did the little boy meet? (frog, dog, bird, fish) 4. When did he meet the animals? (frog – Monday, dog – Tuesday, bird – Wednesday, fish - Thursday) 4. What are the things that they can do? (jump, run, sing, swim) 5. Who did the boy meet on Friday? (friend) 6. What do you think they can do together? (skip, dance, hop, twirl, play) 7. How do you think the boy felt when he met a new friend? (happy) * For the discussion, you can have picture cues of swim, sing, run and jump and the pictures of the animals. The children can match the action word to the animal. You can even ask the students to do the actions too.



I. Objectives

● Ask and answer questions about the story ● Recognize the pronouns I and you in sentences (grammar)

II. Subject Matter and Materials Subject Matter: Names of Friends, Actions that We can Do Materials: copy of the story, pictures, vocabulary strips

52

I Can, You Can I can draw. You can paint. I can sing. You can dance. I can play the drums. You can march. I can act. You can perform tricks. You can smile. You can clap. You can cheer. And now, we can take a bow.

5 minutes. 25 minutes


Unlock the following words/phrases: perform tricks, take a bow, cheer, march. Teacher: (Show a puppet) This puppet is name. He can march. (demo) Can you also march? (Ask students to march). He can also perform tricks. He can do magic. (pretend to do magic). After he performs tricks, he will take a bow (demo). Can you also take a bow? (ask the class to do the same) We can also cheer for him for a job well done. (demo) Let us cheer for him. What are the things you can do? In our story today, let's find out what the characters can also do. B. Presentation / Modeling

Tell the story, “I Can, You Can”. Discussion Questions: 1. What can they do? (draw, paint, sing, dance, etc.) 2. What do you think the children are doing in the story? (They are having a program.)

10 minutes

IV. Guided Practice

Post the pictures of the characters in the story. Ask the students to fill in the speech bubbles: I can _____. (The teacher will also provide word strips of the action words. The teacher will read the words for the children.)



I. Objectives ● Share about oneself and others ● Use the pronouns I and you

II. Subject Matter and Materials Subject Matter: Pronouns I and You, Things that We Can Do Materials: copy of the song, CD of the song, flashcards of action words

15 minutes.


Show pictures of different action words. (Review) This can done in a game. Ask them to give the correct action word and tell them to act it out too. B. Presentation and Modeling

Read the lyrics of the song. Do some actions while singing the song. I Can!

I can jump up and down (3x) I can, I can jump up and down. I can sing loud and clear (3X) I can, I can sing loud and clear I can clap 1, 2, 3 (3X) I can, I can clap 1, 2, 3 I can sit quietly (3X)

53

I can, I can sit quietly Call a student and ask the students to listen to your dialogue. Teacher: I can jump. You can jump, too. Student: (jumps) Student: I can sing. You can sing, too. Teacher: (sings)

10 minutes

IV. Guided Practice The teacher will call more pairs of students to come in front to say the sentence stems. Student 1: I can _______. You can _____ too. Student 2: I can _______. You can _____ too. Ask the students to do the actions as they say the sentences.

15 minutes

V. Independent Practice There will be a Pair-Share Class activity. Each pair will be given a flash card of an action word (picture). They must be able to complete the sentence stems. Student 1: I can _______. Student 2: You can _____ too. They can exchange cards with the other pairs after.



I. Objectives ● Tell about what oneself and what others can do ● Recognize, distinguish and supply words that begin with the same sound ● Use the pronouns I and you (grammar)

II. Subject Matter and Materials Subject Matter: Pronouns I and You Materials: pictures of action words, poster

10 minutes


The teacher will give examples about words with the same beginning sound. Teacher: Think of what you and another person can do. Example: I can sing. You can buy books. The word sing begins with the sound /s/ Everybody repeat: /s/ Can you think of another word that begins with the same sound to add to your sentence? I can s ing a s ong . Sing and song both begin with the sound /s/ The word buy begins with the sound /b/ Everybody repeat: /b/ Can you think of another word that begins with the same sound to add to your sentence? You can b uy b ooks .

Buy and books both begin with the sound /b/ Can you think of your own examples?

54

30 minutes

IV. Post Assessment

Divide the class into 2 groups. The first group will be divided in pairs. The first group will have a pair work. The students must be able to tell about what one and a partner can do. Student 1: I can ______. Student 2: You can _______ too. The second group will be given a worksheet of action words. They will color pictures that show action. After the first group is done, they will then do the worksheet and the second group will do the pair work.



I. Objectives ● Use the sentence stem “Can you __please?” when asking for help ● Use the pronouns I and you

II. Subject Matter and Materials Subject Matter: Pronouns I and You, Polite Expressions Materials: pictures, manila paper

15 minutes III. Procedure A. Presentation and Modeling

There will be role playing in class. Show some activities that are difficult to do. You may call some students to act out the following actions: ● having a hard time to open the jar ● trying to tie the shoelaces ● reaching the book on top of the shelf Teacher: Sometimes, we have a hard time on doing things. We can ask help from others by saying: “Can you _____, please?” Student 1 can say: “Can you open the jar, please?“ Student 2 can say: “Can you tie my shoelaces, please?” Student 3 can say: “Can you reach the book, please?” (Ask the students to repeat what they can say.) Teacher: After asking for help, what can we say? Student: Thank you!

5 minutes IV. Guided Practice Call some more students to do a role playing in front of the class. S1: Can you _______, please? S2: Okay, I will. (S2 will demonstrate the action)

20 minutes V. Independent Practice

Children will have a role playing session in small groups. Each child will play a role of a family member. The children may look at the picture cues to help them complete the sentence stem to ask for help around the house: Can you _____, please? Pictures of: Can you wash the dishes, please? Can you cut the beans, please?

55

Can you sweep the floor, please? Can you set the table, please? Can you feed the dog, please? Can you peel the bananas, please? Can you hang the clothes, please?

WEEK 3 Theme: My School and Friends TARGET SKILLS :


● Realize the importance of handling own toy properly ● Realize the importance of saying “sorry” Instructional Objectives: ● Oral language: Listen and respond to the stories of others ● Phonological Awareness: Recognize, distinguish, and supply words that end with

the same sound ● Listening Comprehension: Sequence events in the text listened to (beginning,

middle, end); Making inferences ● Vocabulary and Grammar: Recognize, identify and use pronouns I and you in

sentences Suggested Number of Minutes


5 minutes I. Pre-Assessment: The teacher will ask the students to arrange three cut-out pictures (beginning, middle, end) child waking up, child eating breakfast, child riding a bus to school mother buying vegetables from the market, mother cooking, mother serving food cracking egg, chick coming out of cracked egg, chick trying to fly

II. Objectives:

● Recognize the beginning, middle and end of the story ● Recognize, distinguish, and supply words that end with the same sound ● Recognize the use of the pronoun he in replacing names of boys

III. Subject Matter and Materials Subject Matter: beginning, middle, end pronoun he Materials: picture cards

5 minutes IV. Procedure A. Activating Prior Knowledge:

Unlock the meaning of the words, “fell off, fix” fell off – demonstration, context clues The button of my bag fell off (teacher shows the class). What happened to the button of my bag? What do we mean by fell off? fix – demonstration, context clues Uh-oh! Now, the lock of my bag is broken. I am going to bring it to the repair shop. They can fix my bag. What do you think will they do to my bag? What happens when you fix something? What is your favorite toy? Let’s find out what Mateo’s toy is.

56

10 minutes

B. Presentation and Modeling (Oral Language):

Tell a short story about a child’s experience. Mateo’s Toy One day, Mateo played with his toy car. Crack! “Oh no, the door fell off!” “It’s okay, Mateo.” father said. “I can fix it.”

The teacher will ask the following questions: 1. Who is the boy in the story? 2. What does he have? 3. What happened to his toy car? 4. How did he feel when it happened? 5. Who will fix the toy car? 6. What do you think will Mateo tell his father? The teacher will arrange the events of the story (beginning, middle, end) using pictures from the story. Teacher will post pictures on the board. *picture of Mateo’s father offering to fix his toy *car picture of Mateo playing with his toy car *picture of his broken toy car Teacher will arrange the pictures to show the sequence of events in the story. The teacher will do a think aloud. T: Which among these pictures happened first?

What was the next thing that happened?

Which happened last? Teacher will review the events in the story. First, Mateo played with his toy car. Then, the door of his toy car fell off. “The door cannot fall off before he played with it. Perhaps, Mateo was not being careful while playing with it.” And lastly, his father told Mateo that he can fix his toy car. “He cannot fix the toy car if it is not yet broken. So this

should be the last.”

10 minutes

C. Independent Practice:

The teacher will ask the students, “Have you ever experienced breaking your toy, like Mateo? Draw what happened. (The teacher can give a worksheet or she/he may just ask the students to draw the pictures in their notebook.) Box 1: What are you playing with? Box 2: What happened to your toy? Box 3: Who helped fix your toy? The teacher will ask the students: “What toy did the father fix in the story?” “car”- The teacher will repeat saying the word car. “What sound can your hear at the end of the word car?” “Now I will say two words, - bar, cat -. What word has the same ending sound as car?” Let’s try another one. Which of the two words - cab, jar - has the same ending sound as car?”

57

Pedro and His Friends Pedro saw his friends playing patintero. “May I join the game?” Pedro asked. “Yes, you may,” said his friends.

10 minutes

D. Presentation (Grammar):

The teacher will replace the name of a boy using the pronoun he ex. 1. Mateo played with his toy. 2. He broke the toy. 3. Mateo’s father got his toy car. 4. He will fix it. T: In sentence 1, I am talking about Mateo. Mateo is a boy. In sentence 2, I am still talking about Mateo. But this time, I did not use his name anymore. Instead of saying his name again, I used the word “he.” I can use the word he to replace a name of a boy. Let us look at sentence 3. Who are we

talking about? Is Mateo’s father a boy or a girl? Who are we talking about in sentence 4? What did we replace it with?



I. Objectives:

● To arrange the beginning, middle and end of a story ● To use the pronoun he to replace names of boys

II. Subject Matter and Materials Subject Matter: Recognizing the beginning, middle, end and identifying

and using the pronoun he Materials: picture cards for sequencing

10 minutes

III. Procedure A. Guided Practice:

Listen to a short story with a beginning, middle and end - Pedro and his Friends

Ask the following questions about the short story:

Who did Pedro see?

What were they doing?

What did Pedro ask them?

Did his friends let them join the game?

How do you think did Pedro feel? If you were one of Pedro’s friends, will you also let him join? Why or why not? Now, I have 3 pictures about the story. Let us talk about each picture. Who would like to help me arrange the pictures in order? Watch a classmate sequence the pictures of the events in the story. Listen to a classmate retell the story based on the pictures (teacher-guided).

10 minutes

B. Independent Practice Listen to a short story with a beginning, middle and end - Paolo

Arrange the three pictures according to its beginning middle and end 1. Paolo looking at his friends playing 2. Paolo asking his friends if he could play 3. Paolo playing with his friends Retell the story using the pictures (teacher-guided)

5 minutes C. Modeling (Grammar) The teacher will replace the name of a boy with the pronoun he

ex. Pedro joined the game. He joined the game.

58

5 minutes D. Guided Practice As a student to replace the name of boy with the pronoun he ex. Paolo

threw the wrapper into the trashcan. He threw the wrapper into the trashcan.

10 minutes.

E. Independent Practice

Show pictures of famous people (eg. Manny Pacquiao, Anne Curtis, Charice Pempengco, President Aquino, etc). Ask the students to stand up when the person shown is a boy. Ask the students to dentify if the pronoun he can be used to replace the

name of the person. The teacher or a student will use the pronoun he to tell about some pictures.



I. Objectives:

● Arrange the pictures according to the beginning, middle and end of the story ● Recognize, distinguish, and supply words that end with the same sound ● Recognize the use of the pronoun she to replace names of girls

II. Subject Matter and Materials Subject Matter: beginning, middle and end of the story pronoun she Materials: picture cards

15 minutes

III. Procedure A. Presentation and Modeling (Oral Language and Listening Comprehension): The teacher will read a short story with a beginning, middle and an end. Karen and Gina

Karen and Gina were dancing. “Ouch! Karen, you stepped on my foot.” “Sorry, Gina”, Karen said. Answer the following questions: a. Who were dancing? b. What happened while they were dancing? c. Did Karen mean to step on Gina’s foot? d. What do you think will Gina tell Karen? I have 3 pictures about the story. Let us talk about each picture. e. The teacher will sequence the pictures and retell the story. story. Let us talk about each picture.

The teacher will sequence the pictures and retell the story.

10 minutes

B. Modeling (Grammar)

Ask the students to listen to the teacher. Replace the name of a girl with the pronoun she. (Pattern after the dialogue for the pronoun he) Example: Karla is eating.

15 minutes

C. Guided Practice (Oral Language, Listening Comprehension, and Phonological Activity):

The teacher will tell a short story with the beginning, middle and end. Sarah’s Cup of Taho

Sara heard the vendor shout, “Tahooo! Tahooo! ” She got a cup of taho. She said, “Thank you!”

59

The teacher will ask the students to watch a classmate arrange the pictures of the events in the story. The teacher will ask the students to listen to a classmate retell the story. (Teacher guided)She is eating. Where did Sarah put the taho? cup What is the ending sound of the word cup? /p/

Alright, listen to the words that I am going to say- bus, cat, and tap. Which word has the same ending sound as cup? - tap The teacher will do an activity on ending sounds. The teacher will divide the class into groups and give each group a flag. The students in each group may take turns in answering. Each student will raise the flag if the pair of words stated have the same ending sound. Example: hat - cat, tap - pat, fan - ran



I. Objectives: ● Arrange three pictures according to its beginning, middle and end ● Use the pronoun she to replace names of girls

II. Subject Matter and Materials Subject Matter: Sequencing events in the text listened to (beginning, middle, end); Making inferences pronoun she Materials: picture cards

15 minutes

III. Procedure A. Guided Practice (Oral Language and Listening Comprehension) The teacher will ask the students to listen to a short story with beginning, middle and end. Lea’s Drink Lea wanted a drink. She filled a glass with water. She drank it all up. Arrange three pictures according to its beginning, middle and end. Ask the students to retell the story using the pictures (teacher guided)

15 minutes

B. Independent Practice (Oral Language and Listening Comprehension)

Ask the students to listen to a short story with beginning, middle and end. Bella Makes a Sandwich Bella made an egg sandwich. She shared it with her sister. “Thank you!” said her sister. Picking Up the Trash Paolo saw a candy wrapper on the ground. He picked it up. He threw it into the trashcan. The teacher will ask the students to arrange three pictures according to its beginning, middle and end.

60

10 minutes

C. Independent Practice (Grammar):

Ask the students to look at pictures of famous people. Ask the students to stand up when the person shown is a girl. Have the students identify if the pronoun she can be used to replace the

name of the person. Ask the students to listen to teacher/classmate use the pronoun she to tell about some pictures.



I. Objectives: ● Arrange three pictures according to its beginning, middle and end ● Use the pronouns he or she in sentences

II. Subject Matter and Materials Subject Matter: beginning, middle and end pronouns he or she Materials: picture cards, picture of a boy/girl

20 minutes

III. Procedure A. Post Assessment (Oral Language and Listening Comprehension)

Ask the students to listen to a short story with beginning, middle and end. Ana’s New Book

Ana placed her new book on the table. She spilled her glass of water. The book got wet. Have the students arrange three cut-out pictures (beginning, middle, end)

20 minutes

B. Post Assessment (Grammar):

Ask the students to pick a picture of a boy/girl Have the students say something about the picture using the pronouns he or she ex. He has a book. She has a pencil.


At the end of the lesson the students should be able to: Expressive Objectives: ● Appreciate what one does with friends ● Appreciate what one can do in the community/barangay Instructional Objectives: ● Oral language: Listen and respond to the stories of others ● Phonological Awareness: Recognize, distinguish, and supply words that end with

the same sound ● Listening Comprehension: Sequence events in the text listened to (beginning,

middle, end); Make inferences ● Vocabulary and Grammar: Discriminate and use pronouns he and she in sentences



5 minutes I. Pre-Assessment The teacher will ask the children to arrange a 3-picture sequence 1. spilled glass of water, boy getting a rag, boy wiping the table 2. child with a long hair, barber cutting a child’s hair, a child with short hair 3. child eating banana, child throwing banana peel, another child

61

slipping on the banana peel

II. Objectives

• Answer who, what, when, where, why questions

• Recognize the use of he and she in sentences

• Appreciate what one can do in a community/barangay

• Recognize, distinguish, and supply words that end with the same sound

III. Subject Matter and Materials Subject Matter: 1. Listening comprehension 2. Pronouns he and she Materials: 1. pictures for sequencing 2. word cards for unlocking


The teacher will help the students unlock the word fiesta. Teacher will show a picture of a fiesta being celebrated in a barangay. Can you tell me about this picture? What is happening in the picture?

What do you usually eat in Fiestas? Let us find out in the story: What will Paco and Lisa eat at the

fiesta?

15 minutes


The teacher will ask the students to listen to the story about going to the fiesta “Today, we are going to read a story entitled Paco and Lisa at the Fiesta.” Paco and Lisa at the Fiesta

Last Sunday, Paco and Lisa went to the town fiesta. There was a lot of food. Paco ate pansit. He drank sago and gulaman. He had ube ice cream for dessert. Lisa ate spaghetti. She drank orange juice. She had mango ice cream for dessert. They were so full! They went home with big smiles.

15 minutes

V. Guided Practice

1. The teacher will ask the students to sort the pictures to show what the characters in the story ate. 2. The teacher will ask the students to tell about what the characters in the story ate using the pronouns he and she. “He ate ___________.” “She ate ___________.” Whole Class Activity:

Teacher will ask what was being celebrated in the story. (fiesta) Under the word fiesta, teacher will write or post names of food that have the same end sound as “fiesta”. Let us say the word fiesta. Again, everybody, let us say fiesta. Now listen to some names of food that we can eat at fiestas - banana, papaya and bibingka. Can we all say them again... fiesta, banana, papaya, bibingka... What do you notice about these words? What sound do they all end with? Yes, they all end with the sound /a/. Can you give me other names of food that end with the sound /a/? Other examples: maja blanca, crispy pata, longganisa, caldereta, etc



62

I. Objectives

• Share about others’ experiences

• Use pronouns he or she in sentences

• Appreciate what one can do in the community/barangay

II. Subject Matter and Materials Subject Matter: Pronouns he and she Materials: teacher’s drawing of what she eats at a fiesta paper and coloring materials

10 minutes


The teacher will ask the students to answer the questions “Have you been to a fiesta? What did you eat there?” through a drawing. Each child will be given materials which they can use to draw what they ate at a fiesta before.

15 minutes


1. The teacher will ask the children to look at the teacher’s drawing of what she ate at a fiesta. 2. The teacher will ask the children to listen to a classmate telling about what the teacher ate at the fiesta. “The teacher ate ____at the fiesta.”

15 minutes

V. Guided Practice 1. The teacher will ask the students to have a ‘pair-share.’ They will answer the questions “What did your classmate eat at the fiesta?” He/She ate _____________ at the fiesta.



I. Objectives

• Answer who, what, when, where, why questions


• Appreciate what one can do in the community/barangay

II. Subject Matter and Materials Subject Matter: Pronouns he and she Materials: 1. Strips of words: kite, ladder, and heard 2. pictures of what

the character did in the story of “Paco and Lisa at the Playground”

10 minutes


The teacher will unlock the words kite, ladder, and heard. “Before we read the story, let’s find out what these words mean.” Kite - Teacher will show a picture of or an actual kite. This is called a “kite”. I play with this when the wind is strong. Ladder - Teacher will show a picture of or an actual ladder. One day, my kite went on top of a tree. I got a ladder to get the kite. This is called a “ladder”. Heard - When I was on top of the tree, I heard a bird say “tweet! tweet!” (Teacher will cup her ears) What do I mean when I say heard?

After, the teacher will use the story “Paco and Lisa at the Fiesta” to name the things that the characters ate. Last time, Paco and Lisa went to a fiesta. This time, they will go to a playground. What do you usually do in a playground? What will Lisa and Paco do in the playground?

63

15 minutes


The teacher will ask the students to listen to the story of “Paco and Lisa at the Playground.” Paco and Lisa at the Playground

Last Friday, Paco and Lisa went to the playground. They had fun outside. Paco went down the slide. Lisa went up the ladder. Paco jumped over the rocks. Lisa sat under the tree. Paco ran after the kite. Lisa ran after the butterfly. Paco and Lisa heard a bell ring. They ran back inside.

15 minutes

V. Guided Practice

Teacher will show/post pictures of activities which were done in the story, 1. The teacher will ask the students to sort the pictures showing what the characters did in the story. (e.g., went up the ladder, etc) 2. The teacher will ask the students to tell what the characters did using the pronouns he and she “He /She ____________.



I. Objectives

• Share about others’ experiences


• Appreciate what one can do with friends

II. Subject Matter and Materials Subject Matter: pronouns he and she Materials: teacher’s drawing of what she did in the playground paper and coloring materials

10 minutes


The teacher will ask the children to draw what they do at the playground.

15 minutes

B. Presentation and Modeling The teacher will ask the children to look at what she did at the playground. A student will volunteer to demonstrate the following script: T: She/He __________________ at the playground. S: She/He __________________ at the playground.

15 minutes

V. Guided Practice

1. The children will have a pair-share. 2. They will find out what their partners do at playgrounds. 3. The pairs will join in other pairs to form a group (teacher will direct the group) 4. In the group, they will answer the question: Q: “What did your classmate do at the playground? A: She/he _____.



64

I. Objectives

• Tell about others’ experiences in the correct sequence.


• Realize the importance of eating three meals a day

• Recognize, distinguish, and supply words that end with the same sound

II. Subject Matter and Materials Subject Matter: 1. sequencing of events 2. pronouns he and she Materials: 1. strips of words for unlocking; breakfast, lunch, dinner 2. paper puppet of a boy or girl 3. pictures of food items for breakfast, lunch, and dinner


The teacher will unlock the words breakfast, lunch, and dinner. These are my meals for the day - breakfast , lunch and dinner . Which one is my meal in the morning? Which one is my meal at noon or midday? Which one is my meal at night time?

15 minutes


1. The teacher will ask the students to pick a puppet of a girl or a boy. On the puppet’s stomach area is a strip of paper which can be unfolded in three parts. 2. Food items will be posted on the board. “Choose the food items on the board that you will eat for breakfast, lunch, and dinner.” 3. The teacher will ask the students to draw the food items in the correct order on the unfolded strip of paper. First fold is for breakfast, second fold for lunch and third fold for dinner.

15 minutes

IV. Post Assessment

The teacher will ask a question: “What did the child have for breakfast, lunch, and dinner? The student will answer by saying: “She/he had ____for breakfast. She had ____for lunch. She had ___ for dinner.”

5 minutes Whole Class Activity Egg or Bread ? Let us look two food items we can eat for breakfast - egg and bread. 2. Touch your leg if the word I will give has the same end sound as “egg”. Touch your head if the word I will give has the same end sound as “bread” Examples: 1. beg 2. red 3. Greg 4. bed

WEEK 5 Theme: My School and Friends TARGET SKILLS:


● Realize the importance of cleaning the environment ● Feel the joy of helping each other Instructional Objectives: ● Oral language: Identify cause and effect relationships ● Phonological Awareness: Recognize, distinguish, and supply words that have the

same middle sound

65

● Listening Comprehension: Identify cause and effect relationships ● Vocabulary and Grammar: Use the pronouns his and hers in sentences



10 minutes.

I. Pre-Assessment:

Provide an activity sheet for each student. The students have to match 3 sets of pictures that show cause and effect relationships. Pictures of: (causes) (effects) * child running * a tired child * a child with no umbrella * a wet child * a child running w/o slippers * a child with dirty feet

II. Objectives: ● Answer who, what, when, where, why questions

● Realize the importance of cleaning the environment ● Feel the joy of helping each other

III. Subject Matter and Materials Subject Matter: WH questions Materials: poster, rag, book, food, 2 glasses of water (warm and cold), story book, vocabulary strips

10 minutes.

IV. Procedure A. Activating Prior Knowledge:

Unlock the following words with the students. Help them find out the meanings of: ● poster – (realia/real object) show them an example of a poster. Ask them what a poster is for. ● wiped – (demonstration) Show the class how to wipe. Teacher wiped the table with a rag. What does wiped mean? Can somebody help teacher wipe the table? ● picked up – (demonstration ) Show the class how to pick up. Teacher’s book fell on the floor. Her student picked up the book. Who can show teacher how to pick up the book?

served – (demonstration) Show the class how to serve. It was Kate’s birthday. She served juice and pansit to her friends in school. Can you help serve this food to your classmates?

● warm – (realia) Bring 2 glasses of water, one warm and one cold. She also served warm water for coffee. Which glass has warm water?

10 minutes

B. Presentation: Teacher: What do you like to do in your barangay? In our story today, let’s find out what the children will do in their barangay.

Read a story about a barangay clean-up. CLEAN_UP DAY! POSTER (in a text box) What: Clean-up Day Where: Barangay Sikatuna When: Sunday, 7:00 am “Look Fely! The clean-up is about to start,” said Karim. “Let’s call our friends!” Fely answered. “Did you bring the things we need?” Karim and Fely asked. “I have a dustpan,” said Nasim. “I have a broomstick,” said Wally. “I have a pail,” said Tim.

66

“I have a rag,” said Pam. “I have a sack,” said Isaac. The friends happily cleaned the barangay. They swept the road, wiped the benches, and picked up the trash. After cleaning, they got tired and hungry. The children rested on the benches. Karim and Fely served warm puto and cold water. Chairman Romulo saw what the children did. He was happy that they worked together. “Wow, our barangay looks very clean and beautiful. Job well done, children! ”

10 minutes

V. Independent Practice: Ask questions about the story. 1.What is the title of the story? 2. When is the clean-up day? 3. Where did it happen? 4. Who helped clean the barangay? 5. What did they use to clean the barangay? 6. Why did they clean the barangay? 7. What did they feel after cleaning the barangay? 8. What did the chairman feel after he saw the clean barangay? 9. If you were the children, would you also help clean the barangay? Why? 10. What else can you do to help the barangay?



I. Objectives:

● Recognize cause and effect relationships ● Identify effects using pictures


Subject Matter: Cause and Effect Materials: pictures of causes and effects, cause and effect template [two boxes beside each other and an arrow (→) in between the two pictures]

10 minutes.

III. Presentation Show pictures of cause and effect relationships from the text. Post them on the board. Pictures of: (causes) (effects) 1. cleaning a dirty barangay 1. clean barangay. 2. Karim and Fely called their friends 2. Their friends came. 3. The child trips while cleaning. 3. The child gets wounded.

15 minutes.

IV. Modeling

Do a think-aloud as you match the pictures to show which one causes the other. Teacher: In this picture, the children are cleaning up a dirty barangay. I know that when I clean something, it does not become messy anymore. This picture shows a clean barangay. I think that because the children cleaned the barangay, it is not messy anymore. I will put these pictures together. This picture (effect #1) comes after this picture (cause #1). The children cleaned the barangay (point to the cause #1 picture) so the barangay became clean and beautiful (point to the effect #1 picture). Teacher: In this picture, Karim and Fely called their friends (act out the hand gesture of calling people to come to you). When you do this action, it means that you are calling or asking your friends to come to you. I think that their friends will come closer. I will put these pictures together. This picture (effect #2) comes after this picture (cause #2). Karim and Fely called their friends

67

(point to cause #2 picture) so their friends came closer (point to the cause #2).

15 minutes

V. Guided Practice Give more pictures and post them on the board. Ask some students to try to explain what is happening in the picture. Ask help from selected students to identify the effect of each picture (cause) shown. Teacher: Let’s look at the 3 pictures (causes) here in this column. What do you think will happen? Match the picture to show what will happen. Pictures of Causes: Pictures of Effects: 1. Rey is washing his hands. 1. His hands became clean. 2. Rey’s bike ran over a nail. 2. His bike got a flat tire. 3. Rey studied for the test. 3. He got a high score in the test.



I. Objective:

● Identify effects using pictures

II. Subject Matter and Materials Subject Matter: effects Materials: activity sheets, picture cards

20 minutes

III. Independent Practice

Divide the students into smaller groups. Give each group a set of pictures. Let the children match the pictures to show cause and effect relationships. Her stomach hurt. Nina ate too much. She stayed at home. Nina got sick. She got well. Nina drank medicine.

20 minutes

IV. Post-Assessment

Give each student an activity sheet. Let them match the effect to the cause by cutting the pictures and pasting them in the correct box. 1. Enteng forgot to turn off the faucet.→ The water in the pail overflowed. 2. Enteng accidentally nudged the glass. → The glass fell and broke. 3. Enteng forgot to water the plants. → The plants died.



I. Objectives:

● Recognize, distinguish, and supply words that have the same middle sound ●Use the pronouns his and hers in sentences

II. Subject Matter and Materials Subject Matter: Pronouns his and hers Materials: pictures of things (dustpan, broom, pail, rag, sack), vocabulary

strips for the pictures

10 minutes

III. Presentation Show pictures of things used for cleaning. Post them on the board. *dustpan, broom, pail, rag, sack* Activity for Phonological Awareness: Teacher: This is a rag. This is a sack. I want you to listen how I say these words: r-ag, s-a-ck. What sound do you hear that is the same in the two words? You hear the sound /a/. You hear the sound /a/ in the middle of the

68

word rag. You also hear the sound /a/ in the middle of the word sack. I will say some more words (with pictures), and I want you to listen very well. If you think the word that I say has the same middle sound /a/ with rag and sack, I want you to stand up straight. If I say a word that does not have the same middle sound /a/, I want you to sit down. Examples: cat, lip, net, nap, horse, pan, car, jump, jam, pack (See Appendix. C6 for more examples)

10 minutes

IV. Modeling

Use the pronouns his and hers to refer to the owner of the things. Q: Whose dustpan is this? A: This dustpan is Narim’s. This dustpan is his. We use his when the owner is a boy. We use hers when the owner is a girl. Now, let’s try the others.

15 minutes

V. Guided Practice

Let the children answer the question, “Whose ____ is this?” for the other things used for cleaning. Q: Whose broomstick * is this? A: This broomstick is Wally’s. This broomstick is his. *pail, rag, sack

5 minutes VI. Home Work Ask each student to bring something that they own for the next day.



I. Objectives: ● Tell about self and others ● Use the pronouns his and hers in sentences

II. Subject Matter and Materials Subject Matter: Materials: different objects from the house or school, bottle (for the spin the

bottle game)

5 minutes III. Modeling

Ask a student to lend you his or her homework (a thing brought from home). Share about what the student owns by using the pronouns his or hers. Q: Whose toy is this? A: This toy is hers.

10 minutes

IV. Guided Practice Call students who would like to try out the sentences. Call a pair – each one would tell about what the other owns. Teacher would ask the question and each student in the pair will answer. Q: Whose bag is this? A: This bag is Nico’s. A: This bag is his.

25 minutes

V. Post Assessment/Evaluation Activity

Explain the rules of the activity. This activity will make the students use the pronouns “his” and “hers” to tell about who owns which. 1. Divide the children into small groups. Call each group one at a time. *The other groups who are still waiting for their turn will draw something that they own. 2. Each small group should form a small circle. 3. Ask each child to hold the object they brought to school. 4. Explain the mechanics of the activity. 5. Place the spinner/pointer in the middle of the circle. 6. Spin the spinner/pointer to assign roles in the activity.

69

head - show what he or she owns tail - answer teacher’s question T: Whose ____________ is that? A: That ______________ is his/hers.

WEEK 6 Theme: My School and Friends TARGET SKILLS:


● Realize the importance of plants ● Feel the joy in taking care of plants ● Appreciate the people in the community Instructional Objectives: ● Oral language: Identify cause and effect relationships ● Phonological Awareness: Recognize, distinguish, and supply words that have the

same middle sound ● Listening Comprehension: Identify cause and effect relationships ● Vocabulary and Grammar: Use the pronouns his and hers in sentences



5 minutes. I. Pre-Assessment

Give the worksheet to the students and ask them to match the 3 sets of pictures to show the cause and effect relationships, by cutting and pasting the correct picture of effect to the cause. (in pictures) 1. stranger in the house → the dog will bark 2. hot sun → ice cream will melt 3. children performing → audience will clap

II. Objective ● Answer who, what, where and why questions ● Feel the joy of taking care of plants ● Realize the importance of plants

III. Subject Matter and Materials Subject Matter: WH questions Materials: copy of the story, vocabulary strips, pictures

5 minutes.


The teacher will unlock the following words: seeds sprout, shine. T: These are seeds (show actual seeds). Do you know what these seeds are? (mongo) Have you seen seeds? What usually happens when you put them in soil? The seeds can sprout or grow (show a picture of seeds that sprout). We also need the sun to help the plant grow. The sun will shine or give out bright light. Do you know other things that can shine? Motivation: Have you ever been to a garden? What can you see in a garden?

70

30 minutes.

Motive: In our poem today, let's find out what we can see in a garden. B. Presentation and Modeling

Read the poem, “My Garden”. Actions may be added. My Garden This is my garden, I'll plant it with care, Here are the seeds I'll plant in there, The sun will shine, The rain will fall, The seeds will sprout and grow up tall. Discussion Questions: 1. What is the title of the poem? (My Garden) 2. Who owns the garden? (Ben) 2. What are seen in the garden? (plants) 3. Why do you think the plants grew? (because he took care of them) 4. How did he take care of the plants? (water them, let them out in the sunshine, etc.) 5. Why do you think plants are important? (Picture cues may also be provided to help the child answer the last question.) Enrichment Activity: There may be a planting activity after discussing the poem.



I. Objectives ● Recite the poem ● Recognize and identify causes using the pictures ● Recognize, distinguish, and supply words that have the same middle sound

II. Subject Matter and Materials Subject Matter: Cause and Effect Relationships Materials: pictures, vocabulary strips

10 minutes.

III. Procedure A. Activating Prior Knowledge B. Presentation / Modeling

Show a picture or a plant (or show an actual plant). Do a think aloud. Why did the plant grow? The plant grew because she/he took care of it.

30 minutes.

IV. Guided Practice

Teacher: Why else do you think did the plant grow? Call some students to pick the pictures that helped the plant grow. (pictures of a. watering the plant, b. stepping on the plant, c. putting it under the sun, d. drawing the plant) Discuss the reasons why the plant grew. Activity for Phonological Awareness:

Where can we put a plant? I have 3 pictures here and I want you to choose the correct picture. This is a pot. This is a pan. This is a cup. Where do we usually put our plants? (in a pot) The word pot has a middle sound /o/, p-/o/-t. Can you repeat after me? /o/ I will show you some more pictures and we will name the pictures. You will choose the picture that has the same middle sound /o/, just like in the

71

word pot. (show pictures of hot, hat, hit) Which among the pictures has the same middle sound /o/? Can you name the word? (hot) Play a game. Divide the class in small groups. Each member of the group will have a chance to answer. The first student who raises his/her hand will get the chance to answer first. All members of the group will be able to take a turn. Say a word. Give 3 more words that the students will also listen to. They must be able to choose the word that has the same middle sound. Ex. The word is bus (show picture). The choices are cop, big or mug (show pictures of choices).



I. Objective ● Identify the cause among the choices

II. Subject Matter and Materials Subject Matter: Cause and Effect relationships Materials: worksheets, pictures

30 minutes.


Divide the class into small groups. Ask them to identify the cause given the pictures of effects. (Why do you think that happened? What is the reason? Find the reason why that happened by identifying the correct picture among the choices.) Pictures of: a. It was a windy day. → The hat got blown away. It was a sunny day. The boy was inside the room. b. She took a bath. → She is now clean. She slept. She ate breakfast. c. The boy finished first in the race. → He gets a medal. The boy tripped in the race. The boy bought new pair of rubber shoes. Go around the classroom while the students do the activity. Ask them to say a sentence about the pictures. Cause so.... effect. (Ex. She took a bath so she is now clean.)

72

10 minutes.

IV. Post Assessment

Give out the worksheets to the students. Ask them to identify the cause given the effects (pictures.) Ask the students to cut the correct picture of the cause and paste it on the box. 1. Pictures of (cause): a) Mom received a gift. b) Mom dropped her food. c) Someone stepped on mom's foot.

Picture of Effect: Mom felt happy.

2. Pictures of (cause): a) The kid tripped. b) The kid got a perfect score. c) The kid ate.

Picture of Effect: The kid cried.

3. Picture (cause): a) an angry dog barking at a girl. b) A girl looking at a rainbow c) A girl looking at a flower.

Picture of an effect. The girl got scared.



I. Objectives ● Recite the poem ● Use the pronouns his and hers in sentences (grammar)

II. Subject Matter and Materials Subject Matter: Pronouns His and Hers Materials: copy of the poem, manila paper, pictures, ball

30 minutes.

III. Procedure (Grammar) A. Activating Prior Knowledge B. Presentation and Modeling

Ask the students to recite the poem, “My Garden”. Show the pictures of Ben's garden and sunflower plant. Teacher: This garden is Ben's. This garden is his. This sunflower plant is Ben's. This sunflower plant is his. Show a picture of Bea, a friend of Ben. Show the pictures of Bea's garden and rose plant. Teacher: This garden is Bea's. This garden is hers. This rose plant is Bea's. This rose plant is hers. Who owns this garden? (pointing to Ben's garden) → Ben Is Ben a boy or a girl? → a boy What did we say instead of saying it is Ben's? → his We use his when a boy owns something. Who owns this garden? (pointing to Bea's garden) → Bea Is Bea a boy or a girl? → a girl What did we say instead of saying it is Bea's? → hers We use hers when

73

a girl owns something.

IV. Guided Practice

Ask the students to get an object that they own (toothbrush, notebook, pencil, etc). Teacher: This pencil is Pima’s. Whose pencil is this? Answer: This pencil is hers. Call some more students to tell about who owns the objects using the pronouns his and hers. This can be done in a game. Play the music. Tell the students to pass the ball around and whoever holds it when the music stops, will be the one to answer. Sentence stem (posted on the board): This _________ is __________. This _________ is his/hers.



I. Objectives

● Use the pronouns his and hers in sentences ● Appreciate the people in the community

II. Subject Matter and Materials Subject Matter: Pronouns His and Hers Materials: copy of the song, CD of the song, vocabulary strips, pictures

15 minutes.


The teacher will unlock the following words: tool, mop, baker, mailman. The teacher will show a picture of a gardener's tool. This is a tool. Who do you think uses this? What other tools do you know? (Show a picture of a mop/a real mop) This is a mop. We use this to clean the floor. Can someone try to use the mop? (call a student to show how this is used) (Show a picture of a baker) This is a baker. This is a person who makes bread and cakes. Have you seen a baker? Where can you find him/her? (Show a picture of a mailman) This is a mailman. This is a person who delivers and collects letters. What does he usually carry? B. Presentation and Modeling Read the lyrics of the song “Whose is this?” Actions may be added. Whose Is This?

This is the teacher’s chalk 3x. This is the teacher’s chalk. Whose chalk is this? This is the mailman’s bag 3x This is the mailman’s bag Whose bag is this? This is the baker’s hat 3x This is the baker’s hat Whose hat is this? This is the janitor’s mop 3x This is the janitor’s mop Whose mop is this? This is the gardener’s tool 3x This is the gardener’s tool Whose tool is this? *Teacher may add more community helpers and their objects. Show the different objects that each community helper owns. Do a think aloud. Teacher: Whose chalk is this? This chalk is hers. Whose bag is this? This bag is his. When do we use his? When do we use hers?

74

5 minutes.

IV. Guided Practice Call some students to ask and answer the question: “Whose ___is this?”

20 minutes.

V. Independent Practice There will be a Pair-Share activity. Ask them to get a picture of a community helper with the things that they own. Pair activity: S1: Whose _______ is this? S2: This __________ is his/hers. Pictures to choose from: carpenter’s hammer laundrywoman’s basin clown’s wig magician’s wand butcher’s knife farmer’s plow fisherman’s net musician’s guitar singer’s microphone pianist’s piano judge’s gavel guard’s whistle painter’s brush architect’s ruler garbage man’s truck

VI. Post Assessment

Show pictures of people and the things that they own. Ask the students to sort the pictures into two groups and post them on the board (his and hers). Examples of Pictures: His - James Yap: ball, jersey, towel - Pres. Aquino: pen, paper Hers - Lea Salonga: microphone, dress, lipstick Dora: map, bag, pet Examples of questions: Teacher: Whose ball is this? Student: This ball is his. Teacher: Whose dress is this? Student: This dress is hers.



● Realize that children can ask help from the elders or adults ● Recognize the importance of stores/markets in providing us with our daily needs Instructional Objectives: ● Oral language: Predict the next event based on the story ● Phonological Awareness: Recognize that words can be broken down into individual

phonemes ● Listening Comprehension: Predict the next event based on the story ● Vocabulary and Grammar: Recognize, identify and use the pronoun it in sentences

Suggested Number of Minutes.


10 minutes

I. Pre-assessment

1. Teacher will give each student a worksheet. T: Write your names on your worksheet. Look at the first two pictures. Choose the event that you think will happen next. Color the event that you think will happen next.

2. Students will submit their work to the teacher.

II. Objectives

● Answer who, what, where, when and why questions about stories listened to ● Recognize that words can be broken down into individual phonemes ● Recognize and use the pronoun it in sentences

75

III. Subject Matter and Materials Subject Matter: WH questions pronoun it Materials: Worksheet – Predicting Outcomes ●Real objects (for unlocking) ● Copy of the story “A Trip to the Market”

15 minutes.


1. Teacher will put vegetables on the table. 2. The teacher will present her market list.

● ● ●

squash onion tomato

● eggplant ● cabbage

T: I am going to the market. This is my market list. In my market list, I write down the things I would buy when I go to the market. Let’s look what is on my list.

3. Teacher will read each word on her market list. 4. The class will repeat the words the teacher will read. 5. Teacher will get the vegetable she named and put it inside her basket. 6. When all vegetables are in the basket, the teacher will check if she was able to get everything on her market list. (This is done to see if students remember the words introduced.) Motivation Question: If you were to make your own market list, what would be in your list? Motive Question: What were the things the characters bought in the

market? B. Presentation and Modeling 1. The class will listen to the teacher read a story about a trip to the market. A Trip to the Market Tiktilaok! “Wake up, Obet! It’s Sunday. Time to go to the market!”, Lola Remi said. Obet got a basket and walked to the market with Lola Remi. “Hmmm.... Which of these will we buy?” Obet and Lola Remi looked at their market list. THINGS TO BUY: squash eggplant cabbage tomato onion Did we get everything we need?”, Lola Remi asked. “Yes, we did!”, Obet answered. “Time to go home!”, they said.

2. The teacher will ask the following ●Where did Lola Remi go to? ● Who went to the market with Lola? ●When did Lola Remi and Obet go to the market? ● Why did Lola Remi and Obet go to the market? ● What were they going to buy in the market? ● When was the last time you went to the market? ● What were the things you bought at the market? What other things can we buy from the market? We can buy a can of milk from the market. Let What sounds can you hear in the word “can”? First, I can hear the sound /c/. Can you say the sound /c/?

76

Next, I can hear the sound /a/. Can you say the sound /a/? Last, I can hear the sound /n/. Can you say the sound /n/? Let us say the sounds again. /c/, /a/, /n/ Let us clap with each sound that we hear /c/, /a/, /n/ How many sounds did we make? That’s right! We made 3 sounds! /c/, /a/, /n/ How about the following words? Other examples: pot, rag, pen 3. Let’s go back to the story “A Trip to the Market”. Teacher will post pictures on the board. 4. Teacher will ask students to talk about the pictures she posted. 5. Teacher will arrange the pictures to show the sequence of events in the story. Picture 1: Obet and Lola Remi went to the market. Picture 2: Obet and Lola Remi got food items from the market. Picture 3: Obet and Lola Remi went home 6. The class will watch and listen to the teacher do a think aloud. T: Which among these pictures would be the next thing that would happen to Lola Remi and Obet? 7.Teacher will choose the correct picture and post it after the 3rd event. 8. Teacher will review the events in the story. First, Obet and Lola Remi _____________________. Second, Obet and Lola Remi __________________. Then Obet and Lola Remi ____________________. And Lastly, Obet and Lola Remi _______________.

15 minutes.

Grammar Presentation

1. Teacher will present the different food items the characters bought in the market. 2. The class will listen to the teacher talk about the food items. T: The squash is big. It is big. In my first sentence, I used the word squash. Did you hear me use it in my second sentence? (expected answer: no) What word did I use instead of squash? (expected answer: it) Modeling

1. Teacher will present the other food items the characters bought in the market. 2. Teacher will talk about each food item. 3. Teacher will call a student to replace the naming word with the pronoun it. T: The eggplant is violet. S: It is violet. T: The cabbage is green. S: It is green. T: The tomato is red. S: It is red. T: The onion is white. S: It is white.



I. Objectives

● Answer who, what, where and why questions about the story listened to ● Identify the event that will happen based on the story listened to ● Replace the naming word with the pronoun it

77


Materials:

• Real objects ●bread ●hotdog ●catsup ●picture of a vendor

• Copy of the story “A Special Day in School”

20 minutes.


1. Teacher will present a bag of groceries to the class. 2. Teacher will pretend that she went to the grocery and bought some items. 3. Teacher will introduce the items that she bought.

bread ●hotdog ●catsup (Note: As the teacher introduces each item, the phonemes or individual sounds in each word will be discussed.) 4.The class will repeat the words the teacher introduced (ex. b - r - ea -d bread) 5. Teacher will introduce other words through pictures, context clues and demonstration. T: I bought these items from a vendor. (Teacher will present a picture of a vendor.) What does a vendor do? T: I am excited to go home and prepare my snack. (Teacher will demonstrate how it is to be excited.) Why am I excited? When you are excited to you like or dislike what you will be doing? What is something you are excited to do? 6. Teacher will ask students to repeat the words she introduced. Motivation Questions: Have you ever had a special day in school? Why

was it a special day in school? Motive Question: What will the character do on his special day in school? B. Presentation and Modeling

1. The class will listen to the teacher read a story about a special school day. A Special Day in School

On Tuesday, we will make something special”, Teacher Ara said. Obet asked Lolo Jun to go with him to the market. Obet said, “Lolo, these are the things I need to buy: ” Things to Buy: bread hotdog cheese catsup The vendor gave the things Obet needed for the special school day. “Oh I’m so excited! I wish it’s already Tuesday! ” 2. Teacher will ask the following questions: ● Who went to the market? ● What did Obet and Lolo Jun buy in the market? ● Why is Obet excited? ●When is the special school day?

10 minutes.

IV. Guided Practice

1. Teacher will post pictures of events in the story. 2. Teacher will call a student to arrange the events in the story. 3. Teacher will post 3 pictures. 4. Student will choose which among the pictures would be the next event. 5. Student will post the picture after the 3rd event. Student will review the events in the story. First, ______. Second,________.Then, _______. And Lastly, _______.

10 minutes.

V. Independent Practice (Grammar) 1. Teacher will present several sentences: Example: The bread is soft. 2. Students will replace the naming word with the pronoun it. Example: It is soft.

78



I. Objectives

● Share about own experience ● Use the pronoun it in sentences

II. Subject Matter and Materials Materials: Pictures of items for the “school market”

15 minutes.

III. Procedure GRAMMAR A. Presentation and Modeling

1. Teacher will post items on the board. The items are things that students can buy from the school market. 2. Teacher will pick an item from the school market. 3. Teacher will talk about the item she picked using the pronoun it.

T: The pechay is green It is green.

10 minutes.

IV. Guided Practice 1. Teacher will call a student. 2. Student will pick an item from the school market. 3. Student will talk about the item he picked using the pronoun it.

S: The mango is yellow. It is yellow.

15 minutes.


1. Each student will have his turn in picking an item from the school market. 2. Student will talk about the item he picked using the pronoun it.



I. Objectives

● Answer who, what, where, when and why questions about the story listened to. ● Identify the event that will happen next based on the story listened to. ● Use the pronoun it in sentences.

II. Subject Matter and Materials Materials: Real objects ● string ●stick copy of the story : A Flying Toy” (See Appendix A3)

25 minutes.

III. Procedure A.Activating Prior Knowledge 1.Teacher will present the following words ●string ●stick ●excited 2. Teacher will present real objects to unlock the words string and stick. Teacher can ask the following questions to check if students understand the words presented: ● What do we use a string for? ●What do we use a stick for? 3. Teacher will define the word excited using context clues and demonstration. T: I am excited to do open my gift. I can’t wait for my birthday! ● Teacher can ask the following questions to check if students understand the word presented: ●Why am I excited? ●When does a child get excited? Motivation Questions: Have you ever made a toy? If you were to make a toy, what toy would you make? Motive Question: What toy did the character make in the story? B. Presentation and Modeling

1. The class will listen to the teacher read a story about a flying toy.

79

A Flying Toy

“I need to go to the market, Tatay, said Obet. We have a special art activity tomorrow”. Tatay Rudy went with Obet to the market. They went to Mang Larry’s store. “May I help you?, Mang Larry asked. Tatay Rudy gave the list to Mang Larry. THINGS TO BUY: long stick white string red paper small glue black pen Mang Larry put all the things inside the bag. Next day, the class used the things for their art activity. “We’re all excited!” cheered the students.

15 minutes.

IV. Independent Practice 1. Teacher will divide the class into small groups. 2. Teacher will provide each group with pictures of the events in the story. 3. Students will arrange the pictures to show the sequence of events. 4. Teacher will provide each group with 3 pictures. 5. Students will choose which among the pictures will be the event that will happen next.



I. Objectives

● Identify the event that will happen next based on the story listened to ● Use the pronoun it in sentences

II. Subject Matter and Materials Subject Matter: Materials: ● Worksheet (See Appendix C3) ●Bond paper ●Coloring Materials

20 minutes.

III. Post Assessment

(See Appendix C3) 1. Teacher will give each student a worksheet. 2. Students will study the pictures of events. 3. Students will color the event that will happen next.

20 minutes.

IV. Post Assessment (Grammar)

1. Teacher will give each student bond paper and coloring materials. 2. Students will draw an item that they would like to buy in the market. 3. Students will present their drawing to the class and talk about the item they drew using the pronoun it.


At the end of the lesson the students should be able to: Expressive Objective:

● Appreciate the work of one’s community helpers Instructional Objectives: ● Oral language: Predict the next event based on the story ● Phonological Awareness: Recognize that words can be broken down into individual

phonemes ● Listening Comprehension: Predict the next event based on the story

80

● Vocabulary and Grammar: Use this is and that is in sentences Suggested Number of Minutes


10 minutes I. Pre-assessment

1. The teacher will tell the situation shown in the each picture. 2. Students will color the picture that shows the event that will happen next. *boy spills water on the floor -> girl walks towards the spilled water -> a. girl slips b. girl drinks water * girl studies for an exam -> girl takes the exam -> a. girl fails exam b. girl gets high score in the exam * child blows bubblegum -> bubblegum balloon becomes too big -> a. bubblegum balloon pops b. child eats lollipop

II. Objectives

● Answer who, what, where, when and why questions about stories listened to. ● Predict events that will happen next based on situations or stories. ● Use the pronoun this is in sentences.

III. Subject Matter and Materials Subject Matter: Predicting Outcome Materials: ●Copy of the story “The Carpenter”

●pictures for unlocking (nail, wood, blackboard) ●actual objects for unlocking (hammer, saw, measuring tape)


Teacher will unlock the words using object-picture matching activity: ● build tools ●hammer (matched with nail) ●saw (match with wood) ● measuring tape (match with blackboard dimensions) Tools can be used to build or fix things. This is a hammer. It can be used for pushing a nail. This is a saw. It can be used for cutting a piece of wood. This is a measuring tape. It can be used to find how long an object is.

10 minutes.

Motivation Question: What is your father’s or mother’s work? Motive Question: In the story, we will find out what the character’s work or

what he or she does. B. Presentation and Modeling 1. The class will listen to the teacher read a story about a carpenter’s tools.

81

The Carpenter Dan saw Mang Manny building something. “What are you building, Mang Manny?” asked Dan. “I am making a chair.” “Wow, that’s exciting. I see you have many tools.” “What is that you’re holding?” “This is my hammer.” “How about that one?” “That is a saw.” “And that?” “This is my measuring tape.” “That’s a lot of tools! ” “I’m almost done, Dan. Can you help me keep my tools?” “Sure”, said Dan. They put all the tools in the box. But the box fell on the floor. “Crash! ”

Post-Reading Activity: 1. The teacher will show three pictures of scenes in the story and will arrange them from the first to the last event as the students watch. First Event: Dan asked about the tools. Second Event: Dan helped Mang Manny keep his tools. Third Event: The box of tools fell. 2. The teacher will ask this question: The box of tools fell. What do you think will Dan do with the tools?



I. Objectives ● Answer who, what, where, when and why questions about stories listened to. ● Predict events that will happen next based on situations or stories. ● Use the pronoun this is in sentences.

II. Subject Matter and Materials Subject Matter: Predicting Outcome Materials: ●Copy of the stories The Santol Tree, Hannah’s Fruit Juice Snack Time ●A box of objects (pencil, shoes, sharpener, eraser, book, umbrella, etc.)

10 minutes III. Procedure A. Presentation and Modeling

1. The class will listen to the teacher read a short story about a kind of fruit. The Santol Tree

Ben saw a Santol on the tree. He got a long stick. What do you think he will do with the stick? 2. The teacher will ask the following questions: a. What is the title of the story? b. Who are the characters in the story? c. What did Ben get? d. What Option 1: He will get the leaves that fell from the tree using the stick. Option 2: He will get the Santol fruit using the stick. Option 3: He will hit the animal lying on the branch of the tree with a stick.

82

3. The teacher will ask the following questions: a. What is the title of the story? b. Who are the characters in the story? c. What did Ben get? d. What do you think will Ben do with the stick? Option 1: He will get the leaves that fell from the tree using the stick. Option 2: He will get the Santol fruit using the stick. Option 3: He will hit the animal lying on the branch of the tree with a stick.

15 minutes IV. Guided Practice

1.The class will predict the events that will happen next on the following short stories: A. Hanna’s Fruit Juice Hanna sliced the orange. She squeezed the fruit. What will she do with the juice? Student’s Answer: _________________________________________. B. Snack Time

“It’s recess time”, Teacher Lea said. Tina got her snacks. What do you think Tina will do with her snacks? Student’s Answer: ________________________.

15 minutes 2. Teacher will explain the rules of a short game about the use of pronoun “this is” The students will form a big circle. Music about snack time will be

played. While the music plays, students will pass around a box shaped like a “lunch box” with objects inside. When the music stops, the child who holds the lunch box will get one object and complete the phrase: This is a/an __________. This can be used for _______________. Ex. This is a pencil. It can be used for writing.



I. Objectives

Answer who, what, where, when and why questions about stories listened to.

Predict events that will happen next based on situations or stories.

Use the pronoun that is in sentences.

II. Subject Matter and Materials Subject Matter: Predicting Outcome Materials: ●Copy of the stories: Oops ●Bedtime Actual objects: rag, water

bottle and water

83


The teacher will unlock the words using actual object and demonstration:

spilled- Sab tripped on the leg of a table. The glass of milk on top of the table spilled. (Demonstrate a glass of milk spilling on a table) “What does spilled mean?”

rag- Sab got a rag and wiped the mik on the table. (Show an actual rag) “What do we use a rag for?”The teacher will say the word rag. “Listen to the word rag.” “ Let’s try to listen to the sounds of the word rag”

“The first sound that I hear is /r/.” “I also hear the sound /a/.” “The last sound that I hear is /g/.” Give the students other examples and ask them the sounds they hear from the words. Ex: bat, bug, cat, dog, fan, hen, mug, man The teacher will ask “What will Leo use a rag for?”


1.The class will listen to the teacher read a short story about an accident: Oops

The water spilled on the table. Leo got a rag. What do you think Leo will do with the rag? 2. The teacher will ask the following questions:

a. What is the title of the story? b. Who are the characters in the story? c. What did Leo get?

What do you think will Leo do with the rag

10 minutes

C. Guided Practice

1. The class will predict the event that will happen next. Bedtime

Jose wears his pajamas. Dad turns off the lights. What do you think Jose will do next? Student’s Answer: ____________.

15 minutes 2. Teacher will explain an activity about the use of the pronoun “that is”

The teacher will tell an example of a sentence pointing to an object inside the classroom. Students will tell own examples. Ex.: That is a cabinet. That can be used for storing or keeping books. That is a/an _______________. That can be used for ______________.



I. Objectives ● Answer who, what, where, when and why questions about stories listened to. ● Predict events that will happen next based on situations or stories. ● Use the pronoun that is in sentences.

II. Subject Matter and Materials Subject Matter: Predicting Outcome Materials: ●Copy of the stories: The Dirty Clothes, Paolo’s Glass ●Poster of a school activity ●Cue cards of role play activity scenarios

84

10 minutes


The class will listen to the teacher read short stories and ask some students to answer: A. The Dirty Clothes

It was a sunny day. Aling Cora washed the dirty clothes. She hanged the clothes. What do you think will happen to the clothes? The teacher will ask the following questions: a. What is the title of the story? b. Who are the characters in the story? c. How can you describe the weather? d. What did Aling Cora do with the dirty clothes? e. After washing, what did Aling Cora do? f. What do you think will happen to the clothes? Why do you think so? B. Paolo’s Glass

Paolo was holding the glass. He suddenly dropped the glass. What do you think will happen to the glass? The teacher will ask the following questions: a. What is the title of the story? b. Who are the characters in the story? c. What was Paolo holding? d. What happened to the glass that he was holding? What do you think will happen to the glass? Why do you think so?

30 minutes

IV. Independent Practice 1. The class will predict the event that will happen next by acting it out through a role-playing activity.They will be divided into small groups and each will be given a scenario. Scenarios: a. The children are playing outside. It started to rain. b. The children are eating lunch. The school bell rang. c. Exam day is tomorrow. Rica fell asleep while studying. d. My friend has a new toy. The toy broke. A boy is hungry. His mom cooked spaghetti. 2. Teacher will explain show a huge poster about a school activity scenario and will ask the students to name some objects in the poster. Ex. That is a boy holding a small flag. That is a/an _____________________.



I. Objectives

● Answer who, what, where, when and why questions about stories listened to. ●Predict events that will happen next based on situations or stories. ●Use the pronouns this is and that is in sentences.

II. Subject Matter and Materials Subject Matter: Predicting Outcome Materials: ●Copy of the stories: The Wet Floor, Bea in the Field ● Pictures

of objects

85

5 minutes


The class will listen to the teacher read short stories and look at posted pictures. Students will predict what will happen next (in pairs). A. The Wet Floor

The floor is wet. Carlo was running fast. What do you think will happen to Carlo? Student’s Answer: _________________________________ B. Bea in the Field

Bea was walking in the field. It suddenly rained. What do you think will happen to Bea? The teacher will ask the students, “What happened to the floor?” “The floor was wet.” “Let’s listen to the word wet.” “What sounds can you hear from the word wet?” /w/, /e/, /t/ The teacher will do an activity on breaking down words into individual phonemes. The teacher will say a word. She/he will say a sound. If the sound can be heard from the word, the students will repeat the sound, if not, they will say the word NO. In the end, they will repeat all the sounds of the word. For example: In the word lap: Can you hear the sound /l/? - /l/ Can you hear the sound /e/? -

NO Can you hear the sound /a/?- /a/ Can you hear the sound /b/?- NO Can you hear the sound /p/?- /p/ “Now let’s repeat all the sounds of the word lap.” - /l/ /a/ /p/. The teacher will give other words. Ex. bus, cap, hat, lap, man, nap,

net, pet

25 minutes

IV. Independent Practice 1. The class will be divided into small groups. Each group will be given 6 sets of pictures (person holding an object – this is; or a person pointing an object – that is). The group members shall form sentences about the picture using this is or that is. Pictures:

a. A person pointing to the sun. (That is the sun. That gives us light.) b. A person holding an Atis fruit. (This is an Atis fruit. This is sweet.) c. A person wearing a red jacket. (This is a jacket. This is color red.) d. A person looking at a bicycle.(That is a bicycle. That belongs to my cousin.) e. A person embracing a pillow. (This is a pillow. This is very soft.) f. A person pointing to the bird in the cage. (That is a bird. That is a parrot.)

10 minutes

IV. Post Assessment

Students will match the pictures (Column A to Column B) that show the events that will happen next in each situation. A. a. A person pointing to the sun. b. A person holding an Atis fruit. c. A person wearing a red jacket. d. A person looking at a bicycle. e. A person embracing a pillow. f. A person pointing to the bird in the cage. B. a. A man wearing a cap while walking outside. b. A girl drinking water having an empty plate with Atis seeds. c. An event where all persons are wearing red attire.

86

d. A man fixing a bicycle using a screwdriver. e. A family lying in bed, sleeping. The kid feeding his pet parrot.



● Realize the value of trust and bravery ● Appreciate the value of working together and helping each other in times of need Instructional Objectives: ● Oral language: Identify the problem and solution in the story ● Phonological Awareness: Recognize, distinguish, and manipulate sounds in a word ● Listening Comprehension: Identify the problem and solution in the story ● Vocabulary and Grammar: Use these are and those are in sentences



I. Pre-assessment 1. Teacher will post several pictures on the board. 2. Student will identify what the problem is in each picture. Teacher will read each option. What is the problem in the picture? (give 3 choices) a. picture of a boy who fell down from the bike

- The boy’s bike is old. -The boy fell down from the bike. - The boy is tired. b. picture of a girl who slipped on the floor - The girl slipped on the floor. - The girl is running. - The floor is wet. c. picture of a dog that fell in a pit - The dog is small. - The pit is big. - The dog fell in the pit. d. picture of a torn dress - The girl’s dress is dirty. - The girl’s dress has a hole. - The girl’s dress is short. e. picture of a car with a flat tire

-The car is brand new. - The car is color red. - The car has a flat tire.

II. Objectives ● Answer who, what, where, when and why questions about stories listened to ● Recognize the problem and solution in the story listened to ● Realize the value of trust and bravery

III. Subject Matter and Materials Subject Matter: Problem-Solution Materials: ●Copy of the story “Up, Up and Away” ●picture of a bird (for

unlocking)


1. Teacher will post the following phrase and word on the board. ● flap your wings ●fly 2. Teacher will give the meaning of the word /phrase through pictures and a

demonstration. ●Teacher will show a picture of a bird T: What animal is this? Birds move from one place to the other by flying. Which part do birds use in order to fly? (Teacher will ask student to point to the part that birds use to fly.) Birds fly by flapping their wings. (Teacher will demonstrate how it

87

is to flap.)

3. Teacher will ask students to repeat the phrase and word introduced. Motivation Question: The class will do several activities together. T: Let’s clap together. Let’s laugh together. Let’s wave together. Let’s sit together. What else can we do together? Let us listen to the word “sit”. Can sit become “run?” If I change the end sound “t” to “n” sit will become.... sin! If I change the middle sound “i” to “u”, sin will become... sun! If I change the beginning sound “s” to “r”, sun will become... run! “Sit” is now... “run”! :) Can we also run together? Let’s go and run! Now let’s sit down again. Motive Question: What will the characters in the story do together? B. Presentation and Modeling 1. The class will listen to the teacher read a story about two little birdies. Up, Up and Away!

Written by Nati A. Santos and Dinna Santos-Polo Illustrated By: Ananias “Dondon” Grajo III Mama! Mama! Can we fly?” asked two little birdies. “Sure! Flap your wings then fly.” said Mama Bird “You go first.” said the first little birdie. “No, you go first,” said the second little birdie. “Just flap your wings then fly,” said Mama Bird again. “But we’re scared,” said two little birdies. “Just flap your wings then fly,” said Mama Bird again. “Let’s fly together,” they said. And two little birdies tried to fly. 2.The class will listen to the teacher fill in the story frame Title: ____________________ Characters: ______________picture of characters Wanted: ___________ (name of characters) Problem: __________picture of the problem Solution: ___________picture of the solution

3.Teacher will review the story using the story frame T: The two little birdies wanted to fly but they were scared so they flew together.

Suggested number of Minutes.


I. Objectives

Answer who, what, where, when and why questions about stories listened to. ●Identify the problem and solution in the story listened to.

Appreciate the value of working and helping each other

II. Subject Matter and Materials Subject Matter: Problem-Solution Materials: ● picture of a log ●picture of a house with the following parts:

fence √posts √wall f√loor √roof

88

IV. Guided Practice

The class will fill in the story frame Title: _______________________________ Characters: ____________________ picture of characters Wanted:___________________ (name of characters) Problem: _________________________ picture of the problem Solution: _________________________picture of the solution Teacher will ask a student to review the story using the story frame. to build a house but they needed help in putting helped them build their house. Papa Bear and Mama Bear wanted the parts together so the other animals



I. Objectives

● Answer who, what, where, when and why questions about stories listened to ●Identify the problem and solution in the story listened to

II. Subject Matter and Materials Subject Matter: Problem-Solution Materials: ●Real object – umbrella (for unlocking) ● A Copy of the story “Is it Raining?” (See Appendix A3)

III. Procedure A. Activating Prior Knowledge 1. T will show an umbrella to the class. T: This is an umbrella. Motivation Questions: Do you have an umbrella? When do you use your umbrella? Motive Question: Did the character in the story have an umbrella? What did the character do when it started to rain? B. Presentation and Modeling

1. The class will listen to the teacher read a story about a house in the forest. Is It Raining?

One day Jana was walking outside. She was on her way home. Pitter-patter, splish-splash Suddenly, it started to rain. Pitter-patter, splish-splash “Oh no! I forgot my umbrella!” Pitter-patter, splish-splash Jana ran under the tree. As the rain fell down, she waited for it to stop. She listened to its sound Pitter-patter, splish-splash Pitter-patter, splish-splash She waited under the dark sky and waited some more Then after a while the sound stopped and light poured The sun started to shine and Jana went home.

IV. Post Assessment 1. Teacher will give students an activity sheet. 2. Teacher will read the questions and choices. 3. Students will encircle the letter of the correct answer. ● What is the title of the story? ● Who is the main character? ● What did she want to do? ● What is the problem in the story? ● What did she do?

89

What happened in the end?

Suggested Minutes of Minutes.


I. Objectives ● Recognize the use of these are and those are

● Appreciate new words made when sounds of a word is changed

II. Subject Matter and Materials Subject Matter: These are and Those are Materials: ●pictures of the following objects:√logs √posts √animals √chart ●picture of dog, dig, big, bag, rag, rat

20 minutes


1.Teacher will post the story frame of “The Most Beautiful House in the Forest” on the board 2.Teacher will ask a student to retell the story using the story frame. What did we use again to make the walls of hour house? Correct. We used log. Let us say the word again... log :) Now I will show you pictures on the board (dog, dig, big, bag, rag, rat) Tell me what words I will come up with if I change the sound on the word. raise your hand and get the picture that shows the new word we will get. Let us begin with the word log. If I change the sound “l” to “”d”, log will become...? Correct! “dog” If I change the sound “o” to “”i”, dog will become...? Correct! “dig” If I change the sound “d” to “”b”, dig will become...? Correct! “big” If I change the sound “i” to “”a”, big will become...? Correct! “bag” If I change the sound “b” to “”r”, bag will become...? Correct! “rag” If I change the sound “g” to “”t”, rag will become...? Correct! “rat” What new words can we make? What sounds can we change? :) B. Presentation and Modeling

1. T will post pictures of the following objects on the board. ●logs ●posts ●animals

2. The class will listen to the teacher tell about the pictures. T: These are logs. (Teacher holds the picture.) Those are logs. (Teacher points to the picture.) T: These are posts. (Teacher holds the picture.) Those are posts. (Teacher points to the picture.) T: These are animals. (Teacher holds the picture.) Those are animals. (Teacher points to the picture.) T: When I used the word these, was I near or far from what I was pointing to? How many objects did I point to? When I used the word those, was I near or far from what I was pointing

to? How many objects did I point to?

3. Teacher will post a chart on the board to guide students in using these are and those are.

these are more than 1 holding the object

those are more than 1 pointing to the object

90

10 minutes

IV. Guided Practice

1. Teacher will present objects to the class. 2. Teacher will call on a student and instruct the student to hold the object or point to the object. 3. The class will listen to the student use these are or those are to name the

objects.

10 minutes

V. Independent Practice 1. The class will have a pair-share. 2. Each pair will take turns in naming objects by using these are or those are.



I. Objective ● Recognize the use of these are and those are

II. Procedure A. Presentation and Modeling 1. The class will review the use of these are and those are.

20 minutes


An illustration of a child will be posted on the board. Around the child are different objects. Some near the child. Some far from the child. 1. The class will listen to the teacher read a sentence using these are and those are to name objects. 2. Teacher will call on a student to point to the picture that shows what the teacher said. Example: These are my shoes. (shoes near the child) Those are my books. (books far from the child)

20 minutes

IV. Post Assessment

1. Teacher will give each student an activity sheet. 2. Teacher will read sentences to refer to objects on the activity sheet. 3. Students will color the picture that matches the sentence the teacher reads. Example: These are my socks. (socks near the picture of the speaker) Those are my dolls (dolls far from the picture of the speaker)


At the end of the lesson the students should be able to: Expressive Objective: ● Realize that friends help in attaining happiness Instructional Objectives: ● Oral language: Identify the problem and solution in the story ● Phonological Awareness: Recognize, distinguish, and manipulate sounds in a word ● Listening Comprehension: Identify the problem and solution in the story ● Vocabulary and Grammar: Use these are and those are in sentences Suggested Number of Minutes


91

5 minutes. I. Pre-Assessment Provide the worksheets. Ask the students to color the correct solution given the problem. pictures of: Problem Solution choices *2 kids and 1 cookie a. children sharing the cookie b. only one child will eat the cookie. c. The child will throw the cookie away. *trash scattered on the floor a. will not pick up the trash b. will pick up the trash and throw it into a trashcan c. will scatter more trash * spilled milk on the table a. will wipe the spilled milk b. will leave it alone c. will lick the spilled milk * low score on a test a. will cry b. will play c. will study more

II. Objectives ● Answer who, what, when, wh ere and why questions

● Identify the problem and solution of the story

III. Subject Matter and Materials Subject Matter: Problem and Solution of a Story Materials: oslo papers, copy of the story Leonel, vocabulary strips, story

frame, pictures

15 minutes. IV. Procedure A. Activating Prior Knowledge

Unlock the following words/phrase: wish, fell down, skate. A while ago, I saw a little boy running so fast. He ran so fast and didn’t see that the floor was wet. He suddenly fell down! (demo) Good thing

he did not hit his head on the floor. I rushed to him and helped him stand up again. (show a picture of children skating) The children can skate very well.

(demo how to skate) Let us pretend that we will skate. (ask the class to follow) This is Jose (show a picture or a puppet). His wish is to become a

teacher when he grows up. (wish → something that you want to happen) What do you wish to become? In our story today, let’s find out the character’s wishes. B. Presentation and Modeling

Tell the story, “Leonel”. Leonel loves to make a wish. “I wish I were a king,” he said. So he sat on a throne. But poor Leonel fell down. “I wish I were a bird,” he said. So he tried to fly. But poor Leonel fell down. “I wish I were a monkey,” he said.

92

So he tried to climb a tree. But poor Leonel fell down. “I wish I were a dancer,” he said. So he tried to dance. But poor Leonel fell down. “I wish I were a biker,” he said. So he tried to bike. But poor Leonel fell down. “I wish I were a skater,” he said. So he tried to skate. But poor Leonel fell down. “I wish I were a baby,” he said. “But you are a baby,” said his mom. “My baby,” she hugged Leonel. And Leonel wished no more.

10 minutes. V. Guided Practice

Show a story frame (title, characters, problem, solution, ending) to the class. Ask some questions to the students to complete the story frame. Write the students’ answers on the story frame. Discussion Questions: 1. What is the title of the story? (Leonel) 2. Who are the characters in the story? (Leonel, his mom) 3. What did he want to do? (He wanted to be a king, bird, monkey, dancer, biker, skater.) 4. But what is the problem? (He is an elephant. He can’t do what the others can do.) *Post picture of problem 5. So what did he do (solution)? (He became happy with what he is.) *Post picture of solution

10 minutes. VI. Independent Practice

Give an oslo paper to each student. Ask the students to fold the paper into two. On one side of the paper, ask the students to draw their wish. On the opposite side, ask them to draw a solution on how their wish can come true. (Ex. drawing of a child who want to get a perfect score in the test → drawing of a child who will study hard for the test)



I. Objectives ● Answer who, what, when, where, and why questions ● Identify the problem and solution in the story

II. Subject Matter and Materials Subject Matter: Listening comprehension, Problem and solution of story Materials: word cards for unlocking, copy of the story Up the Mountain, problem and solution pictures

93

15 minutes. III. Procedure A. Activating Prior Knowledge

Unlock the meaning of the phrases “pick some flowers”, “ride on your back”, “I’ll take you there” * “pick some flowers”- show a picture of a person who will “pick

some flowers”. Ask the children if it is right to pick flowers anywhere. * “ride on my back”- (demonstration) ask one of the children to

“ride on my back” and walk from one side to the other side of the classroom * “I’ll take you there”- (demonstration) ask a student where in the school he or she wants to go then answer by saying- “I’ll take you there” B. Presentation and Modeling Read the story “Up the Mountain” Written by Nati A. Santos and Dinna Santos-Polo Illustrated By: Ananias “Dondon” Grajo III One day Snail met Duck. “Where are you going?” asked Duck. “Up the mountain to pick some flowers.” said Snail. “Oh that’s very far. Ride on my back and I’ll take you there.” said Duck. And they went up the mountain. “Where are you going?” asked Turtle. “Up the mountain to pick some flowers.” said Duck. “Oh that’s very far. Ride on my back and I’ll take you there.” said Turtle. And they went up the mountain. “Where are you going?” asked Sheep. “Up the mountain to pick some flowers.” said Turtle. “Oh that’s very far. Ride on my back and I’ll take you there.” said Sheep. And they went up the mountain. “Where are you going?” asked Cow. “Up the mountain to pick some flowers.” said Sheep. “Oh that’s very far. Ride on my back and I’ll take you there.” said Cow. And they went up the mountain. Soon they were up the mountain. Snail picked some flowers. Duck picked some flowers. Turtle picked some flowers Cow picked some flowers, too. And as they walked down the mountain, Cow sneezed. “Hachoo! Hachoo! Hachoo! ”

94

10 minutes. IV. Independent Practice Ask the

following questions: Discussion Questions: 1. What is the title of the story? (The title of the story is Up the Mountain) 2. Who are the characters in the story? (The characters are the duck, snail, turtle, sheep, and cow) 3. What did they want to do? (They wanted to go up the mountain and pick some flowers.) 4. But what is the problem? (The animals need to go up the mountain to pick some flowers, but it is very far ) 5. So what did they do? (They helped each other by letting one ride on its back) 6. What happened in the end? (The animals were able to go up the mountain and pick some flowers. But as they were walking down from the mountain, the cow sneezed and blew all the flowers away) The teacher can ask the students: What should they do after?

V. Post Assessment

A. Read the story “Are You My Mother?” Are You My Mother? (translated from) Kayo ba ang Nanay Ko? Written by: Rodolfo Desuadiso Illustrated by: Reynaldo Tiongson page 1 (picture of ducks and ducklings leaving, one egg is left behind)

15 minutes.

page 2 (egg cracks, duckling is alone) “Where is my mother?” Duckling walked away.. Duckling met Chicken. “Are you my mother?”, asked Duckling. “No, I am not,” said Chicken. Duckling met Turkey. “Are you my mother?”, asked Duckling. “No, I am not,” said Turkey. Duckling met Peacock. “Are you my mother?”, asked Duckling. “No, I am not,” said Peacock. Duckling met Quail. “Are you my mother?”, asked Duckling. “No, I am not,” said Quail. Duckling met Goose. “Are you my mother?”, asked Duckling. “No, I am not,” said Goose. “Quack! Quack!”, heard Duckling. Duckling looked and saw Mommy Duck with the other ducklings. “Are you my mother?”, asked Duckling. “Yes, I am!” said Mommy Duck. They all swam happily. B. Give each student an activity sheet. Read the questions orally. Ask the students to circle the letter of their answer.

95

1. What is the title of the story? a. The Duck and the Ducklings b. Are You My Mother? c. The Sad Duck 2. Who is the main character? a. a duckling b. a duck c. a family 3.What is the problem? a. Duckling cannot swim. b. Duckling is sad. c. Duckling couldn’t find his mother. 4. So what did Duckling do? a. He learned to swim. b. He looked for friends. c. He looked for his mother. 5.What happened in the end? a. He swam happily with his mother and the other ducklings. b. He swam on his own. c. He swam with the goose.



I. Objective ● Recognize and use this is and these are in sentences

II. Subject Matter and Materials Subject Matter: This is/These are Materials: pictures of animal/s (picture boards), bag or pouch, pictures of

animal/s (picture cards)

10 minutes.

III. Activating Prior Knowledge Ask the children to recall the story “Up the Mountain”. 1. What is the title of the story we read yesterday? (Up the Mountain) 2. Who are the characters in the story? (snail, duck, turtle, sheep, cow) 3. Where did they go in the story? (up the mountain) 4. Why did they go up the mountain? (to get flowers) 5. What happened when cow sneezed? (the flowers were blown away) 6. What do you think should they do after? (varied)

IV. Presentation Post pictures on the board. a. picture of flower b. picture of flowers c. picture of a duck d. picture of ducks

96

10 minutes. V. Modeling

Name the objects by using this is and these are Ex: This is a flower. These are flowers. This is a duck. These are ducks. Generalization: This is used when there is only one object near the speaker. These are used when more than one object is near the speaker.

10 minutes. VI. Guided Practice

Post more pictures on the board. Ask a number of students to name the animals using this is and these are

Ex. snail, snails turtle, turtles cow, cows

VII. Independent Practice

10 minutes. Facilitate an activity that will let the students use this is and these are in

sentences Sample Activity: Mystery Bag a. Divide the children into small groups. b. Prepare a bag with pictures of an object or objects for each group. c. Let each child pick a picture from the bag. d. Ask each child to name the objects using this is and these are

e. Go around the groups to guide the children in the activity



I. Objectives ● Listen to a song that uses that is and those are

● Recognize and use that is and those are in sentences

II. Subject Matter and Materials Subject Matter: that is and those are Materials: song chart

97

20 minutes. III. Procedure

A. Presentation and Modeling Teach the children a song that uses that is and those are. S1: What is that? S2: That is a bird. That is a bird. That is a bird. S1 What is that? S2: That is a bird. S1: Oh, that is a bird! S1: What are those? S2: Those are birds. Those are birds.Those are birds. S1 What are those? S2: Those are birds. S1: Oh, those are birds! Generalization: That is is used when there is only one object far from the speaker. Those are is used when there are 2 or more objects far from the speaker.

NATURE WALK: 1. Go outside the classroom and look around. 2. Name objects in the environment using that is and those are ex. That is a tree. Those are leaves.

10 minutes. IV. Guided Practice Nature Walk: Let a number of children try using that is and those are in sentences to point out things around them.

10 minutes. V. Independent Practice

Classroom Activity: 1. Go back to the classroom. 2. Divide the children into small groups.

3. Each student in a group will identify things around the room by using that is and those are

Present words with pictures. pin lock Add -s sound at the beginning of the word and show the change in meaning and pictures (pin becomes spin) Add -c sound at the beginning of the word and show the change in meaning and pictures (lock becomes clock)



I. Objectives ● Use that is and those are in sentences ● Draw objects to show recognition of the use of this is and these are

II. Subject Matter and Materials Subject Matter: that is/those are Materials: big picture board, activity sheets

98

40 minutes. III. Post Assessment Divide the children into small groups. Call each group in front of the classroom while the other groups are working on activity sheets. Small group in front: 1. Show a big picture with lots of things in it. (ex. garden or park) 2. Ask the children to identify the thing/s in the picture by using that is and those are. ex. (while pointing) That is a red car. Those are cats. Activity Sheets: Draw pictures that would match the given sentence frames. Ask the children what they drew. Write the name of the object/objects on the blanks. Remind them that this is is used when there is only one object. These are is used when there two or more objects. Students may also attempt to write what they drew. (invented spelling will be happily accepted) This is ___________________. These are ________________.

Present pictures with words.

bed Ask the students to identify the sounds in this word. -b -e -d Ask them “What is the first sound?” -b

99

English gr.1 teacher's guide (q3&q4)inside pp10 12-12

Education

sentence stem

classmates student

objectives practice

materials subject matter

good morning

students mother tongue

prior knowledge

group game