Lesson Guides in Grade 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 WEEK 1 DAY 1 LESSON PLAN
Minutes
I. Pre-Assessment
The teacher will check the attendance by calling out the names of each of
5 the students. As the students hear their names they will have to say
minutes 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 IV. Procedure
minutes 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 students 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.
1
(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 _________.
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 ______________.
15 Student 2: What is your name?
Student 1: My name is _______________.
minutes
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, lets use
the name teacher and group the sounds Tea-cher. Can you count how
many claps we make? Tea-cher. Thats two! Good job! Now lets try it with
more names. How about Carlitos?
The teacher may let each one of the students to clap their own names.
Suggested
Minutes
I. Objectives
Practice asking the question What is your name.
Practice answering My name is _________.
II. Subject Matter and Materials Subject Matter: Ones name Materials:
Sentence stem on the board My name is _______. (May be written on the
board or manila paper, etc)
15 III. Procedure
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: Lets look at the sentence we made yesterday My name is
________. Now, lets 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? Youre right, five! Now, listen to this
sentence. Good morning everybody! (Clap for every word said.) Lets say
that again. Can you clap with me? Good morning everybody! Now, how
2
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: Lets look at the sentence we made yesterday My name is
________. Now, lets 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? Youre right, five! Now, listen to this
sentence. Good morning everybody! (Clap for every word said.) Lets 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.
V. Guided Practice
25
Facilitate a Getting to Know Game wherein the students will take turns in
minutes asking What is your name? and answering My name is __________.
Suggested
Minutes
I. Objectives
State one's name in the form My name is _________.
II. Subject Matter and Materials Subject
Matter: Ones name
Materials: cardboard / construction paper, crayons, yarn
III. Procedure
5 A. Presentation and Modeling Show a nametag to the class.
Teacher: My name is ______.
minutes
Stick the nametag on the attendance board.
Generalization: I have a name and my name represents me.
IV. Guided Practice
The students will then decorate their name tags.
20 Name Tag Making
minutes 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.
3
V. Independent Practice
15 Ask the students to post their name tags on the board. Then, one at a time,
minutes ask the students to look for their name tag and state their name in front of
the class. My name is ___________
Suggested
Minutes
I. Objectives
Introduce ones self to someone
II. Subject Matter and Materials
Subject Matter: Ones name
Materials: 1. Nametags 2. Attendance chart
III. Procedure
A. Activating Prior Knowledge
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).
15 Let the students listen to a dialogue. You can use puppets drawings or a live
conversation etc.
minutes
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.
IV. Guided Practice
Play a game with the students where they will have to introduce
themselves.
(See Appendix C2):State Name Activity
25 a. Write each childs name on a piece of paper and put it in a box.
minutes 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
Minutes
I. Objectives
Introduce ones self to someone
II. Subject Matter and Materials Subject Matter: Ones name
Generalization: Sharing our names is part of making friends.
4
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 dont know and get that
40 someones name.
minutes Use these sentences.
Hello, my name is __________.
What is your name?
Nice to meet you.
WEEK 2
TARGET SKILLS :
Appreciate that persons have names
Realize that persons are grouped according to sex.
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 WEEK 2 DAY 1 LESSON PLAN
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
III. Procedure
20 minutes A. Activating Prior Knowledge
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.
Sing a song about age. (This can also be posted on the board.) Age
Song:
Im six! Im six! Im six years old today.
Im six ! Im six! I love to sing and play.
Im six! Im six! I laugh and smile all day. Im six! Im 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?
5
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.
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
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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.).
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)

Materials: copy of the song, CD for the song
20 minutes IV. Procedure
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.
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).
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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 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 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).
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
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.)
8
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.

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

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 ______.
WEEK 3
TARGET SKILLS :
Appreciate the colors in the environment
Appreciate things in the environment
Phonological Awareness: Recognize words that rhyme
9
Vocabulary and Grammar: Recognize, identify, give examples and classify naming
words (things)
Number of
Minutes
10 I. Pre-Assessment:
minutes *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 ones favorite color
Subject Matter: colors
Materials: poem chart
10 IV. Procedure
minutes 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 B. Presentation and Modeling:
minutes 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 V. Guided Practice:
minutes Dialogue with a student. Practice saying:
T: What color do you like? S: I like the color red.

Number of
Minutes
10
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 Application Activity
minutes 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.)
11
10 Guided Practice
minutes 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)

Number of
Minutes
I. Objectives:
Answer the question What colordo you like?
Identify the colors in the environment
Appreciate the colors in the environment
Subject Matter: colors
Materials: paper and coloring materials
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 _____.
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
12
Subject Matter: Colors and things in the environment
Materials: coloring page of a rainbow
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 ones 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 ________.

Number of
Minutes
13
I. Objectives:
Identify other colors in the environment
Identify names of other things in the environment
Appreciate colors and things in the environment
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
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

TARGET SKILLS :
Realize that there are different kinds of food that can be eaten
Appreciate that one can eat different kinds of food
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 )
14
Suggested
Minutes
I. Pre-Assessment
5 minutes 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
Subject Matter: Identifying names and colors of different fruits and
fruits that one likes
Materials: word cards for unlocking, pictures of different fruits
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. Lets 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 lets 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 ____.
15
V. Guided Practice
Have the children respond accordingly as you show or mention
10 minutes 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.
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,
5 minutes spaghetti, bread, donut, hamburger, banana
Suggested
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.
III. Procedure
The teacher will ask the children to recall the Food Song.
1. Ask the children to watch and listen to the dialogue. What fruits do
you like? I like _____.
2. Present different kinds of fruits.
20 minutes 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 ______.
IV. Guided Practice
The teacher will play a game about the fruits that one likes. Have the
10 minutes 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
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
16
IV. Procedure
Ask the children to recall the Fruit/Food Song.
Alright, can you still remember the Fruit Song that we sang few days
10 minutes
ago? Lets 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.
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:
10 minutes
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 ________.
V. Guided Practice
10 minutes 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 _______.
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
10 minutes 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
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
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
17
can show me?
III. Procedure
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
5 minutes 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?
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!
15 minutes
Ask the children to identify a vegetable in the poem. - carrot Lets 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 _______.
IV. Guided Practice
10 minutes Have the children practice asking and answering the question, What
fruit or vegetable do you like? I like _________.
10 minutes
Gather the students and play a game I like _________.
Number of
Minutes
I. Objectives
Identify ones 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
V. Guided Practice
5 minutes
Ask the children to listen to the directions of the art activity.
VII. Post Assessment
35 minutes 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
18
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
TARGET SKILLS :
Realize that we have body parts that can do many things
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
I. Pre-Assessment:
10 minutes 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
Subject Matter: Body Parts
Materials: body parts puzzle, song chart
IV. Procedure
Ask the children to form a puzzle. (Teacher prepares in advance pictures of
10 minutes a boy and a girl showing the whole body. Cut it into a puzzle.)
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
5 minutes 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?
19
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
Minutes
I. Objectives:
Identify the parts of the body
II. Subject Matter and Materials song chart, twister mat twister
III. Activating Prior Knowledge
5 minutes
Sing the song about the parts of the body Clap your hands
IV. Presentation
Explain the rules of the Body Game
Teachers say: Touch your part of the body.
5 minutes 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.
V. Modeling
5 minutes Demonstrate the rules of the game. Show the students how the game is
played.
VI. Guided Practice:
10 minutes Guide the children as they play the game. Make sure that they touch the
correct body part mentioned.
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
15 minutes
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
Minutes
I. Objective:
Act out what each body part can do
sentence stem strips
III. Modeling
Review the part of the body by using the sentence stem: This is my
5 minutes _______. (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)
20
IV. Guided Practice
Have a Pair-Share Activity
1. Divide the class into pairs.
5 minutes 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).
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
20 minutes body mentioned.
Suggested
Minutes
I. Objectives:
Identify uses of the body parts
Identify words that rhyme
II. Subject Matter and Materials copy of the song
III. Activating Prior Knowledge
5 minutes Let the children answer the question, What can our body parts do?
List them on the board.
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.
10 minutes
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.
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
10 minutes we write. Show the class what each body part can do.
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
10 minutes nod our heads? (Students nod their head.)
VII. Assessment/ Evaluation Activity
5 minutes Play the Body Parts game again and check if the students are able to
touch the correct body part you refer to
Suggested
Minutes
21
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
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
10 minutes
This is the way we comb our hair 3x
This is the way we comb our hair
This is the way we take a bath 3x
This is the way we take a bath
IV. Guided Practice
Show pictures of things we do with our body. Some show how to take care
10 minutes 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
VI. Post Assessment/Evaluation Activity
Provide a worksheet for the children to answer. Instructions: Color the
15 minutes pictures that show how to take care of the body
WEEK 6
TARGET SKILLS :
Realize that we have body parts that can do many things
Appreciate that we are special in different ways
Phonological Awareness: Identify/count syllables in words
Vocabulary/Grammar: Recognize, identify and give naming words of animals and
body parts
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
22
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)
Subject: Parts of the Body; Naming Words of Animals
Materials: paper, coloring materials, pink dress, song chart
IV. Procedure
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 thats 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)
Number of
Minutes
23
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)
chart of the song, vocabulary strips, pictures
IV. Procedure
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?
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:
Dog
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.
Show me the tails of the ____(ex, picture of a pig with its tail. S: This is the tail of the ____(e
the tail of the pig)
24
Number of
Minutes
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 partners elbow
Player B, put your hand on your partners 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 Ducks 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.
Number of
Minutes
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)
25
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.
Number of
Minutes
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)
WEEK 7
TARGET SKILLS :
Realize that people can have different feelings
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
words (places)
Suggested
Minutes
26
I. Pre-Assessment
Show pictures of different situations. Students should be able to
5 minutes
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
Subject Matter: Feelings; Naming Words (Places)
Materials: pictures of situations with different feelings, words of
feelings copy of the poem
IV. Procedure
Unlock the following words: angry, sad, frightened, glad. You may
5 minutes 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!
V. Guided Practice
5 minutes 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
VII. Procedure
Presentation and Modeling
5 minutes Show different pictures of places (house, school, market,
store, etc.) T: I will go to my house.
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
10 mins.
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
27
like to go to using the sentence stem previously modeled.
S: I will go to _________.
Suggested
Minutes
I. Objective
Identify different feelings
Subject Matter: Feelings; Naming Words of Places
Materials: pictures of different feelings, copy of the song, music/CD of
song
III. Procedure
Show a picture of a happy person with a speech bubble saying, I am
5 minutes 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.
IV. Guided Practice
There will be a game in class: Mystery Bag 1
Prepare a bag containing pictures of faces showing happy and sad
15 minutes
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
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.
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
childrens 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)
28
Suggested
Minutes
I. Objectives
Show the different feelings
Subject Matter: Different Feelings; Naming Words of Places
Materials: pictures of different feelings, pictures of places
IV. Procedure
5 minutes
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.
V. Guided Practice
There will be a game in class: Mystery Bag 2
Prepare a bag containing pictures of faces showing scared and angry
15 minutes
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)
VII. Procedure
5 minutes 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.
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
15 minutes 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.
Suggested
Minutes
I. Objectives
29
Materials: pictures of different feelings, materials for the art activity
(buttons, paper plates, coloring materials, etc.)
III. Guided Practice
There will be a game: Charades
Teacher will act out a feeling (i.e., happy, sad, angry, or scared) and
says: I feel...
10 minutes 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.
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
30 minutes 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 ).
Suggested
Minutes
I. Objectives
Give naming words of places
Materials: copy of the song, music/CD of song, worksheet about
places
III. Procedure
Ask the students to recall the different feelings that were learned this
week.
Sing a song about feelings. Actions may be added.
If Youre Happy and You Know It (song)
If you're happy and you know it,
10 minutes Clap your hands (Clap hands twice)
Clap your hands (Clap hands twice)
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.
30
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
VI. Post Assessment
Distribute the worksheet to the students. Ask them to color the picture
10 minutes
that you will say. (Examples: hospital, playground, park, garden,
market, beach, etc.)
WEEK 8
TARGET SKILLS :
Appreciate ones family and its members
Appreciate the events that one goes to
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
words (events)
Number of
Minutes
minutes 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 ones 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

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
31
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.
Number of
Minutes
I. Objectives:
Share about oneself
Name members of the family
Identify names of persons
Appreciate ones family
Subject Matter: family
Materials: the storybook or pictures of the family members in the
story, sentence stem
20 IV. Procedure
minutes 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?
32
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 C. Guided Practice:
minutes Guide the students in using the sentence stem to tell about their own family
members.
I have a __________ I call him/her ______________.
Number of
Minutes
I. Objectives:
Tell about their family members and events they enjoy
together Identify different events
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 IV. Procedure
minutes 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 C. Independent Practice
minutes Ask the children to draw an event that they share with their own families
Number of
Minutes
I. Objectives:
Name events that they enjoy with their family
Name different events
33
Subject Matter: Family and Events
Materials: drawings the previous day, sentence stem
III. Procedure
10 A. Modeling:
minutes 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 B. Guided Practice:
minutes 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 C. Independent Practice
minutes 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. Lets try to cut
them into two parts. Other examples: jug, bus, sun, etc
Number of
Minutes
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
Subject Matter: Family and Events
Materials: paper and coloring materials
40 III. Post Assessment/Evaluation Activity
minutes 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 _________.
WEEK 9
TARGET SKILLS :
Appreciate things done with the family
Appreciate poems and stories listened to
34
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
Number of
Minutes
10 I. Pre-Assessment
minutes 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
Subject Matter: Listening to a story and identifying/ categorizing naming
words
Materials: sketch papers, story grammar grid, pictures of naming words
IV. Procedure
5 A. Activating Prior Knowledge
minutes 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 Listen as the teacher tells a story.
minutes 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 cant wait to taste it!
Teacher does a Think Aloud by posing and answering questions that identify
the story elements (title, setting, character, event/activity)
1. What is the title of the story?
35
2. Who is the one telling the story? What is her sisters 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/
V. Guided Practice
15 The students will fill a story grammar grid with the guidance of the teacher.
minutes 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).

Number of
Minutes
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
Subject Matter: telling a story, using naming words in sentences
Materials: pictures of naming words
III. Procedure
minutes 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)
36
V. Guided Practice
15 ACTIVITY: (small groups) Each one in the group will tell his/her
minutes. 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 One volunteer student from each small group shall share these three
minutes 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.

Number of
Minutes
I. Objectives
Share a story about ones experience.
Use naming words in sentences.
Subject Matter: listening to and telling a story; using naming words in
sentences
Materials: vocabulary strips, pictures, copy of the story
IV. Procedure
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.) Lets 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)
37
B. Presentation and Modeling:
10 Listen as the teacher tells a story.
minutes 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 Lolas garden!
2. Who is the one telling the story? What is her grandmothers 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 Lolas 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)
V. Guided Practice
10 Listen to volunteer students as they share stories about their
minutes relative.
My name is (person). I visited my (person). He/She has a (place).
I saw a/an _____, _____ and ______. (animal / thing)
10 ACTIVITY: (pair-share) Choose your partner and tell him/her a story
minutes 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)

Number of
Minutes
I. Objectives
Tell a story about what ones self.
To be able to use naming words in sentences.
Subject Matter: Listening to and telling a story; Naming Words in
Sentences
Materials: story grammar grid
38
IV. Procedure
10 Activating Prior Knowledge
minutes 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)
V. Guided Practice
15 ACTIVITY: (small groups) Each one in the group will tell his/her
minutes 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 One volunteer student from each small group shall share these three
minutes things to the whole class.
I went to the _____. I was with ____. We bought ____, ______
and____.
(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.

Number of
Minutes
I. Objectives
Tell a story about ones self and of another person
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.
39
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 (persons) story.
10 V. Guided Practice
minutes. 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 (persons) story.
15 VI. Independent Practice
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 (persons) story.
( 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 VII. Post Assessment
minutes 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).
WEEK 10
TARGET SKILLS :
Appreciate the things one has
Appreciate the places ones family goes to
Appreciate poems and stories listened to
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
Number of
Minutes
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
40
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 III. Procedure Who Has it?
minutes A. Presentation and Gary has a green hat
Modeling: Green so fine
Presentation Gary has a green hat
The students will listen to Just like mine.
the teacher tell a story
about herself. Gab has a green hat
Example: Last Saturday, my Green hat, green hat
sister and I played in the Gab wears a green hat to the farm.
playground. We joined other
Rey has a red shirt
kids play patintero. We had
Red shirt, red shirt
fun.
Rey wears a red shirt to the store.
T: What do you want to
know about my story? We Yeng has a yellow skirt
can questions to know more Yellow skirt, yellow skirt
about the stories of others. Yeng wears a yellow skirt to the park.
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 Who: picture of person
poem to the class. (See appendix What: picture of a thing A2)
The teacher will ask who questions Where: picture of a place
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.

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 ______.
41
Number of
Minutes
I. Objectives
Ask and answer what questions about stories listen to and shared by a
classmate
Use names of things in sentences
Subject Matter
What questions Naming words- things
Materials
Poem Who has it? Picture of things Box
25 III. Procedure Who Has it?

minutes A. Presentation and Modeling Gary has a green hat
Presentation Green so fine
Teacher will read the poem to Gary has a green hat
the class. Just like mine.
Modeling
Students will listen to the teacher Gab has a green hat
ask what questions. Green hat, green hat
T: What does Gab have? Gab wears a green hat to the farm.
S: Gab has a green hat.
Rey has a red shirt
T: What does Rey have?
S: Rey has a red shirt.
T: What does Yeng have?
S: Yeng has a yellow skirt. Yeng has a yellow skirt
Teacher says: What does Gab Yellow skirt, yellow skirt
have again? Yes, he has a hat. Yeng wears a yellow skirt to the
Now, let us try cutting the word park.
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. Lets listen to other words that we can wear:: Other
examples: cap, ring, pants
15 B. Guided Practice:
minutes 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 ___.

Number of
Minutes
42
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 ones family goes to
Subject Matter: Where questions; Naming words (places)
Materials: Poem Who Has It?, Short story about the family
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
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.
Students will listen to a short story about where each family went.
On Sunday, my family went to grandfathers 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.
43
Number of
Minutes
I. Objectives
Ask and answer who, what and where questions about stories shared by
others
Use naming words in sentences (Grammar)
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.

Number of
Minutes
I. Objectives
Ask and answer who, what and where questions about stories shared
by others
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.
44
UNIT 4
WEEK 1
Theme: My School and Friends
TARGET SKILLS :
Expressive Objective:
Realize the importance of using polite expressions in showing respect when
communicating with others
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
Number of
Minutes
minutes. 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
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.
45
10 IV. Procedure
minutes 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 childs 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, lets find out what we can say to others.
10 B. Presentation:
minutes 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.
Thats the way
We do whats right.
We have manners.
Were polite.
10 C. Modeling
minutes 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.

Number of
Minutes
46
I. Objectives:
Say the appropriate polite expressions in different situations
Use the pronoun I in polite expressions
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
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
Number of
Minutes
I. Objectives:
Answer questions about the story using a sentence that includes the word
because
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.
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
47
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.
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?
Lets 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.
10 minutes 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?
Number of
Minutes
I. Objectives:
Use the polite expression May I...
48
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
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)?
Number of
Minutes
I. Objectives:
Use the phrase May I to ask permission
Use the pronoun I in sentences
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 _____________.
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)
49
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

TARGET SKILLS :
Realize that each person has unique abilities
Acknowledge the happiness brought by doing things with ones friends
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
Suggested
WEEK 2 DAY 1 LESSON PLAN
Number of
Minutes
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
Subject Matter: Names of Friends, Actions that We can Do
Materials: posters of action words, worksheet, copy of the story,
vocabulary
IV. Procedure
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.
50
30 B. Presentation and Modeling
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.
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.
Suggested
Number of
Minutes
I. Objectives
Ask and answer questions about the story
Recognize the pronouns I and you in sentences (grammar)
Subject Matter: Names of Friends, Actions that We can Do
Materials: copy of the story, pictures, vocabulary strips
51
III. Procedure
5 minutes. A. Activating Prior Knowledge
25 Unlock the following words/phrases: perform tricks, take a bow, cheer,
minutes 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
I Can, You Can
can do? In our story today, I can draw. You can paint.
let's find out what the I can sing. You can dance.
characters can also do. I can play the drums. You can march.
B. Presentation / Modeling I can act. You can perform tricks.
Tell the story, I Can, You You can smile. You can clap. You can
Can. cheer. And now, we can take a bow.
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 IV. Guided Practice

minutes 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.)
Suggested
Number of
Minutes
I. Objectives
Share about oneself and others
Use the pronouns I and you
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 III. Procedure
minutes. A. Activating Prior Knowledge
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.
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)
52
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)
minutes 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 V. Independent Practice
minutes 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.
Suggested
Number of
Minutes
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)
Subject Matter: Pronouns I and You
Materials: pictures of action words, poster
10 III. Guided Practice
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?
53
30 IV. Post Assessment
minutes 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.
Suggested
Number of
Minutes
I. Objectives
Use the sentence stem Can you __please? when asking for help
Use the pronouns I and you
Subject Matter: Pronouns I and You, Polite Expressions
Materials: pictures, manila paper
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!
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?
54
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

TARGET SKILLS :
Realize the importance of handling own toy properly
Realize the importance of saying sorry
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
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
Subject Matter: beginning, middle, end pronoun he
Materials: picture cards
IV. Procedure
5 minutes
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? Lets find out
what Mateos toy is.
55
10 B. Presentation and Modeling (Oral Language):
minutes Tell a short story about a childs experience.
Mateos Toy
One day, Mateo played with his toy car.
Crack! Oh no, the door fell off! Its 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 Mateos 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 C. Independent Practice:
minutes 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? Lets try another one. Which of the two words - cab, jar - has
the same ending sound as car?
56
10 D. Presentation (Grammar):
minutes 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. Mateos 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 Mateos father a boy or a girl? Who are we talking about in
sentence 4? What did we replace it with?

Number of
Minutes
I. Objectives:
To arrange the beginning, middle and end of a story
To use the pronoun he to replace names of boys
Subject Matter: Recognizing the beginning, middle, end and identifying
and using the pronoun he
Materials: picture cards for sequencing
10 III. Procedure
minutes A. Guided Practice:
Listen to a short story with a beginning, middle and end
- Pedro and his Friends
Ask the following questions about the Pedro and His Friends
short story: Pedro saw his friends playing
patintero. May I join the game?
Who did Pedro see? Pedro asked. Yes, you may,
What were they doing? said his friends.
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 Pedros 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 B. Independent Practice
minutes 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.
57
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 E. Independent Practice
minutes. 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.

Number of
Minutes
I. Objectives:
Arrange the pictures according to the beginning, middle and end of the
story
Recognize the use of the pronoun she to replace names of girls
Subject Matter: beginning, middle and end of the story pronoun she
15 III. Procedure
minutes 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 Ginas 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 B. Modeling (Grammar)
minutes 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 C. Guided Practice (Oral Language, Listening Comprehension, and
minutes Phonological Activity):
The teacher will tell a short story with the beginning, middle and end.
Sarahs Cup of Taho
Sara heard the vendor shout, Tahooo! Tahooo!
She got a cup of taho.
She said, Thank you!
58
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

Number of
Minutes
I. Objectives:
Arrange three pictures according to its beginning, middle and end
Use the pronoun she to replace names of girls
Subject Matter: Sequencing events in the text listened to
(beginning, middle, end); Making inferences pronoun she
15 III. Procedure
minutes 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.
Leas 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 B. Independent Practice
minutes (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.
59
10 C. Independent Practice (Grammar):
minutes 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.
Number of
Minutes
I. Objectives:
Arrange three pictures according to its beginning, middle and end
Use the pronouns he or she in sentences
Subject Matter: beginning, middle and end pronouns he or she
Materials: picture cards, picture of a boy/girl
20 III. Procedure
minutes A. Post Assessment (Oral Language and Listening Comprehension)
Ask the students to listen to a short story with beginning, middle and end.
Anas 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 B. Post Assessment (Grammar):
minutes 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.
WEEK 4
TARGET SKILLS :
Appreciate what one does with friends
Appreciate what one can do in the community/barangay
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
Number of
Minutes
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 childs hair, a child with short
hair
3. child eating banana, child throwing banana peel, another child
60
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
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?
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.
minutes 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
Number of
Minutes
61
I. Objectives
Share about others experiences
Use pronouns he or she in sentences
Subject Matter: Pronouns he and she
Materials: teachers drawing of what she eats at a fiesta paper and coloring
materials
10 III. Procedure
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.
minutes 1. The teacher will ask the children to look at the teachers 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.
minutes 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.
Number of
Minutes
I. Objectives
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 III. Procedure
The teacher will unlock the words kite, ladder, and heard.
Before we read the story, lets 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?
62
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.
minutes 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 ____________.

Number of
Minutes
I. Objectives
Share about others experiences
Appreciate what one can do with friends
Subject Matter: pronouns he and she
Materials: teachers drawing of what she did in the playground paper and
coloring materials
10 III. Procedure
The teacher will ask the children to draw what they do at the playground.

minutes 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.
minutes 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 _____.
Number of
Minutes
63
I. Objectives
Tell about others experiences in the correct sequence.
Realize the importance of eating three meals a day
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?
minutes 1. The teacher will ask the students to pick a puppet of a girl or a boy.
On the puppets 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.
minutes 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
TARGET SKILLS:
Realize the importance of cleaning the environment
Feel the joy of helping each other
Oral language: Identify cause and effect relationships
Phonological Awareness: Recognize, distinguish, and supply words that have the
same middle sound
64
Listening Comprehension: Identify cause and effect relationships
Vocabulary and Grammar: Use the pronouns his and hers in sentences
Number of
Minutes
minutes. 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:
Realize the importance of cleaning the environment
Feel the joy of helping each other
Subject Matter: WH questions
Materials: poster, rag, book, food, 2 glasses of water (warm and cold), story
book, vocabulary strips
10 IV. Procedure
minutes. 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. Teachers
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 Kates
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 B. Presentation:
minutes Teacher: What do you like to do in your barangay? In our story today, lets
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.
Lets 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.
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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 V. Independent Practice:
minutes 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?
Number of
Minutes
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 III. Presentation
minutes. 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 IV. Modeling
minutes. 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
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(point to cause #2 picture) so their friends came closer (point to the cause
#2).
minutes 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: Lets 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. Reys 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.
Number of
Minutes
I. Objective:
Identify effects using pictures
Subject Matter: effects
Materials: activity sheets, picture cards
20 III. Independent Practice
minutes 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 IV. Post-Assessment
minutes 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.

Number of
Minutes
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 III. Presentation
minutes 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
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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 IV. Modeling
minutes Use the pronouns his and hers to refer to the owner of the things.
Q: Whose dustpan is this?
A: This dustpan is Narims. This dustpan is his.
We use his when the owner is a boy. We use hers when the owner is a girl.
Now, lets try the others.
minutes 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 Wallys. This broomstick is his.
*pail, rag, sack
VI. Home Work
5 minutes
Ask each student to bring something that they own for the next day.
Number of
Minutes
I. Objectives:
Tell about self and others
Use the pronouns his and hers in sentences
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.
minutes 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 Nicos. A: This bag is his.
25 V. Post Assessment/Evaluation Activity
minutes 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.
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head - show what he or she owns tail - answer teachers question
T: Whose ____________ is that? A: That ______________ is his/hers.
WEEK 6
TARGET SKILLS:
Realize the importance of plants
Feel the joy in taking care of plants
Appreciate the people in the community
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
Suggested
Number of
Minutes
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
Subject Matter: WH questions
Materials: copy of the story, vocabulary strips, pictures
IV. Procedure
5 minutes. A. Activating Prior Knowledge
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?
69
30 Motive: In our poem today, let's find out what we can see in a garden.
minutes. 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.
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.
Suggested
Number of
Minutes
I. Objectives
Recite the poem
Recognize and identify causes using the pictures
Recognize, distinguish, and supply words that have the same middle
sound
Subject Matter: Cause and Effect Relationships
Materials: pictures, vocabulary strips
III. Procedure
minutes. 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.
minutes. 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
70
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).
Suggested
Number of
Minutes
I. Objective
Identify the cause among the choices
Subject Matter: Cause and Effect relationships
Materials: worksheets, pictures
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.)
71
minutes. 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.
Suggested
Number of
Minutes
I. Objectives
Recite the poem
Use the pronouns his and hers in sentences (grammar)
Subject Matter: Pronouns His and Hers
Materials: copy of the poem, manila paper, pictures, ball
30 III. Procedure (Grammar)
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
72
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 Pimas. 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.
Suggested
Number of
Minutes
I. Objectives
Use the pronouns his and hers in sentences
Appreciate the people in the community
Subject Matter: Pronouns His and Hers
Materials: copy of the song, CD of the song, vocabulary strips, pictures
15 III. Procedure
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?
Read the lyrics of the song Whose is this? Actions may be added.
Whose Is This?
This is the teachers chalk 3x. This is the teachers chalk. Whose chalk is
this?
This is the mailmans bag 3x This is the mailmans bag Whose bag is this?
This is the bakers hat 3x This is the bakers hat Whose hat is this?
This is the janitors mop 3x This is the janitors mop Whose mop is this?
This is the gardeners tool 3x This is the gardeners 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?
73
minutes. Call some students to ask and answer the question: Whose ___is this?
minutes. 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: carpenters hammer laundrywomans basin
clowns wig magicians wand butchers knife farmers plow fishermans
net musicians guitar singers microphone pianists piano judges gavel
guards whistle painters brush architects ruler garbage mans 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.
WEEK 7
TARGET SKILLS :
Realize that children can ask help from the elders or adults
Recognize the importance of stores/markets in providing us with our daily needs
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
Number of
Minutes.
10 I. Pre-assessment
minutes 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
74
Subject Matter: WH questions pronoun it
Materials: Worksheet Predicting Outcomes Real objects (for unlocking)
Copy of the story A Trip to the Market
15 IV. Procedure
1.Teacher will put vegetables on the table.
2.The teacher will present her market list.
squash onion eggplant
tomato 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. Lets 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?
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! Its 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/?
75
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? Thats right! We made 3 sounds! /c/, /a/, /n/
How about the following words? Other examples: pot, rag, pen
3. Lets 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?
rd
7.Teacher will choose the correct picture and post it after the 3 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 Grammar
minutes. 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.

Number of
Minutes.
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
76
Materials:
Real objects bread hotdog catsup picture of a vendor
Copy of the story A Special Day in School
20 III. Procedure
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?
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 Im so excited! I wish its 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?
minutes. 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 V. Independent Practice (Grammar)
minutes. 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.
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Number of
Minutes.
I. Objectives
Share about own experience
Use the pronoun it in sentences
Materials: Pictures of items for the school market
15 III. Procedure
minutes. GRAMMAR
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.
minutes. 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.
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.
Number of
Minutes.
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.
Materials: Real objects string stick copy of the story : A Flying Toy (See
Appendix A3)
25 III. Procedure
minutes. 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 cant 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?
1. The class will listen to the teacher read a story about a flying toy.
78
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 Larrys 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.
Were all excited! cheered the students.
15 IV. Independent Practice
minutes. 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.

Number of
Minutes.
I. Objectives
Identify the event that will happen next based on the story listened to
Use the pronoun it in sentences
Subject Matter:
Materials:
Worksheet (See Appendix C3) Bond paper Coloring Materials
20 III. Post Assessment
minutes. (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 IV. Post Assessment (Grammar)
minutes. 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.
WEEK 8
TARGET SKILLS :
Appreciate the work of ones community helpers
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
79
Vocabulary and Grammar: Use this is and that is in sentences
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.
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.
Motivation Question: What is your fathers or mothers work?

10 Motive Question: In the story, we will find out what the characters work or
minutes what he or she does.
. B. Presentation and Modeling
1. The class will listen to the teacher read a story about a carpenters tools.
80
The Carpenter
Dan saw Mang Manny building something.
What are you building, Mang Manny? asked Dan.
I am making a chair.
Wow, thats exciting. I see you have many tools.
What is that youre holding?
This is my hammer.
How about that one?
That is a saw.
And that?
This is my measuring tape.
Thats a lot of tools!
Im 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?
Number of
Minutes
I. Objectives
listened to.
Use the pronoun this is in sentences.
Materials: Copy of the stories The Santol Tree, Hannahs Fruit Juice
Snack Time
A box of objects (pencil, shoes, sharpener, eraser, book, umbrella, etc.)
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.
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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.
1.The class will predict the events that will happen next on the following
short stories:
A.
Hannas Fruit Juice
Hanna sliced the orange.
She squeezed the fruit.
What will she do with the juice?
Students Answer: _________________________________________.
B.
Snack Time
Its recess time, Teacher Lea said.
Tina got her snacks.
What do you think Tina will do with her snacks?
Students 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.

Number of
Minutes
I. Objectives
to.
Use the pronoun that is in sentences.
Materials: Copy of the stories: Oops Bedtime Actual objects: rag, water
bottle and water
82
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. Lets 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?
c. What did Leo get?
What do you think will Leo do with the rag
C. Guided Practice
1. The class will predict the event that will happen next.
Bedtime
Jose wears his pajamas.
Dad turns off the lights.
10 minutesWhat do you think Jose will do next? Students 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 ______________.

Number of
Minutes
I. Objectives
to.
Use the pronoun that is in sentences.
Materials: Copy of the stories: The Dirty Clothes, Paolos Glass Poster of a
school activity Cue cards of role play activity scenarios
83
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?
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. Paolos 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?
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?
minutes 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 _____________________.

Number of
Minutes
I. Objectives
Answer who, what, where, when and why questions about stories listened to.
Use the pronouns this is and that is in sentences.
Materials: Copy of the stories: The Wet Floor, Bea in the Field Pictures
of objects
84
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?
Students 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.
Lets 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 lets 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
minutes 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.)
minutes 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.
85
d. A man fixing a bicycle using a screwdriver.
e. A family lying in bed, sleeping.
The kid feeding his pet parrot.
WEEK 9 Theme: My School and Friends

TARGET SKILLS :
Realize the value of trust and bravery
Appreciate the value of working together and helping each other in times of need
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
Suggeste WEEK 9 DAY 1 LESSON PLAN
d Number
of
Minutes.
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 boys 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 girls dress is dirty. - The girls dress has a hole. - The girls 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
Subject Matter: Problem-Solution
Materials: Copy of the story Up, Up and Away picture of a bird (for
unlocking)
IV. Procedure
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
86
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: Lets clap together.
Lets laugh together.
Lets wave together.
Lets 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? Lets go and run! Now lets sit down again.
Motive Question: What will the characters in the story do together?
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 were scared, said two little birdies. Just flap your wings then fly, said
Mama Bird again.
Lets 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.

number of
Minutes.
I. Objectives
listened to. Identify the problem and solution in the story listened to.
Appreciate the value of working and helping each other
Materials: picture of a log picture of a house with the following parts:
fence posts wall floor roof
87
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
Number of
Minutes.
I. Objectives
to Identify the problem and solution in the story listened to
Materials: Real object umbrella (for unlocking) A Copy of the story Is it
Raining? (See Appendix A3)
III. Procedure
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?
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.
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
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?
88
What happened in the end?

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
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 III. Procedure
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? :)
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
89
minutes 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.
minutes 1. The class will have a pair-share.
2. Each pair will take turns in naming objects by using these are or those
are.

Number of
Minutes.
I. Objective
Recognize the use of these are and those are
II. Procedure
1. The class will review the use of these are and those are.
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)
minutes 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)
WEEK 10
TARGET SKILLS :
Realize that friends help in attaining happiness
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
Number of
Minutes
90
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

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
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 didnt
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, lets find out the characters wishes.
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.
I wish I were a monkey, he said.
91
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.
I wish I were a biker, he said.
So he tried to bike.
I wish I were a skater, he said.
So he tried to skate.
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.
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 cant 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)
Number of
Minutes
I. Objectives
Answer who, what, when, where, and why questions
Identify the problem and solution in the story
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
92
15 minutes. III. Procedure
Unlock the meaning of the phrases pick some flowers, ride on your
back, Ill 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
* Ill take you there- (demonstration) ask a student where in the
school he or she wants to go then answer by saying- Ill take you there
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 thats very far. Ride on my back and Ill 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 thats very far. Ride on my back and Ill take you there. said Turtle.
Where are you going? asked Sheep.
Up the mountain to pick some flowers. said Turtle.
Oh thats very far. Ride on my back and Ill take you there. said Sheep.
Where are you going? asked Cow.
Up the mountain to pick some flowers. said Sheep.
Oh thats very far. Ride on my back and Ill take you there. said Cow.
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!
93
10 minutes. IV. Independent
Practice Ask the
following 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 page 2 (egg cracks, duckling is alone)
minutes. 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.
Duckling. No, I am not, said Turkey.
Duckling met Peacock.
Duckling. No, I am not, said
Peacock.
Duckling met Quail.
Duckling. No, I am not, said Quail.
Duckling met Goose.
Duckling. No, I am not, said Goose.
Quack! Quack!, heard Duckling.
Duckling looked and saw Mommy Duck with the other ducklings.
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.
94
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 couldnt 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.

Number of
Minutes
I. Objective
Recognize and use this is and these are in sentences

Subject Matter: This is/These are
Materials: pictures of animal/s (picture boards), bag or pouch, pictures of
animal/s (picture cards)
10 III. Activating Prior Knowledge
minutes. 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
95
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

Number of
Minutes
I. Objectives
Listen to a song that uses that is and those are
Recognize and use that is and those are in sentences

Subject Matter: that is and those are
Materials: song chart
96
20 minutes. III. Procedure
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)

Number of
Minutes
I. Objectives
Use that is and those are in sentences
Draw objects to show recognition of the use of this is and these are
Subject Matter: that is/those are
Materials: big picture board, activity sheets
97
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
98
99

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Unit 3

II. Subject Matter and Materials

10 minutes VII. Guided Practice

III. Subject Matter and Materials

IV. Objectives (Grammar)

Suggested WEEK 2 DAY 5 LESSON PLAN

II. Subject Matter and Materials

15 minutes VI. Procedure

Suggested WEEK 3 DAY 2 LESSON PLAN

5 minutes B. Presentation and Modeling (Oral Language and Listening

Suggested WEEK 3 DAY 3 LESSON PLAN

10 minutes C1. Guided Practice:

Suggested WEEK 3 DAY 5 LESSON PLAN

Theme: Me and My Family

10 minutes B. Presentation and Modeling

5 minutes IV. Procedure 1

Suggested WEEK 9 DAY 2 LESSON PLAN

Suggested WEEK 9 DAY 3 LESSON PLAN

Suggested WEEK 9 DAY 4 LESSON PLAN

Suggested WEEK 9 DAY 5 LESSON PLAN

10 minutes B. Guided Practice:

25 III. Procedure Who Has it?

Suggested WEEK 10 DAY 3 LESSON PLAN

Suggested WEEK 10 DAY 5 LESSON PLAN

Suggested WEEK 1 DAY 2 LESSON PLAN

Theme: My School and Friends

10 IV. Guided Practice

Theme: My School and Friends

Which happened last?

Suggested WEEK 4 DAY 2 LESSON PLAN

Suggested WEEK 4 DAY 3 LESSON PLAN

Suggested WEEK 3 DAY 4 LESSON PLAN

Suggested WEEK 4 DAY 4 LESSON PLAN

15 B. Presentation and Modeling

Suggested WEEK 5 DAY 4 LESSON PLAN

Picture of Effect: Mom felt happy.

Picture of Effect: The kid cried.

Picture of an effect. The girl got scared.

Suggested WEEK 7 DAY 2 LESSON PLAN

A Special Day in School

Suggested WEEK 7 DAY 5 LESSON PLAN

Motivation Question: What is your fathers or mothers work?

Suggested WEEK 8 DAY 3 LESSON PLAN

Suggested WEEK 8 DAY 4 LESSON PLAN

Suggested WEEK 8 DAY 5 LESSON PLAN

WEEK 9 Theme: My School and Friends

Suggested WEEK 9 DAY 2 LESSON PLAN

Suggested WEEK 9 DAY 4 LESSON PLAN

those are more than 1 pointing to the object

Suggested WEEK 9 DAY 5 LESSON PLAN

III. Subject Matter and Materials

This is Jose (show a picture or a puppet). His wish is to become a

Suggested WEEK 10 DAY 3 LESSON PLAN

II. Subject Matter and Materials

VII. Independent Practice

Suggested WEEK 10 DAY 3 LESSON PLAN

II. Subject Matter and Materials

Suggested WEEK 10 DAY 3 LESSON PLAN

Present pictures with words.

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