January 24, 2012 English

Tuesday 7:35 8:45

I. Objectives: A. Skills 1. Give the meaning of new words through pictures, actions and realia. 2. Show enjoyment in listening to a poem. 3. Answer specific questions about the poem listened to. 4. Respond to the poem through the following engagement activities: Group 1: Draw pictures of the animals in the poem. Group 2: Arranging pictures as they happened in the poem. Group 3: Imitating Animals Movements Group 4: Act out portions of the poem you like best. 5. Use the ing form of the verb with the correct time expressions showing present time. 6. Arrange events from a selection listened to/read. 7. Write a paragraph observing indentions, capitalization and punctuation mark. B. Strategies 1. Read aloud 2. Questioning 3. Sequencing C. Value/s Love for Animals II. Subject Matter A. Poem: The Monkeys and the Crocodile B. Comprehension Skills/Strategies: Answer specific questions, sequencing events. C. Language Structure: Use the ing form of the verb with the correct time expressions showing present time. D. Deciphering and Decoding: Arranging events from a selection listened to/read. E. Writing: Write a paragraph observing indentions, capitalizations, and punctuation mark. F. Reference/s: PELC Speaking 6.3.2 p.7 Reading 8.1 p.7 G. Materials: Picture of monkey and crocodile, flashcards, charts, cut-outs III. Learning Activities A. Discovering the Magic of Reading (DMR) 1. Pre-reading 1.1 Motivation and Building Background a. Ask: Do you have pets at home? What is your pet? What does your pet do? Showing the picture of a monkey and a crocodile, say. Do you like monkey? How about a crocodile? Why? b. Introduce the poem. Display the picture, point to the title explaining that these words are called the title and that title is the name of the poem. Talk about the title and ask the pupils to predict what the poem might be about. Ask: Would you really want to know what the poem is about? I read you the poem. But these are some words which may be new or which you may not understand. 2.2 Unlocking of New/Difficult Words Present the words through pictures and gestures. 1. little 2. swinging 3. teasing 4. weeping 5. swallow

2.3 Motive Question Present the picture of the monkey and the crocodile. Ask: What questions about the poem come to mind when you see this picture? Expected Questions: - Who are the characters in the poem? - Where is Uncle crocodile? B. Constructing Meaning (CM) 2. Active Reading 2.1 First Reading (The teacher recites the poem without interruptions) 2.2 Second Reading (The teacher reads the poem together with the pupils, ask questions to help pupils predict and monitor their comprehension.) The Monkeys and the Crocodile 3. Post Reading 3.1 Lead the class to answer the motive questions. 3.2 Divide the class into 4 groups and give each group an activity. The discussion of the story follows and the small group activities are presented as the discussion goes on. Engagement 1 Engagement 2 (Small Group Activities) (Discussion of the Story) Group 1: Draw pictures of animals in the story. - What is the poem about? Color the monkey black and the crocodile - Who are the characters in the green. poem? - Group 1 will present to us their drawing. Group 2: Arranging pictures as they happened - What are the monkeys doing? in the poem. - Where is Uncle crocodile? - What is Uncle crocodile doing? - What happened in the last stanza? - Group 2 will present us the arranging of pictures as they happened in the story. Group 3: Imitating animal movement - What do the five monkeys play? The monkey and the Crocodile are the - How do they move? characters in the story. Show how they move. - How about the crocodile? - The Group 3 will show the movements of animal. Group 4: The five little monkeys swinging - How many monkeys swinging from from a tree. Swinging high, swinging low. a tree? - How did they swing? - Lets watch the presentation of Group 4.

January 25, 2012 English C. Developing English Language Competencies (DELC) 1. Preparatory Activities 1.1 Review -s form of the verb. 1.2 Motivation Teacher will do some actions. Ask: What am I doing? Erasing the writings on the board. 2. Lesson Proper 2.1 Presentation Read these sentences. 1. One little monkey is swinging on the tree. 2. One little monkey is teasing Uncle crocodile. 3. The crocodile says, I am eating one little monkey.

Wednesday 7:35 8:45

1. Five little monkeys are swinging on the tree. 2. Five little monkeys are teasing Uncle crocodile. 3. Four little monkeys are crying to each other.

2.2 Comprehension check-up 1. In column No. 1, what is the little monkey doing? 2. What is the little monkey doing to Uncle crocodile? 3. What is the crocodile doing to one little monkey? 4. In column 2, No. 1, What are the five little monkeys doing? 5. What are the five little monkeys doing to Uncle crocodile? 6. What are the four little monkeys doing to each other? 2.3 Discussion/Analysis - What are the verbs used in the sentences? -How are they formed? -What action is shown by verbs formed like these? 2.4 Oral Practice The teacher will show pictures and the pupils tell what each one is doing. 3. Generalization When do we use the ing form of the verb? 4. Practice Exercises a. Guided Practice Call one pupils at a time to act out any of the following actions and ask the class to tell what someone is doing. eating writing dancing praying jumping walking singing crawling swaying clapping planting taking

b. Independent Practice The teacher will group the class into four.

Group 1 - Write the ing form of the verbs in parenthesis to complete the sentences. (work) 1. My other classmates are ____ in the library. (look) 2. They are ____ for stories about our heroes. (read) 3. Amy is _____ a book entitled Great Men of Our Country. (help) 4. Miss Castor is _____ us in our work. (tell) 5. She is _____ us to look at the encyclopedia. Group 2 - Study the picture and answer the questions. a. What is the dog doing? b. What is the man doing> c. Is the carabao working? d. Are the children eating? e. Whats the mouse doing? Group 3 - Match the word with pictures. playing riding in a bicycle praying harvesting listening Group 4 Write five sentences using the -ing form of the verb. 5. Application Write the ing form of the following verb and use it in a sentence0-. 1. write 2. read 3. dance 4. play 5. sleep 6. Evaluation Direction: Use the correct form of the action words in the sentences. Look at the word inside the parenthesis. Ex: Allan is flying a kite. (fly) 1. My parents are _____ television. (watch) 2. Bing is _____ a book. (read) 3. The girls are _____ now. (swim) 4. Jade and Shane are _____ her mother in the house. (help) 5. The children are _____ the national anthem. (sing) 7. Assignment Use the following in a sentence. 1. cleaning 2. eating 3. writing 4. riding 5. dancing

January 26, 2012 English D. Deciphering and Decoding Strategies and Skills (DDSS) 1. Preparatory Activities 1.1 Drill Reading words (The teacher will show the flashcards.) 1.2 Checking of Assignment 1.3 Review Read the paragraph and give the main idea.

Thursday 7:35 8:45

Animals travel in different ways. Birds fly, Rabbits and kangaroos hop. Ducks waddles. Fish swim. 2. Lesson Proper 2.1 Presentation Jose Rizal was born in Calamba, Laguna on June 19, 1861. He learned the alphabet at the age of three. He could read the Bible in Spanish when he was five years old. He wrote a poem addressed to the Filipino youth when he was eight years old. He told them to love their country. He became a great writer and doctor. _____ Rizal became a great writer and doctor. _____ Rizal was born on June 19, 1861. _____ Rizal could read the Bible at the age of three. _____ Rizal wrote a poem addressed to the Filipino youth. 2.2 Discussion/Analysis - What can you notice in each sentence? Is it arranged in order? Why? - Which of these sentences happened first? Second? Third and Fourth? 2.3 Generalization How do we arrange an event from a selection listened to/read? 2.4 Practice Exercises a. Guided Practice The pictures show the things a pupil does before going to school. Number each picture from 1-4 based on what you do in the morning. Write the numbers on the blank. b. Independent Practice The Teacher will group the pupils into four. Read the short story aloud. Then arrange the sentences in correct sequence. Number them in the correct order. Group 1: A big truck came to the house. Three men got out. They took a big box of the truck. They carried it into the house. _____ The men carried the box into the house. _____ A big truck came to the house. _____ Three men got out of the truck. _____ The men took a big box out of the truck.

Group 2 Arrange the events to make a short story. a. The telephone rang as she placed the food on the table. b. A cat leaped on the table and took the food away. c. Maryjane took the fried chicken from the pan and placed it on the plate. d. When she returned, Maryjane found the empty plate on the table. Group 3: One day Pepito asked his mother if he could go to the river with his friends. His mother told him to be back before sunset to chop firewood. Pepito and his friends had such a good time that he forgot what his mother said. He went home late. That night the family ate supper late. _____ a. Pepito and his friends enjoyed swimming. _____ b. Pepito asked his mother permission. _____ c. Pepito and his friends went the river. _____ d. Pepito went home late. _____e. Pepito fogot what his mother said. Group 4: Are the sentences written correctly. Arrange them in order by writing number 1-5. _____ 1. The ant was gathering food. _____ 2. The rain came. _____ 3. The grasshopper asked the ant to play with him. _____ 4. The grasshopper had nothing to eat. _____ 5. The ant was working very hard. 2.5 Application Direction: Read the selection. Then arrange the events as they happened in the story. Number them 1-5. Alfred got up early. He brought the goats to the field. He went to feed the pigs. Eric, Victor and Martin came. They all went to play basketball. _____ He went to feed the pigs. _____ Eric, Victor and Martin came. _____ Alfred got up early. _____ He brought the goats to the field. _____ They all went to play basketball. 2.6 Writing Activities Write a paragraph observing indentions, capitalization and punctuation mark. 2.7 Evaluation Direction: Arrange the sentences in correct order. Number them 1-5. It was early in the morning. Father put on his shirt. He had a towel around his neck. He wore rubber shoes. Father was going to jog. _____ He had a towel around his neck. _____ It was very early in the morning. _____ He wore rubber shoes. _____ Father was going to jog. _____ Father put on his shirt. 2.8 Assignment Read the sentences then arrange these events in sequence. _____ There of the boys waded in the river. _____ Some boys took their carabaos to the river. _____ The three boys fell into a hole in the river. _____ Cipriano Rolleta was drowned. _____ Cipriano Rolleta saved the three boys.

January 27, 2012 English E. Differentiated Activities (DELC) 1. Preparatory Activities 1.1 Checking of Assignment 1.2 Review When do we use the ing verbs? Do the action words end the same way? What is added to each verb?

Friday 7:35 8:45

Group 1: Oral Work with the Teacher. A. Use the correct action word in each of the following sentence. Choose the correct answer from the box. washing erasing taking watering cleaning going

1. The women are _____ clothes. 2. Marie is _____ the black board. 3. The mother cat is _____ the kitten. 4. The girls are ____ the chairs. 5. The boys are _____ the plants. Seatwork 1: Copy the paragraph. Give the correct ing form of the verbs in parenthesis. Ronald is (put) away his toys now. He is (place) them in the toy cabinet. Our younger brothers are (try) to get the toys. I am (stop) them from doing so. Ronald and I are (make) sure that the room is clean before mother comes. Group 2: Oral Work with the Teacher. . Answer each question with a complete sentence. 1. What is your mother doing now? 2. What are your classmates doing? 3. What are the birds doing up in the tree? 4. What is the teacher doing? 5. What is the street cleaner doing now? Seatwork 2: Use the correct form of the action words in the sentences. Look at the word inside the parenthesis. 1. Camille is _____ a kite. (fly) 2. My brothers are ____ music. (listen) 3. The girls are _____ now. (dance) 4. Karl is _____ on the crib. (sleep) 5. Ana is _____ a book. (read) Group 3: Oral Work with the Teacher. A. Draw a picture that shows the following ing form of the verb. 1. climbing 6. cleaning 2. writing 7. watching

3. talking 4. running 5. planting

8. eating 9. watering 10. drinking

Seatwork 3: Write the ing form of the verbs in the parenthesis to complete the sentences. (write) 1. Im _____ now. (make) 2. Lito and Ana are _____ an album. (cut) 3. Ana is _____ the cardboard for its cover. (draw) 4. Rona is ____ a picture of a volcano. (use) 5. She is ____ water color in her drawing. Group 4: Oral Work with the Teacher. A. Use the following in a sentence. 1. cooking 2. playing 3. washing 4. crawling 5. listening Seatwork 4: Write the ing form of these verbs. 1. dance 6. smile 2. close 7. use 3. drive 8. carve 4. remove 9. take 5. recite 10. serve

Differentiated Activities (DDSS) Group 1 Read the paragraph then show the proper order of fathers work everyday. Number the sentences from 1 to 5. _____ a. He punches in his time card. _____ b. He punches out his time card. _____ c. He gets the key to the truck. _____ d. He delivers the drinks to the store. _____ e. he returns to the factory. Group 2 Arrange the events to make a short story. a. The telephone rang as she placed the food on the table. b. A cat leaped on the table and took the food away. c. Maryjane took the fried chicken from the pan and placed it on the plate. d. When she returned, Maryjane found the empty plate on the table. Read the selection very carefully. At the end of each selection is a list of events. Arrange the events in the correct order as they happen, using numbers 1 to 5. Group 3 _____ a. She asked the pupils to follow them _____ b. The class of Mrs. Cabral performed an experiment. _____ c. The pupils observed and recorded their observations. _____ d. Some girls brought the materials to be used in their experiment. _____ e. Mrs. Cabral told them what to do. Group 4 One day Pepito asked his mother if he could go to the river with his friends. His mother told him to be back before sunset to chop firewood. Pepito and his friends had such a good time that he forgot what his mother said. He went home late. That night the family ate supper late.

_____ a. Pepito and his friends enjoyed swimming. _____ b. Pepito asked his mother permission. _____ c. Pepito and his friends went the river. _____ d. Pepito went home late. _____e. Pepito fogot what his mother said. Differentiated Activities (DDSS) Group 1 Arrange the events in order. Number your paper from 1-5. _____ Mother hangs the clothes. _____ Mother irons the clothes. _____ Mother washes the clothes. _____ Mother keeps them in the closet. _____ Mother folds the clothes. Group 2 Read the selection. Arrange the events as they happened in the story. Use the number 1-5. Sonias baby sister was sick. Sonia cooked rice. She cleaned the house. Then she swept the yard. her mother gave her two pesos. Sonia went to a store. She bought some biscuits. She fed her baby sister. _____ a. She cleaned the house. _____ b. She fed her baby sister. _____ c. Sonia cooked rice. _____ d. Sonia swept the yard. _____ e. She bought biscuits. Group 3 Are the sentences written correctly. Arrange them in order by writing number 1-5. _____ 1. The ant was gathering food. _____ 2. The rain came. _____ 3. The grasshopper asked the ant to play with him. _____ 4. The grasshopper had nothing to eat. _____ 5. The ant was working very hard. Group 4 Read the paragraph carefully. Then arrange the sentences below in correct order. Use numbers 1-5. Karen is collecting different kinds of leaves. Then, she presses the leaves between the pages of an old book. She waits until the leaves are dry. Then she pastes them in her album. She writes the names of her collection nicely. _____ _____ _____ _____ _____ Then she presses the leaves between the pages of an old book. She writes the name of the leaves nicely. Karen is collecting different kinds of leaves. She pastes them in her album. She waits until the leaves are dry.

I. Objectives: A. Skills 1. Give the meaning of new words through context clues and pictures. 2. Show enjoyment in listening to a story. 3. Answer Specific questions about the story listened to. 4. Respond to the story through the following engagement activities: Group I Illustrating the main character in the story. Group II Imitating the animals mentioned in the story. Group III Acting out a portion of the story. Group IV Creating a slogan about the lesson learned from the story. 5. Form the past form of some regular verbs. 6. Distinguish big ideas from small ideas. 7. Write the correct spelling of the past form of some regular verbs. B. Strategies 1. Reading Aloud 2. Answering Questions 3. Group Activity C. Values: Be Industrious II. Subject Matter A. Story: The Little Red Hen and the Grain of Palay B. Comprehensive Skills: Answering specific questions about the story listened to. C. Language Structure: Forming the past form of some regular verbs. D. Deciphering and Decoding: Distinguishing big ideas from small ideas. E. Writing: Writing the correct spelling of the past form of some regular verbs. References: PELC English For You and Me 3 F. Materials: charts, flashcards, pictures III. Learning Activities A. DMR Discovering the Magic of Reading 1. Pre reading 1.1 Motivation

Show pictures of hen, dog, pig and duck Given a chance to be one of these animals, who would you like to be? Why? 1.2 Unlocking Difficulties Unlock the meaning of the words through pictures and context clues. Grain (picture) Harvest (picture) Rice Mill (picture/context clues) Grounded (context clues) 1.3 Motive Question Who are the three friends of mother hen? Among her friends, who helped mother hen? B. Constructing Meaning 2. Active Reading 2.1 First Reading of the Story (The teacher will read the story without any interruption) 2.2 Second Reading of the Story (The teacher will read aloud the story. Ask questions to monitor the pupils comprehension and enable them to make predictions.) The Little Red Hen and the Grain of Palay Ask: What is the first event that happened? What comes next? What happened last? 3. Post Reading 3.1 Answer motive question and other comprehensive question. 3.2 Engagement Activity Engagement 1 (Small Group Activity) Group I Draw the Mother Hen Group II Imitate the animal friends of mother hen. Engagement 2 (Discussion of the Story What can you say about the mother hen? What character traits did she posses in the story? Why did you say so? Who are the friends of mother hen? What can you say about them? Did anyone of them help mother hen in planting the palay? Harvesting the palay? Baking the cake? What character traits do they show in the story? What is the response of mother hens friends when she asked who wants to help her in planting palay? Harvesting palay? Baking cake? After Baking the cake mother hen asked her friends again who wants to help her to eat the cake, what is the response of her friends? Did she gave her friends a cake? What have you learned from the story? Among the characters in the story, whom do you like to be?

Group III Act out the conversation of mother hen and her animal friends when mother hen asked her friends who wants to help her.

Group IV Create a slogan about the story you learned from the story.

C. DELC Developing English Language Competencies 1. Preparatory Activities 1.1 Drill Here are some words. Let us read the following words correctly. (show the words using flash cards) walking smiling loving talking cooking waiting 1.2 Review Underline the ing form of the verb in the following sentences. 1. Maria is cleaning the house while Allan is watering the plants. 2. The children are listening to their teacher. 3. The dog is barking. 4. The baby is crying because she was hungry. 5. Josephine is writing on her notebook. 2. Lesson Proper 2.1 Presentation Let the pupils read the story The Little Red Hen and the Grain of Palay 2.2 Comprehension Check-up When mother hen found a grain of palay, what was the first thing she did? (Mother Hen asked the dog, pig, and duck if they will help her plant the palay.) When no one wanted to help her, what did she do? (She planted the palay.) When the palay was ready to harvest, what did the mother hen do? (She harvested the palay and brought them to the rice mill.) When the palay was grounded into rice, what did the mother hen bake? (mother hen baked a cake.) 2.3 Discussion/Analysis - Let the pupils read the underlined words. - What are the underlined words in the sentence? - What are the last two letters of asked? Planted? harvested? Baked? Say, children, actions that end with d/ed tells that the action is done in the past. Let us see how are we doing to form the past form of some regular verbs. (Present another set of words) Present Past Present A B C dance danced walked like liked call close closed dream Past D walked called dreamed

Let the pupils read the words. Look at the words in Column A and C, when was the action done? Now look at the words in Column A, what are their last letters? (e) When we change the words in column A to its past form, what letter did we add at the end of the word? (d) Look at the words in column C, what are their last letters? (k ,l, m)

When we change the words in column C to its past form, what letters did we add at the end of the word? (-ed)

2.4 Generalization How do we form the past form of some regular verbs? 2.5 Practice Exercise: A. Guided Practice Change the verb inside the parenthesis to its past form to complete the sentence: (visit) (plant) (submit) (laugh) (scold) 1. President Arroyo _____ the prisoners in Muntinlupa. 2. The farmers _____ the crops early this morning. 3. Lina ____ her project yesterday. 4. She ____ loudly thats why her teacher 5. _____ her.