GRADE 1 Teachers Guide in ENGLISH Q4 PDF

UNIT 4
WEEK 1
Theme: My School and Friends
TARGET SKILLS :
At the end of the lesson the students should be able to:
Expressive Objective:
● Realize the importance of using polite expressions in showing respect when
communicating with others
Instructional Objectives:
● Oral language: Recognize polite expressions
● Phonological Awareness: Recognize, distinguish, and supply words that begin with
the same sound
● Listening Comprehension: Listen and share about himself/herself; Follow
directions
● Vocabulary and Grammar: Recognize that the pronoun I is used to refer to one's
self
Suggested WEEK 1 – DAY 1 LESSON PLAN
Number of
Minutes
10 I. Pre-Assessment:
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
III. Subject Matter and Materials
Subject Matter: Polite Expressions
Materials:
 Pictures (with speech balloons or thought bubbles) of situations where
good manners are shown.
 A copy of the poem Manners to be posted on the board or on a wall inside
the classroom.
● a big visible card with the word Manners on it
● List of polite expressions to be posted
√Thank you √ Welcome √Sorry √Please √May I
 A poster with these sentences. Student: May I go out? Teacher: Yes, you
may.
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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 child’s toy
Picture 4: A child saying please as he asks the teacher to open a bag of
cookies
Picture 5: An adult asking permission from the child if he can look at his
artworks (i.e. May I look at your drawing?)
What do you say when someone gives you a gift? We can say “thank
you.” In our poem today, let’s find out what we can say to others.
10 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.
That’s the way
We do what’s right.
We have manners.
We’re 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
II. Subject Matter and Materials
Subject Matter: Polite expressions; pronoun
Materials:
● written polite expressions to be posted on the board as visual cues
● cards for draw lots containing different (or two of each) polite expressions
that use the pronoun I
10 minutes III. Procedure
A. Presentation
The teacher will introduce other polite expressions that use the pronoun I
Examples:
May I go out? May I pass? May I borrow? A: Yes, you may.
15 minutes B. Modeling
Demonstrate how to use the proper polite expressions in specific situations.
The teacher may choose volunteers to demonstrate.
Examples:
When you want to drink water ,
“Teacher, may I drink?” “Yes, you may.”
When you want to go to the clinic, “Teacher, may I go to the clinic?”
“Yes, you may.”
When you accidentally hurt your classmate you must say, “I am sorry.”
15 minutes C. Guided Practice
Group the students. Assign or have each group draw a strip of paper with
polite expression from a box that they all must use in the short role play.
Example:
Groups 1 & 2 : I am sorry
Groups 3 & 4 : May I go out
Groups 5 & 6 : May I pass
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.
A. Activating Prior Knowledge
Find the meaning of the words, “ears of corn, field, cabbages, and cross.”
 (picture 1: ears of corn) Show the children a picture of ears of corn.
While pointing at it say, “These are ears of corn.”
 (picture 2: cabbages) Show the children real cabbages. While pointing at
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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?
Let’s find out what the characters tell their mom before doing something.
Have the students listen to the story which uses the phrase “May I...”
Mother May I?
One brown monkey woke up early.
He saw yellow bananas at the top of the banana plant. He
asked his mother, “Mother, may I cross the river?” “Yes, you
may.” mother said.
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...
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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)
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 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 :
Expressive Objectives:
● Realize that each person has unique abilities
● Acknowledge the happiness brought by doing things with one’s 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
5 minutes I. Pre-Assessment
Show different posters that have different actions. Ask the students to act
out the action that is shown in the pictures. Give them a worksheet with
different pictures of action words that they can color. Ask them to also
draw 3 more things that they can do.
II. Objectives
● Answer who, what, when, why questions
● Act out different action words
● Give names of friends
● Realize that each person has unique abilities
Subject Matter: Names of Friends, Actions that We can Do
Materials: posters of action words, worksheet, copy of the story,
vocabulary
IV. Procedure
5 minutes A. Activating Prior Knowledge
The teacher will unlock the following words: friend, skip, twirl.
Teacher: I have a friend. She is Chesca. (show a picture) I love to spend
time with her. We go to different places and eat together. Do you have a
friend? What is her/his name? What do you do together?
When we were small, we love to skip around the garden. (Show how to
skip.
Ask the class to follow you.)
We also loved to twirl. (Show how to twirl. Ask the class to follow
you.) What are the other things that you can do?
In our story today, let's find out the things that we can do.
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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.”
Discussion Questions:
1. What is the title of our story? (Yes, I Can!)
2. Who is the main character? (the boy)
3. What animals did the little boy meet? (frog, dog, bird, fish)
4. When did he meet the animals? (frog – Monday, dog – Tuesday, bird –
Wednesday, fish - Thursday)
4. What are the things that they can do? (jump, run, sing, swim)
5. Who did the boy meet on Friday? (friend)
6. What do you think they can do together? (skip, dance, hop, twirl, play)
7. How do you think the boy felt when he met a new friend? (happy)
* For the discussion, you can have picture cues of swim, sing, run and
jump and the pictures of the animals. The children can match the action
word to the animal. You can even ask the students to do the actions too.
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
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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.
B. Presentation and Modeling
Read the lyrics of the song. Do some actions while singing the song.
I Can!
I can jump up and down (3x) I
can, I can jump up and down.
I can sing loud and clear (3X)
I can, I can sing loud and clear
I can clap 1, 2, 3 (3X)
I can, I can clap 1, 2, 3
I can sit quietly (3X)
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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?
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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!
5 minutes IV. Guided Practice
Call some more students to do a role playing in front of the class.
S1: Can you _______, please?
S2: Okay, I will. (S2 will demonstrate the action)
20 minutes V. Independent Practice
Children will have a role playing session in small groups. Each child will
play a role of a family member.
The children may look at the picture cues to help them complete the
sentence stem to ask for help around the house: Can you _____,
please?
Pictures of: Can you wash the dishes, please? Can you cut the beans,
please?
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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
A. Activating Prior Knowledge:
Unlock the meaning of the words, “fell off, fix” fell off – demonstration,
context clues
The button of my bag fell off (teacher shows the class).
What happened to the button of my bag? What do we mean by fell off? fix –
demonstration, context clues
Uh-oh! Now, the lock of my bag is broken. I am going to bring it to the repair
shop. They can fix my bag. What do you think will they do to my bag? What
happens when you fix something? What is your favorite toy? Let’s find out
what Mateo’s toy is.
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10 B. Presentation and Modeling (Oral Language):
minutes Tell a short story about a child’s experience.
Mateo’s Toy
One day, Mateo played with his toy car.
Crack! “Oh no, the door fell off!” “It’s okay, Mateo.” father said. “I can fix it.”
The teacher will ask the following questions:
1. Who is the boy in the story?
2. What does he have?
3. What happened to his toy car?
4. How did he feel when it happened?
5. Who will fix the toy car?
6. What do you think will Mateo tell his father?
The teacher will arrange the events of the story (beginning, middle, end)
using pictures from the story.
Teacher will post pictures on the board. *picture of Mateo’s father offering to
fix his toy *car picture of Mateo playing with his toy car *picture of his
broken toy car
Teacher will arrange the pictures to show the sequence of events in the
story.
The teacher will do a think aloud.
T: Which among these pictures happened first?
What was the next thing that happened?
Which happened last?

Teacher will review the events in the story.
First, Mateo played with his toy car.
Then, the door of his toy car fell off.
“The door cannot fall off before he played with it. Perhaps, Mateo was not
being careful while playing with it.” And lastly, his father told Mateo that he
can fix his toy car. “He cannot fix the toy car if it is not yet broken. So this
should be the last.”
10 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?” Let’s try another one. Which of the two words - cab, jar - has
the same ending sound as car?”
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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. Mateo’s father got his toy car.
4. He will fix it.
T: In sentence 1, I am talking about Mateo. Mateo is a boy. In sentence 2, I
am still talking about Mateo. But this time, I did not use his name anymore.
Instead of saying his name again, I used the word “he.” I can use the word
he to replace a name of a boy. Let us look at sentence 3. Who are we
talking about? Is Mateo’s father a boy or a girl? Who are we talking about in
sentence 4? What did we replace it with?

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 Pedro’s friends, will you also let him join? Why or why
not?
Now, I have 3 pictures about the story. Let us talk about each picture.
Who would like to help me arrange the pictures in order?
Watch a classmate sequence the pictures of the events in the story. Listen
to a classmate retell the story based on the pictures (teacher-guided).
10 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.
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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, distinguish, and supply words that end with the same sound
● 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 Gina’s foot?
d. What do you think will Gina tell Karen? I have 3 pictures about the story.
Let us talk about each picture.
e. The teacher will sequence the pictures and retell the story. story.
Let us talk about each picture.
The teacher will sequence the pictures
and retell the story.
10 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.
Sarah’s Cup of Taho
Sara heard the vendor shout, “Tahooo! Tahooo!
” She got a cup of taho.
She said, “Thank you!”
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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.
Lea’s Drink
Lea wanted a drink.
She filled a glass with water. She drank it all up.
Arrange three pictures according to its beginning, middle and end.
Ask the students to retell the story using the pictures (teacher guided)
15 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.
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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.
Ana’s New Book
Ana placed her new book on the table.
She spilled her glass of water. The book got wet.
Have the students arrange three cut-out pictures (beginning, middle, end)
20 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
5 minutes I. Pre-Assessment
The teacher will ask the children to arrange a 3-picture sequence
1. spilled glass of water, boy getting a rag, boy wiping the table
2. child with a long hair, barber cutting a child’s hair, a child with short
hair
3. child eating banana, child throwing banana peel, another child
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slipping on the banana peel
II. Objectives
• Answer who, what, when, where, why questions
• Recognize the use of he and she in sentences
• Appreciate what one can do in a community/barangay
• Recognize, distinguish, and supply words that end with the same sound
Subject Matter: 1. Listening comprehension 2. Pronouns he and she
Materials: 1. pictures for sequencing 2. word cards for unlocking
5 minutes IV. Procedure
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.
15 V. Guided Practice
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
• Appreciate what one can do in the community/barangay
Subject Matter: Pronouns he and she
Materials: teacher’s drawing of what she eats at a fiesta paper and coloring
materials
10 III. Procedure
minutes A. Activating Prior Knowledge
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 teacher’s drawing of what
she ate at a fiesta.
2. The teacher will ask the children to listen to a classmate telling about what
the teacher ate at the fiesta. “The teacher ate ____at the fiesta.”
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
• Answer who, what, when, where, why questions
• Appreciate what one can do in the community/barangay
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, let’s find out what these words mean.”
Kite - Teacher will show a picture of or an actual kite. This is called a “kite”. I
play with this when the wind is strong.
Ladder - Teacher will show a picture of or an actual ladder. One day, my kite
went on top of a tree. I got a ladder to get the kite. This is called a “ladder”.
Heard - When I was on top of the tree, I heard a bird say “tweet! tweet!”
(Teacher will cup her ears) What do I mean when I say heard?
After, the teacher will use the story “Paco and Lisa at the Fiesta” to name
the things that the characters ate. Last time, Paco and Lisa went to a fiesta.
This time, they will go to a playground. What do you usually do in a
playground? What will Lisa and Paco do in the playground?
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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: teacher’s 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
• Recognize, distinguish, and supply words that end with the same sound
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 puppet’s stomach area is a strip of paper which can be unfolded in
three parts.
2. Food items will be posted on the board.
“Choose the food items on the board that you will eat for breakfast, lunch,
and dinner.”
3. The teacher will ask the students to draw the food items in the correct
order on the unfolded strip of paper. First fold is for breakfast, second fold
for lunch and third fold for dinner.
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
10 I. Pre-Assessment:
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:
● Answer who, what, when, where, why questions
● 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. Teacher’s
book fell on the floor. Her student picked up the book. Who can show teacher
how to pick up the book?
 served – (demonstration) Show the class how to serve. It was Kate’s
birthday. She served juice and pansit to her friends in school. Can you help
serve this food to your classmates?
● warm – (realia) Bring 2 glasses of water, one warm and one cold. She also
served warm water for coffee. Which glass has warm water?
10 B. Presentation:
minutes Teacher: What do you like to do in your barangay? In our story today, let’s
find out what the children will do in their barangay.
Read a story about a barangay clean-up.
CLEAN_UP DAY!
POSTER (in a text box)
What: Clean-up Day
Where: Barangay Sikatuna
When: Sunday, 7:00 am
“Look Fely! The clean-up is about to start,” said Karim.
“Let’s call our friends!” Fely answered.
“Did you bring the things we need?” Karim and Fely asked.
“I have a dustpan,” said Nasim.
“I have a broomstick,” said Wally.
“I have a pail,” said Tim.
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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
66
(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: Let’s look at the 3 pictures (causes) here in this column. What do
you think will happen? Match the picture to show what will happen.
Pictures of Causes: Pictures of Effects:
1. Rey is washing his hands. 1. His hands became clean.
2. Rey’s bike ran over a nail. 2. His bike got a flat tire.
3. Rey studied for the test. 3. He got a high score in the test.
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
67
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 Narim’s. This dustpan is his.
We use his when the owner is a boy. We use hers when the owner is a girl.
Now, let’s try the others.
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 Wally’s. 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 Nico’s. 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.
68
head - show what he or she owns tail - answer teacher’s 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?
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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
10 A. Activating Prior Knowledge
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 Pima’s. Whose
pencil is this?
Answer: This pencil is hers.
Call some more students to tell about who owns the objects using the
pronouns his and hers. This can be done in a game. Play the music.
Tell the students to pass the ball around and whoever holds it when the
music stops, will be the one to answer.
Sentence stem (posted on the board):
This _________ is __________. This _________ is his/hers.
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 teacher’s chalk 3x. This is the teacher’s chalk. Whose chalk is
this?
This is the mailman’s bag 3x This is the mailman’s bag Whose bag is this?
This is the baker’s hat 3x This is the baker’s hat Whose hat is this?
This is the janitor’s mop 3x This is the janitor’s mop Whose mop is this?
This is the gardener’s tool 3x This is the gardener’s tool Whose tool is
this? *Teacher may add more community helpers and their objects.
Show the different objects that each community helper owns. Do a think
aloud.
Teacher: Whose chalk is this? This chalk is hers.
Whose bag is this? This bag is his.
When do we use his? When do we use hers?
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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: carpenter’s hammer laundrywoman’s basin
clown’s wig magician’s wand butcher’s knife farmer’s plow fisherman’s
net musician’s guitar singer’s microphone pianist’s piano judge’s gavel
guard’s whistle painter’s brush architect’s ruler garbage man’s truck
VI. Post Assessment
Show pictures of people and the things that they own. Ask the students to
sort the pictures into two groups and post them on the board (his and
hers). Examples of Pictures:
His
- James Yap: ball, jersey, towel
- Pres. Aquino: pen, paper
Hers
- Lea Salonga: microphone, dress, lipstick
Dora: map, bag, pet
Examples of questions:
Teacher: Whose ball is this? Student: This ball is his.
Teacher: Whose dress is this? Student: This dress is hers.
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
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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. Let’s look what is on my
list.
3. Teacher will read each word on her market list.
4. The class will repeat the words the teacher will read.
5. Teacher will get the vegetable she named and put it inside her basket.
6. When all vegetables are in the basket, the teacher will check if she was
able to get everything on her market list. (This is done to see if students
remember the words introduced.)
Motivation Question: If you were to make your own market list, what would
be in your list?
Motive Question: What were the things the characters bought in the
market?
1. The class will listen to the teacher read a story about a trip to the market.
A Trip to the Market
Tiktilaok! “Wake up, Obet! It’s Sunday. Time to go to the market!”, Lola
Remi said. Obet got a basket and walked to the market with Lola Remi.
“Hmmm.... Which of these will we buy?” Obet and Lola Remi looked at their
market list.
THINGS TO BUY: squash eggplant cabbage tomato onion
Did we get everything we need?”, Lola Remi asked.
“Yes, we did!”, Obet answered.
“Time to go home!”, they said.
2. The teacher will ask the following ●Where did Lola Remi go to?
● Who went to the market with Lola? ●When did Lola Remi and Obet go to
the market?
● Why did Lola Remi and Obet go to the market?
● What were they going to buy in the market?
● When was the last time you went to the market?
● What were the things you bought at the market?
What other things can we buy from the
market? We can buy a can of milk from the
market. Let What sounds can you hear in the
word “can”? First, I can hear the sound /c/.
Can you say the sound /c/?
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Next, I can hear the sound /a/. Can you say the sound /a/?
Last, I can hear the sound /n/. Can you say the sound /n/?
Let us say the sounds again. /c/, /a/, /n/
Let us clap with each sound that we hear /c/, /a/, /n/ How many sounds did
we make? That’s right! We made 3 sounds! /c/, /a/, /n/
How about the following words? Other examples: pot, rag, pen
3. Let’s go back to the story “A Trip to the Market”. Teacher will post pictures
on the board.
4. Teacher will ask students to talk about the pictures she posted.
5. Teacher will arrange the pictures to show the sequence of events in the
story.
Picture 1: Obet and Lola Remi went to the market.
Picture 2: Obet and Lola Remi got food items from the market.
Picture 3: Obet and Lola Remi went home
6. The class will watch and listen to the teacher do a think aloud.
T: Which among these pictures would be the next thing that would happen to
Lola Remi and Obet?
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
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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 I’m so excited! I wish it’s already Tuesday! ”
2. Teacher will ask the following questions:
● Who went to the market?
● What did Obet and Lolo Jun buy in the market?
● Why is Obet excited? ●When is the special school day?
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.
77
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 can’t wait for my birthday!
● Teacher can ask the following questions to check if students understand
the word presented: ●Why am I excited? ●When does a child get excited?
Motivation Questions: Have you ever made a toy? If you were to make a
toy, what toy would you make?
Motive Question: What toy did the character make in the story?
1. The class will listen to the teacher read a story about a flying toy.
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A Flying Toy
“I need to go to the market, Tatay, said Obet.
We have a special art activity tomorrow”.
Tatay Rudy went with Obet to the market.
They went to Mang Larry’s store.
“May I help you?, Mang Larry asked.
Tatay Rudy gave the list to Mang Larry.
THINGS TO BUY:
long stick white string red paper small glue black pen
Mang Larry put all the things inside the bag.
Next day, the class used the things for their art activity.
“We’re all excited!” cheered the students.
15 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 one’s 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)
10 minutes IV. Procedure
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 father’s or mother’s work?

10 Motive Question: In the story, we will find out what the character’s 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 carpenter’s tools.
80
The Carpenter
Dan saw Mang Manny building something.
“What are you building, Mang Manny?” asked Dan.
“I am making a chair.”
“Wow, that’s exciting. I see you have many tools.”
“What is that you’re holding?”
“This is my hammer.”
“How about that one?”
“That is a saw.”
“And that?”
“This is my measuring tape.”
“That’s a lot of tools! ”
“I’m almost done, Dan. Can you help me keep my
tools?” “Sure”, said Dan.
They put all the tools in the box.
But the box fell on the floor.
“Crash! ”
Post-Reading Activity:
1. The teacher will show three pictures of scenes in the story and will
arrange them from the first to the last event as the students watch.
First Event: Dan asked about the tools.
Second Event: Dan helped Mang Manny keep his tools.
Third Event: The box of tools fell.
2. The teacher will ask this question: The box of tools fell. What do you
think will Dan do with the tools?
Number of
Minutes
I. Objectives
● Answer who, what, where, when and why questions about stories
listened to.
● Predict events that will happen next based on situations or stories.
● Use the pronoun this is in sentences.
Materials: ●Copy of the stories The Santol Tree, Hannah’s Fruit Juice
Snack Time
●A box of objects (pencil, shoes, sharpener, eraser, book, umbrella, etc.)
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.
81
3. The teacher will ask the following questions:
a. What is the title of the story?
b. Who are the characters in the story?
c. What did Ben get?
d. What do you think will Ben do with the stick?
Option 1: He will get the leaves that fell from the tree using the stick.
Option 2: He will get the Santol fruit using the stick.
Option 3: He will hit the animal lying on the branch of the tree with a stick.
15 minutes IV. Guided Practice
1.The class will predict the events that will happen next on the following
short stories:
A.
Hanna’s Fruit Juice
Hanna sliced the orange.
She squeezed the fruit.
What will she do with the juice?
Student’s Answer: _________________________________________.
B.
Snack Time
“It’s recess time”, Teacher Lea said.
Tina got her snacks.
What do you think Tina will do with her snacks?
Student’s Answer: ________________________.
15 minutes 2. Teacher will explain the rules of a short game about the use of pronoun
“this is” The students will form a big circle. Music about snack time will be
played. While the music plays, students will pass around a box shaped like
a “lunch box” with objects inside. When the music stops, the child who
holds the lunch box will get one object and complete the phrase:
This is a/an __________. This can be used for _______________.
Ex. This is a pencil. It can be used for writing.

Number of
Minutes
I. Objectives
 Answer who, what, where, when and why questions about stories listened
to.
 Predict events that will happen next based on situations or stories.
 Use the pronoun that is in sentences.
Materials: ●Copy of the stories: Oops ●Bedtime Actual objects: rag, water
bottle and water
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The teacher will unlock the words using actual object and demonstration:
 spilled- Sab tripped on the leg of a table. The glass of milk on top of the
table spilled. (Demonstrate a glass of milk spilling on a table) “What does
spilled mean?”
 rag- Sab got a rag and wiped the mik on the table. (Show an actual rag)
“What do we use a rag for?”The teacher will say the word rag. “Listen to
the word rag.” “ Let’s try to listen to the sounds of the word rag”
“The first sound that I hear is /r/.”
“I also hear the sound /a/.”
“The last sound that I hear is /g/.”
Give the students other examples and ask them the sounds they hear
from the words. Ex: bat, bug, cat, dog, fan, hen, mug, man
The teacher will ask “What will Leo use a rag for?”
1.The class will listen to the teacher read a short story about an accident:
Oops
The water spilled on the table.
Leo got a rag.
What do you think Leo will do with the rag?
2. The teacher will ask the following questions:
a. What is the title of the story?
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? Student’s Answer: ____________.
15 minutes 2. Teacher will explain an activity about the use of the pronoun “that is”
The teacher will tell an example of a sentence pointing to an object inside the
classroom. Students will tell own examples.
Ex.: That is a cabinet. That can be used for storing or keeping books.
That is a/an _______________. That can be used for ______________.

Number of
Minutes
I. Objectives
to.
●Predict events that will happen next based on situations or stories.
●Use the pronoun that is in sentences.
Materials: ●Copy of the stories: The Dirty Clothes, Paolo’s 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. Paolo’s Glass
Paolo was holding the glass.
He suddenly dropped the glass.
What do you think will happen to the glass?
The teacher will ask the following questions: a. What is the title of the story?
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.
●Predict events that will happen next based on situations or stories.
●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?
Student’s Answer: _________________________________
B. Bea in the Field
Bea was walking in the field.
It suddenly rained.
What do you think will happen to Bea?
The teacher will ask the students, “What happened to the floor?”
“The floor was wet.”
“Let’s listen to the word wet.”
“What sounds can you hear from the word wet?” /w/, /e/, /t/
The teacher will do an activity on breaking down words into individual
phonemes. The teacher will say a word. She/he will say a sound. If the sound
can be heard from the word, the students will repeat the sound, if not, they will
say the word NO. In the end, they will repeat all the sounds of the word.
For example:
In the word lap: Can you hear the sound /l/? - /l/ Can you hear the sound /e/? -
NO Can you hear the sound /a/?- /a/ Can you hear the sound /b/?- NO Can
you hear the sound /p/?- /p/ “Now let’s repeat all the sounds of the word lap.” -
/l/ /a/ /p/. The teacher will give other words. Ex. bus, cap, hat, lap, man, nap,
net, pet
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 boy’s bike is old. -The boy fell down from the bike. - The boy is tired.
b. picture of a girl who slipped on the floor
- The girl slipped on the floor. - The girl is running. - The floor is wet.
c. picture of a dog that fell in a pit
- The dog is small. - The pit is big. - The dog fell in the pit.
d. picture of a torn dress
- The girl’s dress is dirty. - The girl’s dress has a hole. - The girl’s dress is short.
e. picture of a car with a flat tire
-The car is brand new. - The car is color red. - The car has a flat tire.
II. Objectives
● Answer who, what, where, when and why questions about stories listened to
● Recognize the problem and solution in the story listened to
● Realize the value of trust and bravery
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: Let’s clap together.
Let’s laugh together.
Let’s wave together.
Let’s sit together.
What else can we do together?
Let us listen to the word “sit”. Can sit become “run?”
If I change the end sound “t” to “n” sit will become.... sin!
If I change the middle sound “i” to “u”, sin will become... sun!
If I change the beginning sound “s” to “r”, sun will become... run!
“Sit” is now... “run”! :)
Can we also run together? Let’s go and run! Now let’s sit down again.
Motive Question: What will the characters in the story do together?
1. The class will listen to the teacher read a story about two little birdies.
Up, Up and Away!
Written by Nati A. Santos and Dinna Santos-Polo Illustrated By: Ananias
“Dondon” Grajo III
Mama! Mama! Can we fly?” asked two little birdies.
“Sure! Flap your wings then fly.” said Mama Bird
“You go first.” said the first little birdie.
“No, you go first,” said the second little birdie. “Just flap your wings then fly,”
said Mama Bird again.
“But we’re scared,” said two little birdies. “Just flap your wings then fly,” said
Mama Bird again.
“Let’s fly together,” they said.
And two little birdies tried to fly.
2.The class will listen to the teacher fill in the story frame
Title: ____________________
Characters: ______________picture of characters
Wanted: ___________ (name of characters)
Problem: __________picture of the problem
Solution: ___________picture of the solution
3.Teacher will review the story using the story frame
T: The two little birdies wanted to fly but they were scared so they flew
together.

number of
Minutes.
I. Objectives
 Answer who, what, where, when and why questions about stories
listened to. ●Identify the problem and solution in the story listened to.
 Appreciate the value of working and helping each other
Materials: ● picture of a log ●picture of a house with the following parts:
fence √posts √wall f√loor √roof
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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?
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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
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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 didn’t
see that the floor was wet. He suddenly fell down! (demo) Good thing
he did not hit his head on the floor. I rushed to him and helped him stand
up again.
(show a picture of children skating) The children can skate very well.
(demo how to skate) Let us pretend that we will skate. (ask the class to
follow)
This is Jose (show a picture or a puppet). His wish is to become a

teacher when he grows up. (wish → something that you want to happen)
What do you wish to become?
In our story today, let’s find out the character’s wishes.
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.
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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 can’t do what the
others can do.) *Post picture of problem
5. So what did he do (solution)? (He became happy with what he is.)
*Post picture of solution
10 minutes. VI. Independent Practice
Give an oslo paper to each student. Ask the students to fold the paper
into two. On one side of the paper, ask the students to draw their wish.
On the opposite side, ask them to draw a solution on how their wish can
come true. (Ex. drawing of a child who want to get a perfect score in the
test → drawing of a child who will study hard for the test)
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”, “I’ll take you there”
* “pick some flowers”- show a picture of a person who will “pick
some flowers”. Ask the children if it is right to pick flowers anywhere.
* “ride on my back”- (demonstration) ask one of the children to
“ride on my back” and walk from one side to the other side of the
classroom
* “I’ll take you there”- (demonstration) ask a student where in the
school he or she wants to go then answer by saying- “I’ll take you there”
Read the story “Up the Mountain”
Written by Nati A. Santos and Dinna Santos-Polo
Illustrated By: Ananias “Dondon” Grajo III
One day Snail met Duck.
“Where are you going?” asked Duck.
“Up the mountain to pick some flowers.” said Snail.
“Oh that’s very far. Ride on my back and I’ll take you there.” said Duck.
And they went up the mountain.
“Where are you going?” asked Turtle.
“Up the mountain to pick some flowers.” said Duck.
“Oh that’s very far. Ride on my back and I’ll take you there.” said Turtle.
“Where are you going?” asked Sheep.
“Up the mountain to pick some flowers.” said Turtle.
“Oh that’s very far. Ride on my back and I’ll take you there.” said Sheep.
“Where are you going?” asked Cow.
“Up the mountain to pick some flowers.” said Sheep.
“Oh that’s very far. Ride on my back and I’ll take you there.” said Cow.
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
1. What is the title of the story?
a. The Duck and the Ducklings
b. Are You My Mother?
c. The Sad Duck
2. Who is the main character?
a. a duckling
b. a duck
c. a family
3.What is the problem?
a. Duckling cannot swim.
b. Duckling is sad.
c. Duckling couldn’t find his mother.
4. So what did Duckling do?
a. He learned to swim.
b. He looked for friends.
c. He looked for his mother.
5.What happened in the end?
a. He swam happily with his mother and the other ducklings.
b. He swam on his own.
c. He swam with the goose.

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 4

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 father’s or mother’s 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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