English Grade 1 (q3-q4)

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?Suggested WEEK 1 – DAY 4 LESSON PLANNumber ofMinutes I. Objectives: ● Use the polite expression May I... ● Use the pronoun I in polite expressions 48

II. Subject Matter and Materials Subject Matter: Using “May I” and the pronoun I in polite expressions Materials: ● Written descriptions and objects for the game Mother, May I Cross the River? ●picture clues for independent practice5 minutes III. Procedure A. Modeling Teacher will demonstrate the game, which used the phrase “May I...”15 minutes B. Guided Practice The teacher will ask the students to use the polite expression “May I...” through the game Mother, May I Cross the River? 1. Have the students stand side by side (Teacher can bring the class outside for more space.) 2. At the count of three, make them ask, “Mother may I cross the river?” 3. Answer by saying, “Yes, you may, only if you have _________.” 4. Fill in the blank with any characteristic or object the students are wearing. Examples: “Yes, you may, only if you have a school ID.” “Yes, you may, only if you have short hair.” “Yes, you may, only if you have eye glasses.” (You may write these descriptions and objects on pieces of paper that you can then turn into a lottery. Pick one every round.) 1. Have those students who fit the description or have the given object move one step forward. 2. Repeat asking and answering until someone gets to the finish line or has moved a specific number of steps.15 minutes C. Independent Practice Have the children use the polite expression May I in specific situations. Give the class situations and ask them what they have to say. You may use picture clues to help them. You want to drink water. May I drink water? You have to go to the bathroom. May I go to the bathroom? You want to go to the clinic. May I go to the clinic? You want to ask for a paper. May I have a paper? You want to draw (in your notebook). May I draw (in my notebook)?Suggested WEEK 1 – DAY 5 LESSON PLANNumber ofMinutes I. Objectives: ● Use the phrase “May I” to ask permission ● Use the pronoun I in sentences II. Subject Matter and Materials Subject Matter: Polite Expressions; Pronoun I Materials for class art activity: ● Written sentence stem to be posted on the board ○ “May I have a/some _____________.”35 minutes III. Procedure Post Assessment  As an assignment, ask the children to make a Home Collage about their school and friends.  Prepare the materials (ex. glue, paper, crayons, etc) 49

 Let the students ask permission to get the materials they need for the art activity by using this sentence. “May I have a/some _____________?” Example: “May I have some crayons?” “May I have a paper?”WEEK 2Theme: My School and FriendsTARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objectives: ● Realize that each person has unique abilities ● Acknowledge the happiness brought by doing things with one’s friends Instructional Objectives: ● Oral language: Use simple greetings and polite expressions  Phonological Awareness: Recognize, distinguish and supply words that begin with the same sound ● Listening Comprehension: Find similarities between character and oneself ● Vocabulary and Grammar: Recognize, identify and use the pronouns I and you with simple action words in sentencesSuggested WEEK 2 – DAY 1 LESSON PLANNumber ofMinutes5 minutes I. Pre-Assessment Show different posters that have different actions. Ask the students to act out the action that is shown in the pictures. Give them a worksheet with different pictures of action words that they can color. Ask them to also draw 3 more things that they can do. II. Objectives ● Answer who, what, when, why questions ● Act out different action words ● Give names of friends ● Realize that each person has unique abilities III. Subject Matter and Materials Subject Matter: Names of Friends, Actions that We can Do Materials: posters of action words, worksheet, copy of the story, vocabulary5 minutes IV. Procedure A. Activating Prior Knowledge The teacher will unlock the following words: friend, skip, twirl. Teacher: I have a friend. She is Chesca. (show a picture) I love to spend time with her. We go to different places and eat together. Do you have a friend? What is her/his name? What do you do together? When we were small, we love to skip around the garden. (Show how to skip. Ask the class to follow you.) We also loved to twirl. (Show how to twirl. Ask the class to follow you.) What are the other things that you can do? In our story today, let's find out the things that we can do. 50

30 B. Presentation and Modelingminutes Tell the story “Yes, I can!” Yes, I Can! On Monday, the boy met a frog.Suggested The frog said, “I can jump. Can you jump?” TheNumber of boy said, “I can jump, too!”Minutes 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. WEEK 2 – DAY 2 LESSON PLAN I. Objectives ● Ask and answer questions about the story ● Recognize the pronouns I and you in sentences (grammar) II. Subject Matter and Materials Subject Matter: Names of Friends, Actions that We can Do Materials: copy of the story, pictures, vocabulary strips 51

III. Procedure5 minutes. A. Activating Prior Knowledge25minutes Unlock the following words/phrases: perform tricks, take a bow, cheer, march. Teacher: (Show a puppet) This puppet is name. He can march. (demo) Can you also march? (Ask students to march). He can also perform tricks. He can do magic. (pretend to do magic). After he performs tricks, he will take a bow (demo). Can you also take a bow? (ask the class to do the same) We can also cheer for him for a job well done. (demo) Let us cheer for him. What are the things you I Can, You Can I can draw. You can paint. can do? In our story today, I can sing. You can dance. I can play the drums. You can march. let's find out what the I can act. You can perform tricks. You can smile. You can clap. You can characters can also do. cheer. And now, we can take a bow. B. Presentation / Modeling Tell the story, “I Can, You Can”. Discussion Questions: 1. What can they do? (draw, paint, sing, dance, etc.) 2. What do you think the children are doing in the story? (They are having a program.)10 IV. Guided Practiceminutes 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 WEEK 2 – DAY 3 LESSON PLANNumber ofMinutes I. Objectives ● Share about oneself and others ● Use the pronouns I and you II. Subject Matter and Materials Subject Matter: Pronouns I and You, Things that We Can Do Materials: copy of the song, CD of the song, flashcards of action words15 III. Procedureminutes. 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) 52

10 I can, I can sit quietlyminutes Call a student and ask the students to listen to your dialogue. Teacher: I can jump. You can jump, too.15 Student: (jumps)minutes Student: I can sing. You can sing, too. Teacher: (sings) IV. Guided Practice The teacher will call more pairs of students to come in front to say the sentence stems. Student 1: I can _______. You can _____ too. Student 2: I can _______. You can _____ too. Ask the students to do the actions as they say the sentences. V. Independent Practice There will be a Pair-Share Class activity. Each pair will be given a flash card of an action word (picture). They must be able to complete the sentence stems. Student 1: I can _______. Student 2: You can _____ too. They can exchange cards with the other pairs after.Suggested WEEK 2 – DAY 4 LESSON PLANNumber ofMinutes I. Objectives ● Tell about what oneself and what others can do ● Recognize, distinguish and supply words that begin with the same sound ● Use the pronouns I and you (grammar) II. Subject Matter and Materials Subject Matter: Pronouns I and You Materials: pictures of action words, poster10 III. Guided Practiceminutes The teacher will give examples about words with the same beginning sound. Teacher: Think of what you and another person can do. Example: I can sing. You can buy books. The word sing begins with the sound /s/ Everybody repeat: /s/ Can you think of another word that begins with the same sound to add to your sentence? I can s ing a s ong . Sing and song both begin with the sound /s/ The word buy begins with the sound /b/ Everybody repeat: /b/ Can you think of another word that begins with the same sound to add to your sentence? You can b uy b ooks . Buy and books both begin with the sound /b/ Can you think of your own examples? 53

30 IV. Post Assessmentminutes 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 WEEK 2 – DAY 5 LESSON PLANNumber ofMinutes I. Objectives ● Use the sentence stem “Can you __please?” when asking for help ● Use the pronouns I and you II. Subject Matter and Materials Subject Matter: Pronouns I and You, Polite Expressions Materials: pictures, manila paper15 minutes III. Procedure A. Presentation and Modeling There will be role playing in class. Show some activities that are difficult to do. You may call some students to act out the following actions: ● having a hard time to open the jar ● trying to tie the shoelaces ● reaching the book on top of the shelf Teacher: Sometimes, we have a hard time on doing things. We can ask help from others by saying: “Can you _____, please?” Student 1 can say: “Can you open the jar, please?“ Student 2 can say: “Can you tie my shoelaces, please?” Student 3 can say: “Can you reach the book, please?” (Ask the students to repeat what they can say.) Teacher: After asking for help, what can we say? Student: Thank you!5 minutes IV. Guided Practice20 minutes 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) V. Independent Practice Children will have a role playing session in small groups. Each child will play a role of a family member. The children may look at the picture cues to help them complete the sentence stem to ask for help around the house: Can you _____, please? Pictures of: Can you wash the dishes, please? Can you cut the beans, please? 54

Can you sweep the floor, please? Can you set the table, please? Can you feed the dog, please? Can you peel the bananas, please? Can you hang the clothes, please?WEEK 3Theme: My School and FriendsTARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objectives: ● Realize the importance of handling own toy properly ● Realize the importance of saying “sorry” Instructional Objectives: ● Oral language: Listen and respond to the stories of others ● Phonological Awareness: Recognize, distinguish, and supply words that end with the same sound ● Listening Comprehension: Sequence events in the text listened to (beginning, middle, end); Making inferences ● Vocabulary and Grammar: Recognize, identify and use pronouns I and you in sentences Suggested WEEK 1 – DAY 1 LESSON PLAN Number of Minutes 5 minutes I. Pre-Assessment: The teacher will ask the students to arrange three cut-out pictures (beginning, middle, end) child waking up, child eating breakfast, child riding a bus to school mother buying vegetables from the market, mother cooking, mother serving food cracking egg, chick coming out of cracked egg, chick trying to fly II. Objectives: ● Recognize the beginning, middle and end of the story ● Recognize, distinguish, and supply words that end with the same sound ● Recognize the use of the pronoun he in replacing names of boys III. Subject Matter and Materials Subject Matter: beginning, middle, end pronoun he Materials: picture cards5 minutes IV. Procedure A. Activating Prior Knowledge: Unlock the meaning of the words, “fell off, fix” fell off – demonstration, context clues The button of my bag fell off (teacher shows the class). What happened to the button of my bag? What do we mean by fell off? fix – demonstration, context clues Uh-oh! Now, the lock of my bag is broken. I am going to bring it to the repair shop. They can fix my bag. What do you think will they do to my bag? What happens when you fix something? What is your favorite toy? Let’s find out what Mateo’s toy is. 55

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?10 Which happened last?minutes 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.” C. Independent Practice: The teacher will ask the students, “Have you ever experienced breaking your toy, like Mateo? Draw what happened. (The teacher can give a worksheet or she/he may just ask the students to draw the pictures in their notebook.) Box 1: What are you playing with? Box 2: What happened to your toy? Box 3: Who helped fix your toy? The teacher will ask the students: “What toy did the father fix in the story?” “car”- The teacher will repeat saying the word car. “What sound can your hear at the end of the word car?” “Now I will say two words, - bar, cat -. What word has the same ending sound as car?” Let’s try another one. Which of the two words - cab, jar - has the same ending sound as car?” 56

10 D. Presentation (Grammar):minutes The teacher will replace the name of a boy using the pronoun he ex. 1. Mateo played with his toy. 2. He broke the toy. 3. 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?Suggested WEEK 4 – DAY 2 LESSON PLANNumber ofMinutes I. Objectives: ● To arrange the beginning, middle and end of a story ● To use the pronoun he to replace names of boys II. Subject Matter and Materials Subject Matter: Recognizing the beginning, middle, end and identifying and using the pronoun he Materials: picture cards for sequencing10 III. Procedureminutes A. Guided Practice: Listen to a short story with a beginning, middle and end - Pedro and his Friends Pedro and His Friends Ask the following questions about the short story: Pedro saw his friends playing  Who did Pedro see? patintero. “May I join the game?”  What were they doing? Pedro asked. “Yes, you may,”  What did Pedro ask them? said his friends.  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 Practiceminutes Listen to a short story with a beginning, middle and end - Paolo Arrange the three pictures according to its beginning middle and end 1. Paolo looking at his friends playing 2. Paolo asking his friends if he could play 3. Paolo playing with his friends Retell the story using the pictures (teacher-guided)5 minutes C. Modeling (Grammar) The teacher will replace the name of a boy with the pronoun he ex. Pedro joined the game. He joined the game. 57

5 minutes D. Guided Practice As a student to replace the name of boy with the pronoun he ex. Paolo threw the wrapper into the trashcan. He threw the wrapper into the trashcan.10 E. Independent Practiceminutes. 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.Suggested WEEK 4 – DAY 3 LESSON PLANNumber ofMinutes I. Objectives: ● Arrange the pictures according to the beginning, middle and end of the story ● Recognize, distinguish, and supply words that end with the same sound ● Recognize the use of the pronoun she to replace names of girls II. Subject Matter and Materials Subject Matter: beginning, middle and end of the story pronoun she Materials: picture cards15 III. Procedureminutes 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, andminutes 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!” 58

The teacher will ask the students to watch a classmate arrange the pictures of the events in the story. The teacher will ask the students to listen to a classmate retell the story. (Teacher guided)She is eating. Where did Sarah put the taho? cup What is the ending sound of the word cup? /p/ Alright, listen to the words that I am going to say- bus, cat, and tap. Which word has the same ending sound as cup? - tap The teacher will do an activity on ending sounds. The teacher will divide the class into groups and give each group a flag. The students in each group may take turns in answering. Each student will raise the flag if the pair of words stated have the same ending sound. Example: hat - cat, tap - pat, fan - ranSuggested WEEK 3 – DAY 4 LESSON PLANNumber ofMinutes I. Objectives: ● Arrange three pictures according to its beginning, middle and end ● Use the pronoun she to replace names of girls II. Subject Matter and Materials Subject Matter: Sequencing events in the text listened to (beginning, middle, end); Making inferences pronoun she Materials: picture cards15 III. Procedureminutes 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 Practiceminutes (Oral Language and Listening Comprehension) Ask the students to listen to a short story with beginning, middle and end. Bella Makes a Sandwich Bella made an egg sandwich. She shared it with her sister. “Thank you!” said her sister. Picking Up the Trash Paolo saw a candy wrapper on the ground. He picked it up. He threw it into the trashcan. The teacher will ask the students to arrange three pictures according to its beginning, middle and end. 59

10 C. Independent Practice (Grammar): minutes Ask the students to look at pictures of famous people. Ask the students to stand up when the person shown is a girl. Have the students identify if the pronoun she can be used to replace the name of the person. Ask the students to listen to teacher/classmate use the pronoun she to tell about some pictures. Suggested WEEK 3 – DAY 5 LESSON PLAN Number of Minutes I. Objectives: ● Arrange three pictures according to its beginning, middle and end ● Use the pronouns he or she in sentences II. Subject Matter and Materials Subject Matter: beginning, middle and end pronouns he or she Materials: picture cards, picture of a boy/girl 20 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 4Theme: My School and FriendsTARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objectives: ● Appreciate what one does with friends ● Appreciate what one can do in the community/barangay Instructional Objectives: ● Oral language: Listen and respond to the stories of others ● Phonological Awareness: Recognize, distinguish, and supply words that end with the same sound ● Listening Comprehension: Sequence events in the text listened to (beginning, middle, end); Make inferences ● Vocabulary and Grammar: Discriminate and use pronouns he and she in sentences Suggested WEEK 4 – DAY 1 LESSON PLAN 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 60

slipping on the banana peel II. Objectives • Answer who, what, when, where, why questions • Recognize the use of he and she in sentences • Appreciate what one can do in a community/barangay • Recognize, distinguish, and supply words that end with the same sound III. Subject Matter and Materials Subject Matter: 1. Listening comprehension 2. Pronouns he and she Materials: 1. pictures for sequencing 2. word cards for unlocking5 minutes IV. Procedure A. Activating Prior Knowledge The teacher will help the students unlock the word fiesta. Teacher will show a picture of a fiesta being celebrated in a barangay. Can you tell me about this picture? What is happening in the picture? What do you usually eat in Fiestas? Let us find out in the story: What will Paco and Lisa eat at the fiesta?15 B. Presentation and Modelingminutes 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 Practiceminutes 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, etcSuggested WEEK 4 – DAY 2 LESSON PLANNumber ofMinutes 61

I. Objectives • Share about others’ experiences • Use pronouns he or she in sentences • Appreciate what one can do in the community/barangay10 II. Subject Matter and Materialsminutes Subject Matter: Pronouns he and she15 Materials: teacher’s drawing of what she eats at a fiesta paper and coloringminutes materials III. Procedure 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. B. Presentation and Modeling 1.The teacher will ask the children to look at the teacher’s drawing of what she ate at a fiesta. 2.The teacher will ask the children to listen to a classmate telling about what the teacher ate at the fiesta. “The teacher ate ____at the fiesta.”15 V. Guided Practiceminutes 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.Suggested WEEK 4 – DAY 3 LESSON PLANNumber ofMinutes I. Objectives • Answer who, what, when, where, why questions • Recognize the use of he and she in sentences • Appreciate what one can do in the community/barangay II. Subject Matter and Materials Subject Matter: Pronouns he and she Materials: 1. Strips of words: kite, ladder, and heard 2. pictures of what the character did in the story of “Paco and Lisa at the Playground”10 III. Procedureminutes A. Activating Prior Knowledge 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? 62

15 B. Presentation and Modelingminutes The teacher will ask the students to listen to the story of “Paco and Lisa at the Playground.”15 Paco and Lisa at the Playgroundminutes 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. V. Guided Practice Teacher will show/post pictures of activities which were done in the story, 1. The teacher will ask the students to sort the pictures showing what the characters did in the story. (e.g., went up the ladder, etc) 2. The teacher will ask the students to tell what the characters did using the pronouns he and she “He /She ____________.Suggested WEEK 4 – DAY 4 LESSON PLANNumber ofMinutes I. Objectives • Share about others’ experiences • Recognize the use of he and she in sentences • Appreciate what one can do with friends10 II. Subject Matter and Materialsminutes Subject Matter: pronouns he and she Materials: teacher’s drawing of what she did in the playground paper and coloring materials III. Procedure A. Activating Prior Knowledge The teacher will ask the children to draw what they do at the playground.15 B. Presentation and Modelingminutes The teacher will ask the children to look at what she did at the playground. A student will volunteer to demonstrate the following script: T: She/He __________________ at the playground. S: She/He __________________ at the playground.15 V. Guided Practiceminutes 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 _____.Suggested WEEK 4 – DAY 5 LESSON PLANNumber ofMinutes 63

I. Objectives • Tell about others’ experiences in the correct sequence. • Recognize the use of he and she in sentences • Realize the importance of eating three meals a day • Recognize, distinguish, and supply words that end with the same sound II. Subject Matter and Materials Subject Matter: 1. sequencing of events 2. pronouns he and she Materials: 1. strips of words for unlocking; breakfast, lunch, dinner 2. paper puppet of a boy or girl 3. pictures of food items for breakfast, lunch, and dinner5 minutes III. Procedure A. Activating Prior Knowledge The teacher will unlock the words breakfast, lunch, and dinner. These are my meals for the day - breakfast , lunch and dinner . Which one is my meal in the morning? Which one is my meal at noon or midday? Which one is my meal at night time?15 B. Presentation and Modelingminutes 1. The teacher will ask the students to pick a puppet of a girl or a boy. On the puppet’s stomach area is a strip of paper which can be unfolded in three parts. 2. Food items will be posted on the board. “Choose the food items on the board that you will eat for breakfast, lunch, and dinner.” 3. The teacher will ask the students to draw the food items in the correct order on the unfolded strip of paper. First fold is for breakfast, second fold for lunch and third fold for dinner.15 IV. Post Assessmentminutes 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. bedWEEK 5Theme: My School and FriendsTARGET SKILLS: At the end of the lesson the students should be able to: Expressive Objectives: ● Realize the importance of cleaning the environment ● Feel the joy of helping each other Instructional Objectives: ● Oral language: Identify cause and effect relationships ● Phonological Awareness: Recognize, distinguish, and supply words that have the same middle sound 64

● Listening Comprehension: Identify cause and effect relationships● Vocabulary and Grammar: Use the pronouns his and hers in sentencesSuggested WEEK 5 – DAY 1 LESSON PLANNumber ofMinutes10 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 III. Subject Matter and Materials Subject Matter: WH questions Materials: poster, rag, book, food, 2 glasses of water (warm and cold), story book, vocabulary strips10 IV. Procedureminutes. 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. 65

“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?Suggested WEEK 5 – DAY 2 LESSON PLANNumber ofMinutes I. Objectives: ● Recognize cause and effect relationships ● Identify effects using pictures II. Subject Matter and Materials 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. Presentationminutes. 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. Modelingminutes. 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).15 V. Guided Practiceminutes Give more pictures and post them on the board. Ask some students to try toexplain what is happening in the picture. Ask help from selected students toidentify the effect of each picture (cause) shown.Teacher: Let’s look at the 3 pictures (causes) here in this column. What doyou 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.Suggested WEEK 5 – DAY 3 LESSON PLANNumber ofMinutesI. Objective:● Identify effects using picturesII. Subject Matter and MaterialsSubject Matter: effectsMaterials: activity sheets, picture cards20 III. Independent Practiceminutes 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-Assessmentminutes Give each student an activity sheet. Let them match the effect to the causeby 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.Suggested WEEK 5 – DAY 4 LESSON PLANNumber ofMinutes 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 pictures10 III. Presentationminutes 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

10 word rag. You also hear the sound /a/ in the middle of the word sack. I willminutes 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, I15 want you to stand up straight. If I say a word that does not have the sameminutes 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) IV. Modeling Use the pronouns his and hers to refer to the owner of the things. Q: Whose dustpan is this? A: This dustpan is Narim’s. This dustpan is his. We use his when the owner is a boy. We use hers when the owner is a girl. Now, let’s try the others. V. Guided Practice Let the children answer the question, “Whose ____ is this?” for the other things used for cleaning. Q: Whose broomstick * is this? A: This broomstick is Wally’s. This broomstick is his. *pail, rag, sack5 minutes VI. Home Work Ask each student to bring something that they own for the next day.Suggested WEEK 5 – DAY 5 LESSON PLANNumber ofMinutes I. Objectives: ● Tell about self and others ● Use the pronouns his and hers in sentences II. Subject Matter and Materials Subject Matter: Materials: different objects from the house or school, bottle (for the spin the bottle game)5 minutes III. Modeling Ask a student to lend you his or her homework (a thing brought from home). Share about what the student owns by using the pronouns his or hers. Q: Whose toy is this? A: This toy is hers.10 IV. Guided Practiceminutes 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 Activityminutes 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 questionT: Whose ____________ is that? A: That ______________ is his/hers.WEEK 6Theme: My School and FriendsTARGET SKILLS: At the end of the lesson the students should be able to: Expressive Objectives: ● Realize the importance of plants ● Feel the joy in taking care of plants ● Appreciate the people in the community Instructional Objectives: ● Oral language: Identify cause and effect relationships ● Phonological Awareness: Recognize, distinguish, and supply words that have the same middle sound ● Listening Comprehension: Identify cause and effect relationships ● Vocabulary and Grammar: Use the pronouns his and hers in sentencesSuggested WEEK 6 – DAY 1 LESSON PLANNumber ofMinutes5 minutes. I. Pre-Assessment Give the worksheet to the students and ask them to match the 3 sets of pictures to show the cause and effect relationships, by cutting and pasting the correct picture of effect to the cause. (in pictures) 1. stranger in the house → the dog will bark 2. hot sun → ice cream will melt 3. children performing → audience will clap II. Objective ● Answer who, what, where and why questions ● Feel the joy of taking care of plants ● Realize the importance of plants III. Subject Matter and Materials Subject Matter: WH questions Materials: copy of the story, vocabulary strips, pictures5 minutes. IV. Procedure A. Activating Prior Knowledge The teacher will unlock the following words: seeds sprout, shine. T: These are seeds (show actual seeds). Do you know what these seeds are? (mongo) Have you seen seeds? What usually happens when you put them in soil? The seeds can sprout or grow (show a picture of seeds that sprout). We also need the sun to help the plant grow. The sun will shine or give out bright light. Do you know other things that can shine? Motivation: Have you ever been to a garden? What can you see in a garden? 69

30 Motive: In our poem today, let's find out what we can see in a garden.minutes. B. Presentation and Modeling Read the poem, “My Garden”. Actions may be added. My Garden This is my garden, I'll plant it with care, Here are the seeds I'll plant in there, The sun will shine, The rain will fall, The seeds will sprout and grow up tall. Discussion Questions: 1.What is the title of the poem? (My Garden) 2.Who owns the garden? (Ben) 2.What are seen in the garden? (plants) 3.Why do you think the plants grew? (because he took care of them) 4.How did he take care of the plants? (water them, let them out in the sunshine, etc.) 5. Why do you think plants are important? (Picture cues may also be provided to help the child answer the last question.) Enrichment Activity: There may be a planting activity after discussing the poem.Suggested WEEK 6 – DAY 2 LESSON PLANNumber ofMinutes I. Objectives ● Recite the poem10 ● Recognize and identify causes using the picturesminutes. ● Recognize, distinguish, and supply words that have the same middle30 soundminutes. II. Subject Matter and Materials Subject Matter: Cause and Effect Relationships Materials: pictures, vocabulary strips III. Procedure A. Activating Prior Knowledge B. Presentation / Modeling Show a picture or a plant (or show an actual plant). Do a think aloud. Why did the plant grow? The plant grew because she/he took care of it. IV. Guided Practice Teacher: Why else do you think did the plant grow? Call some students to pick the pictures that helped the plant grow. (pictures of a. watering the plant, b. stepping on the plant, c. putting it under the sun, d. drawing the plant) Discuss the reasons why the plant grew. Activity for Phonological Awareness: Where can we put a plant? I have 3 pictures here and I want you to choose the correct picture. This is a pot. This is a pan. This is a cup. Where do we usually put our plants? (in a pot) The word pot has a middle sound /o/, p-/o/-t. Can you repeat after me? /o/ I will show you some more pictures and we will name the pictures. You will choose the picture that has the same middle sound /o/, just like in the 70

Suggested word pot. (show pictures of hot, hat, hit) Which among the pictures hasNumber of the same middle sound /o/? Can you name the word? (hot)Minutes 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 hand30 will get the chance to answer first. All members of the group will be ableminutes. 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). WEEK 6 – DAY 3 LESSON PLAN I. Objective ● Identify the cause among the choices II. Subject Matter and Materials Subject Matter: Cause and Effect relationships Materials: worksheets, pictures III. Independent Practice 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: → The hat got blown away. a. It was a windy day. It was a sunny day. The boy was inside the room. → She is now clean. b. She took a bath. 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

10 IV. Post Assessmentminutes. 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 WEEK 6 – DAY 4 LESSON PLANNumber ofMinutes I. Objectives ● Recite the poem30 ● Use the pronouns his and hers in sentences (grammar)minutes. II. Subject Matter and Materials Subject Matter: Pronouns His and Hers Materials: copy of the poem, manila paper, pictures, ball III. Procedure (Grammar) A. Activating Prior Knowledge B. Presentation and Modeling Ask the students to recite the poem, “My Garden”. Show the pictures of Ben's garden and sunflower plant. Teacher: This garden is Ben's. This garden is his. This sunflower plant is Ben's. This sunflower plant is his. Show a picture of Bea, a friend of Ben. Show the pictures of Bea's garden and rose plant. Teacher: This garden is Bea's. This garden is hers. This rose plant is Bea's. This rose plant is hers. Who owns this garden? (pointing to Ben's garden) → Ben Is Ben a boy or a girl? → a boy What did we say instead of saying it is Ben's? → his We use his when a boy owns something. Who owns this garden? (pointing to Bea's garden) → Bea Is Bea a boy or a girl? → a girl What did we say instead of saying it is Bea's? → hers We use hers when 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 WEEK 6 – DAY 5 LESSON PLANNumber ofMinutes I. Objectives ● Use the pronouns his and hers in sentences15 ● Appreciate the people in the communityminutes. II. Subject Matter and Materials Subject Matter: Pronouns His and Hers Materials: copy of the song, CD of the song, vocabulary strips, pictures III. Procedure A. Activating Prior Knowledge The teacher will unlock the following words: tool, mop, baker, mailman. The teacher will show a picture of a gardener's tool. This is a tool. Who do you think uses this? What other tools do you know? (Show a picture of a mop/a real mop) This is a mop. We use this to clean the floor. Can someone try to use the mop? (call a student to show how this is used) (Show a picture of a baker) This is a baker. This is a person who makes bread and cakes. Have you seen a baker? Where can you find him/her? (Show a picture of a mailman) This is a mailman. This is a person who delivers and collects letters. What does he usually carry? B. Presentation and Modeling Read the lyrics of the song “Whose is this?” Actions may be added. Whose Is This? This is the teacher’s chalk 3x. This is the teacher’s chalk. Whose chalk is this? This is the mailman’s bag 3x This is the mailman’s bag Whose bag is this? This is the baker’s hat 3x This is the baker’s hat Whose hat is this? This is the janitor’s mop 3x This is the janitor’s mop Whose mop is this? This is the gardener’s tool 3x This is the gardener’s tool Whose tool is this? *Teacher may add more community helpers and their objects. Show the different objects that each community helper owns. Do a think aloud. Teacher: Whose chalk is this? This chalk is hers. Whose bag is this? This bag is his. When do we use his? When do we use hers? 73

5 IV. Guided Practiceminutes. Call some students to ask and answer the question: “Whose ___is this?”20 V. Independent Practiceminutes. 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 7Theme: My School and FriendsTARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objectives: ● Realize that children can ask help from the elders or adults ● Recognize the importance of stores/markets in providing us with our daily needs Instructional Objectives: ● Oral language: Predict the next event based on the story ● Phonological Awareness: Recognize that words can be broken down into individual phonemes ● Listening Comprehension: Predict the next event based on the story ● Vocabulary and Grammar: Recognize, identify and use the pronoun it in sentences Suggested WEEK 7 – DAY 1 LESSON PLAN Number of Minutes. 10 I. Pre-assessment minutes 1. Teacher will give each student a worksheet. T: Write your names on your worksheet. Look at the first two pictures. Choose the event that you think will happen next. Color the event that you think will happen next. 2. Students will submit their work to the teacher. II. Objectives ● Answer who, what, where, when and why questions about stories listened to ● Recognize that words can be broken down into individual phonemes ● Recognize and use the pronoun it in sentences 74

III. Subject Matter and Materials Subject Matter: WH questions pronoun it Materials: Worksheet – Predicting Outcomes ●Real objects (for unlocking) ● Copy of the story “A Trip to the Market”15 IV. Procedureminutes. A. Activating Prior Knowledge 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? B. Presentation and Modeling 1. The class will listen to the teacher read a story about a trip to the market. A Trip to the Market Tiktilaok! “Wake up, Obet! It’s Sunday. Time to go to the market!”, Lola Remi said. Obet got a basket and walked to the market with Lola Remi. “Hmmm.... Which of these will we buy?” Obet and Lola Remi looked at their market list. THINGS TO BUY: squash eggplant cabbage tomato onion Did we get everything we need?”, Lola Remi asked. “Yes, we did!”, Obet answered. “Time to go home!”, they said. 2. The teacher will ask the following ●Where did Lola Remi go to? ● Who went to the market with Lola? ●When did Lola Remi and Obet go to the market? ● Why did Lola Remi and Obet go to the market? ● What were they going to buy in the market? ● When was the last time you went to the market? ● What were the things you bought at the market? What other things can we buy from the market? We can buy a can of milk from the market. Let What sounds can you hear in the word “can”? First, I can hear the sound /c/. Can you say the sound /c/? 75

15 Next, I can hear the sound /a/. Can you say the sound /a/?minutes. Last, I can hear the sound /n/. Can you say the sound /n/? Let us say the sounds again. /c/, /a/, /n/ Let us clap with each sound that we hear /c/, /a/, /n/ How many sounds did we make? That’s right! We made 3 sounds! /c/, /a/, /n/ How about the following words? Other examples: pot, rag, pen 3.Let’s go back to the story “A Trip to the Market”. Teacher will post pictures on the board. 4.Teacher will ask students to talk about the pictures she posted. 5.Teacher will arrange the pictures to show the sequence of events in the story. Picture 1: Obet and Lola Remi went to the market. Picture 2: Obet and Lola Remi got food items from the market. Picture 3: Obet and Lola Remi went home 6.The class will watch and listen to the teacher do a think aloud. T: Which among these pictures would be the next thing that would happen to Lola Remi and Obet? 7.Teacher will choose the correct picture and post it after the 3rd event. 8. Teacher will review the events in the story. First, Obet and Lola Remi _____________________. Second, Obet and Lola Remi __________________. Then Obet and Lola Remi ____________________. And Lastly, Obet and Lola Remi _______________. Grammar Presentation 1.Teacher will present the different food items the characters bought in the market. 2. The class will listen to the teacher talk about the food items. T: The squash is big. It is big. In my first sentence, I used the word squash. Did you hear me use it in my second sentence? (expected answer: no) What word did I use instead of squash? (expected answer: it) Modeling 1.Teacher will present the other food items the characters bought in the market. 2. Teacher will talk about each food item. 3. Teacher will call a student to replace the naming word with the pronoun it. T: The eggplant is violet. S: It is violet. T: The cabbage is green. S: It is green. T: The tomato is red. S: It is red. T: The onion is white. S: It is white.Suggested WEEK 7 – DAY 2 LESSON PLANNumber ofMinutes. I. Objectives ●Answer who, what, where and why questions about the story listened to ● Identify the event that will happen based on the story listened to ● Replace the naming word with the pronoun it 76

20 II. Subject Matter and Materialsminutes. Materials: • Real objects ●bread ●hotdog ●catsup ●picture of a vendor • Copy of the story “A Special Day in School” III. Procedure A. Activating Prior Knowledge 1. Teacher will present a bag of groceries to the class. 2. Teacher will pretend that she went to the grocery and bought some items. 3. Teacher will introduce the items that she bought.  bread ●hotdog ●catsup (Note: As the teacher introduces each item, the phonemes or individual sounds in each word will be discussed.) 4.The class will repeat the words the teacher introduced (ex. b - r - ea -d bread) 5. Teacher will introduce other words through pictures, context clues and demonstration. T: I bought these items from a vendor. (Teacher will present a picture of a vendor.) What does a vendor do? T: I am excited to go home and prepare my snack. (Teacher will demonstrate how it is to be excited.) Why am I excited? When you are excited to you like or dislike what you will be doing? What is something you are excited to do? 6. Teacher will ask students to repeat the words she introduced. Motivation Questions: Have you ever had a special day in school? Why was it a special day in school? Motive Question: What will the character do on his special day in school? B. Presentation and Modeling 1. The class will listen to the teacher read a story about a special school day.10 A Special Day in Schoolminutes. On Tuesday, we will make something special”, Teacher Ara said.10 Obet asked Lolo Jun to go with him to the market.minutes. 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? IV. Guided Practice 1. Teacher will post pictures of events in the story. 2. Teacher will call a student to arrange the events in the story. 3. Teacher will post 3 pictures. 4. Student will choose which among the pictures would be the next event. 5. Student will post the picture after the 3rd event. Student will review the events in the story. First, ______. Second,________.Then, _______. And Lastly, _______. V. Independent Practice (Grammar) 1. Teacher will present several sentences: Example: The bread is soft. 2. Students will replace the naming word with the pronoun it. Example: It is soft. 77

Suggested WEEK 7 – DAY 3 LESSON PLANNumber ofMinutes. I. Objectives ● Share about own experience15 ● Use the pronoun it in sentencesminutes. II. Subject Matter and Materials Materials: Pictures of items for the “school market”10 III. Procedureminutes. GRAMMAR A. Presentation and Modeling15 1. Teacher will post items on the board. The items are things that studentsminutes. can buy from the school market. 2. Teacher will pick an item from the school market.Suggested 3. Teacher will talk about the item she picked using the pronoun it.Number of T: The pechay is green It is green.Minutes. IV. Guided Practice 1. Teacher will call a student.25 2. Student will pick an item from the school market.minutes. 3. Student will talk about the item he picked using the pronoun it. S: The mango is yellow. It is yellow. V. Independent Practice 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. WEEK 7 – DAY 4 LESSON PLAN I. Objectives ● Answer who, what, where, when and why questions about the story listened to. ● Identify the event that will happen next based on the story listened to. ● Use the pronoun it in sentences. II. Subject Matter and Materials Materials: Real objects ● string ●stick copy of the story : A Flying Toy” (See Appendix A3) III. Procedure A.Activating Prior Knowledge 1.Teacher will present the following words ●string ●stick ●excited 2. Teacher will present real objects to unlock the words string and stick. Teacher can ask the following questions to check if students understand the words presented: ● What do we use a string for? ●What do we use a stick for? 3. Teacher will define the word excited using context clues and demonstration. T: I am excited to do open my gift. I can’t wait for my birthday! ● Teacher can ask the following questions to check if students understand the word presented: ●Why am I excited? ●When does a child get excited? Motivation Questions: Have you ever made a toy? If you were to make a toy, what toy would you make? Motive Question: What toy did the character make in the story? B. Presentation and Modeling 1. The class will listen to the teacher read a story about a flying toy. 78

15 A Flying Toyminutes. “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. IV. Independent Practice 1. Teacher will divide the class into small groups. 2. Teacher will provide each group with pictures of the events in the story. 3. Students will arrange the pictures to show the sequence of events. 4. Teacher will provide each group with 3 pictures. 5. Students will choose which among the pictures will be the event that will happen next.Suggested WEEK 7 – DAY 5 LESSON PLANNumber ofMinutes. I. Objectives ● Identify the event that will happen next based on the story listened to ● Use the pronoun it in sentences II. Subject Matter and Materials Subject Matter: Materials: ● Worksheet (See Appendix C3) ●Bond paper ●Coloring Materials20 III. Post Assessmentminutes. (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 8Theme: My School and FriendsTARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objective: ● Appreciate the work of one’s community helpers Instructional Objectives: ● Oral language: Predict the next event based on the story ● Phonological Awareness: Recognize that words can be broken down into individual phonemes ● Listening Comprehension: Predict the next event based on the story 79

● Vocabulary and Grammar: Use this is and that is in sentencesSuggested WEEK 8 – DAY 1 LESSON PLANNumber ofMinutes10 minutes I. Pre-assessment 1. The teacher will tell the situation shown in the each picture. 2. Students will color the picture that shows the event that will happen next. *boy spills water on the floor -> girl walks towards the spilled water -> a. girl slips b. girl drinks water * girl studies for an exam -> girl takes the exam -> a. girl fails exam b. girl gets high score in the exam * child blows bubblegum -> bubblegum balloon becomes too big -> a. bubblegum balloon pops b. child eats lollipop II. Objectives ● Answer who, what, where, when and why questions about stories listened to. ● Predict events that will happen next based on situations or stories. ● Use the pronoun this is in sentences. III. Subject Matter and Materials Subject Matter: Predicting Outcome Materials: ●Copy of the story “The Carpenter” ●pictures for unlocking (nail, wood, blackboard) ●actual objects for unlocking (hammer, saw, measuring tape)10 minutes IV. Procedure A. Activating Prior Knowledge Teacher will unlock the words using object-picture matching activity: ● build tools ●hammer (matched with nail) ●saw (match with wood) ● measuring tape (match with blackboard dimensions) Tools can be used to build or fix things. This is a hammer. It can be used for pushing a nail. This is a saw. It can be used for cutting a piece of wood. This is a measuring tape. It can be used to find how long an object is.10 Motivation Question: What is your father’s or mother’s work?minutes Motive Question: In the story, we will find out what the character’s work or. what he or she does. B. Presentation and Modeling 1. The class will listen to the teacher read a story about a carpenter’s tools. 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?Suggested WEEK 8 – DAY 2 LESSON PLANNumber ofMinutes I. Objectives ● Answer who, what, where, when and why questions about stories listened to. ● Predict events that will happen next based on situations or stories. ● Use the pronoun this is in sentences. II. Subject Matter and Materials Subject Matter: Predicting Outcome Materials: ●Copy of the stories The Santol Tree, Hannah’s Fruit Juice Snack Time ●A box of objects (pencil, shoes, sharpener, eraser, book, umbrella, etc.)10 minutes III. Procedure A. Presentation and Modeling 1. The class will listen to the teacher read a short story about a kind of fruit. The Santol Tree Ben saw a Santol on the tree. He got a long stick. What do you think he will do with the stick? 2. The teacher will ask the following questions: a. What is the title of the story? b. Who are the characters in the story? c. What did Ben get? d. What Option 1: He will get the leaves that fell from the tree using the stick. Option 2: He will get the Santol fruit using the stick. Option 3: He will hit the animal lying on the branch of the tree with a stick. 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.Suggested WEEK 8 – DAY 3 LESSON PLANNumber ofMinutes I. Objectives  Answer who, what, where, when and why questions about stories listened to.  Predict events that will happen next based on situations or stories.  Use the pronoun that is in sentences. II. Subject Matter and Materials Subject Matter: Predicting Outcome Materials: ●Copy of the stories: Oops ●Bedtime Actual objects: rag, water bottle and water 82

15 minutes III. Procedure A. Activating Prior Knowledge 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?” B. Presentation and Modeling 1.The class will listen to the teacher read a short story about an accident: Oops The water spilled on the table. Leo got a rag. What do you think Leo will do with the rag? 2. The teacher will ask the following questions: a. What is the title of the story? b. Who are the characters in the story? c. What did Leo get? What do you think will Leo do with the rag 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 ______________.Suggested WEEK 8 – DAY 4 LESSON PLANNumber ofMinutes I. Objectives ● Answer who, what, where, when and why questions about stories listened to. ●Predict events that will happen next based on situations or stories. ●Use the pronoun that is in sentences. II. Subject Matter and Materials Subject Matter: Predicting Outcome Materials: ●Copy of the stories: The Dirty Clothes, Paolo’s Glass ●Poster of a school activity ●Cue cards of role play activity scenarios 83

10 III. Guided Practiceminutes The class will listen to the teacher read short stories and ask some30 students to answer:minutes A. The Dirty Clothes It was a sunny day. Aling Cora washed the dirty clothes. She hanged the clothes. What do you think will happen to the clothes? The teacher will ask the following questions: a. What is the title of the story? b. Who are the characters in the story? c. How can you describe the weather? d. What did Aling Cora do with the dirty clothes? e. After washing, what did Aling Cora do? f. What do you think will happen to the clothes? Why do you think so? B. Paolo’s Glass Paolo was holding the glass. He suddenly dropped the glass. What do you think will happen to the glass? The teacher will ask the following questions: a. What is the title of the story? b. Who are the characters in the story? c. What was Paolo holding? d. What happened to the glass that he was holding? What do you think will happen to the glass? Why do you think so? IV. Independent Practice 1. The class will predict the event that will happen next by acting it out through a role-playing activity.They will be divided into small groups and each will be given a scenario. Scenarios: a. The children are playing outside. It started to rain. b. The children are eating lunch. The school bell rang. c. Exam day is tomorrow. Rica fell asleep while studying. d. My friend has a new toy. The toy broke. A boy is hungry. His mom cooked spaghetti. 2. Teacher will explain show a huge poster about a school activity scenario and will ask the students to name some objects in the poster. Ex. That is a boy holding a small flag. That is a/an _____________________.Suggested WEEK 8 – DAY 5 LESSON PLANNumber ofMinutes I. Objectives ●Answer who, what, where, when and why questions about stories listened to. ●Predict events that will happen next based on situations or stories. ●Use the pronouns this is and that is in sentences. II. Subject Matter and Materials Subject Matter: Predicting Outcome Materials: ●Copy of the stories: The Wet Floor, Bea in the Field ● Pictures of objects 84

5 III. Guided Practiceminutes 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, pet25 IV. Independent Practiceminutes 1. The class will be divided into small groups. Each group will be given 6 sets of pictures (person holding an object – this is; or a person pointing an object – that is). The group members shall form sentences about the picture using this is or that is. Pictures: a. A person pointing to the sun. (That is the sun. That gives us light.) b. A person holding an Atis fruit. (This is an Atis fruit. This is sweet.) c. A person wearing a red jacket. (This is a jacket. This is color red.) d. A person looking at a bicycle.(That is a bicycle. That belongs to my cousin.) e. A person embracing a pillow. (This is a pillow. This is very soft.) f. A person pointing to the bird in the cage. (That is a bird. That is a parrot.)10 IV. Post Assessmentminutes 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 FriendsTARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objectives: ● Realize the value of trust and bravery ● Appreciate the value of working together and helping each other in times of need Instructional Objectives: ● Oral language: Identify the problem and solution in the story ● Phonological Awareness: Recognize, distinguish, and manipulate sounds in a word ● Listening Comprehension: Identify the problem and solution in the story ● Vocabulary and Grammar: Use these are and those are in sentences 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 III. Subject Matter and Materials Subject Matter: Problem-Solution Materials: ●Copy of the story “Up, Up and Away” ●picture of a bird (for unlocking) IV. Procedure A. Activating Prior Knowledge 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? B. Presentation and Modeling 1. The class will listen to the teacher read a story about two little birdies. Up, Up and Away! Written by Nati A. Santos and Dinna Santos-Polo Illustrated By: Ananias “Dondon” Grajo III Mama! Mama! Can we fly?” asked two little birdies. “Sure! Flap your wings then fly.” said Mama Bird “You go first.” said the first little birdie. “No, you go first,” said the second little birdie. “Just flap your wings then fly,” said Mama Bird again. “But we’re scared,” said two little birdies. “Just flap your wings then fly,” said Mama Bird again. “Let’s fly together,” they said. And two little birdies tried to fly. 2.The class will listen to the teacher fill in the story frame Title: ____________________ Characters: ______________picture of characters Wanted: ___________ (name of characters) Problem: __________picture of the problem Solution: ___________picture of the solution 3.Teacher will review the story using the story frame T: The two little birdies wanted to fly but they were scared so they flew together.Suggested WEEK 9 – DAY 2 LESSON PLANnumber ofMinutes. I. Objectives  Answer who, what, where, when and why questions about stories listened to. ●Identify the problem and solution in the story listened to.  Appreciate the value of working and helping each other II. Subject Matter and Materials Subject Matter: Problem-Solution Materials: ● picture of a log ●picture of a house with the following parts: fence √posts √wall f√loor √roof 87

IV. Guided Practice The class will fill in the story frame Title: _______________________________ Characters: ____________________ picture of characters Wanted:___________________ (name of characters) Problem: _________________________ picture of the problem Solution: _________________________picture of the solution Teacher will ask a student to review the story using the story frame. to build a house but they needed help in putting helped them build their house. Papa Bear and Mama Bear wanted the parts together so the other animalsSuggested WEEK 9 – DAY 3 LESSON PLANNumber ofMinutes. I. Objectives ● Answer who, what, where, when and why questions about stories listened to ●Identify the problem and solution in the story listened to II. Subject Matter and Materials Subject Matter: Problem-Solution Materials: ●Real object – umbrella (for unlocking) ● A Copy of the story “Is it Raining?” (See Appendix A3) III. Procedure A. Activating Prior Knowledge 1. T will show an umbrella to the class. T: This is an umbrella. Motivation Questions: Do you have an umbrella? When do you use your umbrella? Motive Question: Did the character in the story have an umbrella? What did the character do when it started to rain? B. Presentation and Modeling 1. The class will listen to the teacher read a story about a house in the forest. Is It Raining? One day Jana was walking outside. She was on her way home. Pitter-patter, splish-splash Suddenly, it started to rain. Pitter-patter, splish-splash “Oh no! I forgot my umbrella!” Pitter-patter, splish-splash Jana ran under the tree. As the rain fell down, she waited for it to stop. She listened to its sound Pitter-patter, splish-splash Pitter-patter, splish-splash She waited under the dark sky and waited some more Then after a while the sound stopped and light poured The sun started to shine and Jana went home. IV. Post Assessment 1. Teacher will give students an activity sheet. 2. Teacher will read the questions and choices. 3. Students will encircle the letter of the correct answer. ● What is the title of the story? ● Who is the main character? ● What did she want to do? ● What is the problem in the story? ● What did she do? 88

What happened in the end?Suggested WEEK 9 – DAY 4 LESSON PLANMinutes ofMinutes. I. Objectives ● Recognize the use of these are and those are20 ● Appreciate new words made when sounds of a word is changedminutes II. Subject Matter and Materials Subject Matter: These are and Those are Materials: ●pictures of the following objects:√logs √posts √animals √chart ●picture of dog, dig, big, bag, rag, rat III. Procedure A. Activating Prior Knowledge 1.Teacher will post the story frame of “The Most Beautiful House in the Forest” on the board 2.Teacher will ask a student to retell the story using the story frame. What did we use again to make the walls of hour house? Correct. We used log. Let us say the word again... log :) Now I will show you pictures on the board (dog, dig, big, bag, rag, rat) Tell me what words I will come up with if I change the sound on the word. raise your hand and get the picture that shows the new word we will get. Let us begin with the word log. If I change the sound “l” to “”d”, log will become...? Correct! “dog” If I change the sound “o” to “”i”, dog will become...? Correct! “dig” If I change the sound “d” to “”b”, dig will become...? Correct! “big” If I change the sound “i” to “”a”, big will become...? Correct! “bag” If I change the sound “b” to “”r”, bag will become...? Correct! “rag” If I change the sound “g” to “”t”, rag will become...? Correct! “rat” What new words can we make? What sounds can we change? :) B. Presentation and Modeling 1. T will post pictures of the following objects on the board. ●logs ●posts ●animals 2. The class will listen to the teacher tell about the pictures. T: These are logs. (Teacher holds the picture.) Those are logs. (Teacher points to the picture.) T: These are posts. (Teacher holds the picture.) Those are posts. (Teacher points to the picture.) T: These are animals. (Teacher holds the picture.) Those are animals. (Teacher points to the picture.) T: When I used the word these, was I near or far from what I was pointing to? How many objects did I point to? When I used the word those, was I near or far from what I was pointing to? How many objects did I point to? 3. Teacher will post a chart on the board to guide students in using these are and those are. these are more than 1 holding the object those are more than 1 pointing to the object 89