1
Unit 3
WEEK 1
Theme: Me and My Family
TARGET SKILLS :
At the end of the lesson the students should be able to:
Expressiv...
2
(See Appendix. A 1)What is your name? (to the tune of “Where is
Thumbman?”)
What is your name?
What is your name?
Clap y...
3
many claps did I make? Yes, three!
Teacher may continue to give more sentences for practice
III. Procedure
B. Activating...
4
15
minutes
V. Independent Practice
Ask the students to post their name tags on the board. Then, one at a time,
ask the s...
5
40
minutes
III. Post-Assessment
Bring the class to a place where there are a lot of people. Instruct the
students to int...
6
3. What else does s/he do all day?
Show to the class how to say “How old are you?” when asking about
one's age and to an...
7
answer will say “I am ____ years old.”
10 minutes IV. Independent Practice
Ask the students to do an art activity: Cake ...
8
Call two students to say their name and sex.
Boy: I am ____. I am a boy. Girl: I am ____. I am a girl.
The teacher will ...
9
10 minutes VI. Guided Practice
Give more examples of naming words of people (with pictures). Ask the
children to identif...
10
● Vocabulary and Grammar: Recognize, identify, give examples and classify naming
words (things)
Suggested
Number of
Min...
11
I. Objectives:
● Ask and answer the question ‘What color do you like?”
● Identify the colors in the environment
● Appre...
12
10
minutes
Guided Practice
The class will practice saying: I like the color ____. This is a ____. It is
color ____.(exa...
13
II. Subject Matter and Materials
Subject Matter: Colors and things in the environment
Materials: coloring page of a rai...
14
I. Objectives:
● Identify other colors in the environment
● Identify names of other things in the environment
● Appreci...
15
Suggested
Number of
Minutes
WEEK 4 – DAY 1 LESSON PLAN
5 minutes
I. Pre-Assessment
The teacher will ask the children to...
16
10 minutes
V. Guided Practice
Have the children respond accordingly as you show or mention
different foods. Ask the chi...
17
10 minutes
IV. Procedure
A. Activating Prior Knowledge
Ask the children to recall the Fruit/Food Song.
Alright, can you...
18
can show me?
5 minutes
III. Procedure
A. Activating Prior Knowledge
Unlock the following meaning of the words
*munch (d...
19
carrot is a food. If it is a food, then let us color the picture of the carrot.
After giving the papers, ask the studen...
20
V. Guided Practice:
Let the children show their own body parts.
Discussion Questions :
1. What can we do with our hands...
21
5 minutes
IV. Guided Practice
Have a Pair-Share Activity
1. Divide the class into pairs.
2. Ask the children to share a...
22
I. Objectives:
● Identify ways to take care of the body
● Realize that our body parts can do many special things and th...
23
● Appreciate that we are special in different ways
II. Pre-Assessment
Body Parts Game
The teacher will ask the children...
24
I. Objectives
● Identify different body parts
● Identify names of animals
● Identify the body parts of the animals
II. ...
25
Suggested
Number of
Minutes
WEEK 6 – DAY 3 LESSON PLAN
I. Objectives
 Identify body parts
 State the names of animals...
26
VI. Independent Practice
Divide the children into pairs. Have them point to and tell about the parts
of their bodies to...
27
5 minutes
I. Pre-Assessment
Show pictures of different situations. Students should be able to
recognize one's feelings ...
28
like to go to using the sentence stem previously modeled.
S: “I will go to _________.”
Suggested
Number of
Minutes
WEEK...
29
Suggested
Number of
Minutes
WEEK 7 – DAY 3 LESSON PLAN
I. Objectives
● Identify different feelings
● Show the different...
30
II. Subject Matter and Materials
Subject Matter: Different Feelings; Naming Words of Places
Materials: pictures of diff...
31
Group 1: happy/clap your hands
Group 2: angry/stomp your feet
Group 3: sad/bow your head
Group 4: scared/close your eye...
32
5 minutes B. Presentation
Read a story about a family. The following is a suggested teacher-made
book.
I Have a Family ...
33
5 minutes B. Modeling
Tell about your own family. Use the sentence stem
I have a ______ I call him/her __________. (Wri...
34
II. Subject Matter and Materials
Subject Matter: Family and Events
Materials: drawings the previous day, sentence stem
...
35
Instructional Objectives:
● Oral language: Share an event about oneself
● Phonological Awareness: Recognize that words ...
36
2. Who is the one telling the story? What is her sister’s name?
3. Where did Mario and Rica go?
4. Why did they go to t...
37
15
minutes.
V. Guided Practice
ACTIVITY: (small groups) Each one in the group will tell his/her
experience about going ...
38
10
minutes
B. Presentation and Modeling:
Listen as the teacher tells a story.
Mina in the Garden My name is Mina.
I hav...
39
10
minutes
IV. Procedure
Activating Prior Knowledge
Review naming words of persons, places and things by showing
and ad...
40
Listen as the teacher retells the story of that student
T: This is (person). S/he went to (place). S/he saw a ____, ___...
41
Who: picture of person
What: picture of a thing
Where: picture of a place
Who Has it?
Gary has a green hat
Green so fin...
42
Who Has it?
Gary has a green hat
Green so fine
Gary has a green hat
Just like mine.
Gab has a green hat
Green hat, gree...
43
I. Objectives
● Ask and answer where questions about stories listened to and shared
by others
● Use names of places in ...
44
Suggested
Number of
Minutes
WEEK 10 – DAY 4 LESSON PLAN
I. Objectives
● Ask and answer who, what and where questions ab...
45
UNIT 4
WEEK 1
Theme: My School and Friends
TARGET SKILLS :
At the end of the lesson the students should be able to:
Exp...
46
10
minutes
IV. Procedure
A. Activating Prior Knowledge:
Unlock the meaning of difficult word: sneeze
* sneeze → I sneez...
47
I. Objectives:
● Say the appropriate polite expressions in different situations
● Use the pronoun I in polite expressio...
48
it say, “These are cabbages. Ask them, “What do we cook with them?”
Possible answers: Nilaga, pansit
(demonstration: cr...
49
II. Subject Matter and Materials
Subject Matter: Using “May I” and the pronoun I in polite expressions
Materials:
● Wri...
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
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English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
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English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
English gr.1 tg (q3&q4)inside pp10 12-12
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English gr.1 tg (q3&q4)inside pp10 12-12

  1. 1. 1 Unit 3 WEEK 1 Theme: Me and My Family TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objectives: ● Realize that persons have names ● Appreciate that singing songs and reciting rhymes can be fun Instructional Objectives: ● Oral language: Listen and share about him/herself ● Phonological Awareness: Recognize that sentences are made up of words ● Listening Comprehension: Listen and share about him/herself ● Vocabulary and Grammar: Recognize, identify, give examples of naming words ( people ) Suggested Number of Minutes WEEK 1 – DAY 1 LESSON PLAN 5 minutes I. Pre-Assessment The teacher will check the attendance by calling out the names of each of the students. As the students hear their names they will have to say “present” or “here” to show that they have recognized their names and to show their presence. II. Objectives  Ask the question What is your name?  Answer the question What is your name? Realize that persons have names III. Subject Matter and Materials Subject Matter: One's Name Materials: 1. Attendance list with all the names of the students 2. Pictures of famous people 3. The question: What is your name? written on the board (or other materials such as manila paper, cartolina) that is visible to the entire class 4. A copy of the greeting or song on the board. 20 minutes IV. Procedure A. Activating Prior Knowledge The teacher will post pictures of famous people on the board. He or she will then ask the students who each of them are. Teacher: Who is this? (The teacher may translate this question to the student’s mother tongue to guide them) Generalization: Persons have names. B. Presentation and Modeling The teacher will teach a greeting through a song. 1. The teacher will read the song. 2. The students will repeat after each line the teacher reads. 3. The teacher will sing the song. 4. The students will repeat each line of the song after the teacher. 5. The entire class will sing together.
  2. 2. 2 (See Appendix. A 1)What is your name? (to the tune of “Where is Thumbman?”) What is your name? What is your name? Clap your hands Clap your hands What is your name? My name is __________. Thank you __________. Thank you __________. 6. After singing a song, the class will watch a dialogue between a teacher and a student. The teacher will ask the question and the student will answer. After which, the student will ask the question and the teacher will answer. Teacher: What is your name? Student: My name is ________. Student: What is your name? Teacher: My name is _________. 15 minutes V. Guided Practice The teacher will then have the same dialogue with each of the students. The students may also go around the classroom and have the same dialogue with their classmates Student 1: What is your name? Student 2: My name is ______________. Student 2: What is your name? Student 1: My name is _______________. Clap My Name: As a group, the teacher will choose a name of a student and clap its syllables. Our names can be grouped into sounds. For example, let’s use the name “teacher” and group the sounds Tea-cher. Can you count how many claps we make? Tea-cher. That’s two! Good job! Now let’s try it with more names. How about Carlitos? The teacher may let each one of the students to clap their own names. Suggested Number of Minutes WEEK 1 – DAY 2 LESSON PLAN I. Objectives ● Practice asking the question “What is your name”. ● Practice answering “My name is _________.” ● Realize that persons have names II. Subject Matter and Materials Subject Matter: One’s name Materials: Sentence stem on the board “My name is _______.” (May be written on the board or manila paper, etc) 15 minutes III. Procedure A. Activating Prior Knowledge The teacher will write the sentence stem on the board. He or she will talk about the sentence and the words that make it up. Teacher: Let’s look at the sentence we made yesterday “My name is ________.” Now, let’s try completing this sentence with my name. Listen to my sentence, “My name is Teacher ______”. (Clap for every word said.) Now, how many claps did I make? You’re right, five! Now, listen to this sentence. “Good morning everybody!” (Clap for every word said.) Let’s say that again. Can you clap with me? “Good morning everybody!” Now, how
  3. 3. 3 many claps did I make? Yes, three! Teacher may continue to give more sentences for practice III. Procedure B. Activating Prior Knowledge The teacher will write the sentence stem on the board. He or she will talk about the sentence and the words that make it up. Teacher: Let’s look at the sentence we made yesterday “My name is ________.” Now, let’s try completing this sentence with my name. Listen to my sentence, “My name is Teacher ______”. (Clap for every word said.) Now, how many claps did I make? You’re right, five! Now, listen to this sentence. “Good morning everybody!” (Clap for every word said.) Let’s say that again. Can you clap with me? “Good morning everybody!” Now, how many claps did I make? Yes, three! Teacher may continue to give more sentences for practice. C. Presentation and Modeling Learn the rules of the group game on getting to know each other. Watch the demonstration of the group game on getting to know each other (See Appendix C1) Getting to Know Game a. Ask the children to form two big circles (inner circle and outer circle). b. Ask the inner circle to move clockwise and the outer circle to move counter clockwise while the music is playing. c. When the music stops, ask the children to introduce themselves to the person in front of them. d. Have several rounds until children have talked to a number of classmates. 25 minutes V. Guided Practice Facilitate a Getting to Know Game wherein the students will take turns in asking “What is your name?” and answering “My name is __________.” Suggested Number of Minutes WEEK 1 – DAY 3 LESSON PLAN I. Objectives ● State one's name in the form “My name is _________.” ● Realize that persons have names II. Subject Matter and Materials Subject Matter: One’s name Materials: cardboard / construction paper, crayons, yarn 5 minutes III. Procedure A. Presentation and Modeling Show a nametag to the class. Teacher: “My name is ______.” Stick the nametag on the attendance board. Generalization: I have a name and my name represents me. 20 minutes IV. Guided Practice The students will then decorate their name tags. Name Tag Making a. Prepare the materials: cardboard / construction paper, crayons, yarn b. Write the names of the students in each name tag. c. Ask the students to decorate their name tags with coloring materials.
  4. 4. 4 15 minutes V. Independent Practice Ask the students to post their name tags on the board. Then, one at a time, ask the students to look for their name tag and state their name in front of the class. “My name is ___________” Suggested Number of Minutes WEEK 1 – DAY 4 LESSON PLAN I. Objectives ● Introduce one’s self to someone ● Realize that persons have names II. Subject Matter and Materials Subject Matter: One’s name Materials: 1. Nametags 2. Attendance chart 15 minutes III. Procedure A. Activating Prior Knowledge Ask the students to get their nametags from the attendance board. Ask the students to identify the names of the characters / persons found on a poster (pictures of famous people from day 1). B. Presentation and Modeling Let the students listen to a dialogue. You can use puppets drawings or a live conversation etc. Question: “Hello, my name is ___. I like (name of famous person). What is your name? Answer: “Hello, my name is _______. I like (name of famous person). Nice to meet you. Generalization: Others have names too. Teacher: Listen to the last sentence again. “Nice to meet you.” (clap for every word said) How many claps did I make? Correct! I made four claps in that sentence. That sentence has four words. 25 minutes IV. Guided Practice Play a game with the students where they will have to introduce themselves. (See Appendix C2):State Name Activity a. Write each child’s name on a piece of paper and put it in a box. b. Prepare a “special hat” for the activity. c. Pick a name from the box. d. The child with the name chosen would have to go in front, wear the “special hat” and introduce his/her name. Hi, my name is ________. I like (name of famous person). Suggested Number of Minutes WEEK 1 – DAY 5 LESSON PLAN I. Objectives ● Introduce one’s self to someone ● Realize that persons have names II. Subject Matter and Materials Subject Matter: One’s name Generalization: Sharing our names is part of making friends.
  5. 5. 5 40 minutes III. Post-Assessment Bring the class to a place where there are a lot of people. Instruct the students to introduce themselves to someone they don’t know and get that someone’s name. Use these sentences. Hello, my name is __________. What is your name? Nice to meet you. WEEK 2 Theme: Me and My Family TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objectives: ● Appreciate that persons have names ● Realize that persons are grouped according to sex. Instructional Objectives: ● Oral language: Listen and share about self ● Phonological Awareness: Recognize that sentences are made up of words ● Listening Comprehension: Listen and share about him/herself; Follow directions ● Vocabulary and Grammar: Recognize, identify, and give examples of naming words (people ) Suggested Number of Minutes WEEK 2 – DAY 1 LESSON PLAN I. Objectives ● Recognize one's age ● Ask one's age II. Subject Matter and Materials Subject Matter: Name and Age; Naming Words of People Materials: pictures of family members, copy of the song, manila paper 20 minutes III. Procedure A. Activating Prior Knowledge Ask the class about their age. Teacher: Who are five years old? Who are six years old? (Students should be able to raise their hand.) In our song today, let's find out how old s/he is. B. Presentation and Modeling Sing a song about age. (This can also be posted on the board.) Age Song: I’m six! I’m six! I’m six years old today. I’m six ! I’m six! I love to sing and play. I’m six! I’m six! I laugh and smile all day. I’m six! I’m six! How old are you today? Discussion Questions: 1. How old is the speaker? (six years old) 2. What does s/he love to do?
  6. 6. 6 3. What else does s/he do all day? Show to the class how to say “How old are you?” when asking about one's age and to answer “I am _____ years old.” IV. Guided Practice Teacher: Awhile ago, we asked the question “How old are you?” and answered “I am 7 years old.” The question “How old are you?” is a sentence. It is made up of words. The teacher will clap for every word that she will say. Teacher: How (clap), old (clap), are (clap), you (clap) How many claps did you hear? Students: Four! Teacher: There are four words in the sentence. Now try to clap for every word that I will say in the sentence. Student: How (clap), old (clap), are (clap), you (clap) Teacher: “I am seven years old” is also a sentence. As I read the sentence, clap for every word that you will hear. Student: I (clap, am (clap), seven (clap), years (clap), old (clap). Teacher: How many claps did you hear? Students: Five Teacher: There are five words in the sentence. V. Objectives (Grammar) ● Recognize the names of people ● Recognize the age of different people 20 minutes VI. Procedure Presentation & Modeling Show different pictures of people (members of the family) with different ages. (picture of grandfather → 78 years old; picture of father → 35 years old; picture of toddler → 2 years old) T: Lolo Gorio is 78 years old. Tatay Manny is 35 years old. Obet is 2 years old. How old is ___________? Generalization: We ask “How old are you?” to know the age of our friends or family members. Suggested Number of Minutes WEEK 2 – DAY 2 LESSON PLAN I. Objectives ● Say one's name and age ● Ask one's age II. Subject Matter and Materials Subject Matter: Name and Age; Naming Words of People Materials: pictures of family members, bottle / spinner, worksheet for cake and candle art 10 minutes III. Guided Practice There will be a game. Prepare a spinner. Ask the children to form a circle. Spin the bottle/spinner. To whomever the bottle/spinner is pointing to (when it stops), will be the one to ask the question “How old are you?” to the person directly across him/her. The student who will
  7. 7. 7 answer will say “I am ____ years old.” 10 minutes IV. Independent Practice Ask the students to do an art activity: Cake and Candle Art. Distribute a worksheet with the picture of a birthday cake. Have the students draw the number of candles that they would have on their cake given their age. They may color/decorate the worksheet when they are done drawing the candles. 10 minutes V. Post Assessment Ask the students to use their art work to introduce themselves in class. “Hi! I am _____. I am ___ years old.” VI. Objectives (Grammar) ● Recognize the names of people ● Recognize the age of different people 10 minutes VII. Guided Practice Show different pictures of family members. Students should be able to name the family members (ex. grandfather, mother, brother, etc.). Suggested Number of Minutes WEEK 2 – DAY 3 LESSON PLAN 5 minutes I. Pre-Assessment Ask the boys to stand up. Then, ask the girls to stand up also. (Students should be abe to recognize one's sex when the teacher calls them.) II. Objectives ● Recognize one's sex ● Group people into two groups (boys and girls) III. Subject Matter and Materials Subject Matter: Name and Age; Naming Words of People Materials: copy of the song, CD for the song 20 minutes IV. Procedure A. Activating Prior Knowledge Group some of the students into two groups (boys and girls). Ask the students why they were grouped that way. Teacher: In our song today, there are boys and girls. B. Presentation and Modeling Read the lyrics of the song: “Where are the boys & girls?” After reading the lyrics, teach the tune of the song. Actions may also be added. Where are the Boys & Girls Where are the boys? Here we are, here we are How are you today, boys? Very well, we thank you Let's (stand up). Where are the girls? Here we are, here we are How are you today, girls? Very well, we thank you. Let's (stand up).
  8. 8. 8 Call two students to say their name and sex. Boy: I am ____. I am a boy. Girl: I am ____. I am a girl. The teacher will ask the boys to say the sentence I am a boy. Teacher: “I am a boy” is a sentence. It is made up of words. Teacher: I (clap), am (clap), a (clap), boy (clap) How many claps did you hear? Students: Four Teacher: There are four words in the sentence. Teacher will ask the boys to say each word in the sentence while clapping. Boys: I (clap), am (clap), a (clap), boy (clap) Teacher: “I am a girl” is a sentence. It is made up of words. Teacher: I (clap), am (clap), a (clap), girl (clap) How many claps did you hear? Students: Four Teacher: There are four words in the sentence. Teacher will ask the girls to say each word in the sentence while clapping. Boys: I (clap), am (clap), a (clap), girl (clap) 15 minutes V. Guided Practice There will be a game. Different pictures will be shown. Students should be able to group the pictures into two groups (boys and girls). Suggested Number of Minutes WEEK 2 – DAY 4 LESSON PLAN I. Objectives ● State one's name and sex ●State one's age II. Subject Matter and Materials Subject Matter: Name, Sex and Age; Naming Words of People Materials: ball, chart of pictures of people (boys and girls) 15 minutes III. Guided Practice There will be a game. Ask the students to form a big circle. Teacher plays the music (or children sing a song). Children will pass the ball around. When the music stops, the child holding the ball will say his/her name, age and sex. (Teacher may write the sentence stems on the board :) I am ____. I am ___ years old. I am a boy/girl.) IV. Objectives (Grammar) ● Identify naming words of people ● Group naming words according to their gender 15 minutes V. Procedure A. Activating Prior Knowledge B. Presentation and Modeling Show a chart of pictures of boys and girls (in the family). Give the names of the pictures on the chart. (Boys: This is father. This is brother. This is grandfather.) (Girls: This is mother, This is sister. This is grandmother.)
  9. 9. 9 10 minutes VI. Guided Practice Give more examples of naming words of people (with pictures). Ask the children to identify which column they belong to. * Homework: Ask the students to ask for the names of their family members. Suggested Number of Minutes WEEK 2 – DAY 5 LESSON PLAN I. Objectives ● State one's name and sex ● State one's age II. Subject Matter and Materials Subject Matter: Name, Sex and Age; Naming Words of People Materials: art materials for the puppet (yarn, socks, paper bags, etc.) 15 minutes III. Independent Practice Prepare the materials for the Puppet Art. Distribute the materials to the students. Guide the children in creating their puppets. 10 minutes IV. Post-Assessment With the student's puppet, s/he will state her/his name, age and sex in front of the class. “I am ______. I am ____ years old. I am a boy/girl.” V. Objective (Grammar) ● Give examples of naming words of people ● Ask and answer questions about family members 15 minutes VI. Procedure A. Activating Prior Knowledge Let's find out the names of our family members. B. Presentation / Modeling Generalization: Our family members have names also. Dialogue: Teacher: Who is your brother? Student: My brother is Kuya _. VIII. Independent Practice Children will do a Pair-Share in asking and answering the names of their family members. Who is your ____? My _____ is ______. WEEK 3 Theme: Me and My Family TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objectives: ● Appreciate the colors in the environment ● Appreciate things in the environment ● Appreciate that singing songs and reciting rhymes can be fun Instructional Objectives: ● Oral language: Listen and share about him/herself ● Phonological Awareness: Recognize words that rhyme ● Listening Comprehension: Listen and share about him/herself
  10. 10. 10 ● Vocabulary and Grammar: Recognize, identify, give examples and classify naming words (things) Suggested Number of Minutes WEEK 1 – DAY 1 LESSON PLAN 10 minutes I. Pre-Assessment: *Pre-assessment can be in oral or written form. For oral pre-assessment: Show different crayon cutouts. (a blue crayon cut-out, a red crayon cut- out, a yellow crayon cut-out, etc) Ask the question, “What color is this? Ask the children to identify the colors orally. For written pre-assessment: Give a worksheet. The worksheet will have around five illustrations of crayons. The children will color each crayon according to what the teacher says. ex. Color the first crayon “green”. II. Objectives: ● Answer the question ‘What color do you like?” ● Identify different colors in the environment ● Appreciate the different colors in the environment ● Realize one’s favorite color III. Subject Matter and Materials Subject Matter: colors Materials: poem chart 10 minutes IV. Procedure A. Activating Prior Knowledge: There are many different colors around us. Can you tell me some of the colors that you know? (Identify the different colors.) Among the colors that you have just shared, I like the color ______. How about you? What color do you like? In our poem today, let us find out the colors that the speaker likes. 10 minutes B. Presentation and Modeling: The teacher will teach the poem, “I Like” I like red. I like blue. I like yellow. And I like you. Teacher says: Listen to the words blue and you. What do you notice? Do they sound alike? Can you think of other words that sound like blue and you? How about true? (yes) How about moo? (yes) How about red? (no) What colors does the speaker like in our poem? If somebody asks me the question, “What color do you like?” I can answer by saying, “I like the color yellow” 10 minutes V. Guided Practice: Dialogue with a student. Practice saying: T: What color do you like? S: I like the color red. Suggested Number of Minutes WEEK 3 – DAY 2 LESSON PLAN
  11. 11. 11 I. Objectives: ● Ask and answer the question ‘What color do you like?” ● Identify the colors in the environment ● Appreciate colors in the environment II. Subject Matter and Materials Subject Matter: Colors Materials: 1. Song Chart 2. Ball 3. Examples of things: board, pencil, chair, bag, eraser, paper, table, etc. 5 minutes III. Procedure A. Activating Prior Knowledge: Let us recite the poem, “I Like.” Ask what colors the speaker likes. Teacher says: The speaker likes the color red. What other words can we think of that sounds like red? I have a red bed. Does bed sound like red? (yes) How about the name Ted? (yes). Ted said Yehey! Does said sound like bed? (yes) How about yehey and red? Do they sound the same? (no) 5 minutes B. Presentation and Modeling (Oral Language and Listening Comprehension) Teacher says: If you want to know the favorite color of your friend, you can say: “What color do you like? If you want to tell what your favorite color is, you can say: “I like the color _____. 5 minutes IV. Guided Practice: The class will practice saying : What color do you like? I like the color _________. The teacher can call on students who would like to share what their favorite color is. 10 minutes Application Activity Play the “Pass the Ball Color Game” wherein the students can take turns in asking “What color does you like?” and answering “I like the color______.” Pass the Ball Color Game The children will form a big circle. Two different colored balls (eg. red and blue) will be passed around as the music plays. When the music stops, whoever gets the red ball will ask the question “What color do you like?” The player holding the blue ball will answer by sayin “I like the color _____.” 5 minutes Presentation and Modeling (Grammar) We have shared the colors that we like. Now, let us look for things that have the color we like. I like the color yellow. This is a pencil. It is color yellow. (The teacher will provide other examples.)
  12. 12. 12 10 minutes Guided Practice The class will practice saying: I like the color ____. This is a ____. It is color ____.(examples of things: board, pencil, chair, bag, eraser, paper, table, etc) Suggested Number of Minutes WEEK 3 – DAY 3 LESSON PLAN I. Objectives: ● Answer the question ‘What colordo you like?” ● Identify the colors in the environment ● Appreciate the colors in the environment II. Subject Matter and Materials Subject Matter: colors Materials: paper and coloring materials 5 minutes III. Procedure A1. Activating Prior Knowledge What is your favorite thing/toy? 5 minutes B1. Presentation and Modeling (Oral Language and Listening Comprehension) Today, we are going to draw our favorite thing/toy using our favorite color. (The students will watch as the teacher models how to do the art activity.) 10 minutes C1. Guided Practice: The students will draw and design their favorite thing (toy, book, etc) using their favorite color. (See Appendix B3) 5 minutes Application Activity The class will group their artwork according to colors. The teacher will post different colors on the board. Teacher will say: Who likes red? Those who like red, post your drawing on this side of the board (red column). (Do the same for the other colors. Guide the children in grouping the artwork.) 5 minutes A2. Presentation and Modeling (Grammar) Now, let us talk about the things that you drew. This is a ball. It is color red. (The teacher will refer to the other artworks.) 10 minutes B2. Guided Practice Practice saying “This is a _____. It is color _____.” Call for volunteers to show and tell something about their artwork by saying, “This is a _____. It is color _____.” Suggested Number of Minutes WEEK 3 – DAY 4 LESSON PLAN I. Objectives: ● Identify other colors in the environment ● Identify names of other things in the environment ● Appreciate the things in the environment
  13. 13. 13 II. Subject Matter and Materials Subject Matter: Colors and things in the environment Materials: coloring page of a rainbow 5 minutes IV. Procedure A1. Activating Prior Knowledge: Teacher says: Let us learn some new words today. When I turn on the TV, a picture appears. What do you think does appears mean? Yes, “appears” means “shows itself”. Look outside. Do you see where the clouds are? What color can you see? That blue that you see is called “sky”. Some days, I look at the sky and a small bird appears (suddenly show a bird in front. What do you think does “appears” mean? Yes, “appears” means “shows itself”. Sometimes I also see this when I look in the sky (show picture of a rainbow). What do you think this is called? This is called a rainbow. Have you ever seen a rainbow? What are the colors that you can see in a rainbow? 5 minutes B1. Presentation and Modeling (Oral Language and Listening Comprehension) Today, we are going to sing a rainbow song. Rainbow Song How many colors does a rainbow have Each time it appears in the sky Red, orange, yellow and green Blue and indigo The last one’s violet 5 minutes C1. Guided Practice: What are the colors of a rainbow? (Let the children identify each color.) 10 minutes D1. Application Activity The children will color a picture of a rainbow. The teacher may opt to ask the children to put cotton/tissue/white crepe paper on both ends of the rainbow to serve as clouds. (See Appendix B4) 5 minutes A2. Presentation and Modeling (Grammar) The teacher will post a sample artwork on the board. The teacher will point at it from afar and will say: What is that? That is a ___. Let us talk about other things around us. (The teacher will post pictures of other things on the board. S/he will introduce each by saying: That is a/an __________) 10 minutes B2. Guided Practice (The class will practice saying, “That is a/an ______________.”) Let us go outside and talk about other things around us. (The class will go outside. Have the children identify the names of the things around them by saying, “That is a/an ________.” Suggested Number of Minutes WEEK 3 – DAY 5 LESSON PLAN
  14. 14. 14 I. Objectives: ● Identify other colors in the environment ● Identify names of other things in the environment ● Appreciate colors and things in the environment II. Subject Matter and Materials Subject Matter: Colors and things in the environment Materials: song chart, worksheet with coloring illustrations of a cap, a book, a shirt, a table, a leaf 5 minutes III. Procedure A. Activating Prior Knowledge: Let us sing the “Rainbow Song.” Teacher says: What words have the same sound as rainbow? How about row? Do they have the same sound? (yes) How about low? (yes) How about go? (yes) How about no? (yes) Students may also give other words that sound the same as rainbow. 5 minutes B. Presentation and Modeling: Today, we are going to play a game “Touch the Color” The teacher will say “Touch the color _____.” The children should be able to touch an object that corresponds to the given color. ( Children will watch and listen as the teacher explains the game.) 10 minutes IV. Post assessment (Oral language): The teacher will say “Touch the color _____.” The children should be able to touch an object that corresponds to the given color. 10 minutes Presentation and Modeling Let us color the pictures on this paper. (The teacher will show the class how to answer the seatwork.) 10 minutes IX. Post Assessment (Grammar) Listen as the teacher tells which color to use for each object. Color the book red. Color the cap green. Color the shirt yellow. Color the table blue. Color the leaf orange. WEEK 4 Theme: Me and My Family TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objectives: ● Realize that there are different kinds of food that can be eaten ● Appreciate that one can eat different kinds of food Instructional Objectives: ●Oral language: Listen and share about self ●Phonological Awareness: Recognize, distinguish and supply rhyming words ●Listening Comprehension: Listen and share about self ●Vocabulary and Grammar: Recognize, identify, and give examples of naming words ( things/food items )
  15. 15. 15 Suggested Number of Minutes WEEK 4 – DAY 1 LESSON PLAN 5 minutes I. Pre-Assessment The teacher will ask the children to look at the pictures and encircle all the food items that one likes. II. Objectives ● Identify the names of different fruits one likes ● Identify a fruit that one likes ● Identify the names and colors of different fruits III. Subject Matter and Materials Subject Matter: Identifying names and colors of different fruits and fruits that one likes Materials: word cards for unlocking, pictures of different fruits 5 minutes IV. Procedure A. Activating Prior Knowledge The teacher will unlock the word “tummy”. The teacher will hold his/her tummy and ask the students to hold their tummy. “Where is your tummy? Can you touch your tummy?” Ask the children to say the word tummy again. Then say another word that has the same ending sound as tummy, for example: mommy. “Tummy has the same ending sound as mommy.” “Let’s say the words again, tummy, mommy. What same ending sound of these words can you hear?” Students: /mi/ Give two more examples of words and ask the students if it has the same ending sound as tummy. The teacher will post pictures of fruits on the board and ask the children to look at them. The teacher will ask the question, “What do you see on the board?” “These are fruits. Now let’s listen to a song about fruits.” 15 minutes B. Presentation and Modeling The teacher will sing a song about fruits. Alright, we are going to sing a song today about fruits. The title of the song is The Food Song by Mrs. Jones. (The tune of the song is Skip to my Lou) I like *fruits, yes, I do. I like fruits, yes, I do. I like fruits, yes, I do. And my tummy loves them, too. (You can change the word fruits to different kinds of fruits like bananas, mangoes, pineapple, melon, star apples, oranges etc. The teacher will ask the children to look at the pictures of different fruits on the board. The teacher will ask the children to listen and watch as she says, “I like bananas.” The teacher will introduce different fruits, T: What fruit is this? T: This is a/an ___. It is color ____. I like ____.
  16. 16. 16 10 minutes V. Guided Practice Have the children respond accordingly as you show or mention different foods. Ask the children to go in front and answer the question: T: What fruit is this? S: This is a/an ____, It is color ____. I like ____. Note that the objects should be near the two speakers. 5 minutes VI. Independent Practice Do a food choice activity entitled “Thumbs Up, Thumbs Down”. “Alright, we will have an activity called Thumbs Up and Thumbs Down.” Have the children sit in a circle and practice the thumbs up and thumbs down response. Then have the children respond accordingly as you show or mention different foods. Examples of food: atis, apple, spaghetti, bread, donut, hamburger, banana Suggested Number of Minutes WEEK 4 – DAY 2 LESSON PLAN I. Objectives ● Ask and answer the question “What fruits do you like?” ● Identify the name and color of different fruits II. Subject Matter and Materials Subject Matter: Asking questions and identifying the name and color of different fruits. 10 minutes III. Procedure A. Activating Prior Knowledge The teacher will ask the children to recall the Food Song. 20 minutes B. Presentation and Modeling 1. Ask the children to watch and listen to the dialogue. “What fruits do you like?” “I like _____. ” 2. Present different kinds of fruits. Ask the children to listen as he/she identifies the name and color of different fruits. “This is ________. It is color ________.” 3. Ask the children to watch and listen to the dialogue. “This is a/an_____. It is color _____. I like ______.” 10 minutes IV. Guided Practice The teacher will play a game about the fruits that one likes. Have the children answer the question, “What fruits do you like?” Have the children practice asking and answering, What fruit is this? This is a/an __________. It is color __________. I like ___________. Suggested Number of Minutes WEEK 4 – DAY 3 LESSON PLAN I. Objectives ● Identify the names of different vegetables that one likes ● Identify names and colors of different vegetables II. Subject Matter and Materials Subject Matter: Identifying names and colors of different vegetables Materials: a big picture of a mouth opened and a mouth closed, pictures of different food
  17. 17. 17 10 minutes IV. Procedure A. Activating Prior Knowledge Ask the children to recall the Fruit/Food Song. Alright, can you still remember the Fruit Song that we sang few days ago? Let’s sing it again. The Food Song by Mrs. Jones. (The tune of the song is Skip to my Lou) I like *fruits, yes, I do. I like fruits, yes, I do. I like fruits, yes, I do. And my tummy loves them, too. 10 minutes B. Presentation and Modeling Have the children sing the “Food Song” using vegetable names. (eg I like pechay, yes I do.) Have the children listen and watch a dialogue: “What vegetables do you like?” “I like _____.” Have the children watch and listen to the dialogue: T: What vegetables do you like? I like ________. Ask the children to listen; T: This is a carrot. It is color ________. 10 minutes V. Guided Practice Have the children practice asking and answering the question; “What vegetables do you like? I like __________. Have the children practice saying “This is a _______. It is color _______. 10 minutes VI. Independent Practice Have the children do a vegetable activity “I Like!” The teacher will hang up a picture of an open mouth on one side of the room and sealed lips on the other side. A food picture will be shown in every round. Have the children who really love that food stand close to the open mouth picture. The children who do not like the food stand close to the sealed lips. While the children who neither like the food nor do not like it stand somewhere in between. Gather the students and play a game. Suggested Number of Minutes WEEK 4 – DAY 4 LESSON PLAN I. Objectives ● Identify other kinds of food that one eats ● Identify names and colors of fruits and vegetables II. Subject Matter and Materials Subject Matter: Identifying other kinds of food and names and colors of fruits and vegetables. Materials: copy of the poem, vocabulary strips, pictures 5 minutes III. Procedure A. Activating Prior Knowledge Unlock the following meaning of the words *munch (demonstration)- Show the class how to munch. The girls munch on some banana chips while watching the television. Who can show me how it looks like when you are munching on something. *lick- (demonstration)- Show the class how to lick. Ria is licking the ice cream she bought. Can you show me how to lick. *quick- (demonstration) Show the class how to be quick. I am quick when I run. I am slow when I walk. Are you quick when you run? Who
  18. 18. 18 can show me? 5 minutes III. Procedure A. Activating Prior Knowledge Unlock the following meaning of the words *munch (demonstration)- Show the class how to munch. The girls munch on some banana chips while watching the television. Who can show me how it looks like when you are munching on something. *lick- (demonstration)- Show the class how to lick. Ria is licking the ice cream she bought. Can you show me how to lick. *quick- (demonstration) Show the class how to be quick. I am quick when I run. I am slow when I walk. Are you quick when you run? Who can show me? 15 minutes B. Presentation and Modeling Have the children recite a poem about food entitled: “I Eat” I eat carrots crunch, crunch, crunch I eat apples munch, munch, munch I eat mango ice cream lick, lick, lick But I eat bananas quick, quick, quick! Ask the children to identify a vegetable in the poem. - carrot “Let’s say the word carrot again. Now can you say parrot. Does it have the same ending sound as parrot? carrot-parrot ” Ask the children to identify the same ending sound in the words carrot and parrot. Give other words and ask the children to identify if it has the same ending sound as the carrot. The teacher may ask the children if the fruits (apple, mango, and banana) in the poem rhyme with the word parrot. Have the children watch and listen to a dialogue: “What fruit or vegetable do you like? I like _______.” 10 minutes IV. Guided Practice Have the children practice asking and answering the question, “What fruit or vegetable do you like? I like _________.” 10 minutes V. Independent Practice Gather the students and play a game “I like _________.” Suggested Number of Minutes WEEK 4 – DAY 5 LESSON PLAN I. Objectives ● Identify one’s favorite fruit and vegetable. ● Identify names of different foods. I. Subject Matter and Materials Subject Matter: Identifying favorite fruits and vegetables and names of different foods Materials: seatwork, paper for art activity 5 minutes V. Guided Practice Ask the children to listen to the directions of the art activity. 35 minutes VII. Post Assessment 1. Give a sample item before letting the students answer the seatwork. Show a picture of a food. Ex. carrot Alright, look at the picture of the food on the board. Is this a food? A
  19. 19. 19 carrot is a food. If it is a food, then let us color the picture of the carrot. After giving the papers, ask the students to look at all the things, then identify and color only the food. 2. Give each student a piece of paper. Ask them to draw and color their favorite fruit and vegetable. WEEK 5 Theme: Me and MyFamily TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objectives: ● Realize that we have body parts that can do many things ● Appreciate that singing songs and reciting rhymes can be fun Instructional Objectives: ● Oral language: Listen and share about him/her ● Phonological Awareness: Recognize words that rhyme ● Listening Comprehension: Listen and share about him/herself; Follow directions ● Vocabulary and Grammar: Recognize, identify, and give examples of naming words (body parts) Suggested Number of Minutes WEEK 5 – DAY 1 LESSON PLAN 10 minutes I. Pre-Assessment: Conduct a game of “Touch Your Body Part” Have the class point to a body part .Can you touch your nose? II. Objectives: ● Recognize parts of the body III. Subject Matter and Materials Subject Matter: Body Parts Materials: body parts puzzle, song chart 10 minutes IV. Procedure A. Activating Prior Knowledge: Ask the children to form a puzzle. (Teacher prepares in advance pictures of a boy and a girl showing the whole body. Cut it into a puzzle.) 5 minutes B. Presentation: Sing a song about the parts of a body Clap your Hands Clap your hands Touch your toes Turn around Put your finger on your nose Flap your arms Jump up high Wiggle your fingers And reach for the sky. 15 minutes C. Modeling Name the parts of the body These are my fingers. Can you show me your fingers?
  20. 20. 20 V. Guided Practice: Let the children show their own body parts. Discussion Questions : 1. What can we do with our hands (toes, nose, arms, etc.) ? 2. What do you feel when you clap? 3. When do you usually clap? Suggested Number of Minutes WEEK 5 – DAY 2 LESSON PLAN I. Objectives: ● Identify the parts of the body II. Subject Matter and Materials song chart, twister mat twister 5 minutes III. Activating Prior Knowledge Sing the song about the parts of the body “Clap your hands” 5 minutes IV. Presentation Explain the rules of the Body Game Teachers say: “Touch your part of the body.” Example: Touch your feet. (Children should be able to touch their feet.).Teacher checks if the students are able to touch the correct part of the body mentioned. 5 minutes V. Modeling Demonstrate the rules of the game. Show the students how the game is played. 10 minutes VI. Guided Practice: Guide the children as they play the game. Make sure that they touch the correct body part mentioned. 15 minutes VI. Independent Practice: Twister Explain the rules of the activity 1. Divide the class into two groups. (or more depending on size of class) 2. Lay a twister mat on the floor. *Twister mat is divided into squares. Each square has a different color. There should be at least two squares with the same color. 3. Give directions that will use names of body parts and colors. Example: Put your right hand on the color yellow. Put your left knee on the color blue. 4. Each player should be able to follow accordingly. Suggested Number of Minutes WEEK 5 – DAY 3 LESSON PLAN I. Objective: ● Name the parts of the body ● Act out what each body part can do II. Subject Matter and Materials sentence stem strips 5 minutes III. Modeling Review the part of the body by using the sentence stem: This is my _______. (show the body part referred to) I can _____ (act out). Let some students tell about the parts of their bodies using the sentence stem: This is my ________.show the body part referred to)
  21. 21. 21 5 minutes IV. Guided Practice Have a Pair-Share Activity 1. Divide the class into pairs. 2. Ask the children to share about the body parts they know by facing their partner and using the sentence stem This is my ____. (show the body part referred to) I can ___act out). 20 minutes V. Independent Practice Let a student be the leader for the body game. a. Student says: “Touch your part of the body.” Ex: Touch your feet. (Classmates should be able to touch their feet.) b. Teacher checks if the students are able to touch the correct part of the body mentioned. Suggested Number of Minutes WEEK 5 – DAY 4 LESSON PLAN I. Objectives: ● Name the parts of the body ● Identify uses of the body parts ● Identify words that rhyme II. Subject Matter and Materials copy of the song 5 minutes III. Activating Prior Knowledge Let the children answer the question, What can our body parts do? List them on the board. 10 minutes IV. Presentation Sing a song about what are body parts can do. Our Body Parts (to the tune of “Twinkle, Twinkle”) We use our legs when we walk. We use our mouths when we talk. We use our hands when we write. We use our teeth when we bite. With each part, we can do a lot. Let's be proud of what we've got. *Check which of the things on the list written earlier were mentioned in the song. 10 minutes V. Modeling: Share about the different things we do with our body Example: T: “We use our legs when we walk. We use our hands when we write.” Show the class what each body part can do. 10 minutes VI. Independent Practice Let the children answer which body part you refer to by giving the things it can do. Ask them to do the action. T: What body part do we use to nod? S: head T: Can you show me how to nod our heads? (Students nod their head.) 5 minutes VII. Assessment/ Evaluation Activity Play the Body Parts game again and check if the students are able to touch the correct body part you refer to Suggested Number of Minutes WEEK 5 – DAY 5 LESSON PLAN
  22. 22. 22 I. Objectives: ● Identify ways to take care of the body ● Realize that our body parts can do many special things and that we should take care of them II. Subject Matter and Materials pictures which show ways to take care of the body 10 minutes III. Presentation Sing a song about taking care of the body. This is the Way (song) This is the way we brush our teeth 3x This is the way we brush our teeth So early in the morning This is the way we comb our hair 3x This is the way we comb our hair So early in the morning This is the way we take a bath 3x This is the way we take a bath So early in the morning 10 minutes IV. Guided Practice Show pictures of things we do with our body. Some show how to take care and some do not. Post them on the board. Let the children identify which pictures show ways to take care of the body and which do not. 5 minutes V. Independent Practice Act out the ways to take care of the body. Examples: taking a bath, brushing the teeth 15 minutes VI. Post Assessment/Evaluation Activity Provide a worksheet for the children to answer. Instructions: Color the pictures that show how to take care of the body WEEK 6 Theme: Me and My Family TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objectives: ● Realize that we have body parts that can do many things ● Appreciate that we are special in different ways ● Appreciate that singing songs and reciting rhymes can be fun Instructional Objectives: ● Oral language: Listen and share about him/herself ● Phonological Awareness: Identify/count syllables in words ● Listening Comprehension: Listen and share about him/herself ● Vocabulary/Grammar: Recognize, identify and give naming words of animals and body parts Suggested Number of Minutes WEEK 6 – DAY 1 LESSON PLAN I. Objectives ● Recognize the parts of a face ● Recognize names of animals and their body parts ● Count the number of syllables in words
  23. 23. 23 ● Appreciate that we are special in different ways II. Pre-Assessment Body Parts Game The teacher will ask the children to point to the different parts of a face ex. Can you touch your nose? Animal Drawings Ask the children to draw the animals they know. Provide the necessary materials (paper, coloring materials) III. Subject Matter and Materials Subject: Parts of the Body; Naming Words of Animals Materials: paper, coloring materials, pink dress, song chart IV. Procedure A. Activating Prior Knowledge Help the children find the meaning of the word special. Nanay made a dress for me. It is pink, my favorite color. She put laces and pretty buttons. She made it really special. (Write the word on the board.) I am going to wear it on my birthday. What does the word “special” mean? B. Presentation and Modeling The teacher will teach a song about body parts. 1. The teacher will read each line of the song. 2. The students will repeat after each line the teacher reads. 3. The teacher will sing the song. 4. The students will repeat each line of the song after the teacher. 5. The entire class will sing together. I am Special I am special. I am me. I have two hands, two eyes to see A nose to smell, my ears hear well A mouth to talk and two legs to walk But that’s not all because, you see, I am special. I am me. After singing the song, watch and listen to the teacher showing the different body parts mentioned in the poem. These are my eyes. These are my hands. These are my ears, etc. Ask also the children why they think they are special. V. Activating Prior Knowledge Now, I will show you some special friends I have. However, some of their body parts are missing. Can you help me find their body parts? Children will match the incomplete pictures of animals with the body parts.  Show pictures of horse, duck, carabao with some missing body parts.  Introduce the missing body parts of the animals (tail, beak, horns) and ask some students to stick the picture on the correct part of the animal.  Clap the word “tail”. How many claps did you hear? (1) Clap the word “beak”. How many claps did you hear? (1) Clap the word “stomach” (stomach). How many claps did you hear? (3) Suggested Number of Minutes WEEK 6 – DAY 2 LESSON PLAN
  24. 24. 24 I. Objectives ● Identify different body parts ● Identify names of animals ● Identify the body parts of the animals II. Pre-Assessment Find the meanings of the words (eg. clean and bright) III. Subject Matter and Materials chart of the song, vocabulary strips, pictures IV. Procedure A. Activating Prior Knowledge Unlock the phrase: clean and bright. Show a picture of a car that is dirty. (This car is dirty.) Show another picture of a car that is clean and bright. (This car is clean and bright.) Which car looks clean and bright? B. Presentation and Modeling Teach the students a song about body parts. Even if the students cannot yet read, read each of the line and ask the students to repeat. Afterwards, teach the tune and ask the students to repeat per line. Finally, sing the song altogether. I Have Two Hands (song) I have two hands, The left and the right. Hold them up high, So clean and bright Clap them softly One, two, three Clean little hands are good to see. Listen to: http://www.youtube.com/watch?v=Y4rVBVHtA-4. Show the students the different body parts by pointing at your own. T: This is my head. (point at your head) S:This is my neck. (point at your neck) Call a student and have a conversation with him or her on identifying different body parts. Have everyone watch and listen to the dialogue. T: I have two hands. S: I also have two hands. S1: I have a nose. S2: I also have a nose. V. Guided Practice Pair up the students. Have the students identify and name their body parts with a partner VI. Presentation Have the children look at the pictures and names of animals. For example: As the students are listening, name more animals and identify their body parts. T: This is a bird. It has wings. VI. Guided Practice Show picture of animals without their names. Ask the students animals and their body parts. Show me the tails of the ____(ex, picture of a pig with its tail. S: This is the tail of the ____(e the tail of the pig) Dog
  25. 25. 25 Suggested Number of Minutes WEEK 6 – DAY 3 LESSON PLAN I. Objectives  Identify body parts  State the names of animals and their body parts II. Subject Matter and Materials pictures of animals and body parts, IV. Guided Practice Do Funny Bones Game. Pair up the students. In each pair, assign a Player A and a Player B. Have the students follow directions. The directions will require them to identify different body parts. Example: Player A, put your head on your partner’s elbow Player B, put your hand on your partner’s ear VI. Presentation and Modeling Show pictures of animals and their body parts. Include written words of the names of the animal and their parts. As you are showing the pictures, say the name of the animal and a part of this animal. Example: T: “This is a duck. It has a beak.” VI. Guided Practice Show a picture of an animal without its name and have the students identify that animal. Ask the students to identify the name of the body part you will point at. VII. Independent Practice Have your students participate in a game where they will have to name the animal and its body part. (ex. Pin the Duck’s Beak; See Appx. C1) ● Post a picture of an animal with a missing body part. . ● Call on a student to name the animal. ● Call another student to name the missing part and have that student pin it on the picture on the board. (For example: Pin the beak of the bird.) ● Post another picture of a different animal and repeat the same process. Suggested Number of Minutes WEEK 6 – DAY 4 LESSON PLAN I. Objectives ● Identify and name their own body parts ● Name the common body parts of animals and persons II. Subject Matter and Materials pictures of different animals III. Guided Practice Show the children the names and location of each body part. Point to and name the body part. Example: T: This is my forehead. (while pointing at your forehead) S: This is my forehead. (while pointing at their forehead)
  26. 26. 26 VI. Independent Practice Divide the children into pairs. Have them point to and tell about the parts of their bodies to their partners. Example: S1: This is my nose. (while pointing at his or her nose) S2: This is my lip. (while pointing at his or her lip) VII. Presentation and Modeling Show the class some pictures of animals and their body parts (you may post illustrations on the board) State the names of animals and the names of their body parts that are similar to people. Example: T: “I have legs. The carabao also has legs.”“I have ears. The rabbit has ears”. VIII. Guided Practice Explain the rules of the activity. Mystery Bag 1. Prepare a bag with pictures of different animals. 2. Ask each student to pick a picture from the bag. 3. Ask each student to name the common body part that he or she and the animal both have. Example: S: “I have a nose.The dog also has a nose.” Suggested Number of Minutes WEEK 6 – DAY 5 LESSON PLAN I. Objectives ● Identify the body parts of the animals (e.g. monkey) ● Name the animals and the parts of their body ● Follow directions II. Post-Assessment Prepare a worksheet for each child. The worksheet should contain a picture of a monkey. Ask the children to get their coloring materials. Make sure that the children listen and follow directions properly. Examples: 1.Using the yellow crayon, color the tail of the monkey. 2.Using the red crayon, color the ears of the monkey. (See Appendix. C5) WEEK 7 Theme: Me and My Family TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objectives: ● Realize that people can have different feelings ● Appreciate that singing songs and reciting rhymes can be fun Instructional Objectives: ● Oral language: Listen and share about self and others ● Phonological Awareness: Identify/ count syllables in words ● Listening Comprehension: Listen and share about self and others ● Vocabulary and Grammar: Recognize, identify, give examples and classify naming words (places) Suggested Number of Minutes WEEK 7 – DAY 1 LESSON PLAN
  27. 27. 27 5 minutes I. Pre-Assessment Show pictures of different situations. Students should be able to recognize one's feelings in each picture. (They may act out the feeling depicted by the picture.) II. Objective ● Recite the poem ● Answer questions about the poem ● Recognize one's feeling ● Realize that people can have different feelings III. Subject Matter and Materials Subject Matter: Feelings; Naming Words (Places) Materials: pictures of situations with different feelings, words of feelings copy of the poem 5 minutes IV. Procedure A. Activating Prior Knowledge Unlock the following words: angry, sad, frightened, glad. You may ask the students to show the feeling using their facial expressions and actions. Make a semantic map of feelings. Teacher may act out each word and complete the sentence stem: “I am angry.” In our poem today, let's find out the different feelings. 10 minutes B. Presentation and Modeling Read the poem to the class. Ask them to follow after you. Actions may be added. Feelings Sometimes I feel angry, Sometimes I feel sad, Sometimes I feel scared, Sometimes I feel glad. But all the times I'm feeling, I hope you would agree. There's a feeling that won't change, I'm happy to be me! 5 minutes V. Guided Practice Discussion Questions: 1. What is the title of our poem? 2.Who is speaking in the poem? 3.What are the different feelings mentioned in our poem? VI. Objectives (Grammar) ● Identify naming words of places 5 minutes VII. Procedure Presentation and Modeling Show different pictures of places (house, school, market, store, etc.) T: I will go to my house. 10 mins. VII. Guided Practice Do an activity with the children: Going Places Set up the classroom so that each side has a model of a house, a school, a market, and a store. (You may use old boxes for this.) Model to the child by saying: “I will go to my house” or “I will go to school.” Call a child and ask him/her to choose the place he/she would
  28. 28. 28 like to go to using the sentence stem previously modeled. S: “I will go to _________.” Suggested Number of Minutes WEEK 7 – DAY 2 LESSON PLAN I. Objective ● Identify different feelings II. Subject Matter and Materials Subject Matter: Feelings; Naming Words of Places Materials: pictures of different feelings, copy of the song, music/CD of song III. Procedure A. Activating Prior Knowledge 5 minutes B. Presentation and Modeling Show a picture of a happy person with a speech bubble saying, “I am happy.” Show another picture of a sad person with a speech bubble saying, “I am sad.” Show the feelings of sad and happy by your facial expressions. T: “I feel sad.” “I feel happy.” 15 minutes IV. Guided Practice There will be a game in class: Mystery Bag 1 Prepare a bag containing pictures of faces showing happy and sad feelings. Ask a student to pick one picture and identify the feeling by saying: I feel... Ask the student to act out the feeling shown in the picture. V. Objectives ● Give names of different places 20 minutes VI. Procedure A. Activating Prior Knowledge Show pictures of the places from the previous day and ask the students to recall the names of the places. Today, we will learn about a different place. Let's find out what can we see in that place. B. Presentation and Modeling Show the lyrics of the song “Old Mac Donald had a farm”. Sing the song to the children. Actions may also be added. Old Mac Donald Had a Farm Old MacDonald had a farm, EE-I-EE-I-O, And on that farm he had a [cow], EE-I-EE-I-O, With a [moo moo] here and a [moo moo] there Here a [moo], there a [moo], everywhere a [moo moo] Old MacDonald had a farm, EE-I-EE-O. * Other animals and animal sounds may be added depending on the children’s interest. Show the picture of the farm and ask the students to identify the animals that can be found there. T: This is a farm. I see a cow in the farm. T: This is a farm. I see a pig in the farm. Show other pictures of places and ask the students about the other things/animals that can be seen there. (ex. playground, park, police station, health center)
  29. 29. 29 Suggested Number of Minutes WEEK 7 – DAY 3 LESSON PLAN I. Objectives ● Identify different feelings ● Show the different feelings III. Subject Matter and Materials Subject Matter: Different Feelings; Naming Words of Places Materials: pictures of different feelings, pictures of places 5 minutes IV. Procedure A.Activating Prior Knowledge B.Presentation and Modeling Show the class (through facial expressions) the feelings: angry and scared/frightened (you may also introduce other feelings for vocabulary development) T: “I feel angry.” “I feel frightened.” 15 minutes V. Guided Practice There will be a game in class: Mystery Bag 2 Prepare a bag containing pictures of faces showing scared and angry feelings (you may add other feelings). Ask student to pick one picture and identify the feeling by saying: I feel... Ask the student to act out the feeling shown in the picture. VI. Objectives ● Give naming words of places (and things) 5 minutes VII. Procedure A. Activating Prior Knowledge B. Presentation and Modeling Show a picture of different places (ex. house) and say the things that can be inside these places. T: This is a house. What do you see in the house? S: I see a table in the house. 15 minutes VIII. Guided Practice There will be a game: Mix and Match Game Distribute among the members of the class pictures of the different places they have learned, as well as the things that they can find in these places. Students go around to look for the person who holds the picture of the place/thing that matches the picture they hold. After all the students find their partner, each child will talk about the pictures they hold following the sentence stem that the teacher modeled for them. S1: This is a house. S2: I see a table in the house. Suggested Number of Minutes WEEK 7 – DAY 4 LESSON PLAN I. Objectives ● Identify different feelings ● Show the different feelings
  30. 30. 30 II. Subject Matter and Materials Subject Matter: Different Feelings; Naming Words of Places Materials: pictures of different feelings, materials for the art activity (buttons, paper plates, coloring materials, etc.) 10 minutes III. Guided Practice There will be a game: Charades Teacher will act out a feeling (i.e., happy, sad, angry, or scared) and says: I feel... Asks the students to identify the feeling that the teacher acted out. Call a student and whisper to him/her the particular feeling that the child is supposed to act out. Child acts out the feeling and says: I feel... Other students identify the feeling that their classmate acted out. 30 minutes IV. Independent Practice There will be an art activity. Prepare the materials: paper plate, buttons, crayons, pencils, etc. Ask the students to make a paper plate face by using the art materials. After the activity, they may use the paper plate to say about their feeling: “I feel ____ in the ( name of place ).” Suggested Number of Minutes WEEK 7 – DAY 5 LESSON PLAN I. Objectives ● Identify different feelings ● Show the different feelings ● Give naming words of places II. Subject Matter and Materials Subject Matter: Different Feelings; Naming Words of Places Materials: copy of the song, music/CD of song, worksheet about places 10 minutes III. Procedure A. Activating Prior Knowledge Ask the students to recall the different feelings that were learned this week. B. Presentation and Modeling Sing a song about feelings. Actions may be added. If You’re Happy and You Know It (song) If you're happy and you know it, Clap your hands (Clap hands twice) If you're happy and you know it, Clap your hands (Clap hands twice) If you're happy and you know it, Then your face will surely show it If you're happy and you know it, Clap your hands. (Clap hands twice) *angry/ cross your arms *scared/ close your eyes *sad/bow your head 20 minutes IV. Guided Practice Group Singing a. Teacher divides the class into four groups. b. Teacher assigns each group a particular feeling to sing and act out.
  31. 31. 31 Group 1: happy/clap your hands Group 2: angry/stomp your feet Group 3: sad/bow your head Group 4: scared/close your eyes Each group sings assigned feeling song. V. Objective (Grammar) ● Identify naming words of places 10 minutes VI. Post Assessment Distribute the worksheet to the students. Ask them to color the picture that you will say. (Examples: hospital, playground, park, garden, market, beach, etc.) WEEK 8 Theme: Me and My Family TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objectives: ● Appreciate one’s family and its members ● Appreciate the events that one goes to ● Appreciate that singing songs and reciting rhymes can be fun Instructional Objectives: ● Oral language: Listen and share about others ● Phonological Awareness: Recognize that words can be broken into onsets and rimes ● Listening Comprehension: Listen and share about others ● Vocabulary and Grammar: Recognize, identify, give examples and classify naming words (events) Suggested Number of Minutes WEEK 8 – DAY 1 LESSON PLAN 10 minutes I. Pre-Assessment: Let the students draw the members of their family. Provide the materials. II. Objectives: ● Recognize the different members of the family ● Recognize names of events ● Appreciate one’s family III. Subject Matter and Materials Subject Materials: family and events Materials: storybook, pictures of family members, puzzle of a birthday celebration, pictures of events, paper and coloring materials 5 minutes IV. Procedure 1 A. Activating Prior Knowledge: Use the illustration they made during pre-assessment. Ask the children, “Who are the members of your family?” Make a list or a concept web to list down what they say. family
  32. 32. 32 5 minutes B. Presentation Read a story about a family. The following is a suggested teacher-made book. I Have a Family (story) This is my father. I call him “Papa”. This is my mother. I call her “Mama”. This is my sister. I call her “Ate”. This is my brother. I call him “Kuya”. We have fun together. I love my family. 5 minutes C. Guided Practice: Let the students identify more members of the family by choosing among the pictures shown. Answer the question, Who are the members of the family mentioned in the story? VIII. Objective Recognize names of events 5 minutes IX. Procedure A. Activating Prior knowledge Complete a puzzle of a birthday celebration on the board. Let the students guess what the family is celebrating by looking at the puzzle pieces being put together 5 minutes B. Presentation Show the completed puzzle of the birthday celebration. “Families enjoy birthdays together.” Ask them about similar experiences 5 min. C. Modeling Show more pictures of events that families enjoy. Put each on the board as they are being identified. “Families also enjoy New Year, fiestas, etc… together.” Suggested Number of Minutes WEEK 8 – DAY 2 LESSON PLAN I. Objectives: ● Share about oneself ● Name members of the family ● Identify names of persons ● Appreciate one’s family II. Subject Matter and Materials Subject Matter: family Materials: the storybook or pictures of the family members in the story, sentence stem 20 minutes IV. Procedure A. Presentation Ask the children to recall and answer questions about the story listened to 1. What is the title of the story? 2. Who is speaking in the story? 3. Who are the members of his/her family? (Teacher can use pictures or the book to recall the concepts.) 4. What does he call his father, mother, brother, sister?
  33. 33. 33 5 minutes B. Modeling Tell about your own family. Use the sentence stem I have a ______ I call him/her __________. (Write it on the board) Example: I have a sister. I call her Ate Ria. Teacher says: I call my father “Dad”. Now listen to the word “Dad”. I can cut the word “Dad” into two parts. The sound /d/ and the sound /ad/. Can you say it with me? /D/-/ad/ I call my mother “Mom”. Now listen to the word “Mom”. I can cut the word “Mom” into two parts. The sound /m/ and the sound /om/. Can you say it with me? /M/-/om/ 15 minutes C. Guided Practice: Guide the students in using the sentence stem to tell about their own family members. I have a __________ I call him/her ______________. Suggested Number of Minutes WEEK 8 – DAY 3 LESSON PLAN I. Objectives: ● Tell about their family members and events they enjoy together ●Identify different events II. Subject Matter and Materials Subject Matter: family and events Materials: storybook, paper, coloring materials 5 minutes III. Activating Prior Knowledge: Ask the children, What events do you enjoy going to with your family? (Give examples in order to help them.) 15 minutes IV. Procedure A. Presentation: Read a story about events families enjoy together. Story on Family Event (per region/city/town/province/municipality) *Modify story based on the events your class celebrates in your area. Page Template: Suggested number of pages (5 pages) My name is ______. I am from _______. I enjoy going to the _____with my family. (pages 1-4) Page 5: We enjoy doing things together. Example: My name is Maria. I am from Bacolod. I enjoy going to the Maskara Festival with my family. 5 minutes B. Guided Practice: Let the children identify or name the events mentioned in the story. What are the events mentioned in the story? What events do the characters enjoy going to with their families? List them down on the board. 15 minutes C. Independent Practice Ask the children to draw an event that they share with their own families Suggested Number of Minutes WEEK 8 – DAY 4 LESSON PLAN I. Objectives: ● Name events that they enjoy with their family ● Name different events
  34. 34. 34 II. Subject Matter and Materials Subject Matter: Family and Events Materials: drawings the previous day, sentence stem 10 minutes III. Procedure A. Modeling: Tell about events you enjoy with your family. Use the sentence stem: I enjoy going to ____________ with my family. (Write it on the board.) 10 minutes B. Guided Practice: Ask 1-2 students to share about the events they also enjoy with their families. Guide the students as they use the sentence stem: I enjoy going to ________________ with my family. 20 minutes C. Independent Practice Divide the class into pairs. Ask them to share about the events they enjoy with their families using the drawings they made the previous day and the sentence stem on the board. I enjoy going to ________________ with my family. Go around the room to guide the pairs. Whole Class Activity: Gather the class and tell about what one brings to go to the event. When we go out, my family brings a bag. We also bring our dog. Listen to the word “bag”. We can cut this word into two parts - the sound /b/ and the sound /ag/. Can you say it after me? When we put /b/ and /ag/ together, we get the word, “bag” Now. listen to the word “dog”. We can cut this word into two parts - the sound /d/ and the sound /og/. Can you say it after me? When we put /d/ and /og/ together, we get the word, “dog” Look at the other words that we can bring when we go out. Let’s try to cut them into two parts. Other examples: jug, bus, sun, etc Suggested Number of Minutes WEEK 8 – DAY 5 LESSON PLAN I. Objectives: ● Share about events one enjoys with the family ● Use names of events in a telling sentence ● Appreciate the events one goes to with the family II. Subject Matter and Materials Subject Matter: Family and Events Materials: paper and coloring materials 40 minutes III. Post Assessment/Evaluation Activity Ask the children to draw their family members in an event that they enjoy together. Using the sentence stem, each child should be able to share in front of the class: I enjoy going to the _______ with ______, ______ and _________. WEEK 9 Theme: Me and My Family TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objectives: ● Appreciate things done with the family ● Appreciate poems and stories listened to
  35. 35. 35 Instructional Objectives: ● Oral language: Share an event about oneself ● Phonological Awareness: Recognize that words can be broken into onsets and rimes ● Listening Comprehension: Listen to a personal story shared by others ● Vocabulary and Grammar: Use naming words in forming sentences Suggested Number of Minutes WEEK 9 – DAY 1 LESSON PLAN 10 minutes I. Pre-Assessment Each one will be given a piece of sketch paper and will be asked to draw three things that one has bought from the market or a store. The teacher shall give her own examples first. II. Objectives ● Listen to a story about a trip to the market/store ● Identify the important details of the story (title, setting, character, etc.) listened to ● Identify naming words from the story listened to ● Recognize that words can be broken into onsets and rimes III. Subject Matter and Materials Subject Matter: Listening to a story and identifying/ categorizing naming words Materials: sketch papers, story grammar grid, pictures of naming words 5 minutes IV. Procedure A. Activating Prior Knowledge Unlock the words: market, mais con yelo and bought T: Where do you go if you need to buy things like food, clothes and toys? S: In the market. T: A market looks like this (show a picture). A market is a place where you can buy the things that you and your family need. Yesterday I bought corn and milk in the market. I paid eighty pesos for those. Bought means what? S: buy T: When you paid money to have something, it means you bought those things. Everybody say bought. S: bought T: At home, I made “Mais Con Yelo” using corn, milk, ice and sugar. This is a picture of the Mais Con Yelo that I made. Who among you have tried eating this food? S: (raising of the hands) 10 minutes B. Presentation and Modeling Listen as the teacher tells a story. Mais con Yelo My name is Mario. I have a sister. Her name is Rica. We went to the market together. We bought corn, milk and ice. Mother is going to make Mais con yelo today. I can’t wait to taste it! Teacher does a “Think Aloud” by posing and answering questions that identify the story elements (title, setting, character, event/activity) Discussion Questions: 1. What is the title of the story?
  36. 36. 36 2. Who is the one telling the story? What is her sister’s name? 3. Where did Mario and Rica go? 4. Why did they go to the market? What did they buy? 5. Who is going to make mais con yelo? 6. How did the two feel about it? If you were Mario and Rica, would you feel excited too? * What else can we buy from the market? I have here some pictures of things that we can buy from the market. This is a can. We can cut the word “can” into two parts - the sound /c/ and the sound /an/. Can you say the first sound? How about the last sound? I have here some more pictures and we will try to name them. Let us also cut the sound of the word. /f/ /an/ /p/ /en/ /m/ /ilk/ /s/ /ack/ 15 minutes V. Guided Practice The students will fill a story grammar grid with the guidance of the teacher. Start with words from the story. Naming words from the story: mais con yelo Mario sister Rica corn ice milk ACTIVITY: Naming Words Sorting (individual or group activity) a. Have the students cut or tear the pictures of naming words. b. Have the students paste and group them into categories (person, animal, thing, place). Suggested Number of Minutes WEEK 9 – DAY 2 LESSON PLAN I. Objectives ● Tell a story about what one has bought from the market/store (using pictures drawn in the pre-assessment) ● Use naming words in sentences II. Subject Matter and Materials Subject Matter: telling a story, using naming words in sentences Materials: pictures of naming words 10 minutes III. Procedure A. Activating Prior Knowledge Review naming words of persons, places and things by showing and adding pictures as examples.(Use the same story grammar grid to show the categories.) B.Presentation and Modeling Listen as the teacher shares his/her experience about going and buying something in the market. I went to the ____. I was with ____. We bought ____, ____and ____. Listen as the teacher identifies the different elements in the story. (title, character, event/activity and setting)
  37. 37. 37 15 minutes. V. Guided Practice ACTIVITY: (small groups) Each one in the group will tell his/her experience about going and buying something in the market. The members of the group shall listen to each classmate he/she shares his/her experience. I went to the ____. I was with ____. We bought ___, __ and ___. 15 minutes VI. Independent Practice One volunteer student from each small group shall share these three things to the whole class. I went to the ____. I was with __. We bought ____, ___and ___. The teacher may ask questions to the class after each volunteer speaker. (interval Q&A) Q: Where did (name of the student) go? A: He/She went to Brgy. San Roque Public Market. Q: Who was with him/her? A: He/She was with his / her aunt and cousins. Q: What did they buy? A: They bought vegetables and meat. Suggested Number of Minutes WEEK 9 – DAY 3 LESSON PLAN I. Objectives ● Share a story about one’s experience. ● Use naming words in sentences. II. Subject Matter and Materials Subject Matter: listening to and telling a story; using naming words in sentences Materials: vocabulary strips, pictures, copy of the story 10 minutes IV. Procedure A. Activating Prior Knowledge Review naming words of persons, places, things and animals by showing and adding pictures as examples. (use the same story grammar grid to show the categories) Unlock the words: garden → (show a picture of garden) This is a garden. What can you see in a garden? Have you been to a garden? bud → (show a picture of a bud or an actuall bud) This is a bud. (Show a flower.) Let’s look at the bud and the flower. What makes one different from the other? calachuchi → (show a picture or an actual calachuchi flower) This is a calachuchi flower. Can you smell it? How does it smell like? What color is it? gumamela → (show a picture or an actual gumamela flower) This is a gumamela flower. Can you smell it? How does it smell like? What color is it? climbed → Yesterday, I saw Pio in the garden. He climbed up the tree. Let us pretend to climb. (show the action)
  38. 38. 38 10 minutes B. Presentation and Modeling: Listen as the teacher tells a story. Mina in the Garden My name is Mina. I have a grandmother. I call her “Lola”. I visited her garden last Sunday. I saw a yellow butterfly. I saw a red gumamela bud. I climbed a calachuchi tree. I love visiting Lola’s garden! Discussion Questions: 1. What is the title of the story? 2. Who is the one telling the story? What is her grandmother’s name? 3. How do you call your grandmothers? 4. Where did she go last Sunday? 5. What did she see? What is its color? 6. Where did she climb? 7. How did she feel about visiting her Lola’s garden? 8. Have you been to a garden? What are the things that can be found there? Listen as the teacher shares a story about his or her own relative. My name is (person). I visited my (person). He/She has a (place). I saw a/an _____, _____ and ______. (animal / thing) 10 minutes V. Guided Practice Listen to volunteer students as they share stories about their relative. My name is (person). I visited my (person). He/She has a (place). I saw a/an _____, _____ and ______. (animal / thing) 10 minutes VI. Independent Practice ACTIVITY: (pair-share) Choose your partner and tell him/her a story about your relative. Listen as he/she tells you his/her story, too. My name is (person). I visited my (person ). He/She has a (place). I saw a/an _____, _____ and ______. (animal/thing) Suggested Number of Minutes WEEK 9 – DAY 4 LESSON PLAN I. Objectives ●Tell a story about what one’s self. ●To be able to use naming words in sentences. III. Subject Matter and Materials Subject Matter: Listening to and telling a story; Naming Words in Sentences Materials: story grammar grid
  39. 39. 39 10 minutes IV. Procedure Activating Prior Knowledge Review naming words of persons, places and things by showing and adding pictures as examples.(Use the same story grammar grid to show the categories.) Presentation and Modeling Listen as the teacher shares his/her experience about going and buying something in the market. I went to the ______. I was with ____. We bought ____, ______ and ______. Listen as the teacher identifies the different elements in the story. (title, character, event/activity and setting) 15 minutes V. Guided Practice ACTIVITY: (small groups) Each one in the group will tell his/her experience about going and buying something in the market. The members of the group shall listen to each classmate he/she shares his/her experience. I went to the ______. I was with ____. We bought ____, ______ and ____. 15 minutes VI. Independent Practice One volunteer student from each small group shall share these three things to the whole class. I went to the _____. I was with ____. We bought ____, ______ and____. The teacher may ask questions to the class after each volunteer speaker. (interval Q&A) Q: Where did (name of the student) go? A: He/She went to Brgy. San Roque Public Market. Q: Who was with him/her? A: He/She was with his / her aunt and cousins . Q: What did they buy? A: They bought vegetables and meat. Suggested Number of Minutes WEEK 9 – DAY 5 LESSON PLAN I. Objectives ● Tell a story about one’s self and of another person ● Use naming words in sentences II. Subject Matter and Materials Subject Matter: telling a story and using naming words in sentences Materials: story grammar grid 5 minutes IV. Procedure A. Activating Prior Knowledge Review naming words of persons, places, things and animals by showing and adding pictures as examples.(Use the same story grammar grid to show the categories.) B. Modeling Listen as one classmate shares his/her story S: I am (person). I went to (place). I saw a ____, ____ and ____ (animal/thing). This is my story.
  40. 40. 40 Listen as the teacher retells the story of that student T: This is (person). S/he went to (place). S/he saw a ____, ____ and ____ (animal / thing). That is (person’s) story. 10 minutes. V. Guided Practice ACTIVITY: (small group and pair-share) Share your own story with other classmates. Choose your favorite story among what were shared to you. Retell this story about another classmate to your partner. That is (person). He/She went to place. He/She saw a ____, ____ and ____ (animal/thing). That is (person’s) story. 15 minutes VI. Independent Practice One volunteer student from each pair shall retell the story about another classmate (pointing about to the classmate). That is (person). He/She went to place. He/She saw a ____, ____ and ____ (animal/thing). That is (person’s) story. The teacher may ask questions to the class after each volunteer speaker. ( interval Q&A ) Q: Whose story was told? A: That is Mark ’ s story. Q: Where did Mark go? A: He went to Malabon Zoo . Q: What did he see? A: He saw monkeys, birds and cages. 10 minutes VII. Post Assessment Each one will be given a naming words grid and a set of pictures and will be asked to cut or tear the pictures of naming words and paste them into the correct category (person, animal, thing, place). WEEK 10 Theme: Me and My Family TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objectives: ● Appreciate the things one has ● Appreciate the places one’s family goes to ● Appreciate poems and stories listened to Instructional Objectives: ● Oral language: Ask questions and respond to the stories of others ● Phonological Awareness: Recognize that words can be broken into onsets and rimes ● Listening Comprehension: Ask questions and respond to the stories of others ● Vocabulary and Grammar: Use naming words in forming sentences Suggested Number of Minutes WEEK 10 – DAY 1 LESSON PLAN I. Objectives: ● Answer who, what and where questions about stories listened to ● Ask and answer who questions about stories shared by a classmate ● Use names of people in sentences ● Appreciate the things one has
  41. 41. 41 Who: picture of person What: picture of a thing Where: picture of a place Who Has it? Gary has a green hat Green so fine Gary has a green hat Just like mine. Gab has a green hat Green hat, green hat Gab wears a green hat to the farm. Rey has a red shirt Red shirt, red shirt Rey wears a red shirt to the store. Yeng has a yellow skirt Yellow skirt, yellow skirt Yeng wears a yellow skirt to the park. II. Subject Matter and Materials: Subject Matter ● Who questions ●Naming words-people Materials ● graphic organizer (table – who, what, where with pictures of a person, object and place) ● Poem (“Who Has It?”) ●pictures of objects ●box 20 minutes III. Procedure A. Presentation and Modeling: Presentation The students will listen to the teacher tell a story about herself. Example: Last Saturday, my sister and I played in the playground. We joined other kids play patintero. We had fun. T: What do you want to know about my story? We can questions to know more about the stories of others. Teacher will model how to ask questions. T: When we ask questions, we usually use the questions Who, What, and Where. We use who to ask about a person. We use what to ask about a thing. We use where to ask about a place. Teacher can provide graphic organizer to aid students in formulating a question. Modeling: The teacher will read a poem to the class. (See appendix A2) The teacher will ask who questions based on the story/poem. T: Who has the green hat? S: Gab has a green hat. T: Who has a red shirt? S: Rey has a red shirt. T: Who has a yellow skirt? S: Yeng has a yellow skirt. 10 minutes B. Guided Practice: Students will participate in an activity where in they will ask and answer who questions (See appendix C). T: I will divide you into small groups. Each member in the group should get an object/ picture from the box. Each student will get the chance to ask the question: Who has a ________ (thing)? Each student will get the chance to answer the question. Students can use the sentence stem: _____ has a ______.
  42. 42. 42 Who Has it? Gary has a green hat Green so fine Gary has a green hat Just like mine. Gab has a green hat Green hat, green hat Gab wears a green hat to the farm. Rey has a red shirt Red shirt, red shirt Rey wears a red shirt to the store. Yeng has a yellow skirt Yellow skirt, yellow skirt Yeng wears a yellow skirt to the park. Suggested Number of Minutes WEEK 10 – DAY 2 LESSON PLAN I. Objectives ● Ask and answer what questions about stories listen to and shared by a classmate ● Use names of things in sentences ● Appreciate the things one has II. Subject Matter and Materials: Subject Matter ●What questions ●Naming words- things Materials ● Poem – “Who has it?” ●Picture of things ●Box 25 minutes III. Procedure A. Presentation and Modeling Presentation Teacher will read the poem to the class. Modeling Students will listen to the teacher ask what questions. T: What does Gab have? S: Gab has a green hat. T: What does Rey have? S: Rey has a red shirt. T: What does Yeng have? S: Yeng has a yellow skirt. Teacher says: What does Gab have again? Yes, he has a hat. Now, let us try cutting the word “hat” into two parts - the sound /h/ and the sound /at/. Can you say it after me? What is the first sound again? /h/. What is the last sound? /at/. When we put /h/ and /at/ together, we get the word “hat”. Let’s listen to other words that we can wear:: Other examples: cap, ring, pants 15 minutes B. Guided Practice: Students will participate in an activity where in they will ask what questions. (See appendix C2) T: I will divide the class into small groups. Each member of the group will get an object or picture of an object from the box. Each member of the group will take turns in asking the question: What does ______ have? Each member of the group will take turns in answering the question. Students can use the sentence stem: _____ has a ___. Suggested Number of Minutes WEEK 10 – DAY 3 LESSON PLAN
  43. 43. 43 I. Objectives ● Ask and answer where questions about stories listened to and shared by others ● Use names of places in sentences (Grammar) ● Appreciate the places one’s family goes to ● Appreciate the things one has II. Subject Matter and Materials: Subject Matter: Where questions; Naming words (places) Materials: Poem – “Who Has It?”, Short story about the family 20 minutes III. Procedure A. Presentation and Modeling: Presentation Teacher will read the poem to the class. Who has it? Gary has a green hat Green so fine Gary has a green hat Just like mine Gab has a green hat Green hat, green hat Gab wears a green hat to the farm. Rey has a red shirt Red shirt, red shirt Rey wears a red shirt to the store. Yeng has a yellow skirt Yellow skirt, yellow skirt Yeng wears a yellow skirt to the park. Modeling Students will listen to the teacher ask where questions. T: Where did Gab go? S: Gab went to the farm. T: Where did Rey go? S: Rey went to the store. T: Where did Yeng go? S: Yeng went to the park. 20 minutes B. Guided Practice: Students will listen to a short story about where each family went. On Sunday, my family went to grandfather’s house. On Monday, my father went to the market. On Tuesday, my grandmother went to the park. On Wednesday, my mother went to the farm. On Thursday, my brother went to the basketball court. On Friday, my sister went to the library. On Saturday, I went to the store. What a busy week! A student will ask a where question. Ex: Where did the family go on Sunday? Another student will answer the question. Ex: On Sunday, the family went to __________. Students will continue asking and answering where questions based on the short story listened to.
  44. 44. 44 Suggested Number of Minutes WEEK 10 – DAY 4 LESSON PLAN I. Objectives ● Ask and answer who, what and where questions about stories shared by others ● Use naming words in sentences (Grammar) II. Subject Matter and Materials: Subject Matter: Who, What, Where Questions; Naming Words Materials: Worksheets – hidden pictures, connect the dots, coloring pages 20 minutes III. Post Assessment: Divide the class into 2 groups. Group A will participate in the sharing activity. Group B will accomplish worksheets such as: ● Find the hidden pictures ●Connect the dots ●Coloring pages Sharing Activity Students in Group A will take turns in sharing a story about oneself. Teacher can give sentence stems to guide students in sharing. Ex. My family went to the ______. We saw a lot of ______________. Students will take turns in asking who, what and where questions about the story shared by others. Suggested Number of Minutes WEEK 10 – DAY 5 LESSON PLAN I. Objectives ● Ask and answer who, what and where questions about stories shared by others ● Use naming words in sentences II. Subject Matter and Materials: Subject Matter: Who, What, Where Questions; Naming Words (grammar) Materials: Worksheets – pictures, connect the dots, coloring pages 20 minutes III. Post Assessment: Divide the class into 2 groups. Group A will accomplish worksheets such as: ●Find the pictures (mommy, daddy reading a book, bicycle, little boy with a cap, butterfly, sleeping cat, ball, walking dog, chair, umbrella, little girl in a dress, and mat) ● Connect the dots ●Coloring pages Group B will participate in the sharing activity. Sharing Activity Students in Group B will take turns in sharing a story about oneself. Teacher can give sentence stems to guide students in sharing. Ex. My family went to the ______. We saw a lot of __________. Students will take turns in asking who, what and where questions about the story shared by others.
  45. 45. 45 UNIT 4 WEEK 1 Theme: My School and Friends TARGET SKILLS : At the end of the lesson the students should be able to: Expressive Objective: ● Realize the importance of using polite expressions in showing respect when communicating with others Instructional Objectives: ● Oral language: Recognize polite expressions ● Phonological Awareness: Recognize, distinguish, and supply words that begin with the same sound ● Listening Comprehension: Listen and share about himself/herself; Follow directions ● Vocabulary and Grammar: Recognize that the pronoun I is used to refer to one's self Suggested Number of Minutes WEEK 1 – DAY 1 LESSON PLAN 10 minutes. I. Pre-Assessment: Have students answer the question, “Who wants to go to the bathroom? What will you say if you want to go to the bathroom?” Answer: “May I go to the bathroom?” II. Objectives: ● Recognize polite expressions ● Respond to the teacher using polite expressions ● Recognize, distinguish, and supply words that begin with the same sound III. Subject Matter and Materials Subject Matter: Polite Expressions Materials:  Pictures (with speech balloons or thought bubbles) of situations where good manners are shown.  A copy of the poem Manners to be posted on the board or on a wall inside the classroom. ● a big visible card with the word Manners on it ● List of polite expressions to be posted √Thank you √ Welcome √Sorry √Please √May I  A poster with these sentences. Student: May I go out? Teacher: Yes, you may.
  46. 46. 46 10 minutes IV. Procedure A. Activating Prior Knowledge: Unlock the meaning of difficult word: sneeze * sneeze → I sneeze when I smell flowers. This is how I sneeze (demo). Can you try to sneeze? When do you usually sneeze? Good Manners Activity a.Show different kinds of pictures (good & bad manners) b.Ask the children whether the picture shows good or bad manners (thumbs up if it shows good manners, thumbs down if not) Examples: Picture 1: A child saying excuse me as he tries to get the attention of the teacher who is busy with something Picture 2: A child saying thank you after receiving a gift or present Picture 3: An adult saying sorry after accidentally stepping on a child’s toy Picture 4: A child saying please as he asks the teacher to open a bag of cookies Picture 5: An adult asking permission from the child if he can look at his artworks (i.e. May I look at your drawing?) What do you say when someone gives you a gift? We can say “thank you.” In our poem today, let’s find out what we can say to others. 10 minutes B. Presentation: Ask students to listen to a poem about polite expressions. Ask them to recite each line after the teacher. Manners (by: Helen H. Moore) We say “Thank you.” We say “Please,” And “Excuse me” When we sneeze. That’s the way We do what’s right. We have manners. We’re polite. 10 minutes C. Modeling Have the children watch a demonstration on how polite expressions are used (e.g., Please, Excuse me, Thank you, and May I ________?) We can say, “Thank you, Maan.” The name Maan has the beginning sound /m/. (Ask the students to repeat the sound). Now I will call another student that has the same beginning sound as the name of Maan. “Thank you, Mina.” The name Mina also has the beginning sound /m/. Can you give another name that has the beginning sound /m/? What if we change the beginning sound to /s/? We can say, “Thank you, Sonny.” * Teacher may vary this activity by using the following polite expressions: Excuse me, name of classmate. May I borrow name of classmate? Please pass me the pen, name of classmate. D. Modeling (Grammar) Have the children listen to a dialogue between teacher and student that uses polite expressions e.g., Student: May I go out? Teacher: Yes, you may. Suggested Number of Minutes WEEK 1 – DAY 2 LESSON PLAN
  47. 47. 47 I. Objectives: ● Say the appropriate polite expressions in different situations ● Use the pronoun I in polite expressions II. Subject Matter and Materials Subject Matter: Polite expressions; pronoun Materials: ●written polite expressions to be posted on the board as visual cues ●cards for draw lots containing different (or two of each) polite expressions that use the pronoun I 10 minutes III. Procedure A. Presentation The teacher will introduce other polite expressions that use the pronoun I Examples: May I go out? May I pass? May I borrow? A: Yes, you may. 15 minutes B. Modeling Demonstrate how to use the proper polite expressions in specific situations. The teacher may choose volunteers to demonstrate. Examples: When you want to drink water , “Teacher, may I drink?” “Yes, you may.” When you want to go to the clinic, “Teacher, may I go to the clinic?” “Yes, you may.” When you accidentally hurt your classmate you must say, “I am sorry.” 15 minutes C. Guided Practice Group the students. Assign or have each group draw a strip of paper with polite expression from a box that they all must use in the short role play. Example: Groups 1 & 2 : I am sorry Groups 3 & 4 : May I go out Groups 5 & 6 : May I pass Suggested Number of Minutes WEEK 1 – DAY 3 LESSON PLAN I. Objectives: ● Answer questions about the story using a sentence that includes the word because ● Use the pronoun I in polite expressions II. Subject Matter and Materials Subject Matter: Using “because” in sentences and the pronoun I in polite expressions Materials:  written words to be unlocked  written copy of Mother May I? that can be posted on the board for everyone to see. 20 minutes III. Procedure A. Activating Prior Knowledge Find the meaning of the words, “ears of corn, field, cabbages, and cross.”  (picture 1: ears of corn) Show the children a picture of ears of corn. While pointing at it say, “These are ears of corn.”  (picture 2: cabbages) Show the children real cabbages. While pointing at
  48. 48. 48 it say, “These are cabbages. Ask them, “What do we cook with them?” Possible answers: Nilaga, pansit (demonstration: cross). Cross from one side of the classroom to the other while saying, “The teacher is crossing the classroom to get to the other side.” 10 minutes B. Presentation Ask these questions. Who among you loves playing outside the house or in the playground? What do you say to your parents or guardians before going out? Let’s find out what the characters tell their mom before doing something. Have the students listen to the story which uses the phrase “May I...” Mother May I? One brown monkey woke up early. He saw yellow bananas at the top of the banana plant. He asked his mother, “Mother, may I cross the river?” “Yes, you may.” mother said. So, the monkey crossed the river and ate bananas from the banana plant. One black chicken woke up next. She saw golden ears of corn in the field. She asked her mother, “Mother, may I cross the river?” “Yes, you may.”, mother said. So, the chicken crossed the river and ate ears of corn in the field. One white rabbit woke up last. She saw green cabbages in the garden. She asked his mother, “Mother, may I cross the river?” “Yes, you may.” mother said. So, the rabbit crossed the river and ate cabbages in the garden. C. Modeling Have students listen as the teacher asks and answers why questions Examples: Why did the monkey cross the river? The monkey crossed the river because ______. D. Guided Practice Ask the students why questions. Why did the chicken cross the river? The chicken crossed the river because______. Why did the rabbit cross the river? The rabbit crossed the river because? ______. E. Independent Practice Ask who, what, where questions and allow the children to answer. Who woke up early? (Brown monkey) What did he see? Where did he go? Who woke up next? (Black Chicken) What did he see? Where did he go? Who woke up last? (White rabbit) What did he see? Where did he go? Suggested Number of Minutes WEEK 1 – DAY 4 LESSON PLAN I. Objectives: ● Use the polite expression May I... ● Use the pronoun I in polite expressions
  49. 49. 49 II. Subject Matter and Materials Subject Matter: Using “May I” and the pronoun I in polite expressions Materials: ● Written descriptions and objects for the game Mother, May I Cross the River? ●picture clues for independent practice 5 minutes III. Procedure A. Modeling Teacher will demonstrate the game, which used the phrase “May I...” 15 minutes B. Guided Practice The teacher will ask the students to use the polite expression “May I...” through the game Mother, May I Cross the River? 1. Have the students stand side by side (Teacher can bring the class outside for more space.) 2. At the count of three, make them ask, “Mother may I cross the river?” 3. Answer by saying, “Yes, you may, only if you have _________.” 4. Fill in the blank with any characteristic or object the students are wearing. Examples: “Yes, you may, only if you have a school ID.” “Yes, you may, only if you have short hair.” “Yes, you may, only if you have eye glasses.” (You may write these descriptions and objects on pieces of paper that you can then turn into a lottery. Pick one every round.) 1. Have those students who fit the description or have the given object move one step forward. 2. Repeat asking and answering until someone gets to the finish line or has moved a specific number of steps. 15 minutes C. Independent Practice Have the children use the polite expression May I in specific situations. Give the class situations and ask them what they have to say. You may use picture clues to help them. You want to drink water. May I drink water? You have to go to the bathroom. May I go to the bathroom? You want to go to the clinic. May I go to the clinic? You want to ask for a paper. May I have a paper? You want to draw (in your notebook). May I draw (in my notebook)? Suggested Number of Minutes WEEK 1 – DAY 5 LESSON PLAN 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)

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