- Week 1 focuses on teaching students about their own names through songs, games, and activities where they practice asking and telling each other their names
- Week 2 introduces teaching students about their age and the concept of gender within families
- Each day's lesson has clear learning objectives, subject matter, materials, and step-by-step procedures to activate prior knowledge, model new concepts, and provide guided and independent practice
This document provides details for a series of 3 art lessons on drawing for elementary students. Lesson 1 focuses on different types of lines and their characteristics. Students will create a design using contrasting lines. Lesson 2 teaches about showing distance through object size. Students will draw people of different sizes. Lesson 3 introduces the concept of illusion of space and students will create a drawing demonstrating this. The lessons incorporate art history, production, criticism and appreciation.
The document outlines a detailed lesson plan to teach students about the five basic shapes: circle, triangle, rectangle, square, and star. The plan includes objectives to recognize and name the shapes, give examples, and materials like cutouts of each shape. Activities include singing a song to introduce Mr. Shape Head, discussing examples of each shape found in everyday objects, and an activity to identify and color shapes. Students will also complete a homework assignment to draw a house using the five basic shapes.
K TO 12 GRADE 3 LEARNER’S MATERIAL IN Mother Tongue Based (MTB)LiGhT ArOhL
Here are the answers to your questions in complete sentences:
My complete name is Claude.
My favorite color is blue.
I don't have any brothers or sisters.
My favorites are reading books and playing basketball.
I usually eat cereal or toast for breakfast.
I love to eat sandwiches and soup for lunch.
My best dinner meal is spaghetti and meatballs.
The lesson plan describes a English lesson for 1st grade students on classifying familiar words into basic categories like colors, shapes, foods. The teacher will use an example story about a boy named Boboy who is asked to organize items in his family's sari-sari store but fails to properly classify them, resulting in broken eggs. Students will then practice classifying items into food and non-food categories with guidance from the teacher. The lesson emphasizes that classifying items is important for organization, finding things easily, and preventing accidents.
The document is a teacher's guide for teaching Grade 1 art classes over two quarters. It includes 18 drawing and painting lessons focusing on key concepts like lines, shapes, colors, and portraiture. The first lesson introduces art and drawing by having students explore different line types and use them to draw people, animals, and structures. The second lesson teaches portrait drawing by identifying facial features. The third expands this to full-body portraits by tracing and adding detail.
Detailed Lesson Plan in Arts for Primary Leveljanehbasto
The lesson plan aims to teach pre-school students about different shapes and colors through activities like singing, identifying shapes and colors in pictures, drawing shapes on the board and coloring them in. The teacher will motivate students with a song about colors, present pictures of different shapes and their colors, have students practice identifying shapes and colors, and evaluate their learning by having them identify different shapes.
Lesson guide gr. 3 chapter i -multiplication v1.0EDITHA HONRADEZ
The document provides a lesson guide for teaching elementary school students about changing the order or regrouping in multiplication. It contains several learning objectives, content, experiences and activities to help students understand that changing the order of factors in a multiplication problem does not change the product. The activities include climbing a ladder game, grouping counters in different ways, examining rectangular arrangements, writing multiplication sentences for word problems, and evaluating understanding through completion and grouping exercises. The overall goal is for students to show that regrouping factors makes computation easier and does not affect the product.
This document provides details for a series of 3 art lessons on drawing for elementary students. Lesson 1 focuses on different types of lines and their characteristics. Students will create a design using contrasting lines. Lesson 2 teaches about showing distance through object size. Students will draw people of different sizes. Lesson 3 introduces the concept of illusion of space and students will create a drawing demonstrating this. The lessons incorporate art history, production, criticism and appreciation.
The document outlines a detailed lesson plan to teach students about the five basic shapes: circle, triangle, rectangle, square, and star. The plan includes objectives to recognize and name the shapes, give examples, and materials like cutouts of each shape. Activities include singing a song to introduce Mr. Shape Head, discussing examples of each shape found in everyday objects, and an activity to identify and color shapes. Students will also complete a homework assignment to draw a house using the five basic shapes.
K TO 12 GRADE 3 LEARNER’S MATERIAL IN Mother Tongue Based (MTB)LiGhT ArOhL
Here are the answers to your questions in complete sentences:
My complete name is Claude.
My favorite color is blue.
I don't have any brothers or sisters.
My favorites are reading books and playing basketball.
I usually eat cereal or toast for breakfast.
I love to eat sandwiches and soup for lunch.
My best dinner meal is spaghetti and meatballs.
The lesson plan describes a English lesson for 1st grade students on classifying familiar words into basic categories like colors, shapes, foods. The teacher will use an example story about a boy named Boboy who is asked to organize items in his family's sari-sari store but fails to properly classify them, resulting in broken eggs. Students will then practice classifying items into food and non-food categories with guidance from the teacher. The lesson emphasizes that classifying items is important for organization, finding things easily, and preventing accidents.
The document is a teacher's guide for teaching Grade 1 art classes over two quarters. It includes 18 drawing and painting lessons focusing on key concepts like lines, shapes, colors, and portraiture. The first lesson introduces art and drawing by having students explore different line types and use them to draw people, animals, and structures. The second lesson teaches portrait drawing by identifying facial features. The third expands this to full-body portraits by tracing and adding detail.
Detailed Lesson Plan in Arts for Primary Leveljanehbasto
The lesson plan aims to teach pre-school students about different shapes and colors through activities like singing, identifying shapes and colors in pictures, drawing shapes on the board and coloring them in. The teacher will motivate students with a song about colors, present pictures of different shapes and their colors, have students practice identifying shapes and colors, and evaluate their learning by having them identify different shapes.
Lesson guide gr. 3 chapter i -multiplication v1.0EDITHA HONRADEZ
The document provides a lesson guide for teaching elementary school students about changing the order or regrouping in multiplication. It contains several learning objectives, content, experiences and activities to help students understand that changing the order of factors in a multiplication problem does not change the product. The activities include climbing a ladder game, grouping counters in different ways, examining rectangular arrangements, writing multiplication sentences for word problems, and evaluating understanding through completion and grouping exercises. The overall goal is for students to show that regrouping factors makes computation easier and does not affect the product.
Deatailed Lesson Plan in Arts Color HarmonyErica Calcetas
This document contains a detailed lesson plan for teaching color harmonies to 4th grade students. The objectives are for students to identify color harmonies, enumerate the 4 types, appreciate color aesthetics in indigenous arts, and make artworks using different harmonies. The lesson plan outlines preliminary activities like prayers and reviews. It then teaches the 4 types of harmony - direct, split complementary, triadic, and analogous. Students participate in activities to reinforce the concepts and apply their understanding by drawing desired Christmas gifts and identifying the color harmonies used. Assessment is through a quiz on the 4 types, and homework asks students to relate their favorite color to personality.
K TO 12 GRADE 3 LEARNING MATERIAL IN ARTSLiGhT ArOhL
1. The document provides instructions for drawing lessons focusing on lines, shapes, textures, perspective, and landscapes.
2. It discusses key drawing techniques like foreshortening, shading, and using lines to show textures.
3. Students are given activities to practice these techniques by sketching plants, drawing landscapes, and illustrating occupations.
This lesson plan introduces the concept of tempo in music. It defines tempo as the speed of a song, which can be either fast or slow. The lesson will have students identify tempo through singing "Twinkle Twinkle Little Star" at different speeds. It also includes watching a video about tempo, imitating animal movements to demonstrate tempo, and grouping students to perform different tempos through clapping. The goal is for students to understand and be able to identify fast and slow musical tempos.
This document outlines a music lesson plan with the following key points:
- The objective is to relate images with sound and silence within a rhythmic pattern.
- Students will study rhythmic patterns using songs, then discuss how movements represent sounds and silence.
- An assessment asks students to evaluate their ability to differentiate sounds, identify sounds without hearing, and perform rhythmic patterns through various means.
- The lesson aims to have students maintain a steady beat through different movements while singing. Rhythmic instruments will be used to demonstrate steady beats.
- Stick notation will be introduced to represent rhythmic patterns. Students will clap patterns from a song and discuss long and short sounds. Instruments will be
The document provides a detailed lesson plan for a 2nd grade mathematics class. The objectives are to teach dividing two-digit numbers by a one-digit number without remainder through examples and practice problems. The lesson includes reviewing concepts, working through word problems as a class, demonstrating the steps to solve problems, and having students complete group activities and a game to practice their skills. The goal is for students to understand and be able to apply the process of dividing multi-digit numbers.
This lesson plan teaches students about one-fourth fractions through a series of activities. Students will learn to identify one-fourth of different sets of objects. They will play games to practice calculating one-fourth amounts. An example uses a puppet character giving different numbers of fruits to four children to demonstrate one-fourth shares. Students then role play similar scenarios and solve word problems about sharing objects into fourths. The lesson evaluates students' understanding and assigns additional practice problems.
The document provides an overview of the K to 12 Mother Tongue Curriculum Guide for grades 1 to 3 in the Philippines. It discusses the framework and principles of Mother Tongue-Based Multilingual Education (MTB-MLE), which uses the student's mother tongue as the primary language of instruction. The goals are to develop literacy and academic skills in the first language to serve as a foundation for additional language learning, and to promote multilingualism. Key points include using the familiar mother tongue to scaffold learning, developing higher-order thinking skills in the first language, and emphasizing both meaning and accuracy in language acquisition. The curriculum aims to produce students who are lifelong learners of their first, second, and third languages.
Lesson plan in preschool sense of smellRic Dagdagan
The lesson plan aims to teach preschool students about the sense of smell. Students will be split into two groups and asked to smell different objects to identify whether they have a pleasant or unpleasant odor. Examples of pleasant smells include fragrance and calamansi, while examples of unpleasant smells include onion and vinegar. Students will then categorize more examples of smells as pleasant or unpleasant and draw a picture of their nose.
This lesson plan outlines teaching students about the parts of seeds and germination. It will motivate students with a story about a tiny seed and its growth. Students will then learn the key internal parts of seeds like the embryo, radicle, cotyledons, and seed coat. They will identify these parts in illustrations and answer questions to test their understanding. Finally, students will apply their learning by identifying seed parts in diagrams and answering short quiz questions.
This document provides a teaching guide for a Grade 1 art curriculum. It includes 18 lessons organized into two quarters that cover concepts like drawing, color, painting, and portraiture. The first lesson introduces students to the elements of art through line drawings and identifying shapes in self-portraits and objects. Subsequent lessons build on these skills and teach color concepts, painting techniques, and the work of Philippine artists. The guide provides objectives, materials, procedures, and assessments for engaging young students in visual art.
This document provides instructions for making different types of puppets out of various materials for educational purposes. It includes directions for making finger puppets out of cardboard, hand puppets from paper bags, sock puppets from old socks, and stick puppets from popsicle sticks. The puppets are to be decorated and used to retell stories, myths and legends in mini puppet shows. Emphasis is placed on using recycled materials and working collaboratively in groups.
1. The document discusses musical concepts like melody, pitch, and form. It provides lesson plans and activities to teach these concepts to grade 3 students.
2. The lessons include singing songs, identifying high and low pitches, exploring melodic contour through body movements, and analyzing musical form through same/similar/different phrases.
3. Repetition in music is discussed, with an activity having students sing songs following repeat signs. Overall the document aims to develop students' understanding of fundamental musical elements through engaging hands-on activities.
Detailed Lesson Plan with Authentic Assessment (Sample)Regine Kyle Regida
Future educators need to learn how to create their own lesson plan to prepare for their future profession. This document will show you a sample of a detailed lesson plan with authentic assessment approved by a professional instructor.
This document contains a weekly lesson plan for Grade 3 students focusing on the theme of "My Family and I". The lesson plan covers several learning objectives including oral language skills, reading fluency, spelling, composing different writing forms, grammar, vocabulary, listening comprehension, and developing a love of literacy. Over the course of three days, students will participate in activities like role playing conversations, reading stories aloud, identifying parts of a narrative text, and filling out forms. The goal is for students to enhance their communication skills and learn to appreciate family togetherness.
The lesson plan aims to teach pupils about interrogative pronouns. It includes objectives, subject matter, procedures and evaluation sections. The procedures involve a dialogue reading activity where pupils take turns reading parts of a conversation between a mother and son. This is followed by a presentation and examples of the seven interrogative pronouns - what, why, where, who, when, which and how. Pupils then practice forming questions using the interrogative pronouns and identifying them in sentences. The lesson concludes with an exercise evaluating the pupils' understanding of interrogative pronouns.
This lesson plan is for a kindergarten science class and has the following objectives:
1) Identify things plants need to grow
2) Identify common plants in the community
3) Determine the sizes of plants
The lesson will include singing a song about planting seeds, presenting a poem about a plant's growth, discussing what plants need and counting common plants in the school garden. Students will then work in groups to arrange pictures from the poem in order and mold shapes of plants, fruits, leaves or flowers out of clay. Finally, students will sort pictures of plants by size and complete a coloring assignment about caring for plants.
Grade: 2
Subject: English
Lesson: Naming Words
Description: In this lesson, you will learn about how nouns are used to name all the people, things, and places you see around you.
Grade: 1
Subject: English
Lesson: Nouns - Naming Words
Description: In this lesson, you will learn about how nouns are used to name all the people, things, and places you see around you.
Deatailed Lesson Plan in Arts Color HarmonyErica Calcetas
This document contains a detailed lesson plan for teaching color harmonies to 4th grade students. The objectives are for students to identify color harmonies, enumerate the 4 types, appreciate color aesthetics in indigenous arts, and make artworks using different harmonies. The lesson plan outlines preliminary activities like prayers and reviews. It then teaches the 4 types of harmony - direct, split complementary, triadic, and analogous. Students participate in activities to reinforce the concepts and apply their understanding by drawing desired Christmas gifts and identifying the color harmonies used. Assessment is through a quiz on the 4 types, and homework asks students to relate their favorite color to personality.
K TO 12 GRADE 3 LEARNING MATERIAL IN ARTSLiGhT ArOhL
1. The document provides instructions for drawing lessons focusing on lines, shapes, textures, perspective, and landscapes.
2. It discusses key drawing techniques like foreshortening, shading, and using lines to show textures.
3. Students are given activities to practice these techniques by sketching plants, drawing landscapes, and illustrating occupations.
This lesson plan introduces the concept of tempo in music. It defines tempo as the speed of a song, which can be either fast or slow. The lesson will have students identify tempo through singing "Twinkle Twinkle Little Star" at different speeds. It also includes watching a video about tempo, imitating animal movements to demonstrate tempo, and grouping students to perform different tempos through clapping. The goal is for students to understand and be able to identify fast and slow musical tempos.
This document outlines a music lesson plan with the following key points:
- The objective is to relate images with sound and silence within a rhythmic pattern.
- Students will study rhythmic patterns using songs, then discuss how movements represent sounds and silence.
- An assessment asks students to evaluate their ability to differentiate sounds, identify sounds without hearing, and perform rhythmic patterns through various means.
- The lesson aims to have students maintain a steady beat through different movements while singing. Rhythmic instruments will be used to demonstrate steady beats.
- Stick notation will be introduced to represent rhythmic patterns. Students will clap patterns from a song and discuss long and short sounds. Instruments will be
The document provides a detailed lesson plan for a 2nd grade mathematics class. The objectives are to teach dividing two-digit numbers by a one-digit number without remainder through examples and practice problems. The lesson includes reviewing concepts, working through word problems as a class, demonstrating the steps to solve problems, and having students complete group activities and a game to practice their skills. The goal is for students to understand and be able to apply the process of dividing multi-digit numbers.
This lesson plan teaches students about one-fourth fractions through a series of activities. Students will learn to identify one-fourth of different sets of objects. They will play games to practice calculating one-fourth amounts. An example uses a puppet character giving different numbers of fruits to four children to demonstrate one-fourth shares. Students then role play similar scenarios and solve word problems about sharing objects into fourths. The lesson evaluates students' understanding and assigns additional practice problems.
The document provides an overview of the K to 12 Mother Tongue Curriculum Guide for grades 1 to 3 in the Philippines. It discusses the framework and principles of Mother Tongue-Based Multilingual Education (MTB-MLE), which uses the student's mother tongue as the primary language of instruction. The goals are to develop literacy and academic skills in the first language to serve as a foundation for additional language learning, and to promote multilingualism. Key points include using the familiar mother tongue to scaffold learning, developing higher-order thinking skills in the first language, and emphasizing both meaning and accuracy in language acquisition. The curriculum aims to produce students who are lifelong learners of their first, second, and third languages.
Lesson plan in preschool sense of smellRic Dagdagan
The lesson plan aims to teach preschool students about the sense of smell. Students will be split into two groups and asked to smell different objects to identify whether they have a pleasant or unpleasant odor. Examples of pleasant smells include fragrance and calamansi, while examples of unpleasant smells include onion and vinegar. Students will then categorize more examples of smells as pleasant or unpleasant and draw a picture of their nose.
This lesson plan outlines teaching students about the parts of seeds and germination. It will motivate students with a story about a tiny seed and its growth. Students will then learn the key internal parts of seeds like the embryo, radicle, cotyledons, and seed coat. They will identify these parts in illustrations and answer questions to test their understanding. Finally, students will apply their learning by identifying seed parts in diagrams and answering short quiz questions.
This document provides a teaching guide for a Grade 1 art curriculum. It includes 18 lessons organized into two quarters that cover concepts like drawing, color, painting, and portraiture. The first lesson introduces students to the elements of art through line drawings and identifying shapes in self-portraits and objects. Subsequent lessons build on these skills and teach color concepts, painting techniques, and the work of Philippine artists. The guide provides objectives, materials, procedures, and assessments for engaging young students in visual art.
This document provides instructions for making different types of puppets out of various materials for educational purposes. It includes directions for making finger puppets out of cardboard, hand puppets from paper bags, sock puppets from old socks, and stick puppets from popsicle sticks. The puppets are to be decorated and used to retell stories, myths and legends in mini puppet shows. Emphasis is placed on using recycled materials and working collaboratively in groups.
1. The document discusses musical concepts like melody, pitch, and form. It provides lesson plans and activities to teach these concepts to grade 3 students.
2. The lessons include singing songs, identifying high and low pitches, exploring melodic contour through body movements, and analyzing musical form through same/similar/different phrases.
3. Repetition in music is discussed, with an activity having students sing songs following repeat signs. Overall the document aims to develop students' understanding of fundamental musical elements through engaging hands-on activities.
Detailed Lesson Plan with Authentic Assessment (Sample)Regine Kyle Regida
Future educators need to learn how to create their own lesson plan to prepare for their future profession. This document will show you a sample of a detailed lesson plan with authentic assessment approved by a professional instructor.
This document contains a weekly lesson plan for Grade 3 students focusing on the theme of "My Family and I". The lesson plan covers several learning objectives including oral language skills, reading fluency, spelling, composing different writing forms, grammar, vocabulary, listening comprehension, and developing a love of literacy. Over the course of three days, students will participate in activities like role playing conversations, reading stories aloud, identifying parts of a narrative text, and filling out forms. The goal is for students to enhance their communication skills and learn to appreciate family togetherness.
The lesson plan aims to teach pupils about interrogative pronouns. It includes objectives, subject matter, procedures and evaluation sections. The procedures involve a dialogue reading activity where pupils take turns reading parts of a conversation between a mother and son. This is followed by a presentation and examples of the seven interrogative pronouns - what, why, where, who, when, which and how. Pupils then practice forming questions using the interrogative pronouns and identifying them in sentences. The lesson concludes with an exercise evaluating the pupils' understanding of interrogative pronouns.
This lesson plan is for a kindergarten science class and has the following objectives:
1) Identify things plants need to grow
2) Identify common plants in the community
3) Determine the sizes of plants
The lesson will include singing a song about planting seeds, presenting a poem about a plant's growth, discussing what plants need and counting common plants in the school garden. Students will then work in groups to arrange pictures from the poem in order and mold shapes of plants, fruits, leaves or flowers out of clay. Finally, students will sort pictures of plants by size and complete a coloring assignment about caring for plants.
Grade: 2
Subject: English
Lesson: Naming Words
Description: In this lesson, you will learn about how nouns are used to name all the people, things, and places you see around you.
Grade: 1
Subject: English
Lesson: Nouns - Naming Words
Description: In this lesson, you will learn about how nouns are used to name all the people, things, and places you see around you.
The document provides a lesson plan for teaching students how to answer wh-questions about their school, grade, and teacher. The objectives are for students to use short answers to questions like "what school do you go to?" and "who is your teacher?". The lesson involves a teacher modeling a conversation with students asking each other these questions. Students will then practice the conversation in groups and answer writing prompts with their own school, grade, and teacher information.
Diversity in a group or organization refers to having many different forms, types, ideas, races, cultures, etc. represented. Diversity of personal values can often lead to conflicts in the workplace, especially around political issues, religion, sexism, and racism. These conflicts threaten workplace morale and productivity. Understanding and valuing individual differences along dimensions like race, gender, sexuality, beliefs is the core of diversity. True diversity explores these differences in a safe, nurturing environment to foster understanding beyond just tolerance by celebrating individual richness.
This document outlines principles of intercultural communication and factors that have increased its importance. It defines culture as shared systems of symbols, beliefs, attitudes, values, expectations and norms of behavior among coherent groups. Intercultural communication principles aim to exchange information across cultures with mutual respect and minimal antagonism. Improved technology has allowed previously isolated cultures to interact in unstructured situations, while globalization has both increased cultural contact but not reduced diversity among people.
The document provides an overview of elementary school physical education, including its definition, objectives, domains of learning, and recommendations in North Carolina. It discusses how physical education programs have evolved historically due to various influences like wars, health crises, and education reforms. The document also outlines several national organizations that affect health and physical education.
Elementary education is the first stage of compulsory education, usually spanning ages 5-11. It focuses on developing basic literacy and numeracy skills. While structures vary globally, elementary education typically includes subjects like reading, writing, math, science, and social studies. It aims to establish a foundation for further education and often emphasizes character development to shape students into productive citizens. Control and funding of elementary schools differs between and within countries.
The document discusses a student's observation report from visiting a school to study its curriculum and interactions between students, teachers, and staff. The observation notes patterns of interaction, including some students treating teachers like peers. The report also reflects on how the school promotes partnership through respect, harmony, and cooperation.
K TO 12 GRADE 1 LEARNING MATERIAL IN ENGLISH (Q3-Q4)LiGhT ArOhL
This document contains a table of contents for activity sheets and worksheets for English lessons for Grade 1 students. It lists the units, weeks, and days that the activities correspond to. The activities cover topics like colors, parts of the body, places, events, action words, arranging sequences, cause and effect, predicting outcomes, and identifying problems and solutions. Samples of the worksheets are provided, which include spaces for students' names, dates, and instructions for coloring, cutting, pasting and arranging pictures or writing words and sentences. The document also lists the source and year of the materials.
The document discusses learning assessment strategies. It provides a framework for students to observe two classes and identify applications of principles of assessment. The principles discussed include assessment being an integral part of the teaching-learning process, assessment tools matching performance objectives, feedback being provided to learners on results, and considering learners' styles and intelligences with a variety of assessment methods. Students are to observe classes, interview teachers, identify evidence of principles, reflect on their experiences, and document their analysis in an observation sheet and portfolio.
The document provides guidelines for using inclusive and non-sexist language in educational documents from the Ecuadorian Ministry of Education. It explains that one of the ministry's objectives is to promote gender equity in Ecuadorian society and education. It recommends using gender-neutral words like "people" instead of "men" and "teachers" instead of "professors." When neutral terms do not exist, the masculine form should be used generically to refer to both women and men. This practice follows the recommendations of the Royal Spanish Academy and aims to avoid overly wordy expressions while allowing collective groups to be referred to using masculine grammar. It is signed by the President of Ecuador and the Minister of Education.
The document describes a field study activity where a student observed a school environment to determine if it supports learning. The student visited Andres Soriano Colleges of Bislig and used checklists to observe the school facilities and a classroom. In their analysis, the student concluded that the school has a positive impact on learning by providing a friendly atmosphere with varied learning materials. The student also reflected that schools conducive to learning have complete facilities, clean surroundings, and classrooms that are well-ventilated with proper lighting and facilities.
This document describes an observation conducted by students in their Field Study 2 course at Sta. Maria High School in Pampanga, Philippines. The observation focused on principles of learning, using lesson objectives, and organizing content for meaningful learning. Various teaching behaviors and learning behaviors of students are documented as examples of applying different educational principles.
Field Study 2: FS2 Experiencing the Teaching- Learning ProcessJessa Arnado
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
This lesson plan discusses the course descriptions, goals, and objectives of language subjects like English and Filipino. It aims to help students understand the importance of language learning and demonstrate expected competencies in listening, speaking, reading, and writing for each grade level. The teacher leads a discussion where students explain the objectives for different grades in each language subject drawn from the Basic Education Curriculum. The lesson emphasizes that learning the country's languages helps develop communication skills and international competitiveness, making students more successful. For evaluation, students answer short questions about the lesson and write an insight about one language subject area.
English gr.1 tg (q3&q4)inside pp10 12-12Baita Sapad
This document contains a week-long lesson plan for teaching preschool students about names and introducing themselves. The plan includes 5 daily lessons with objectives, activities and procedures. Some key points:
- Students will learn their own names, practice asking and answering "What is your name?".
- They will make name tags and learn that all people have names.
- Activities include singing songs about names, games to practice introductions, and role plays asking for and giving names.
- By the end of the week students should be able to introduce themselves by name and ask for another's name.
This document provides a lesson plan for teaching students about names and ages. Over the course of a week, students will learn to introduce themselves by stating their name, ask for others' names, recognize that people are grouped by sex, and ask and state their age. The lessons include singing songs about names and ages, making name tags, playing getting-to-know-you games, and practicing conversational exchanges like "What is your name?" and "How old are you?". The goal is for students to appreciate that all people have names and to learn related vocabulary and sentence structures.
Week 1 of the curriculum focuses on teaching students about names. Students learn to introduce themselves by saying "My name is ____" and ask others their name by saying "What is your name?". They practice these conversational skills through games and activities. Week 2 builds on this by teaching students about gender and age. Students learn to categorize people as boys and girls, recognize their own gender, and state their age when introducing themselves.
The document provides lesson plans for teaching preschool students about themselves and their families over the course of two weeks. The lessons focus on expressing one's name, age, and sex. Students learn to ask and answer questions like "What is your name?" and "How old are you?" through songs, games, and activities like name tag making. Grammar concepts like sentences and words are also introduced.
This document contains the class schedule and lesson plans for an English class in 3 ARIF from Sunday to Thursday. The lessons cover various language skills including listening, speaking, reading, writing, language arts and grammar. On Sunday, the lesson focuses on listening and speaking, involving a song about daily activities. On Monday, the reading lesson involves choral reading, questions and group reading about daily routines. On Tuesday, the writing lesson has students matching pictures to text about daily schedules. Wednesday's language arts lesson reviews the daily activities song through singing and questions. Thursday's grammar lesson teaches the difference between proper and common nouns through identification activities.
This document contains a dossier for a language teaching training lesson plan. The lesson plan focuses on teaching occupations and articles "a" and "an" through various activities and exercises. The lesson begins with identifying famous people's occupations from pictures. Students then match pictures of occupations to job titles and discuss which seem interesting or dangerous. Pronunciation of two-syllable occupation words is practiced. Students ask and answer questions about famous people's jobs in pairs. The teacher evaluates the lesson as promoting student participation and motivation through the use of varied activities and visual aids.
This document contains lesson plans for a class on personal relationships over four days. It includes warm-up, presentation, practice, and production sections each day. On day one, students will introduce themselves, discuss things they like to do, and practice talking about likes. Day two focuses on getting to know friends, identifying characters, and introducing oneself. Day three involves revising structures from previous grades and introducing friends. The final day reviews family members, discusses musical instruments, identifies nouns, and has students present mind maps about family activities and nouns.
Giáo án tiếng anh lớp 5 sách mới cả năm (full 20 unit)DinhHa6
This document contains a lesson plan for teaching English. The lesson focuses on asking and answering questions about common health problems using the phrases "What's the matter with you?" and "I have...". The lesson objectives are for students to learn related vocabulary like toothache, headache, and fever and to develop speaking and listening skills. The teaching process involves warm-up activities, introducing new vocabulary, listening exercises, role plays asking about health issues, and a song to review the content. Students practice asking and responding to health questions in pairs and groups.
Simulated Activities for Teaching Listening, Speaking, Reading and WritingDenmark Aleluya
The document provides examples of listening, speaking, reading and writing activities that can be used to teach English.
For listening activities, it describes games like "Completing the Lyrics" where students fill in missing words to song lyrics, and "Guess Me" where students answer riddles based on clues.
For speaking, it outlines activities like reciting tongue twisters to practice pronunciation, forming question/answer chains using the last word of the prior response, and class debates on topics.
Reading activities include having students write main ideas on sticky notes to place in a text, associating their prior knowledge with a reading, and symbolically representing an abstract theme from a text.
The document contains daily lesson plans from several English classes. It provides information on the class, time, subject, learning standards, objectives, activities and assessments for lessons on topics like environmental sounds, writing phrases and sentences, reciting poems and songs. The plans describe listening and speaking activities to help students practice naming animals, identifying sounds, introducing themselves, completing texts and matching words to pictures. Assessments are provided to track how many students achieve the lesson objectives.
The lesson plan aims to revise previously taught vocabulary about parts of the body, colors, and numbers through listening to songs and stories, asking questions, and participating in physical activities like touching body parts and clapping along to songs. Students will order pictures from a story they learned before and recognize vocabulary through listening to chants and songs involving movement. The teacher will assess students based on their collaboration and participation in the group activities.
This document provides a lesson plan for a language and culture class focusing on cognates. The lesson aims to talk about hobbies and interests, recognize words from different countries, and compare students' native language to English. Activities include identifying cognates on the board, circling cognates in a reading passage about celebrity hobbies, and matching celebrities to their hobbies. The teacher emphasizes that reading can help students learn about other cultures and extend their knowledge.
- First Part: Despite its importance, teaching speaking has long been undervalued, often taught through repetition of drills or memorization of dialogues.
- Second Part: To effectively teach speaking, teachers should create a classroom environment with real-life communication, authentic activities, and meaningful tasks. Some activities that promote speaking are discussions, role-plays, simulations, interviews, and storytelling.
- Third Part: When teaching speaking, teachers should provide maximum opportunities for student speaking practice and reduce their own speaking time, while giving positive feedback and not overly correcting pronunciation mistakes. A variety of in-class and out-of-class speaking activities can help improve students' skills.
The document provides a lesson plan for a class on the topic of "Taking care of Business around the world." The aims of the lesson are to understand phrases related to business, evaluate services/products across cultures, discuss unusual business practices in different cultures, and consider turning problems into opportunities with different cultural standards. The lesson involves an icebreaker activity matching flags to technology developments. Students will then discuss business vocabulary, cultural standards, and opinions on services/products in various countries and regions.
This document contains summaries of 4 English language lessons for Year 3 students. It outlines the learning standards, objectives, activities, teaching strategies and assessments for each lesson covering topics like listening, speaking, reading, writing, language arts and grammar. The lessons focus on an action song about things students can do and teach concepts like word stress, comprehension, writing routines, and identifying nouns. Assessments include worksheets, activities from textbooks and ability of students to meet lesson objectives.
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The document outlines a lesson plan for a first grade English class focused on family members. The lesson aims to teach students to recognize and pronounce family terms like father, mother, brother, and sister. Activities include listening to a song, naming family members in flashcards, matching names to pictures, and repeating sentences about their own families. The class uses various techniques like repetition, visual aids, and grouping to help students practice the new vocabulary. Assessment is oral to check students' pronunciation of the new words.
The document discusses the importance of teaching pronunciation in English language classes. It provides several reasons why pronunciation is important, including for effective communication, improving other language skills, and career development. It also outlines some common challenges in teaching pronunciation and describes various techniques and activities that can be used, such as drilling, minimal pairs, listening activities, and games involving sounds.
Similar to English gr.1 teacher's guide (q3&q4)inside pp10 12-12 (20)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
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core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
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like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
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centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
English gr.1 teacher's guide (q3&q4)inside pp10 12-12
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
5
minutes
20
minutes
WEEK 1 – DAY 1 LESSON PLAN
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.
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.
1
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
Suggested
Number of
Minutes
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.
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)
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
2
3. 25
minutes
Suggested
Number of
Minutes
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.
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 __________.”
WEEK 1 – DAY 3 LESSON PLAN
I. Objectives
● State one's name in the form “My name is _________.”
● Realize that persons have names
5
minutes
20
minutes
II. Subject Matter and Materials Subject
Matter: One’s name
Materials: cardboard / construction paper, crayons, yarn
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.
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.
3
4. 15
minutes
Suggested
Number of
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 ___________”
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
25
minutes
Suggested
Number of
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.
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).
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.
4
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?
5
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
6
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).
7
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
Suggested
Number of
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).
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.)
8
9. 10 minutes
Suggested
Number of
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.
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
9
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 cutout, 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
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.
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”
V. Guided Practice:
Dialogue with a student. Practice saying:
T: What color do you like? S: I like the color red.
10
minutes
10
minutes
10
minutes
Suggested
Number of
Minutes
WEEK 3 – DAY 2 LESSON PLAN
10
11. 5 minutes
5 minutes
5 minutes
10
minutes
5 minutes
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.
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)
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 _____.
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.
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 _____.”
Presentation and Modeling (Grammar)
We have shared the colors that we like.
Now, let us look for things that have the color we like.
I like the color yellow.
This is a pencil.
It is color yellow.
(The teacher will provide other examples.)
11
12. 10
minutes
Suggested
Number of
Minutes
5 minutes
5 minutes
10 minutes
5 minutes
5 minutes
10 minutes
Suggested
Number of
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)
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
III. Procedure
A1. Activating Prior Knowledge What is your favorite thing/toy?
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.)
C1. Guided Practice:
The students will draw and design their favorite thing (toy, book, etc)
using their favorite color.
(See Appendix B3)
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.)
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.)
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 _____.”
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
12
13. 5 minutes
5 minutes
5 minutes
10 minutes
5 minutes
10 minutes
Suggested
Number of
Minutes
II. Subject Matter and Materials
Subject Matter: Colors and things in the environment
Materials: coloring page of a rainbow
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?
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
C1. Guided Practice:
What are the colors of a rainbow?
(Let the children identify each color.)
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)
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 __________)
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 ________.”
WEEK 3 – DAY 5 LESSON PLAN
13
14. 5 minutes
5 minutes
10 minutes
10 minutes
10 minutes
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
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.
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.)
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.
Presentation and Modeling
Let us color the pictures on this paper.
(The teacher will show the class how to answer the seatwork.)
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 )
14
15. Suggested
Number of
Minutes
5 minutes
5 minutes
15 minutes
WEEK 4 – DAY 1 LESSON PLAN
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
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.”
B. Presentation and Modeling
The teacher will sing a song about fruits.
Alright, we are going to sing a song today about fruits. The title of the
song is The Food Song by Mrs. Jones.
(The tune of the song is Skip to my Lou)
I like *fruits, yes, I do.
I like fruits, yes, I do.
I like fruits, yes, I do.
And my tummy loves them, too.
(You can change the word fruits to different kinds of fruits like bananas,
mangoes, pineapple, melon, star apples, oranges etc. The teacher will
ask the children to look at the pictures of different fruits on the board.
The teacher will ask the children to listen and watch as she says, “I like
bananas.” The teacher will introduce different fruits, T: What fruit is
this? T: This is a/an ___. It is color ____. I like ____.
15
16. 10 minutes
5 minutes
Suggested
Number of
Minutes
10 minutes
20 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.
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
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.
III. Procedure
A. Activating Prior Knowledge
The teacher will ask the children to recall the Food Song.
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
16
17. 10 minutes
10 minutes
10 minutes
10 minutes
Suggested
Number of
Minutes
5 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.
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 ________.
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 _______.
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.
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
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
17
18. 5 minutes
15 minutes
10 minutes
10 minutes
Suggested
Number of
Minutes
5 minutes
35 minutes
can show me?
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?
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 _______.”
IV. Guided Practice
Have the children practice asking and answering the question, “What
fruit or vegetable do you like? I like _________.”
V. Independent Practice
Gather the students and play a game “I like _________.”
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
V. Guided Practice
Ask the children to listen to the directions of the art activity.
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
18
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
I. Pre-Assessment:
10 minutes Conduct a game of “Touch Your Body Part” Have the class point to a body
part .Can you touch your nose?
II. Objectives:
● Recognize parts of the body
III. Subject Matter and Materials
Subject Matter: Body Parts
Materials: body parts puzzle, song chart
IV. Procedure
A. Activating Prior Knowledge:
Ask the children to form a puzzle. (Teacher prepares in advance pictures of
10 minutes a boy and a girl showing the whole body. Cut it into a puzzle.)
B. Presentation:
Sing a song about the parts of a body
Clap your Hands
Clap your hands
Touch your toes
Turn around
Put your finger on your nose
Flap your arms
Jump up high Wiggle your fingers
5 minutes And reach for the sky.
15 minutes C. Modeling
Name the parts of the body
These are my fingers. Can you show me your fingers?
19
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
III. Activating Prior Knowledge
5 minutes
Sing the song about the parts of the body “Clap your hands”
IV. Presentation
Explain the rules of the Body Game
Teachers say: “Touch your part of the body.”
5 minutes Example: Touch your feet. (Children should be able to touch their
feet.).Teacher checks if the students are able to touch the correct part of
the body mentioned.
V. Modeling
5 minutes Demonstrate the rules of the game. Show the students how the game is
played.
VI. Guided Practice:
10 minutes Guide the children as they play the game. Make sure that they touch the
correct body part mentioned.
VI. Independent Practice: Twister
Explain the rules of the activity
1. Divide the class into two groups. (or more depending on size of class)
2. Lay a twister mat on the floor. *Twister mat is divided into squares. Each
square has a different color. There should be at least two squares with the
15 minutes
same color.
3. Give directions that will use names of body parts and colors.
Example: Put your right hand on the color yellow. Put your left knee on the
color blue.
4. Each player should be able to follow accordingly.
Suggested
Number
Minutes
of 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)
20
21. IV. Guided Practice
Have a Pair-Share Activity
1. Divide the class into pairs.
5 minutes 2. Ask the children to share about the body parts they know by facing their
partner and using the sentence stem
This is my ____. (show the body part referred to) I can ___act out).
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
20 minutes body mentioned.
Suggested
Number
Minutes
of 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
III. Activating Prior Knowledge
5 minutes Let the children answer the question, What can our body parts do?
List them on the board.
IV. Presentation
Sing a song about what are body parts can do.
Our Body Parts (to the tune of “Twinkle,
Twinkle”)
We use our legs when we walk.
We use our mouths when we talk.
10 minutes
We use our hands when we write.
We use our teeth when we bite.
With each part, we can do a lot.
Let's be proud of what we've got.
*Check which of the things on the list written earlier were mentioned in the
song.
V. Modeling:
Share about the different things we do with our body
Example: T: “We use our legs when we walk. We use our hands when
10 minutes we write.” Show the class what each body part can do.
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
10 minutes nod our heads? (Students nod their head.)
VII. Assessment/ Evaluation Activity
5 minutes Play the Body Parts game again and check if the students are able to
touch the correct body part you refer to
Suggested
Number
Minutes
of
WEEK 5 – DAY 5 LESSON PLAN
21
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
III. Presentation
Sing a song about taking care of the body.
This is the Way (song)
This is the way we brush our teeth 3x
This is the way we brush our teeth
So early in the morning
10 minutes
This is the way we comb our hair 3x
This is the way we comb our hair
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
IV. Guided Practice
Show pictures of things we do with our body. Some show how to take care
10 minutes and some do not. Post them on the board.
Let the children identify which pictures show ways to take care of the body
and which do not.
V. Independent Practice
5 minutes Act out the ways to take care of the body. Examples: taking a bath,
brushing the teeth
VI. Post Assessment/Evaluation Activity
Provide a worksheet for the children to answer. Instructions: Color the
15 minutes pictures that show how to take care of the body
WEEK 6
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
22
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
23
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:
Dog
As the students are listening, name more animals and identify their body
parts. T: This is a bird. It has wings.
VI. Guided Practice
Show picture of animals without their names. Ask the students animals and their body parts.
Show me the tails of the ____(ex, picture of a pig with its tail. S: This is the tail of the ____(e
the tail of the pig)
24
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)
25
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.”
WEEK 6 – DAY 5 LESSON PLAN
Suggested
Number of
Minutes
I. Objectives
● Identify the body parts of the animals (e.g. monkey)
● Name the animals and the parts of their body
● Follow directions
II. Post-Assessment
Prepare a worksheet for each child. The worksheet should contain a
picture of a monkey. Ask the children to get their coloring materials. Make
sure that the children listen and follow directions properly. Examples:
1. Using the yellow crayon, color the tail of the monkey.
2. Using the red crayon, color the ears of the monkey. (See Appendix. C5)
WEEK 7
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
Minutes
of
WEEK 7 – DAY 1 LESSON PLAN
26
27. 5 minutes
5 minutes
10 minutes
5 minutes
5 minutes
10 mins.
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
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.
B. Presentation and Modeling
Read the poem to the class. Ask them to follow after you. Actions may
be added.
Feelings
Sometimes I feel angry,
Sometimes I feel sad,
Sometimes I feel scared,
Sometimes I feel glad.
But all the times I'm feeling,
I hope you would agree.
There's a feeling that won't change,
I'm happy to be me!
V. Guided Practice
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
VII. Procedure
Presentation and Modeling
Show different pictures of places (house, school, market,
store, etc.) T: I will go to my house.
VII. Guided Practice
Do an activity with the children: Going Places
Set up the classroom so that each side has a model of a house, a
school, a market, and a store. (You may use old boxes for this.)
Model to the child by saying: “I will go to my house” or “I will go to
school.” Call a child and ask him/her to choose the place he/she would
27
28. like to go to using the sentence stem previously modeled.
S: “I will go to _________.”
Suggested
Number of
Minutes
5 minutes
15 minutes
20 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
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.”
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
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)
28
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
15 minutes
5 minutes
15 minutes
Suggested
Number
of
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.”
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)
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.
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.
WEEK 7 – DAY 4 LESSON PLAN
I. Objectives
● Identify different feelings
● Show the different feelings
29
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
30 minutes
Suggested
Number
of
Minutes
10 minutes
20 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.
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 ).”
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
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
IV. Guided Practice
Group Singing
a. Teacher divides the class into four groups.
b. Teacher assigns each group a particular feeling to sing and act out.
30
31. 10 minutes
Group 1: happy/clap your hands
Group 2: angry/stomp your feet
Group 3: sad/bow your head
Group 4: scared/close your eyes
Each group sings assigned feeling song.
V. Objective (Grammar)
● Identify naming words of places
VI. Post Assessment
Distribute the worksheet to the students. Ask them to color the picture
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
31
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
C. Modeling
5 min.
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 WEEK 8 – DAY 2 LESSON PLAN
Number of
Minutes
20
minutes
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
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?
32
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
C. Guided Practice:
minutes Guide the students in using the sentence stem to tell about their own family
members.
I have a __________ I call him/her ______________.
Suggested WEEK 8 – DAY 3 LESSON PLAN
Number of
Minutes
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.)
IV. Procedure
15
A. Presentation:
minutes
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
33
34. 10
minutes
10
minutes
20
minutes
Suggested
Number of
Minutes
40
minutes
II. Subject Matter and Materials
Subject Matter: Family and Events
Materials: drawings the previous day, sentence stem
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.)
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.
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
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
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
34
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 WEEK 9 – DAY 1 LESSON PLAN
Number of
Minutes
10
I. Pre-Assessment
minutes Each one will be given a piece of sketch paper and will be asked to draw
three things that one has bought from the market or a store. The teacher shall
give her own examples first.
II. Objectives
● Listen to a story about a trip to the market/store
● Identify the important details of the story (title, setting, character, etc.)
listened to
● Identify naming words from the story listened to
● Recognize that words can be broken into onsets and rimes
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
IV. Procedure
A. Activating Prior Knowledge
5
minutes Unlock the words: market, mais con yelo and bought
T: Where do you go if you need to buy things like food, clothes and toys?
S: In the market.
T: A market looks like this (show a picture). A market is a place where you
can buy the things that you and your family need.
Yesterday I bought corn and milk in the market. I paid eighty pesos for
those.
Bought means what?
S: buy
T: When you paid money to have something, it means you bought those
things. Everybody say bought.
S: bought
T: At home, I made “Mais Con Yelo” using corn, milk, ice and sugar. This is a
picture of the Mais Con Yelo that I made. Who among you have tried eating
this food? S: (raising of the hands)
B. Presentation and Modeling
10
Listen as the teacher tells a story.
Mais con Yelo
minutes
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?
35
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/
V. Guided Practice
15
The students will fill a story grammar grid with the guidance of the teacher.
minutes Start with words from the story.
Naming words from the story:
mais con yelo
Mario
sister
Rica corn
ice milk
ACTIVITY: Naming Words Sorting (individual or group activity)
a. Have the students cut or tear the pictures of naming words.
b. Have the students paste and group them into categories (person, animal,
thing, place).
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)
36
37. 15
minutes.
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 ___.
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)
37
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
10
minutes
Suggested
Number of
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)
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)
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
38
39. 10
minutes
15
minutes
15
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)
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
____.
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 WEEK 9 – DAY 5 LESSON PLAN
Number of
Minutes
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.
39
40. 10
minutes.
15
minutes
10
minutes
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.
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.
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.
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
40
41. 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
Who Has it?
A.
Presentation and
Gary has a green hat
Modeling:
Green so fine
Presentation
Gary has a green hat
The students will listen to
Just like mine.
the teacher tell a story
Gab has a green hat
about herself.
Green hat, green hat
Example: Last Saturday, my
Gab wears a green hat to the farm.
sister and I played in the
playground. We joined other
Rey has a red shirt
kids play patintero. We had
Red shirt, red shirt
fun.
Rey wears a red shirt to the store.
T: What do you want to
know about my story? We
Yeng has a yellow skirt
can questions to know more
Yellow skirt, yellow skirt
about the stories of others.
Yeng wears a yellow skirt to the park.
Teacher will model how to
ask questions.
T: When we ask questions, we usually use the questions Who, What, and
Where.
We use who to ask about a person.
We use what to ask about a thing.
We use where to ask about a place.
Teacher can provide graphic organizer to aid students in formulating a
question.
Who: picture of person
Modeling: The teacher will read a
What: picture of a thing
poem to the class. (See appendix
A2)
Where: picture of a place
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 ______.
41
42. Suggested WEEK 10 – DAY 2 LESSON PLAN
Number of
Minutes
I. Objectives
● Ask and answer what questions about stories listen to and shared by a
classmate
● Use names of things in sentences
● 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
Who Has it?
A. Presentation and Modeling
Gary has a green hat
Presentation
Green so fine
Teacher will read the poem to
Gary has a green hat
the class.
Just like mine.
Modeling
Gab has a green hat
Students will listen to the teacher
Green hat, green hat
ask what questions.
Gab wears a green hat to the farm.
T: What does Gab have?
S: Gab has a green hat.
Rey has a red shirt
T: What does Rey have?
Red shirt, red shirt
S: Rey has a red shirt.
Rey wears a red shirt to the store.
T: What does Yeng have?
S: Yeng has a yellow skirt.
Yeng has a yellow skirt
Teacher says: What does Gab
Yellow skirt, yellow skirt
have again? Yes, he has a hat.
Yeng wears a yellow skirt to the
Now, let us try cutting the word
park.
“hat” into two parts - the sound
/h/ and the sound /at/. Can you say it after me? What is the first sound
again? /h/. What is the last sound? /at/. When we put /h/ and /at/ together,
we get the word “hat”. 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
42
43. 20 minutes
20 minutes
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
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.
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.
43
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
20 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
III. Post Assessment:
Divide the class into 2 groups.
Group A will accomplish worksheets such as:
●Find the pictures (mommy, daddy reading a book, bicycle, little boy with
a cap, butterfly, sleeping cat, ball, walking dog, chair, umbrella, little girl in
a dress, and mat)
● Connect the dots ●Coloring pages
Group B will participate in the sharing activity.
Sharing Activity
Students in Group B will take turns in sharing a story about oneself.
Teacher can give sentence stems to guide students in sharing.
Ex. My family went to the ______. We saw a lot of __________.
Students will take turns in asking who, what and where questions about
the story shared by others.
44
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.
45
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.
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.
10
minutes
Suggested
Number of
Minutes
WEEK 1 – DAY 2 LESSON PLAN
46
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
47
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.”
B. Presentation
Ask these questions.
Who among you loves playing outside the house or in the playground?
What do you say to your parents or guardians before going out?
Let’s find out what the characters tell their mom before doing something.
Have the students listen to the story which uses the phrase “May I...”
Mother May I?
One brown monkey woke up early.
He saw yellow bananas at the top of the banana plant. He
asked his mother, “Mother, may I cross the river?” “Yes, you
may.” mother said.
10 minutes So, the monkey crossed the river and ate bananas from the banana plant.
One black chicken woke up next.
She saw golden ears of corn in the field.
She asked her mother, “Mother, may I cross the river?” “Yes, you
may.”, mother said.
So, the chicken crossed the river and ate ears of corn in the field.
One white rabbit woke up last.
She saw green cabbages in the garden.
She asked his mother, “Mother, may I cross the river?” “Yes, you
may.” mother said.
So, the rabbit crossed the river and ate cabbages in the garden.
C. Modeling
Have students listen as the teacher asks and answers why questions
Examples:
Why did the monkey cross the river?
The monkey crossed the river because ______.
D. Guided Practice
Ask the students why questions.
Why did the chicken cross the river? The chicken crossed the river
because______.
Why did the rabbit cross the river? The rabbit crossed the river because?
______.
E. Independent Practice
Ask who, what, where questions and allow the children to answer.
Who woke up early? (Brown monkey) What did he see?
Where did he go?
Who woke up next? (Black Chicken) What did he see?
Where did he go?
Who woke up last? (White rabbit) What did he see? Where did he go?
Suggested
Number of
Minutes
WEEK 1 – DAY 4 LESSON PLAN
I. Objectives:
● Use the polite expression May I...
● Use the pronoun I in polite expressions
48
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)
49