The lesson plan aims to teach students about sharing through the story "It's Mine!" by Leo Lionni. The story is about three frogs, Milton, Rupert, and Lydia, who fight over the pond, land, and air until it rains. They take shelter together and realize they are better off sharing the pond's resources. The plan includes pre-reading activities to introduce vocabulary, reading the story aloud with student participation, and post-reading games and crafts. The goal is for students to understand the importance of sharing and caring for the environment they share.
This lesson plan aims to teach winter clothing vocabulary to young learners. It includes 3 main activities: 1) Listening to a story about monkeys playing in the winter park and identifying clothing items, 2) Working in groups to match pictures of clothing to a monkey as they listen to a song, and 3) Reviewing the clothing items and their colors. The lesson incorporates visuals, songs, and cooperative work to engage students and assess their comprehension of the new vocabulary in an enjoyable way.
Topic: Verb - The action word
Reference: English For You and Me: Reading Language 2 by: Benita N. Miranda
Materials: power point presentation, speaker, worksheets
Value Focus: Cooperation
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The document outlines a lesson plan for teaching 9th grade students about the short story "Locomotive" by William Saroyan. It includes learning objectives, materials, and a detailed schedule of activities like introducing vocabulary, discussing characters, identifying the plot structure, and answering comprehension questions. Students will define short stories, discuss their personal experiences, read about the author, and reflect on themes regarding friendship, trust, and humanity.
The lesson plan summarizes the story of Odysseus and teaches about gerunds. It includes discussing the characters and plot of the story, having students retell parts of the plot in groups, and defining and providing examples of gerunds and their functions in sentences. The students are assessed by identifying gerunds and their functions in sample sentences.
This document provides a lesson plan for teaching parts of speech focusing on verbs to 2nd-3rd grade students. It defines verbs as action words or words that tell what a subject does, is, or what happens to it. Examples of different types of verbs are given, including past and present tense verbs and helping verbs. The lesson plan outlines procedures for identifying verbs in sample sentences on the board and having students write their own sentences to pick out verbs. It also discusses identifying verbs that change form between present and past tense.
This document provides an agenda and instructions for an English class listening and reading session of John Steinbeck's novella "The Pearl". The agenda includes reviewing literary terms like parable, theme, and symbol. Students are asked to take Cornell notes on the terms and complete assignments from the reading including identifying quotes and describing the main characters' lives before and after finding a pearl. Imagery, symbolism, and listening to an audio version are discussed as ways to understand the story.
The text tells the story of Ula, who is half man and half tree. A young woman falls in love with Ula and they marry, living happily together. One day, Ula goes hunting and is attacked by a jaguar. His remains are found by his wife and brothers. Through magic words, his wife is able to revive Ula, who then asks to get water from a stream.
The lesson plan is for a 7th grade English class and focuses on the song "What a Wonderful World" by Louis Armstrong. Students will listen to the song and identify alliteration and sensory expressions. They will also learn about the singer Louis Armstrong. After listening, students will be split into groups to demonstrate their appreciation of the song's theme through activities like creating a tableau, writing a quotation, or performing a dance. The lesson aims to help students make connections to prior knowledge and appreciate the themes in the listening text.
This lesson plan aims to teach winter clothing vocabulary to young learners. It includes 3 main activities: 1) Listening to a story about monkeys playing in the winter park and identifying clothing items, 2) Working in groups to match pictures of clothing to a monkey as they listen to a song, and 3) Reviewing the clothing items and their colors. The lesson incorporates visuals, songs, and cooperative work to engage students and assess their comprehension of the new vocabulary in an enjoyable way.
Topic: Verb - The action word
Reference: English For You and Me: Reading Language 2 by: Benita N. Miranda
Materials: power point presentation, speaker, worksheets
Value Focus: Cooperation
Lesson Plan in British and American LiteratureDenmark Aleluya
The document outlines a lesson plan for teaching 9th grade students about the short story "Locomotive" by William Saroyan. It includes learning objectives, materials, and a detailed schedule of activities like introducing vocabulary, discussing characters, identifying the plot structure, and answering comprehension questions. Students will define short stories, discuss their personal experiences, read about the author, and reflect on themes regarding friendship, trust, and humanity.
The lesson plan summarizes the story of Odysseus and teaches about gerunds. It includes discussing the characters and plot of the story, having students retell parts of the plot in groups, and defining and providing examples of gerunds and their functions in sentences. The students are assessed by identifying gerunds and their functions in sample sentences.
This document provides a lesson plan for teaching parts of speech focusing on verbs to 2nd-3rd grade students. It defines verbs as action words or words that tell what a subject does, is, or what happens to it. Examples of different types of verbs are given, including past and present tense verbs and helping verbs. The lesson plan outlines procedures for identifying verbs in sample sentences on the board and having students write their own sentences to pick out verbs. It also discusses identifying verbs that change form between present and past tense.
This document provides an agenda and instructions for an English class listening and reading session of John Steinbeck's novella "The Pearl". The agenda includes reviewing literary terms like parable, theme, and symbol. Students are asked to take Cornell notes on the terms and complete assignments from the reading including identifying quotes and describing the main characters' lives before and after finding a pearl. Imagery, symbolism, and listening to an audio version are discussed as ways to understand the story.
The text tells the story of Ula, who is half man and half tree. A young woman falls in love with Ula and they marry, living happily together. One day, Ula goes hunting and is attacked by a jaguar. His remains are found by his wife and brothers. Through magic words, his wife is able to revive Ula, who then asks to get water from a stream.
The lesson plan is for a 7th grade English class and focuses on the song "What a Wonderful World" by Louis Armstrong. Students will listen to the song and identify alliteration and sensory expressions. They will also learn about the singer Louis Armstrong. After listening, students will be split into groups to demonstrate their appreciation of the song's theme through activities like creating a tableau, writing a quotation, or performing a dance. The lesson aims to help students make connections to prior knowledge and appreciate the themes in the listening text.
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This learning package aims to teach English III high school students about literary devices. It will have students identify different devices through a word bingo game. They will then discuss various figures of speech like similes, metaphors, and personification. To deepen understanding, students will play a sentence strip game matching examples to the correct figures of speech. The lesson emphasizes that figures of speech make writing more colorful, imaginative, and interesting to read. As an assignment, students must write a poem using different figures of speech.
The document provides an overview of activities for a creative writing workshop across four days. It includes a variety of performing arts activities to spark creativity such as story sequencing, defining creativity, persuasive speeches, sensory writing prompts, improvisation exercises, and dramatizing stories through tableau and pantomime.
The document provides an overview of activities for a creative writing workshop across four days. It includes a variety of performing arts activities to spark creativity such as story sequencing, defining creativity, persuasive speeches, sensory writing prompts, improvisation, and dramatization. The goal is to use multimodal tools to explore different perspectives and spark creative expression.
The document provides reading comprehension activities and passages for students. It includes a poem about a little kite learning to fly overcoming its fear. Students are asked questions about the poem and engage in group activities such as comparing the kite's traits before and after flying, acting out parts of the story, and sharing times they overcame fear. Another activity discusses prepositions and their uses. The document aims to teach students English skills like vocabulary through context clues and reading exercises.
The document discusses using multiple intelligences in lesson plans to engage students. It aims to help teachers 1) reach out to different types of intelligence like linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and naturalist, 2) brainstorm ways to utilize these ideas in the classroom, and 3) open communication between classroom teachers and specials teachers to foster a well-rounded education. The document provides examples of activities targeting various intelligences for different grade levels.
This document outlines a 5-day lesson plan focusing on the poem "Glimpse of a Polluted Future". Each day covers different objectives: Day 1 introduces vocabulary and the poem, Day 2 focuses on interpretative reading, Day 3 covers yes-no questions and phonics, and Day 4 examines the elements of a poem. Day 5 has students answering yes-no questions and practicing phonics with words containing "-ight". The lesson integrates literature, phonics, and language skills through reading activities, discussions, and worksheets.
The document outlines a 5-day lesson plan focused on environmental protection and poetry interpretation. Each day covers literature, phonics, and other skills. Day 1 introduces the poem "The Future" and discusses caring for the environment. Day 2 involves interpreting and reciting the poem by stanza. Day 3 covers alternative questions and words with "-ough". Day 4 identifies rhyme patterns and sentences with "-ough". Day 5 is a summative test on the unit's content. The lessons incorporate various activities and materials to build reading, writing, listening, and speaking skills around environmental themes.
This document outlines a 5-day lesson plan focusing on the poem "Glimpse of a Polluted Future". Each day covers different objectives: Day 1 introduces vocabulary and the poem; Day 2 focuses on interpretative reading; Day 3 covers yes-no questions and phonics; Day 4 looks at elements of a poem like stanzas and rhyme; Day 5 reviews answering yes-no questions and the poem. Throughout, activities use the poem to practice skills like reading, comprehension, phonics, and performance.
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The story is about a lion and a mouse. The lion wakes up annoyed when the mouse runs over him. He catches the mouse but lets him go after the mouse promises to help the lion someday. Later, hunters trap the lion in a net and the mouse saves him by gnawing through the ropes with his sharp teeth. The lion thanks the mouse for rescuing him and realizes he should not underestimate smaller creatures.
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This document provides a lesson plan for a 6th grade English class focused on the story "Little Red Riding Hood". The plan includes objectives to review vocabulary, characters, and parts of the story through drawing, writing reviews, and discussing alternative endings. Students will rate the story, describe their favorite character and part, and ask peers for help using verbs from the story in English.
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This document discusses using mentor texts to teach writing. Mentor texts act as coaches and partners for students and teachers to bring joy to writing. They help students envision the type of writer they can become and help teachers advance students' overall writing skills rather than just individual pieces. Writers can imitate mentor texts and find new ways to develop their own writing.
This document contains a detailed lesson plan for an English 7 class. The lesson focuses on figures of speech such as simile, metaphor, and personification. Students will analyze examples of these figures of speech in a poem about the Philippines. They will play a game to practice identifying different figures of speech. The lesson aims to help students understand literature and communicate effectively using literal and figurative language.
The document provides instruction on listening skills and summarizing stories. It includes:
1. A lesson on the elements of a story, including plot, setting, characters, point of view, and conflict. Sample comprehension questions are provided from the story "Little Black Bear's Breakfast."
2. A second story called "The Frozen Sparrows" is read, and students are asked multiple choice questions to test their listening comprehension.
3. A third story called "Young Jose" is read and more multiple choice questions are given to evaluate listening skills.
4. An assignment is given where students take turns talking about themselves and their partner must listen and answer questions to show comprehension. The document emphasizes developing listening
1) The document describes a lesson plan for teaching a story to children. It includes activities like pre-reading vocabulary, reading the story aloud, asking discussion questions, and describing characters.
2) The lesson plan focuses on the story "The Little Red Hen" and includes activities where children act out sounds animals make in the story.
3) Later activities teach about sentence types like commands and exclamations through examples from the story.
Tpd tercer periodo - planificacion 1 - nasencioNadia Asencio
This document provides a lesson plan summary for an English class focusing on vocabulary related to natural environments like forests and rainforests. The 80-minute class has 6 activities: 1) Matching vocabulary words to pictures, 2) Discussing an interview with an explorer, 3) Listening to and answering questions about the interview, 4) Ordering and checking the interview transcript, 5) Classifying conjunctions used in the interview, and 6) Completing a passage about an adventure trip. The lesson aims to develop students' speaking, listening, and vocabulary skills through motivating and cooperative activities analyzing the interview transcript.
Tpd tercer periodo - planificacion 1 - nasencioNadia Asencio
This document provides a summary of an English lesson plan for a 4th and 5th year class in Argentina. The 80-minute lesson focused on vocabulary related to natural environments like rainforests. Key activities included identifying animals and objects in rainforest pictures, listening to an interview with an explorer of the Amazon rainforest, and classifying conjunctions based on their meaning and use. The lesson aimed to develop students' speaking, listening, and cooperation skills while learning new vocabulary and grammar structures. Homework assigned was to complete a follow-up activity analyzing highlighted conjunctions from the interview transcript.
This learning package aims to teach English III high school students about literary devices. It will have students identify different devices through a word bingo game. They will then discuss various figures of speech like similes, metaphors, and personification. To deepen understanding, students will play a sentence strip game matching examples to the correct figures of speech. The lesson emphasizes that figures of speech make writing more colorful, imaginative, and interesting to read. As an assignment, students must write a poem using different figures of speech.
The document provides an overview of activities for a creative writing workshop across four days. It includes a variety of performing arts activities to spark creativity such as story sequencing, defining creativity, persuasive speeches, sensory writing prompts, improvisation exercises, and dramatizing stories through tableau and pantomime.
The document provides an overview of activities for a creative writing workshop across four days. It includes a variety of performing arts activities to spark creativity such as story sequencing, defining creativity, persuasive speeches, sensory writing prompts, improvisation, and dramatization. The goal is to use multimodal tools to explore different perspectives and spark creative expression.
The document provides reading comprehension activities and passages for students. It includes a poem about a little kite learning to fly overcoming its fear. Students are asked questions about the poem and engage in group activities such as comparing the kite's traits before and after flying, acting out parts of the story, and sharing times they overcame fear. Another activity discusses prepositions and their uses. The document aims to teach students English skills like vocabulary through context clues and reading exercises.
The document discusses using multiple intelligences in lesson plans to engage students. It aims to help teachers 1) reach out to different types of intelligence like linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and naturalist, 2) brainstorm ways to utilize these ideas in the classroom, and 3) open communication between classroom teachers and specials teachers to foster a well-rounded education. The document provides examples of activities targeting various intelligences for different grade levels.
This document outlines a 5-day lesson plan focusing on the poem "Glimpse of a Polluted Future". Each day covers different objectives: Day 1 introduces vocabulary and the poem, Day 2 focuses on interpretative reading, Day 3 covers yes-no questions and phonics, and Day 4 examines the elements of a poem. Day 5 has students answering yes-no questions and practicing phonics with words containing "-ight". The lesson integrates literature, phonics, and language skills through reading activities, discussions, and worksheets.
The document outlines a 5-day lesson plan focused on environmental protection and poetry interpretation. Each day covers literature, phonics, and other skills. Day 1 introduces the poem "The Future" and discusses caring for the environment. Day 2 involves interpreting and reciting the poem by stanza. Day 3 covers alternative questions and words with "-ough". Day 4 identifies rhyme patterns and sentences with "-ough". Day 5 is a summative test on the unit's content. The lessons incorporate various activities and materials to build reading, writing, listening, and speaking skills around environmental themes.
This document outlines a 5-day lesson plan focusing on the poem "Glimpse of a Polluted Future". Each day covers different objectives: Day 1 introduces vocabulary and the poem; Day 2 focuses on interpretative reading; Day 3 covers yes-no questions and phonics; Day 4 looks at elements of a poem like stanzas and rhyme; Day 5 reviews answering yes-no questions and the poem. Throughout, activities use the poem to practice skills like reading, comprehension, phonics, and performance.
The document discusses relative pronouns and relative clauses. It provides examples of defining and non-defining relative clauses using relative pronouns like who, whom, that, which, whose, when, and where. It discusses when to use these pronouns based on whether they refer to people, things, places, reasons, or times. The document also contains exercises for learners to practice forming relative clauses and identifies potential grammatical traps when using relative pronouns.
The story is about a lion and a mouse. The lion wakes up annoyed when the mouse runs over him. He catches the mouse but lets him go after the mouse promises to help the lion someday. Later, hunters trap the lion in a net and the mouse saves him by gnawing through the ropes with his sharp teeth. The lion thanks the mouse for rescuing him and realizes he should not underestimate smaller creatures.
Lesson Plan 1 - Práctica Docente II - Cazenave, Santiago.docxSantiagoCazenave
This document provides a lesson plan for a 6th grade English class focused on the story "Little Red Riding Hood". The plan includes objectives to review vocabulary, characters, and parts of the story through drawing, writing reviews, and discussing alternative endings. Students will rate the story, describe their favorite character and part, and ask peers for help using verbs from the story in English.
Teachin english in infant education: two different models of lessons planning.
Planificación / unidad didática completa en inglés para realizar con niños de educación infantil en las aulas.
This document discusses using mentor texts to teach writing. Mentor texts act as coaches and partners for students and teachers to bring joy to writing. They help students envision the type of writer they can become and help teachers advance students' overall writing skills rather than just individual pieces. Writers can imitate mentor texts and find new ways to develop their own writing.
This document contains a detailed lesson plan for an English 7 class. The lesson focuses on figures of speech such as simile, metaphor, and personification. Students will analyze examples of these figures of speech in a poem about the Philippines. They will play a game to practice identifying different figures of speech. The lesson aims to help students understand literature and communicate effectively using literal and figurative language.
The document provides instruction on listening skills and summarizing stories. It includes:
1. A lesson on the elements of a story, including plot, setting, characters, point of view, and conflict. Sample comprehension questions are provided from the story "Little Black Bear's Breakfast."
2. A second story called "The Frozen Sparrows" is read, and students are asked multiple choice questions to test their listening comprehension.
3. A third story called "Young Jose" is read and more multiple choice questions are given to evaluate listening skills.
4. An assignment is given where students take turns talking about themselves and their partner must listen and answer questions to show comprehension. The document emphasizes developing listening
1) The document describes a lesson plan for teaching a story to children. It includes activities like pre-reading vocabulary, reading the story aloud, asking discussion questions, and describing characters.
2) The lesson plan focuses on the story "The Little Red Hen" and includes activities where children act out sounds animals make in the story.
3) Later activities teach about sentence types like commands and exclamations through examples from the story.
1. Creators:
Katrina Castañeda
Conchitina De Leon
Marianne Francisco
LESSON PLAN
Target Teaching Date: Feb. 19, 2009
Photo by: Evelyn Saenz
http://www.flickr.com/photos/evelynsaenz/4109606678/
I.Learning Objectives
The aim of this lesson is for the students to…
A.Expressive
1.Realize the importance of sharing
2.Appreciate the helpfulness of the character at the end of the story
3.Value the gift of nature and learn how to care for it
B.Instructional
1.Describe the main characters in the story through a character profile
2.Plan and carry out balancing with others in a game
3.Decorate a picture frame and create a promise of the main characters to each other
4.Portray an ideal environment by removing pollutants and pinning helpful substances in
a relay using a hula hoop.
2. II.Subject Matter
Book Title: It’s Mine!
Written and Illustrated by: Leo Lionni
III. Materials
play activity charts recorded songs lyrics of song in cartolina
pebbles coloring materials food to share
silver minnows rainbow timer pictures
ferns and leafy weeds 5 hula hoops waste basket
strip of words puzzle and outline stars and chart
CD player golden box
IV. Procedure
A.Pre-reading Activities (15 minutes)
1.Unlocking of Difficulties
“I have a story to share with you and it is about my brother and I. Are you ready to
listen?
One morning, I went in the garden of our new house. It has a lot of ferns and leafy
weeds, like these. (Show the ferns and weeds.) Please pass them around. How can you
describe the ferns and weeds? How do they feel? (Post the words and definitions) As I
walk around the garden, I found pebbles! They are so beautiful. I have here some of
the pebbles I collected and I will share it with you (pass the pebbles to the students).
What can you say about my pebbles? What is their color? Is it smooth or rough? (Post
the words, with the real objects)
I picked them up and ran home quickly. When my brother saw them, we started
bickering. We fought and quarreled over the pebbles for he wanted to get it from me.
What is another word for ‘bickering’? (Post the word and the definition) Yes, we
quarreled.
We stopped fighting when Mommy came and said, ‘You quibbled, just for this stone?
Stop quarreling about this unimportant thing, this is just a pebble.’ What is another
word for ‘quibbled’? (Post the word and the definition) And every time we quarrel,
Mom tells us not to be quarrelsome. What is quarrelsome? (Post the word and
definition)
Mommy told him to share some of the pebbles, but he just ran away defiantly. He did
not listen and obey what Mommy told him. He just ran to the garden and hid. What do
you think ‘defiantly’ means? (Post the word and definition)
3. Finally, I found him sitting by a small pond. He told me some of the pebbles fell in the
water. We both went down and got them. The pond also had lots of rocks and leaves so
we also got them out. After cleaning the pond, we noticed the water was less than
before. It subsided. Who has an idea what ‘subsided’ means? (Post the word and
definition)
As we looked at the water in the pond, I saw silver minnows swimming. Look! I caught
some of them for you! Can you describe the minnows? And so, silver minnows are…
(Put in a sentence that the kids used to describe the minnows)
Now let us see if you still remember our new words…
(Show the pebble) What do you call these stones? How does it feel upon touching the
pebbles?
(Show the ferns) What is the name of this one? (Show the leafy weeds) How about this
one?
What about the fishes my brother saw in the pond? What are these?” (Show the silver
minnows)
Lastly, what is another word for ‘quarreling’? (bickering)
I also have two words I want to share with you. Does anyone know how the word ‘mine’
is used? Mine is used for things a person owns. For example, ‘That bag is mine.’ What
about ‘ours’? How do we use ‘ours’? Ours is for things two or more people own. For
example, ‘This classroom is ours.’
2.Activation of Prior Knowledge and Developing Motivation for Reading
“Did you ever have a fight with someone?
What did you fight about?”
Introduction of Story
Motive Question:
“Let us find out in our story who are fighting and what they are fighting about.”
“Are you ready to listen?” (Review the guidelines during story reading)
A.During Reading (10 minutes)
4. The teacher will read the story and whenever the phrase ‘It’s mine!’ appears, the teacher
will raise a placard written with ‘It’s mine!’ The students will imitate the frogs by saying
‘It’s mine!’.
Questions in between reading the story:
Spread 1: What is the name of the pond? What is in the middle of it?
Spread 2: What do the frogs always do?
Spread 7: Did the frogs listen to Toad?
Spread 8: What will cause a flood? How does thunder sound? Can you make it with
your feet?
Spread 10: Let’s imitate the calm after the storm…let’s be quiet for a minute.
Spread 13: How do you think the frogs feel?
C. Post Reading Activities
After each activity, stars will be given to each group. A puzzle piece will also be given to a
group. One member of each group will stick a piece on a pattern paper having the outline of the
puzzle pieces fitted together. After the ending song has been sung, one of us will put the last
piece to form the five major scenes in the story with the caption ‘It’s Ours!’.
“Who are the characters in the story?
At the beginning of our story, what did Rupert, Milton, and Lydia always do?”
Activity 1: It’s me! It’s me! (Character Profile; 10 minutes)
“Now, let us review the story. We will play a game to complete our photo album (show
the album).”
Procedure and Mechanics:
Each spread has the picture of a character on the left, and on the right, incomplete
sentences about them are written.
Target Target Target
Sentences Sentences Sentences
pictures pictures pictures
Target Target
Sentences Sentences
pictures pictures
Target Sentences:
5. 1.Stay out of the (pond), yelled (Milton).
2.The (earth) is mine, shouted Rupert. Get off the (island).
3.The (air) is mine, screamed (Lydia).
4.A large toad lived on the other side of the (island). He said to the frogs, ‘There is no peace
because of your (bickering). You can’t go on like this.’
5.Milton ran off with a large (worm). The other frogs said it was for (everybody).
Hold up the album before the students. Turn the cover to reveal the first spread. Ask the
students to read the text aloud. Tell them that each group will get a member to fill in the
blanks on the first spread by getting the words pasted on the large drawing of Kerokeropi!
The words will be stuck on the album. Say “Go!” for them to start. After the first spread, the
next member of each group will get to answer, then the third members on the third spread and
so on. Each group that gets the correct answers will get stars. More stars will just be given to
those who stick them on the album first.
After the game, each group will be assigned a page of the album they will present and
read to the class. Questions to be asked after each group presents:
Spread 1: What did Milton like most in the island? What did Milton say when the other
frogs joined? (It’s Mine)
Spread 2: What did Rupert like most? Can you think of another word for ‘earth’? What
did Rupert say when the other frogs joined? (It’s Mine)
Spread 3: What did Lydia like most in the island? Is Lydia like Milton and Rupert? What
word best describes Milton, Rupert and Lydia? What did they always say?
Spread 4: Why did Toad visit the frogs? What do you think Toad felt? Did the frogs listen
to him? Let’s see what happened. Group 5, please.
Spread 5: Do you think they listened to Toad? What did they do, then? What did they
fight about?
What can you say Milton, Rupert, and Lydia? (Selfish)
Will you be selfish to your friends? Why?
Will you the same with your classmates?
Afterwards, teach the “frog clap”. Everyone gives themselves a frog clap for their
effort. A group will also be given a puzzle piece.
Transition Questions (will be asked while others pack up the materials):
Let’s see if you remember the story. What happened after Toad visited? (it began to
rain) What happened to the color of the sky? (it darkened) What color did it change into?
(black) There was a thunder heard. How does thunder sound? Can you do it with your feet
again? What started falling from the sky? (rain) Very good. What did the frogs do when it
rained? (stayed on the rocks)
Activity 2: The Storm (10 minutes)
6. “We will do what the frogs did during the storm by playing this game. We will stand
on paper rocks like the frogs.”
Procedure and Mechanics:
The class will be divided into 2 groups. There will be two paper rocks in the middle of
the room. All the students will stand across it. The game will be like “The Boat is Sinking.”
The teacher will say, “The island is sinking, 4 students stay on each rock!” Music will play
and when it stops, there must be 4 students on each rock. On the next round, there will be 3
more added to each rock. Lastly, 5 students will be added on one rock while 6 on the other.
All students will fit on the rocks; they just have to strategize how to do it. After completing
the correct number of students per rock, the students will shout “It’s Ours!
After the game, teach the “storm clap” and give stars and a puzzle piece.
Transition Questions:
Like what we did in our game, the frogs huddled in a rock. How long did they huddle
together? What did they stay on? What do you think the frogs should say or do for Toad?
When someone helps you, what should you say or do? The frogs want to say “thank you” to
Toad. They want to give him a gift. (Show the picture frame) Can we help our frog friends in
preparing the gift?
Activity 3: Friends Forever (10 minutes)
Procedure and Mechanics:
Each group will be given a picture frame, coloring materials, and a blank promise note.
They need to decorate the picture frame and write the frogs’ promises to Toad on the note.
The timer will be a rainbow which forms by color. When it is complete, the activity ends.
Picture of the 3 frogs
Dear ______,
Thank you for _____
_______________________.
We promise to _____
_______________________.
LOVE,
___________
Each group will present their work and receives claps and stars.
7. Activity 4: What a sight! (Relay game; 5 minutes)
Do you still remember where our frog friends live? (Rainbow Pond)
But look at what happened to Rainbow Pond! What are the things that you see? Identify
the things pinned on the chart.
What would they feel if they live in this place? Let us help them fix/clean their home
by playing this game called What a Sight!.
Procedure and Mechanics:
Each group will be given a hula hoop. Their first task is to clean up the chart by pulling
off the picture of the garbage while inside the hula hoop. The first member of a group will
take the picture, return to their line, place it in their waste basket, and have the next member
go inside and share the hula hoop.
When all of the members of the group are in the hula hoop and have cleaned the chart,
they will now decorate and beautify the chart using the pictures in the golden box. The first
group to finish wins the game.
Transition Questions:
What can you say about Rainbow Pond now? What happened in the ending? How did the
frogs feel at that time? Do you think their home became more beautiful when they shared? What
other things can you do to take care of the earth? Here is a song on the frogs sharing.
V. Conclusion Part (15 minutes)
The lyrics and actions of the song “It’s Mine” will be introduced to the class. Its tune is
from the song “Community”.
It’s mine, it’s mine,
the water is Milton’s.
It’s mine, it’s mine,
the earth is Rupert’s.
It’s mine, it’s mine,
the air is Lydia’s.
The water, earth, air is ours.
Lalala.
Milton shared the water,
Rupert shared the earth.
Lydia shared the air
and there’s peace in Rainbow Pond. (2 times)
8. After the song, the students will be asked to form a circle. They will be asked, “What are
the things that you can share to your friends?” The second verse of the song above will be sung
while a pack of food is passed around. The person who gets the food after the song will say what
he/she will share to his/her friends. The process is repeated until all 13 packs are distributed. The
last puzzle piece will be given to a student from the group that has not received one to complete
the puzzle. It will form the words ‘It’s Ours!’ and the students will say it aloud. We will
reinforce by saying, “The food is ours. Please share your food to a person who doesn’t have.”