1Date: _________

Read aloud Oops! Its My

Turn to the class.

English
I-Objective:

Comprehension Check-up:

State details of text or

story during and after reading.

Ask:

II-Subject Matter:
Stating details of text of
story during and after reading.
Value focus: Order
Procedure:
Pre-Assessment:
Motivation:
Where have you seen people
lining up? Have you gone to a
movie house?
What do you do before you get
in?

Why do the children deserve

a movie treat?

ticket

Other ways to keep order

High Frequency Words:

When

with

Were

now

my

these
Presentation:
Talk about the picture on
page 111 UBLS.
Who are in the picture?
Where do you think are
they?
Read aloud:

Group Task: In groups of

five, ask the children to share their
experiences related to the event in
the story.

What can you say.....?

treat

Cinema
office

Application:

Expressing Feelings

Vocabulary Strategy:
Movie guide

1. Who are in the

scene/picture?
2. Who suggested going to the
movies?
3. Why will mama and papa
give the children a treat?
4. Do you think the children
deserve a treat?
5. What happened in the line?

(Use pictures to show order)

Show picture. Let the children
put a star on pictures that shows
order.
Valuing: What happens when
everyone wants to be served first
or does not wait for ones turn?

Group work:
Get the learners to talk and
ask simple questions about what
their family do. (Refer to LM.p 163
we can do it)
Date: ________
English
I-Objectives:
Share ideas on the things
family do together.
Make simple WH-questions

Evaluation:
What can you find in a

II-Subject Matter:

story?

Story: Oops! Its my turn

(UBLS p90-93)

Application:

Materials: picturesfamilies,
pencils, crayons
Value: Order
Procedure:
Motivation: Show pictures
of different families doing things
together.
What keeps family together?
What do you do to keep
order in the family?
Presentation:
Re-read the story Ooops Its
My turn
In the story the family went to
the movie together.
What other things does a family
do together?
Share to your partner what you
and your family do together?

Let the children fill in the

thought bubble about their family.
(Refer to LM p.161).

Read the story Anthons

Spider Lesson (refer to LM Lets
Aim)
Let the children answer the
comprehension questions.
Date: _________
English
I- Objective:
Identify the elements in a
story read
II-Subject Matter:
Story: Anthons Spider
Lesson
Value: Order
Procedure:
Review the story Oops Its
my turn read the previous day.
Ask: retell the story in the class.
Motivation:
Main character guessing
game,
Show books from the library or
reading corner. Let the children
take a look at the cover and give
one main character or characters
of the story.
Example:
Snow White and the Seven
Dwarfs
Presentation:

1. Who are the characters in the

story?
2. Where did the story happen?
3. What important things
happened in the story?
Read the story again and look for
the characters, event and the place
where it happened.
Use graphic Organizer (WHMemory Card).
Memory Card
Who: _____________________
Names of the
Character
Where:____________________
Place where it
happened
When:______________________
Time when it
happened
What: ______________________
Events that happened
Group work: Make a thank you card
for Lola Mary. Use the story for the
letter.
Generalization:
What do you find in the
story?
The story has characters,
place and event. Knowing these

will help you understand what you

read.
Application:
Identify the characters,
place and event. Use graphic
organizer.
Agreement: Tell who the
characters are, place and events.
The buses, jeepneys and
the cars stopped. Jos and Marie
looked at the traffic lights. The
policeman signalled the people
crossing the street. Jose and Marie
crossed the street.
Date: _________

1.
2.
3.
4.

bake the cake

make the game
shake the cake
take the care

Read: an Enjoyable Party (Refer to

LM p.166)
Generalization:
The long /a/ sound is the
sound you hear if you place a silent
/e/ at the end of the word.
word for each picture.
Cane
lake

crane
Cane

bake
Game

English
I-Objective:

Rake

plane

Decode words with

long /a/ sound
II-Subject matter:
The long /a/ sound
Materials: Chart, Flash cards,
pictures
Procedure:
Motivation:
1. Read the word chart with
short long /a/ sound (refer
LM p.165)
2. Show a family picture
then ask the children to
talk about the picture.
Presentation:
Reading Phrases with long
/a/

Evaluation:
Read and Draw
1. cage for sale
2. bake a cake
3. snake at the gate
Agreement:
List down 5 Words with
long /a/ sound.

Ask the children to fill out

the family tree with the names of
their family members.
Presentation:
Teach /Model:
Kite

Mike

Bite

write

Like

line

tire
fine
wide
Show the pictures with the long
/i/.

Date: ________
English
I-Objective:
Decode words with long
/i/
II- Subject Matter:

Read the phrases and use the

Round Robin Activity. There will be
4 members in a group and the
children will take turns in
answering the questions. Prepare
strips of paper as visual aids for the
following sentences:
1. We helped mother put up
clothes in a clothes line.
2. My sister and I love
skipping rope.

Decoding long vowel

sound
Material: vowel chart
Procedure:
Review:
What other vowels do
you know?
Motivation: Their Family members
(Refer to LM. P 167).

3. We get scared looking at

the spider.
4. My brother and I fly kites
during summer.
5. My father writes a good
letter.

Generalization:

The Long /i/ is the sound

you hear if you place a silent /e/ at
the end of the word.
Group Work:
Let the children answer the
We can do it exercise.
Evaluation:

Infer what the story is all

about
Value: Unity
Procedure:
Pre-Assessment:
Motivation:
What does the picture tells
you? LM page 173.

Read the words below:

Neat

came

bite

Coat

lane

hike

What do you think the story

is all about?

hire

Do you quarrel with your

siblings?

baby
Seat

site

buy

try

Unlock the following words:

Late

note

tire

tape

1. Unity- there is unity in the

classroom when there is
understanding.
2. Quarrel- The boys fight over
the boys.
3. Twig- a small place of wood
or branch.
4. Siblings-your brothers and
sister, if any.
Presentation:
Shared Reading
Read the story the Happy ant
Hill. Have the pupils follow along
their book as you read the story.

Date: ________
English
I-Objective:
Infer what the story is
about.
II-Subject Matter:

Thinking aloud
Ask: In the first paragraph, how
would you describe Louise?
Comprehension:

1. What did the Father ant shoe

his sons?
2. What symbolizes the number
of twig?
3. What did the father ant beg
for his sons?
4. How would you describe a
family living with love?
5. If you were one of the son
what will you do?
Generalization:
Unity is to work together
with brotherly love.
Application:
Guided Practice:
Group the pupils into
3.Discuss the activities that
shows unity.
Agreement:
(Refer LM p 175)

II-Subject Matter:
Predicting outcomes
Value: Unity
References: K-12, Lesson Guide
Eng. Ateneo Pages 152-153.
Material: Chart
Procedure:
Review:
Motivation: Show a picture with a
girl holding a shovel what do you
think will the girl do? What do you
think will happen to the seed?
Presentation: Read the story A
Pot of Gold and answer the
following questions:
1. Who are the characters in the
story?
2. How do you describe Mang
Ninoy?
3. Who got sick one day?
4. Did they find the pot of gold?
5. Did the pot of Gold help the
children?
Independent Practice:
Ask the children to match
concepts to predict outcome.
Connect ideas from Column A to
Column B.( Refer to LM.Page 176)

Date: _________
English
I-Objective:
Use clues to make and
justify predictions before and
during and after reading.

Generalization:

Predicting outcomes is
telling or guessing what will
happen next in the story.
Guessing can be made through:
A. Looking for the clues in the
story
B. Understanding the events
through pictures.

Date:________
English
I-Objective:
Identify and produce the
sound of /oo/. Read words with /oo/
sounds.
II-Subject Matter:
Sound of /oo/

Evaluation:
Can you tell what happen
after? Encircle the letter of the
correct answer.
1. Ana wakes up at 7:30.Her class
start at 7:30.
a. She will be late;
b. She will be on time.
c. She will be early for
school.
2. Tino watched TV shows late at
night.
a. He will wake up early.
b. He will wake up late.
c. He will get sick.
3. Lorna fell from the stairs.
a. She will hurt her foot
b. She will laugh.
c. She will cry.

Materials: Word charts, flash

cards
Procedure:
Motivation:
Show different things
with vowels/oo/ .Cross out all the
words that do not belong in the
group.
Say: Look what I have?
Show a Book
Beach ball sun block
Read the clue: Fishy fishy in the
brook. Daddy caught him by the
hook and asks the children to
guess where they are going.

Agreement:

Presentation:

Cut a picture from the

newspaper that attracts your
attention. Make an inference on
what happened before the event
and infer what could happen after.

Read the story Weekend

camp with dad,(Refer to LM Page
179)
Group Work:
Let pupils read more words:
room good wood hood book
pool
brook

food stoop look cook

wool stoop look tool

hook spool shook shoot troop

Date: ________
Independent Practice:
Read and draw.
1.
2.
3.
4.
5.

The moon is round.

I have two books.
My Dad is the cook.
Theres a pool in the yard.
The wind shook the trees.

Generalization:

English
I-Objectives:
Identify synonyms
Use synonyms in
sentences
II-Subject Matter:
Identifying Synonyms

The double /oo/ sounded only

once. It may be at the middle or at
the end of the word.

Procedure:

Evaluation:

Ask: Have you tried hiking in the

forest? Im thinking of a word which
also means forest.

Answer the following:

1. Im thinking of someone who
works in the kitchen. ______
2. Its a part of the body
connected to the leg._____
3. We learn from it. It has lots in
the library._____
4. It comes from the trees. We use
it to make tables._____
5. It is the opposite of bad._____
Agreement:
Dictate the words you have
presented and the pupils have
read.

Motivation:

1. W_ _ _ _
Its starts with letter W
2. Damp- let the children hold a
damp cloth .Let the children
repeat after you saying This
is a damp cloth Then they
will give another word for
damp.
Work Together:
Ask the children to read. Tell
them to listen and use their point
finger while the teacher is reading.
Independent Practice:
Encircle the word that has the
same meaning as the first word.
1. Pretty
sorry
2. Many

happy

lovely

plenty

few

new

3. Merry
larger
lively
smaller
4. Photo
auto
picture higher
5. Neat
clean
slow
fast
Date: ________
English
I-Objective:
Generalization:

Evaluation:

Share experiences,
feelings and emotion using mother
tongue and English

Write a word that is a

synonym of the underlined word.

Read the story with

accuracy

What are synonyms?

a. The tree is huge.

_____
b. The night is quiet. _____
c. The monkey got mad.
_____
d. The camp will start at 7.
_____
e. There is a lovely bird on
top of a tree. _____
Agreement:
Give the synonyms of the
following words.
1.
2.
3.
4.
5.

WiseBigHappyPrettyFast-

_____
_____
_____
_____
_____

II-Subject Matter:
Reading with accuracy
Value: Sleeping early and waking
up early
Materials: Transportation sound,
pictures, models, word cards
Procedure:
Pre-assessment:
Motivation: Read the story
entitled Wake up wake up!
Presentation:
Look at the pictures Ask:
What do you think is the story
about?
Listen as I read the story.
Comprehension Check-up:
1. Who says wake up! Wake
up!?
2. Did Ana wake up?
3. Why did she not get up?

4. What did mother tell Ana

about sleeping?
5. When Ana got up what did
she say?
Group work:
Application:
Draw the things that you
can do to wake up early?

Date: ________
Generalization:
How does going to bed
make one healthy, wealthy and
wise?
Evaluation:
What lesson did you learn
from the story?
What should you do so you
wont wake up late?
From now on I will __________
so, I can________.
Agreement:
Have the pupils make their
own door sign .Let them list down
in the door sign their sleeping and
waking up schedule.

English
I-Objective:
Identify action words in
sentences
Form and use past
tense frequently occurring regular
verbs.
II-Subject Matter:
Identifying action
words.
Material: Chart
Procedure:
Review:
Recall the past lesson
She wakes up late.
She jumps out of bed.
And opened her eyes.
Ana stretched her
arms.
Motivation:
Show the picture to the
class and let the children tell what
each one is doing.
1. Cooks
2. Buys

3. Plants
4. Cats
5. Prays
Presentation:
Play charade- Name the
action of each player and the whole
class will guess.
Group Work:
Read the sentences aloud. Ask
what Ana did .Underline the action
words in the sentences. Explain
that the words you underlined are
verbs. That a verb is an action
words, the word tells what
something or someone does.
Practice activities:
Directions: I will say a
sentence. Tell me the action word
or verb.
1. Mother cooks food for the
family.
2. Mother buys food from the
market.
3. Liza plants vegetables in the
garden.
4. The family eats together.
5. They also pray together.

3. Lito helps father in the yard.

4. Gina scrubs the floor.
Evaluation: Underline the verb
that will make the sentence
complete.
Father found a mango
seed. He said I shall (plant,
cook) it in the yard.Lito said May
I (go, help) you father? Yes go
and (wash, change) your
clothes. Then they went to the
yard.

Date: ________
English
I-Objective:
Use the present simple
form of verb with plural noun as
subject.
II-Subject Matter:
Using the simple
Present form of verb.
Reference: K-12

Generalization:
A verb is an action word.
It tells what someone or something
is doing.
Independent Practice:
Box the action word.
1. The family cleans the house
together.
2. Father sweeps the yard.

Material: Chart
III-Procedure:
Preliminary activities:
Pronunciation Drill:
Words with consonant
blends.
Review:
Lesson Proper:

Motivation:
Who are some of our
community helpers?
(Show pictures Name them)
Presentation:
Let them read what some of
our community helpers do every
day?

2. Security Guards (guard,

guards) banks.
3. Architects (draw, draws)
plan for building.
Agreement:
Write 3 sentences using
the simple form of action words.

Ex. The farmer works in a field.

They plant rice and corn.
They help feed people.
Let them underline the action word
in each paragraph.
Encircle the noun.
Date: ________
Generalization:

English

The simple forms of the verb

used with plural nouns do not end
with s.

I-Objective:

Practice: Read the sentences using

the correct form of verb.

II-Subject Matter:

1. Doctors _____ (cures, cure)

sick people.
2. Lawyers _____ (depend,
depends) poor people in
court.
3. Painters_____(paint, paints)
beautiful sceneries.
Evaluation:
Encircle the correct plural
form of verb.
1. Postmen (deliver, delivers)
letter to our homes.

Use the ing form of the

verbs in sentences.

Using the ing form of the

verbs in sentences.
Reference: K-12 English
Material: Chart
Value: Cleanliness
Procedure:
1. Spelling
2. Pronunciation Drill
Words with consonant
Blend
Review:

Underline the correct

word inside the parenthesis.
1. Doctors (cure, cures) sick
people.
2. The principals (call, calls)
meeting
3. Policemen (direct, directs)
traffic.
Motivation: Show a picture of a
well grown girl getting ready for
school. Say something about the
picture.
Ask: What is the girl
doing?
Presentation: Ask pupils what
they are doing to get ready for
school?
Combing Hair

2. He is (eat, eating) good

food right now.
Evaluation:
Fill each blank with the
correct word inside the parenthesis.
Keeping the Classroom
Clean
Dito is _____ (clean,
cleans) the blackboard. Susan is
_____ (sweep, sweeping) the floor.
Cesar is _____ (dust, dusting) off
the teachers table. They all want to
keep the classroom clean.
Agreement:
Write 3 sentences of what
you are doing at home using the
verb-ing.

Brushing his teeth

Washing her face
Call some pupils to act out the
action listed.

Discussion:
What are the actions that
end in ing?

Date: ________

Generalization:

I- Objective:

When the action is done

right now we add ing to the verb.
Practice:

Identify the sound of

/ee/which is not in the mother
tongue

Complete the sentence using

the correct verb.

Read words /sentences

with th /ee/ sound

1. Fe is (take, taking) her test

right now.

English

II-Subject Matter:
The long e sound

Value:
Material: Chart, pictures
Procedure:
Motivation:
Read again the story
Wake up Wake Up!
As you listen to the children
reading the story, find out if the
pupils can identify and produce the
/ee/ sound in the word sleep.

Write the words for the meaning or

clue.
1.
2.
3.
4.
5.

Haaaaching (sneeze)
The front part of TV .(screen)
You do not pay for it.(free)
A part of a leg (Knee)
You do it before eating a
banana.(Peel)

Evaluation:
LM page 203

Presentation:
Spring Board
Read the rhymes
emphasize the word with
/ee/.Repeat the rhyme and
encourage the children to join. Tell
the children that iy is the sound
they hear and see. That the /ee/
makes a long sound. Let the
children listen and repeat the
sound.
Let the children read the phrases:
See a tree
Three bees
A peel on a tree
Date: __________
Generalization:
What is the sound of /ee/
in the words we read?
Application:
Distribute Bee cut outs. Draw
a big tree. Show the list of words.

English
I-Objective:
Recognize that by adding
s,-ing,-ed to a root word will change
the time expression of a verb.
II-Subject Matter:

Recognizing Inflections
Materials: Chart, pictures
Procedure:
Review:
Read again the story wake
up! Wake up! with accuracy.
What is the story about?
What did you learn from
the story?
Motivation: Sing the song to the
tune of the Insy Weensy Spider.
Anna as Still Sleeping
Anna was still sleeping when
an ugly
spider jumped. Down
came the spider, and kissed
Annas mouth. Out came the sun
and startled Anna up. Now the Insy
weensy spider runs quickly at the
door.
Presentation:
Read the story LM Page 199
Comprehension:
1. Why cant Anna wake up
early?
2. What should she do next
time?

Sleep-sleeping
kissed
Jump-jumped
startled

startle-

The word sleep is the short word of

the root word.
What are added to the root word?
-ing is added to sleep
- ed is added to jump
-ed is added to kiss
-ed is added to startle
Application:
Listen and tell me the root word
of the words I say.
Dancing
playing
Shouted
Sits
drawing

eats
showed

claps

standing

Evaluation:
Let the pupils identify the
root word and the suffix of the
given words.
1.
2.
3.
4.
5.

Praying
Baked
Lives
Watching
Worked

Agreement:
LM Page 200.
Group Work:
Let the pupils read the words.

kiss-

Date: __________
English

I-Objectives:
Follow simple directions
Illustrate activity in a story
Work with the group
cooperatively
II-Subject Matter:
Making Rhymes
Value: Working cooperatively with
the group
Materials:
Manila paper or Cartolina,
crayon, pentad pens
Procedure:
Motivation:
Close your eyes as I read
the rhyme.
Think/Imagine.
Tell me what you see as I
read the rhyme.
A Ball in a Mall
Mommy, Mommy went to
the mall,
Mommy Mommy bought a
new ball,
My brother was playing
While my sister was
staring
Down, the ball came
rolling
To the hall it was
falling.
Teacher models the rhyme.
Mall rhymes with ball
Rolling rhymes with falling.

Presentation:
Initiate making the story.
Prompt the children to make
sentences for each picture. Refer
LM page 205.
The teacher should
familiarize the children with the
words that they are going to use.
Make the children talk about the
story and give the title for it.
Group work:
Let the pupils construct
sentences based on the pictures of
the rhyme pairs.
1. Gabriel drinks milk in a
(glass)
The glass is on the grass.
2. They try to catch bee with a
(net )
The rain fell the net go (wet)
Application:
Let the pupils write a story by
writing all the sentences into a
paragraph form.
Evaluation:
Have the pupils complete the
thought bubbles.
I made the story __________on
my own. I feel __________.
Agreement:
Name a job that you would
like to have. Make different words
that rhyme with it.

Of

we

Where
You

Date: __________
English

me

white
soon

were
out

To make prediction, think about the

characters and about what has
happen in the story.

I-Objective:
Use clues to make and justify
predictions before during and after
reading.
II-Subject Matter:
Making and justifying
predictions
Procedure:
Motivation:
Setting the purpose
Locate and read the title of the
story .Look at the drawings.
Name the things in the picture.
What do you think the story is all
about?
Pre-assessment:

Directed Reading and Thinking

Activities:
Read aloud as children follow
along .
Pause to make children
predict.
Generalization:
What can you say about
the story?
Do they happen at the
same time?
Every story has events that
happen before and after.

Presentation:
Key Words
Holiday- no work, no school
Alarm Clock- a lock with an
apparatus that can be set to ring
loudly
Backyard- a yard at the
back of the house
High Frequency Words

Group Work:
Tell your group about
your own experience going to a
picnic with your family.
Big group Sharing:
Let one of the members
of the group share what they have
talked about in their small group
talk.

Application:
Agreement:
LM page 212

I have prepared my things

last night.
What kind of words are the
blackened words?(verb)
The past tense of the verb
tells something that happened in
the past. The verbs in the
sentences above happened in the
past. What is added to the verb?
Presentation:
Read these sentences with
verbs in the past tense.

Date: _________
English
I-Objective:
Form and use the past tense
of regular verbs by adding ed to
the verb

A kitten jumped out of the

table yesterday.
It rolled on the floor.
The dog barked when it saw
the cat.

II-Subject Matter:
The ed Verbs
Material: Pictures/flash cards
Procedure:
Motivation:
Teach/Model
Read the sentences from the story
off for a Picnic.
Liza jumped out of bed that
morning.
She looked for mother and
father.
Liza shouted, where are
you?

A rat walked in. It looked at the

cat.
Have the pupils compare the
difference between the word jump
and jumped.
Generalization:
What is added to form the
past tense of regular verbs?
Application:
Evaluation:
Read each sentence. Write
the past tense of the verb in the
parenthesis.
1. Father (plant)_____ the mango
seed in the garden.

2. He (work) _____ in the garden

the whole day yesterday.
3. Rolly (help) _____ him dig the
soil.
4. He also (water) _____ the
plants.
5. Mother (pick) _____ the ripe
tomatoes.

III-Procedure:
Preliminary Activities:
1. Spelling
2. Pronunciation Drill
Review:
Lesson Proper:
Motivation: Where did you
spend your vacation last summer?
Present hat did you do?
Presentation:
Present a short story. Let
them read World Animal Day
Comprehension:
What important occasion
was celebrated in school?
What was there in school
that children enjoyed seeing?
Discussion:

Date: _________
English
I-Objective:
Use the simple past of
verb with singular nouns as
subject.
II-Subject Matter:
Using the simple Past of
verbs with singular Nouns as
subject.
K-12 curriculum
Material: Chart
Value: Cleanliness and Orderliness

Let the pupils read their

answer and notice the underlined
verbs.
1. The school celebrated the
Animal Day.
2. There was a pet show in school.
3. The pet showed their tricks.
4. Many pets got prizes.
What were added to make the
verbs in the past form? (d or
ed)
Generalization:
How do we form the past
form of the verb?
Practice:

Write the correct form of the

verb inside the parenthesis.
Ana wake up early and get
ready for school. She (wash) her
face. She put on her clean clothes
and (comb) her hair well. She ate
her breakfast and after this, she
(brush) her teeth.
Evaluation:
Write the past form of the
verb.
Play
1. We _____ while waiting for
our parents.
Ask

2. I _____ her name.

Smiles 3. She _____at me.

Observe 4. Did you _____ the
classroom?

K-12 curriculum
Material: chart
Value: Orderliness
III-Procedure:
Spelling:
Pronunciation Drill:
Review:
Lesson Proper:
Motivation:
Ask: What are the beautiful
things around us?
Presentation:
Read the following words.
A. Trees-narra, mango, acasia
B.Flowers- rose, santan, gumamela

Greet 5. Did you _____ the

teachers?

C.Animals-Pig, goat, dog

Agreement:

Are these things related to each

other?

Write the past form of the verb

1.
2.
3.
4.
5.

Cook-_____
Plant- _____
Harvest- _____
Play- _____
Brush- _____

Discussion:

Generalization:
How can you group the
words?

Date: __________
English
I-Objective:
Identify words that go with the
given concept idea.
II-Subject Matter:
Identifying words that go
with the given concept/idea

Application:
Complete the sentences.
1. Ball, car, doll and marble are
_____
2. Guava, banana and atis are
_____
3. Rose,santan,and gumamela
are _____

Evaluation:
Match column A with Column
B
A

I-Objectives:
Demonstrate the concept of
words that make up a sentence.
Divide the spoken sentences
in English into individual words.

B
1. Months
pink, blue

a. Yellow,

II-Subject Matter:

2. Vegetables
seven, nine

b. Six,

Naming words and action

words in a sentence.

3. Colors
Dec., Oct

c. Jan.,

4. numbers
okra, squash

d.upo,

5. toys
doll, yoyo

e. Robot,

Agreement:
Write words that go that go
with the given concept/idea
1.
2.
3.
4.
5.

Books
Animals
Places
Things
hero

Materials: Flash cards, chart

Procedure:
Motivation:
Show a semantic word
web. (Lm Page 225)
Let the children give their
ideas on what the sentence is.
Presentation:
Let the pupils read the
sentence:
Mother looked around
the house.
Who looked around? (Mother)
The word mother is the naming
word of the sentence.
Mother is the person being
talked about in the sentence. It
tells who looked around. The
naming part of the sentence is
called the subject.
Ask what did mother do?

Date: _________
English

The word look is the action

word of the sentence. Looked tells
the action that mother did in the
sentence. The action

word is called verb. The verb in the

sentence is called the predicate.

Date: _________

Group work:

I-Objectives:

Generalization:
A sentence is made up of
words. It has a naming part and a
verb part. The naming part is also
called the subject .The verb part is
called the predicate.
Application:
Let the children answer the
activity on subject and predicate.
(LM Page 227)
Evaluation:
(Refer to Lm Page 227
Measure my learning)

English

Distinguish big ideas from

small ideas
Identify words that go with a
given concept /idea
II-Subject Matter:
Distinguishing Big Ideas
from small ideas
Reference:K-12 curriculum
Materials: sets of related pictures
and related words
Value: Plant conservation
III-Procedure:
Motivation:
What are the beautiful
things around us?
Presentation:
The teacher presents real
objects or pictures.
Examples: Veagetables, flowers,
trees
Ask the pupils to name vegetables.
The teacher writes the answer on
the board.
Vegetables:
Pechay
Patola
Eggplant
Discussion:

Tell the pupils to look at the

list of words written on the board.

Small ideas make up the

big ideas.

English 2
Monday
Wednesday
All
about Us
A New Day Experiencing
English
Saturday
Friday
Reading Links
Sunday
Agreement: Write three small
ideas under the big ideas.

Big ideas tell about the

small idea.

Vegetables
Fruits

Application:

__________
________

Explain that vegetables, flowers

and trees are big ideas and the
words written under them are the
small ideas.
Generalization:

Identify the words that go with

the given concept/idea. Write three
small ideas for big ideas.
Big Ideas
Small Ideas
a. Months
_____
b. Vegetables
______
c. Colors
______
d. Number
______

_______

Date: _________
English
I-Objective:

_____ _____
_____ ______
_____ ______
_____ ______

Evaluation:

Share inter and intra

personal experiences feelings and
emotions using mother tongue and
English-Give information shared by
others
II-Subject Matter:
Poem: I am a Filipino by: Dali
Soriano
Procedure:

Sort the words inside the box

by placing them under the big
ideas below.
Books

Toys

Days

__________

__________

__________

__________

__________

__________

Pre-Assessment
Motivation: What can you say
about the color of your hair?
Presentation:
During reading activities
Read aloud the poem I Am
A Filipino by Dali Soriano

First Reading Teacher reads

the poem

themselves; the color of their hair,

skin and others.

Second Reading: Teacher

together with the pupils read the
poem.(Eng.TG page 30).

Evaluation:

Comprehension Check-up:

Im (name of pupil A)and Ill tell

something about (Name of pupil
B)_____s his hair is _____ his skin is
_____ He likes to eat _____,_____ and
_____.He likes to play _____,______
and ______.He lives with his parents
and he is proud to be a Filipino.

1. Who is the Filipino/child in the

poem?
2. What is the color of the childs
hair?
3. What is the color of the childs
skin?
4. Who is living with the child?
5. What can you say about the
child?
Activity:
Have the pupils repeat the
sentences the teacher says.

Have the pupils find another

pair.

Agreement:
Paste a picture of your
sister/brother and tell something
about him/her.

I am a Filipino
My skin is _____ (color of the skin)
My hair is _____ (color of the hair)
I love to eat _____, _____and _____.
I like to play ______, _____and _____.
I live with my parent/grandparents.
I help and respect them.

Date: __________
English

I am proud to be a Filipino.

I-Objective:

Generalization:

State facts and details of

text during and after reading.

A Filipino child has fair and

brown skin with black hair, loves to
play, helps his/her family and
respect all elders.
Application:
Have the pupils look for a
partner and let them talk about

II-Subject Matter:
Classifying/ speech sound
heard (beginning and final sound
of the word)
Value Focus: Listening attentively
Materials: Pictures and chart

Procedure:

Application:

Review:
Motivation:
Let the pupils read the
poem I am a Filipino

Evaluation: Read the poem

and classify the words with the
same beginning and ending sound.
Place it in the chart.

Ask: What is the first stanza of the

poem all about?
What is the second stanza of
the poem all about?

Baby, baby comes to me,

Mommy is waiting with
glee,
Daddy is leaving tonight.

Presentation:
Have the pupils read and
underlined words in the poem.hair,
skin, sun, happily, parents, polite,
proud, food, hand, sipa
Ask: In the following words, what
words have the same beginning
sound? What words have the same
ending sound?
Activity:

Lets pray for him to have

safe flight.
Agreement:
Fill in the box below with 5
pairs of words with the same
beginning and ending sound.
Beginning
sound
Ex. fat-farm

Together with the pupils have

them read the first stanza of the
poem.

1.
2.
3.
4.
5.

_______
_______
_______
_______
_______

I am a Filipino
I am proud to be
one
My black hair and
brown skin,
Perfectly baked by
sun.
Generalization: How did you
classify the words in the poem you
have read?

Date: _________
English
I-Objective:

Ending sound
Ex. hill-pill
1.
2.
3.
4.
5.

_______
_______
_______
_______
_______

Classify/Categorize speech
sound heard in the poem-(Rhyming
Words)
II-Subject Matter:
Classifying/Categorizing
speech sound heard (Rhyming
words)

Activity:
Have the pupils listen to the
poem read by the teacher and
classify the rhyming words.
Little Miss Muffet, sat on a
tuffet,
Eating her curds and whey;

Value focus: Listening Attentively

Along came a spider,

Procedure:

Who sat down beside her?

Review:
Have the pupils listen to
the words the teacher read:

And frightened Miss Muffet

Always-around
call-pull
buy-cold
cold
read-right

sit-sing

away.
Generalization:

sleep-us

Rhyming words are words

that have the same sound

found-

Application:

best-fast

Motivation:
Have the pupils recite the
poem I am a Filipino
Presentation:
Write the words my, by, one,

Evaluation:
List down the rhyming words
found in the poem below.
When I was sick
I stayed in my bed
I took the pill my mother gave

sun,

Mother stayed beside my bed

Brothers, sisters and fun on the

board and read it.

To gently rob my aching head.

My-by
One- sun-fun
Brothers-sisters
Ask: What have you noticed with
the words you have read?

Agreement:
Read and classify words that
rhyme.
feel
Jack
pain

Shop
Rain
wheel

Date: ________

Meal
Cane
top

Crop
Crack
Sack

English

Picture of a net

I-Objective:
Manipulate individual
Phonemes

hook-book
Jar-car

red-bed

II-Subject Matter:

ham-jam

bag-tag

Manipulating individual
phonemes

toy-boy

wet-net

Value Focus: Following direction:

Material: Chart
Review:

hat-cat

Say: Change /h/to /b/ in hook what

is the new word?
Change /h/ to /j/in the ham
what is the new word?

Show pairs of pictures. Let the

pupils say yes if the pictures rhyme
and No if not.

Change /w/ to /n/ in wet what

is the new word?

Picture
of cap

What happen when we

change the first letter of the word?

Picture
of clap

Generalization:

Evaluation:
Picture
of rain

Picture
of train

Motivation: Game make a new

word
Presentation: Picture Hunt
Show picture in the
pocket chart. Say I am going the
name of an object and you must
come up and show me where and
what object I am talking about.
Activity:
Beginning Phoneme
Picture of a car
Picture of a jam
Picture of a cat

Refer to LM
Agreement:
Change the beginning of the
word. Write the name of the new
word formed.
1.
2.
3.
4.
5.

Mop - _____
Cap- _____
Sat- _____
Boy- _____
Dog- _____

Date: _________
English
I-Objective:
Manipulate individual
Phonemes (substituting final
phoneme)
II-Subject Matter:
Manipulating individual
phoneme
Value focus:
Following directions
Materials: pictures and word
strips
Procedure:
Review:
Let the student get a
partner and share their
assignment. Let their their partner
guess the new word.
Motivation:
Game: Guess the new word
Change /p/ to /b/ in pack what is
the new word?
Change /n/ to /r/ in night what is
the new word?
Change /j/to /f/ in jar what is the
new word?
Presentation:
Show pictures of the
following:

Car
ten

man

pen

pig

six

Activity:
Say and Drop
Group the pupils into five
groups. Give each group a picture
card. Let them remove the final
phonemes and match the new
word to a picture.
Place Drop and Say Picture
cards face down in a stack at the
center.Provide the group with game
pieces and a different Drop and
Say triangle.
Taking turns, pupils select
the top picture card from the stack
and name the picture.
Remove final phoneme and
say the new word.
If found. Place piece on that
picture .If not found place the
picture card at the bottom of the
stack. Continue until all pictures on
triangle are covered.
(picture cards- bun, jam,
run.hot, sat, lad)
Generalization:
What did you do with the
words?
What part of the word has
changed?
Application:
Game: Simple Simon Says
Simple Simon says change /t/ to
/g/ in dot what is the new word?

Simple Simon says change /n/ to

/g/ in pin what is the new word?
Simple Simon say change /g/ to /d/
in bag what is the new word?
Post Assessment:
Refer to LM

Date: __________
English
I-Objectives:
Answer Wh-question
Share inter and intra personal
experiences feelings and emotions
using Motheo tongue
II-Subject Matter:
Wonderworks By: Dali
Soriano
Value: Appreciation of Gods
creation
Material: Chart
Procedure:
Pre-assessment
Motivation:
Let the pupil sing the song
Hes got the Whole world in His
Hand
Presentation:
Ask: In what places do you
and your family go?
If you go to provinces what
are the things do you see?

Unlocking of difficulty:
Write the word being named;
choose the word from the box.
Vast
country
beautiful
treasure
plentiful
marvel
1. Having a great quantity or
number
__________
2. Pretty, Lovely __________
3. Amaze, feel with wonder
__________
4. A nation or state such as
Philippines - _________
5. Very great in size and in
area _________
6. A precious possession
_______
Read aloud the poem Wonderworks
Eng.TG page 43.
Comprehension:
1. What are some of Gods
created ion?
2. What is said to be the
greatest treasure?
3. As a child how can you show
your appreciation to Gods
Creation?
Generalization:
What is class common
answer for what they are thankful
for and what they consider as their
greatest gift?
Application:
In groups, ask the pupils to draw
one of Gods creations.

Evaluation:
How do you like the things God
has created?
What was the best thing that
God gave you?
Agreement:
Make a thank you note to God
for all the things He created and for
all the gifts and blessings you
received. Write it in the box below.

Summative Test # 2

It teaches many things.

3. __________
It guards the house.
It barks at strangers.
It has four legs.
4. __________
She loves me very
much.
She takes good care of
me.
She washes my clothes.
5. __________
It is a big building.
There are many stores
inside.
Many people buy and
sell
things from this place.

English
Name: __________
Date: ___________
I-Give the correct heading for
these sentences. Choose the
heading from the box below
and write your answer on the
blank.
The Market
A Dog
A Mother
A Janitor
A Book
1. __________
He cleans the school
yard.
He cleans the toilet.
He open and closes our
school.
2. __________
It has many pages.
It has stories and
poems.

II-Write the past tense of

the verbs. Add d or ed
6. Dance- _________
7. Play- __________
8. Visit- __________
9. Bake- __________
10. Join- __________
III-Underline the verb
that will make the sentence
correct.
11. Tina and Grace are (sell,
selling) sandwiches in the canteen.
12. Aling Lina is (washes,
washing) the dishes now.
13. Jonathan is (works,
working) in the office now.
14. My father is (eats,
eating) Pandesal.

15. The fisherman is

(catches, catching) fish now.
IV- Encircle the word that has
the same meaning as the given
word on the left.
16. little- (big, tiny, large)
17. talk- (sing, shout, speak)
18. tall- (low, short, high)
19. Fast- (slow, quick,
moderate)
20. glad- (sorry,happy,sad)

Pencil
sharpener
Ballpen

books

Presentation:
Game: Mini Grocery
Display some fruits and other
things that can be bought in the
grocery. Tell them to buy three to
five items from the grocery .Let
everyone identify the things he or
she bought in the correct box.
Describe the object they
bought. Ask the pupils to put the
things they b
Example:
Fruits

Date: ___________

toys

English
I-Objective:

Discussion:

Give the appropriate heading

for a set of pictures/objects/words
II-Subject Matter:

Why did you group

them together?
What are the things in box 2?

Giving appropriate headings

Reference: K-12 curriculum
Materials: cut out pictures, real
objects, chart
Value: Cooperation and orderliness
III-Procedure:
Motivation: What are the
things inside your bag?
Examples:
Notebooks

Vegetabl
es

eraser

Why do we have to keep our

things together?
Generalization:
We can give an appropriate
heading for a set of pictures by
knowing what they are and their
uses.
Application:
Choose the correct heading
for the given set of pictures.
1. Pictur
es

Of
Anim
als
a. Toys B. Animals C. Food
2.
Picture
of
Crayon

Material: Chart
Procedure:
Motivation:

A. Fruits
B.Crayons C.

Boy

Show three picture puzzles.

Ask the pupils to arrange them.
Then name it.
Presentation:

Evaluation:
Sort the words inside the box
by placing them under the big
ideas below.
Books

Days

__________

__________

__________

Value: Appreciation of Gods

Creation

__________

English 2
Monday
All about
Us
Saturday
A new Day
Experiencing Eng.
Friday
Reading Links
Sunday
Date: __________
English
I-Objectives:
Answer Wh-questions
State facts and details of text
during and after reading
II-Subject Matter:
Wonderworks by: Dali
Soriano

Read the first stanza of the

poem. Let them answer the
questions after.
I marvel at the great seas learn
blue and vast lands, Fashioned
neatly by
Gods own
hands. He created my countrys
clear blue sky.River, lakes, seas and
mountain high.
1. What are the things that
marvel the author?
2. Who was the He on the
poem?
3. What did God created in the
authors country?
Group Work:
Read the story and answer the
following questions.
My little brother loves to
play ball. He toss it, roll it and
shoot it to the ring. He has five
different balls. It was a gift
received from dad.
1. Who loves to play ball?
2. What did he do with the ball?
3. How many balls did his
brother have?

Generalization:
Get the details of the
story you are reading. It can be
a name of the person, an object
or an animal.
Evaluation:
Read the story and answer
the following questions.
Arnel has a pet. Its a
cute puppy named Fidly.It has a
blue ribbon around its neck.
Fidly likes to play with balls. It
loves to drink milk, too.Arnel
and Fidly play every day in the
backyard. Arnel loves its pet
Fidly.
1. Who has a pet?
2. What is his pet?
3. When do they play?
Agreement:
Read the story then answer
the questions.
The sun is a big ball of fire. It
is very hot. It is very bright. The
sun is bigger than the earth. It is
bigger than the moon. It is the
nearest star to us. That is why it
looks bigger than the other stars.
1. What words describe the
sun?
2. Why is the sun very hot?
3. What is the nearest star to
us?

I-Objective: Classify common

words into conceptual categories.
(Ex.animals, food, toys)
II-Subject Matter:
Classifying common words
into conceptual categories
Value: Following Direction
Material: Word strip, Manila paper
pentel pen and pocket chart.
Procedure:
Review:
Motivation: Game; Simple Simon
Simple Simon says group
yourself into 3.
Simple Simon says group
yourself according to the beginning
letter of your name.
Presentation:
Show the following words in
the class:
Mt. Apo
Pasig River
Celebes Sea
Mt.Arayat

Philippines
Loboc River

Canada
Mt.Pinatubo
Cagayan River
Let the pupils group the words
presented to them.
How did you group the
following words?
Activity:

Date: __________
English

Place and group he words in

proper column.

Date: __________
Pechay
apple

goat

Banana

bird

mango

I-Objective:
papaya

fish
Squash
horse

giraffe cabbage

Generalization:

Manipulate Individual
Phonemes
II-Subject Matter:
Fruits

We group the words

according to its kind, color, shape
and size.

Vegetable

Animals

Manipulating phonemes
Value: Listening attentively

Application:

Materials:

Evaluation:
Encircle the words that belong
to the same group.
Pencil
Whale
Train
Philippin
es
eagle

English

Pen
Dog
Bus
Baguio
parrot

Paper
Shark
House
Cebu
crow

Cat
Sea
horse
Jeepney
Davao
Dove

Word strips, manila paper

and chart
Procedure:
Review:
Let the pupil pair the word
with the same sound.
Motivation:
Listen and say the new word.

Agreement:

Change /s/ to /f/ of sat is _____

Write three small ideas under

the big ideas.

Change /r/ to /p/ of rain is _____

Flowers
supplies

colors

school

______

______

_______

______

______

_______

______

_______

______

Presentation:
Activity:
Listen and complete the jingle
It starts with /ch/ and it ends with
air, take the first sound away, and
it says _____
It starts with /b/ and it ends with
all. Take the first sound away and it
says _____

It starts with /s/ and it ends with

am. Take the first sound away, and
it says _____
It starts with /l/ and it ends with
ate, take the last sound away, and
it says _____

Date: _________
English
I-Objective:
Generalization:

Answer Wh-questions

When we remove a letter to a

word it forms a new word.

How do you feel

Express feelings opinion
about the little
through journal, log etc.

Application:

II-Subject Matter: The little

sampaguita Girl By: Marimel Jane
H. Polita

Listen and say the new word.

1.
2.
3.
4.
5.

Say
Say
Say
Say
Say

clap without/ c/
bill without/ b/
pink without /p/
seat without /t/
crop without /r/

sampaguita girl?

Value: Helping people in need

Materials: word strips and Manila
paper
Procedure:
Pre-assessment:
Motivation:
Ask: Have you seen children
selling sampaguita?
How do you describe
them?
What do you do with
them?
Unlocking of Difficulty:
Match the meaning to its word.

A
B

Generalization:

1. Cover from light or heat

scold

What will you do if youll a

child like Maya? How can you help
them?

2. Very, very cold

hear

Evaluation:

3.To find fault angrily

freezing

Read the following questions.

Encircle the letter of the correct
answer.

4.To hold and remain Firm

previous

1. Who the little Sampaguita

girl?
A, Ana
B. Maya
C. Lita
2. What was she selling?
A. Sampaguita B. Rose C.
daisy

5.Occuring before something

shade
else in time and or order
Shared Reading
First Reading Teachers read
the story (Refer to LM page 53-54)
Pupils read the story.

Agreement:
Write a short letter to Maya
about how you feel about her?

Activity:
Summative Test # 3

Group the pupils let them

talk and answer the following
questions:

English

What will you Name: ___________

do if Maya is
I-Choose the idea that does not
at your door?

belong to the group. Encircle

you answer.
1. Fruits of the Philippines
a.mango
c.kiwi fruits
b.banana
d.papaya

Title of the
story _____

2. Parts of a tree

The Maya needs

help what can
you do?

What will be the

ending of the
story?

a.roots

c.fruits

b.leaves

d.narra

3. string musical instrument

a.drums

c.guitar

b.violin

d.banduria

4. Weather condition
a.rainy

c.windy

b.sunny

d.night

5.Living Things
a. Coconut

c.man

b.animal

d.sand

II-Write the letter of the correct

heading for each set of related
words.
___6. Pepe,Arman,Ramon
a.vegetables
___7.maya,eagle,parrot
b.books

IV-Read the story, and then

answer the following
questions.
A Useful Tree
The coconut tree is very useful. The
young coconut fruit is delicious.
The water of the fruit is nutritious.
The trunk of the tree is hard. It is
used for building houses. Coconut
husk is used as fuel. Coconut shells
are made into decorative pieces.
16. What words describe the
coconut tree? __________
17. What is said about its wood?
______

___8.Eng.2,Math2,Fil.2
c.places
___9.okra,eggplant,squash
d.boys
___10.church,school park
e.birds

III-Box the word that has the

same sound as the word on the
left.
11.Side- skin

sin

nine

12.King- fin

bite size

13.five- mine tin bit

14. pit- spring bike wife
15. bite- line thing ring

18. How the coconut husk is is

used? __________
19How is the coconut shells
used? __________
20. Is the water of the coconut
tree good for our body? Why?
________

Date: __________
English
I-Objectives:
Answer Wh-questions
Identify the use of the
elements of information.
II-Subject Matter:

Identifying elements of an
information/factual text heard
Value Focus: Sharing ones talent
Materials: Pictures, LM

Activity B
Complete the graphic Organizer
below. Write something that will tell
about Manny Pacquiao.

Procedure:
Motivation:
Ask: What kind of sports do you
know?
Manny
Pacquiao

Presentation:
Let the pupils look at the
picture and tell something about it.
Picture of Manny
Pacquiao
Ask: In what sport he became
famous?
Let the pupils listen to the story
read by the teacher about Manny
Pacquiao.(Refer to English LM Page
60)
Comprehension:
Activity A
What are your talents?
Practice repeating the following
sentences. Let the pupils fill in the
blanks with an appropriate word.

Application:
Evaluation:
Listen to the story then answer
the Questions. (Eng.TG Page 61)
Agreement:
Draw a picture to show what
you want to become when you
grow up. Write something about
the picture you draw.

I can sing beautifully

I can dance gracefully
Date: __________
English
I can _____ the piano.
I can _____ books with
understanding.
I can _____ like a fish.

I-Objectives:

Identify and use the elements

of an informational/factual text
heard conversation.
Express feelings opinion
through journal, log etc.
II-Subject Matter: Identifying and
using the elements of an
informational/factual text heard
conversation
Value: Listening attentively
Materials: Stringed telephone, stick
puppet, LM
Procedure:
Review:
Motivation:
Show pupils a string can
telephone. Call pupils in front to
use the stringed can telephone. Let
the pupils listen to their
conversation.
Ask: What are they talking about?
Presentation:
Listen to the conversation of
two girls. Find out what are they
talking about.
Mary: Jane this is Alice my
cousin. Alice this is Jane my friend.
Jane: Nice to meet you Alice.
Alice: Nice to meet you too.
Jane: Where are you from
Alice?
Alice: Im from Sorsogon
Jane: How long will you be staying
here?

Alice: Until I have finished my

studies.
Mary: Alice will be our new
classmate.
Jane: Oh! I see...Nice to meet you
Alice.see you on Monday.
Alice: Nice to meet you too,Jane.
Ask: Who are the characters in
the conversation?
What are they talking
about?
Who is Alice?
Activity: Practice Speaking
Guided Practice:
Group the pupils. Let the
pupils role play some
conversational activities.
Group 1- Introducing People
Group 2- Telephone
conversation
Group 3- Asking Permission
Application:
Evaluation:
Pair pupils. Let them present
a conversation in giving directions.
Agreement:
Practice speaking
conversational statements. Write
something about the people whom
you always talk to. How do you feel
when you talk to them?

story of the moth using pictures to

guide the pupils
The Story of the Moth (Refer to
Eng.TG Page 65)

Date: __________
English
I-Objectives:
State facts and details during
and after reading.
Identify and use the elements
of an information/factual text heard
II-Subject Matter:
Stating facts and details of
text during and after reading
Value focus: Following orders
from Elders
Materials: pictures, LM
Procedures:

Let the pupils read the

following statements

This is my teacher
meet you

1. Who are the characters in the

story?
2. When was the story
happened?
3. Why did Jose Rizals mother
told the story of the moth?
4. What did the mother moth
told the young moth?
5. What happened to the young
moth?
Activity:

Review:

Hold on for a while.

you

Comprehension Check Up

Thank
Nice to

Mrs. Cruz
Motivation:
Do you always listen and
follow orders from your parents?

Group pupils and let them

complete the story map about the
story of the moth.
Setting:

Time:

Place:

Characters
Problem
Resolution

What will happen when you

disobey your parents?

Application:

Presentation:

Evaluation:

Ask the pupils to listen to

the story. The teacher tells the

Listen to the story and answer

the following questions.

(Refer to Eng.TG. Page 66)