Tgeng Unit 1 & 2

UNIT I
LESSON 1
Sounds Around
TARGET SKILLS
Oral Language: Interacting with others
Auditory Discrimination: Recognizing / Identifying / Classifying / Categorizing a
sound heard: transportations, animals, musical instruments, mechanical objects,
environmental, distinguishing between loud/ soft, high/low sounds
Listening Comprehension: Answering Wh-questions
OBJECTIVES
Recognize/Identify and classify transportation sounds as loud/soft.
Get the meaning of words through pictures/ models.
Answer Wh-questions.
SUBJECT MATTER
Transportation Sounds
Answering Wh-questions
MATERIALS
"Going to School," cartolina, pictures, pentel pen and tape
REFERENCES
K to 12 Curriculum Guide in English
K to 12 Teacher and Learner's Guide in English
PROCEDURE
Pre Assessment
Choose the sound made by what you see in each picture in the box.
4.
1.
- V
00;1
5.
"r
Ap
3.
Eeng-eeng
Kringg-kringg
Oink-oink
Meow-meow
Choo-choo
groom-broom
Motivation
What are the sounds you know?
What are the objects/things or animals that produce sounds?
How do you go to school?
Do you walk or you take a ride?
What other transportations do you see?
*Th e teacher will write the students' answers on the board.
Presentation
Post pictures of vehicles/models and word cards.
Say the words and let the pupils repeat after you.
Ask pupils to match the word cards and the pictures.
motorcycle
truck
bus
car
Ask the pupils to locate and encircle the word in the circle map.
Check the students' work.
Listening
Here are the guidelines to be followed during listening.
1. Read the whole story aloud. Point to the illustrations when needed.
2. Read the story again. Ask questions as the story is being read/listened
3.
to.
Read parts of the story where the pupils can mimic the sounds heard.
"Going to School"
It was 6:30 in the morning. Ruben's service vehicle arrived.
"Brrroom, brrroom, brrroom," sounded the tricycle. Ruben
happily boarded the tricycle to school.
Where was Ruben going?
When they reached the junction, the tricycle could not go
fast like before. "I am sorry Ruben, there's a traffic jam again! We
can't get ahead of the cars, buses and jeeps," Kuya Tonyo said.
"Yes, there are trucks, vans and taxis, too," Lito added.
Why can't Ruben's tricycle get ahead of the cars, buses
and jeeps?
What other transportations were there?
"There, the signal light just turned green." "Now, we can
go," Kuya Tonyo happily drive to school. Brrroom, Brrroom,
brrroom, t000t, t000t, t000t. eeeeeeeeng, beeep, beeep, beeep!
prrrriiiiit! These sounds can be heard everywhere. Everybody was
in a hurry to go.
Screeeeech' "Here we are, Ruben," Kuya Tonyo said.
Ruben got off the tricycle. "Thank you,
Kuya Tonyo see you this noon." And Ruben happily walked
to his classroom.
What sounds were heard?
Ask the following questions to the students:
Where was Ruben going?
Who is Kuya Tonyo?
How did Ruben get to school?
What sounds were heard by Ruben on his way to school?
Which means of transportation made these sounds?
Do you think Ruben arrived in school on time? What made you
think so?
How did Ruben feel that day?
Will Lito going to see Kuya Tonyo again?
How about you, how did you go to school?
What sounds did you hear while on your way to school?
APPLICATION
Ask the students to go near the window or if the classroom is near the gate, ask
them to fall in line and go near the gate.
1.
2.
What vehicle sounds can you hear?

Which means of transportation made these sounds?
3. What other sounds can you hear? Connect these sounds to the
obects/animals around us.
EVALUATION
Choose your answer inside the (). Write it on a clean sheet of paper.
1. Who went to school?
(Kuya Tonyo, Ruben, Ben)
2.
3.
4.
5.
What time did Ruben go to school?

(6:30 in the morning, 7:00 in the morning, 7:30 in the morning)
Which of the following sounds did Ruben hear?
(Choo-choo, Toot-toot, Bang-bang)
Who is Kuya Tonyo?
(Truck driver, Bus driver, Tricycle driver)
What time will KUya Tonyo see Ruben again?
(morning, noon, evening)
Give the students enough time to finish their work.

Check and discuss the students' answers.
Lesson 1: SOUNDS AROUND

DAY 2
MOTIVATION
The teacher will prepare names of vehicles to be written on strips of cartolina
and put it inside a box or jar.
The teacher will call a student to come in front and pick one strip. Show it to the
teacher.
Ask the student in front to produce or make the sound of the vehicle he/she
picked.
The students who are sitting will guess the vehicle according to the sound
produced.
Repeat the process until all the strips of cartolina are picked.
INDIVIDUAL ACTIVITY
Encircle the correct name of the following vehicles.
Write under each picture if it produces soft or loud sound.
The teacher will distribute the worksheets to each student.
Guide the students in doing the activity.
After the given time, the teacher will check and discuss the students' work.
VOW I
AMUO
:
d
Ir%D
bot
V=
1-
rtadt
:*
GENERALIZATION
Transportations or vehicles around us produce sounds.
They make loud or soft sounds.
APPLICATION
Draw a vehicle on a short bond paper. Color it.
After the given time, the teacher will collect all the drawings.
The teacher will show each drawing to the class and let the students identify its
sound.
V
EVALUATION
Write S on your paper if the sound of the vehicle picture is soft and L if it is loud.
1.
4.
Pi
5.
3.
Check and discuss the students' answer.
AGREEMENT
Demonstrate how to complete the following story. Then, ask the students to do
it by themselves.
Hello,
I'm
to
going
in
makes a loud/soft sound
and off we go to school.
ride
school.
in
a
The
LESSON 2
ANIMAL SOUNDS
OBJECTIVES
Recognize/identify/ and classify sounds produced by animals as loud/soft.
Answer Wh-questions.
SUBJECT MATTER
Animal sounds
Classification of loud/soft sound
Story: "Five Little Goats"
MATERIALS
Pictures, worksheets, cartolina, box, pentel pen and tape
REFERENCES
PROCEDURE
Checking of Agreement
Review
Ask the students to form groups with three members each.
Student A will give a name of a vehicle.
Student B will mimic its sound.
Student C will idenzify if it a soft or loud sound.
Motivation
What animals do you see in your barangay?
What are the sounds produced by these animals?
Do you have pets?
How do you show your love and care for them?
What are the sounds produced by your pets?
When do they produce these sounds?
Write names of animals inside the balloon.
fl(flfl
Vocabulary
The teacher will post pictures of animals and let the students match the
animal word to the picture.
Example:
Before doing the activity, ask the students to read the words.
LISTENING
2. Read the story again. Ask questions as the story is being read/listened to.
3. Read parts of the story where the pupils can mimic the sounds heard.
Five Little Hens

The first little hen went to the market. The second little hen
stayed home. The third little hen ate a lot of rice.
Where did the first hen go?
The fourth little hen had none. "I have nothing" he cried, "Crookcrook"
Which hen had nothing?
How did the hen cry?
The fifth little hen cried. "1 can't find my way home." "Crookcrookc rook-crook Y'
Why did the fifth little hen cry?
What sound did it make?
Ask:
What is the title of the story?
What animal was mentioned in the story?
What sound did it make? Why?
Guess what sound the first three hens made?
Ask some students to mimic animal sounds.
Ask other students to identify if the sound is loud or soft.
Find your partner.
Distribute the worksheets to each partner.
Animal Sounds
Dcw o Ina to moth eoeh oi'O1 with tt scjr.d It mokft
tu
cuock
chip
qveok
buzz
pun.
howl
IM
10
hiss
(Ocr
grow
61
squeol
Classify each as loud or soft sound.

After the given time, the teacher will check and discuss each pairs' work.
ACTIVITIES
Distribute the following worksheet to each student.
Ask them to do it individually.
Match the arumas with theu sound
baa
Tiger
Bellow
Duck
Grrr
Sheep
~P~4,C700"
Bleat
Alligator
Quack
4
Giraffe.
*
dII'
Moo
11
Match the animals with their sound.
lOink
Hen
I Cluck
Goat
I Neigh
.c
'
I Meow
S
'I Bleat
:.
cat
Cackle
Horse
12'
Classify each sound of the animals as soft or loud. Write it beside the pictures of
the animals on your worksheet.
Check and discuss the Students' answer.
GENERALIZATION
Do animals produce same sounds?

What kind of sounds do they make?
APPLICATION
The teacher will prepare pictures of animals and put it inside a box.
Divide the class into two groups.
The first group will pick one picture then mimic the sound of it, (Make sure that
the second group will not see the picture of the animals.)
The second group will guess the name of the animal and classify it as soft and
loud sound.
On the second set, exchange task.
EVALUATION
Write your answer on the question in the speech balloon.
AGREEMENT
Think of another animal or your pet to take the place of the animal in the story,
"Five Little Hens."
Produce the sound it makes. Be ready to tell your new story in front of the class.
LESSON 3
Sounds of Musical Instruments
OBJECTIVE
Recognize/identify and classify sounds produced by musical instruments as
high/low
SUBJECT MATTER
Musical Instrument Sounds
High/Low Sounds
MATERIALS
Pictures of musical instruments, music player, cartolina, pentel pen and tape
REFERENCES
PROCEDURE
Review
The teacher will prepare sounds of animals using any music player.
Let the students identify the source of the sound of the animal and
classify it as loud or soft sound.
Motivation
Do you play any instrument?
What is'your favorite musical instrument?
What is its sound?
Presentation
Divide the class into five groups.
Ask a representative for each group.
Ask each representative to pick one instrument.

Sample instruments:
I
1.
The teacher will serve as the conductor.

As the teacher points to the group, they will produce the sound of the
instrument picked by their representative.
Ask other students to classify it as loud or soft sound.
On your notebook, draw one picture of musical instrument that is loud or
soft and high or low sound.
Loud Sound
Soft Sound
High Sound
Low Sound
15
ACTIVITIES
Distribute the worksheet below to the students.
I
ft
too"
--
VONWW-
drum
trumpet
xylophone
violin
recorder
7 4%
17
cymbals
guitar
harp
flute
irro m bo tie

The teacher will play sounds of different instruments using any music player.
The students will identify the source of the sound and classify it as loud, soft,
high and low.
Write your answers on a clean sheet of paper.
GENERALIZATION
Musical instruments have different sounds.
Some musical instruments produce loud, soft, high and low sound
16
APPLICATION
Encircle the musical instruments that produce high sound, box if it produce low
sound, color if it produce loud sound and put a cross mark if it produce soft
sound.
1.
3.
17
P!'
5.
i
P
I
MM
9:
EVALUATION
Draw a line to connect the musical instrument to the sound it produces.
Blag! Blag! Blag!

1.
Eng-eng-eng
AV
a
P"T
Pak-bum-pak-bum-bum
pak-bum
Tik-ki-tik-tik-tik
Tsak-tsak-tsak
Kiang-Kiang-Kiang
Hoink-hoink-hoink
E]
El
5.
19
AGREEMENT
Cut pictures of instruments and group them according to their classification of
sound. Paste it on short bond paper.
LESSON 4
OBJECTIVE
Recognize/identify/classify environmental sounds heard as loud/soft, high/low
SUBJECT MATTER
Environmental Sounds
MATERIALS
Pictures, music player, cartolina, pentel pen and tape
REFERENCES
PROCEDURE
Review
Recall the sounds discussed on the other day - sounds of musical
instruments.
Play different sounds of musical instruments and ask the students to give
the source of the sounds.
Also, classify the sound if it is high, low, loud and soft.
Motivation
What sounds do you hear at home? Outside?
Presentation
Ask the students to close their eyes.
Ask them to listen to the sounds around them. Do this for 540 seconds.
Ask:
What sounds did you hear?
Where do these sounds came from?
How will you classify these sounds? Is it high? Low? Loud? Soft?
20
Activities
Activity 1
Play sounds from different sources that can be found inside a
house using any music player. Ask the students to identify the
source and its sound classification.
Activity 2
Ask the students to form a line. Go around the school and have a
short trip. Ask the students to listen to the sound they hear. While
moving around, ask the students to give the source of sound they
hear and its sound classification.
GENERALIZATION
Sounds from the environment differ from one another.
This can be c!assify as loud, soft, high and low.
APPLICATION
Give the sounds produce by the following. Write also the classification of its
sound on the opposite side of each picture.
1.
11
rtc,
rt
2.
21
3.
4.
5.
EVALUATION
Listen to the sounds. What makes the sound? Is it loud or soft? Encircle the
correct answer.
Sound
mee-mee
oink-oink
broom-broom
woosh-woosh
ssss-ssss
Source of Sound
horse
goat
snake
hen
bicycle
motorcycle
thunder
wind
worm
snake
22
Quality of Sound
loud
soft
loud
soft
loud
soft
loud
soft
loud
soft
AGREEMENT
List down five source of sounds you hear at home. Write on the opposite the
quality of its sound. Do this on a short bond paper.
LESSON 5
ALPHABET
TARGET SKILLS
Alphabet Knowledge (Reading letters of the alphabet)
Phonics and Word Recognition (Medial /e/, blending onsets and rimes)
Alphabet Knowledge (Applying basic phonemic performance task- blending)
Listening Comprehension (Identifying the elements of the story, answering
wh-questions)
OBJECTIVES
Name the letters of the Filipino and English Alphabets
Identify the letters of the Filipino Alphabet which are not present in the English
Alphabet and vice versa.
SUBJECT MATTER
Filipino and English Alphabets
MATERIALS
Worksheets, pictures, cartolina, pentel pen and tape
REFERENCES
PROCEDURE
Pre-Assessment
Encircle the letters which belong to both the English and Filipino
alphabets. Box the letters which belong to the Filipino alphabet only.
Aa
Hh
N
Tt
Bb
Ii
Cc
jj
c fL
Gg
Li
MM
Nn
UuVvWw'Xx
Vy
Zz,
23
Kk
Missing letters
fzfl u *
bi
k,c
.ch
1e*r, ..t zt
m. <:W&.. .1*
_ppte
gg
_atl
_ish
__at
ff191I _ate
0g
at
abcd
efgh
4I
Read the sentences and answer the questions.Encircle the correct answer.
1.
Sentences
Choices
Ken fed the cats.

Who fed the cats?
Ken
Jen
Den
Under the bed
Under the chair
Under the table
7:30 am
8:30 am
9:30 am
school
plaza
market
Ken
Aling Rosing
Mayor
2. The cats are under the table.

Where are the cats?
Ken fed the cats at 7:30 a.m.
What time did Ken feed the
cats?
4. Ken went to market.
Where did Ken go?
3.
5.
Ken greeted Aling Rosing.

Who did Ken greet?
PAI
Motivation
Find your partner. Sing the English Alphabet song followed by Filipino
Alphabet song.
While singing, take turns in writing both alphabets on a clean paper..
The teacher will move around to check the work of each pair.
Presentation
Post on the board the English and Filipino Alphabet.
Ask again the students to sing both the alphabet song as the teacher
points the letters.
Ask:
How many letters are there in the Filipino Alphabet?
How about in the English Alphabet?
Which alphabet has more letters?
Which letters in the Filipino Alphabet cannot be found in the
English Alphabet?
Practice Exercise
25
GENERALIZATION
There are 28 letters in the Filipino Alphabet and 26 letters in the English
Alphabet.
1" and "ng" in the Filipino Alphabet are not found in the English Alphabet.
APPLICATION
Write the missing letters inside the circle of the english alphabet.
Patrick Day ,Missing Letters

"lieft lie"
I
1. A(1
rp
A( 0
26
Write the missing big letters in the stars and small letters on the blanks to
complete the Fililpino Alphabet.
27
ADDITIONAL ACTIVITIES
Activity 1 :
Divide the class into three groups. The groups will be given
jumbled letters of Filipino and English Alphabet. The goal is to rearrange the letters in their proper places and post it on the board
as fast as they could. The group who first finished the task
correctly wins the game.
Activity 2 :
The teacher will prepare letters of alphabets and put it inside a

jar. He/She will pick one letter. The students will think and give
words that start with the letter picked by the teacher.
EVALUATION
In which alphabet are the following letters found? Encircle the correct answer.
1. n (English, Filipino) alphabet

x (English, Filipino) alphabet
j
(English, Filipino) alphabet
3.
4. z (English, Filipino) alphabet
5. ng (English, Filipino) alphabet
2.
AGREEMENT
Show the Teacher Chart to the pupils and ask them to give a word that starts
with the following letters.
Filipino
English
rt0-
p-
IT
LESSON 6
ELEMENTS OF THE STORY
OBJECTIVES
Answer Wh-questions from the story listened to
Identify the elements of a story
SUBJECT MATTER
Elements of a Story
MATERIALS
Cartolina, pentel pen and tape
REFERENCES
PROCEDURE
Motivation
What do you do to help your parents at home?
Write the students' answer on the board.
Discuss the students' answers.
Post pictures of different animals to the class.
Ask the students to name each animal on the picture.
Write it under each picture.
Ask the students to read the names of each animal. Repeat it twice.
Vocabulary
hen, pen, counted, shouted, feeds
Presentation
Present the big book. Talk about the cover of the book, the title and the
illustrations.
Ask: What do you think is the story all about?
Say: Listen to the story. Find out the answer to this question:
What does Ken do before going to school?
Listening
2. Read the story again. Ask questions as the story is being read/listened
to.
3. Read parts of the story where the pupils can mimic the sounds heard.
29
The Tenth Hen

Ken's father, Del, has ten hens. Ken feeds the ten hens
everyday. He sets them free until nine in the morning. Ken sees to
it that the hens are in the pen before he leaves for school.
Who owns the hen?
How many hens are there?
Who feeds the hen?
"One, two, three, four, five, six, seven, eight, nine..." Ken
counted the hens. "Father, Den-den, the tenth hen is missing,"
Ken shouted. "No, Ken, Den-den is in the pen. Go, get Den-den,"
Father replied.
What does Ken do before going to school?
Why did Ken shout?
"0n2, two, three, four, five, six, seven, eight, nine, ten"
Ken happily counted the ten hens. Now, he has ten hens in the
pen.
Where was Den-den?
Why was Ken happy?
Ask the following questions to the students:
1. Where did the story happen?
(Setting: Ken's house)
Who
were the characters in the story?
2.
(Characters: Ken, Del, Den-den and the other hens)
3. What was Ken's problem?
(Problem: The tenth hen, Den-den, was missing)
4. How was Ken's problem solved?
(Solution: Father told Ken where to find Den-den.)
5.
How did the story end? (Ending: Ken completed the ten hens.)
GENERALIZATION
The elements of the story:
Character tells who are the person/animal
Setting - tells where the story happened in the story
Problem - tells what the problem is
Solution - tells how the problem is solved
Ending - tells how the story ends
30
APPLICATION
Identify the elements of the story. Encircle the correct answer.
1.
2.
3.
4.
Completed the hens.
Del
The tenth hen is missing.
Ken's house
S. Den-den is in the pen.
6. Ken found the tenth hen.
7.
Ken
character
ending
problem
solution
solution
setting
climax
problem
character
setting
ending
solution
character
setting
problem
setting
solution
solution
ending
ending
character
EVALUATION
Match and connect the elements of the story.
1. John
2. in the park
a. ending
b. solution
3.
John lost his wallet.
c. setting
4.
5.
The guard found the wallet.

John was able to buy sandwich and juice.
d. problem
e. character
ADDITIONAL ACTIVITY
Let the pupils put a heart shape if the statement is true and a star shape if the
statement is false on the blank before each number.
1. 'There are 13 hens.
2. Ken goes to school at ten o'clock in the morning.
3. Ken feeds the hens.
4. The sixth hen was missing.
5. Father got mad with Ken.
LESSON 7
SPEECH SOUNDS
Medial /e/, Rimes (-et, -en)
(2 days)
OBJECTIVES
Recognize/identify/read/give example of words with medial
Answer Wh-questions
SUBJECT MATTER
Medial /e/
Onsets and Rimes (-et, -en)
MATERIALS
Pictures, cartolina, pentel pen and tape
31
tel
REFERENCES
PROCEDURE
Review
What is the title of the story we'd iscussed yesterday?
What are the elements of the story? Give the description of each.
Write words from the story on the board.
Ask the students to read it aloud.
Presentation
What are other words from the story that sounds like the word we read?
Write the students' answer on the board.
Give the beginning letter of each word.
What are the last two letters?
Ask the students to sound the first and last two letters of each word.
Model reading the onsets (initial letters), rimes (last two letters) and the
whole word.
Ask pupils to repeat after you.
Beginning
Consonant
Onsets
Two Letter
Sounds
------------
en
Whole word
1.
Ask:
With what fetter does ten begin? (Ask this question until all the
initial letters of the words are identified.)
With what fetters do they end?
What letter is found between the beginning and fast letter?
Ask the students to combine the first . letter and the two ending
fetters then read the whole word.
Activity 1
Read each sentence. Let the pupils repeat after you.
1. The ten hens are in the pen.
2. Ken met ten women.
3. The red hen is Den-den.
4. Ken fed the ten hens.
S. The tenth hen, Den-den, is in the pen.
Activity 2
Fill in the missing beginning letter.
et
2.
en
33
3.
et
4.
eb
II
Activity 3
Name the following pictures and write it on your paper.
1.
P1
34
3.
Ir7ij
Li -4 M
6.
PAO",
5.
Present another rime -et.

Do the same procedure done where the first rime was presented.
Beginning
Consonant
Two Letter
Sounds
35
Whole word
Onsets
-et
/\
APPLICATION
Write the correct beginning letter on the blank to form a word.
1.
en
Orel
2.
en
et
et
37
EVALUATION
Draw two examples each of words with two ending letters en and et. Write
the name under the picture.
LESSON 8
Speech Sounds
Medial /e/, Rimes (-eg, -ed)
OBJECTIVES
Recognize/identify/read/give example of words with medial let
Answer Wh-questions
SUBJECT MATTER
Medial /e
Onset and Rime (-eg, -ed)
MATERIALS
REFERENCES
PROCEDURE
Presentation
Post the pictures on the board.
Say each word as you show the picture.

Read by blending the onset and the rime to form a word.
What is the beginning letter of each word?
What is the two ending letter of each word?
Ask the pupils to come up with the whole word. (Write their answers on
the board.)
Ask the pupils to match the pictures and the words.
Model reading the words and sentences. Tell pupils to read after you.
Two Letter
Sounds
Beginning
Consonant
-eg
39
Whole word
Onsets
Beginning
Two Letter
Sounds
Consonant
Whole word
Onsets
-ed
GROUP WORK
Divide the class into five gtoups.
Distribute onset/rime/word cards. Ask pupils to form words and present their
output.
APPLICATION
Box the correct ending letters.
1.
-ed
-en
40
-eg
2.
5.
-et
-eg
-ed
-eg
-et
-en
ed
-et
eg
-et
-ed
-eg
EVALUATION
Listen as the teacher says each word. Encircle the word that you hear.
bed
net
rat
kid
bid
beg
leg
nest
red
jet
keg
wed
fed
peg
pig
wig
41
LESSON 9
Speech Sounds
Medial /e/, Rimes (-em, -ell, -eb)
(2 days)
OBJECTIVES
Recognize/identify/read/give example of words with medial /e/
Answer Wh- questions
SUBJECT MATTER
Medial /e/
Onset and Rime em, -eb, -ell
MATERIALS
Pictures, cartofina, pentel pen and tape
REFERENCES
PROCEDURE
Review
Post the chart and ask the students to read in chorus.
red
bed
wed
fed
leg
keg
peg
beg
led
Meg
Presentation
Post the pictures that match the words below.
web
well
gem
deck
bell
deb
hem
neck
tell
sell
hell
Ask the students to match the words with the pictures and post them on
the board. Model reading the words. Let students read after you. Present
the new rime, -ell. Do the same procedure as in the first rime presented.
Guided Practice
Distribute the onset, rime, picture and word cards.
Challenge the students to find their group mates (pupils holding the
onset and rime cards that make a whole word).
42
Example:
ell1 Bel'i
L
The first group to finish the task wins the game.

APPLICATION
Write on the blank the beginning sound of each picture then join them with the
correct ending sounds.
eb
2.
4.
j
I
ell
43
5..
eU
EVALUATION
Write the word that matches each picture on the blank.
I,
--
3.
44
LESSON 10
"Bat Cat and Fat Rat"
(2 days)
TARGET SKILLS
Phonics and Word Recognition: Medial /a/,blending onsets and rimes
Alphabet knowledge: Applying basic performance task-blending
Listening Comprehension: Answering wh-questions
OBJECTIVE
Answer Wh-questions from the story listened to
SUBJECT MATTER
Wh-questions
REFERENCES
45
PROCEDURE
Motivation
Who among you have pets at home? Say something about your pet.
What pets do you have?
What can they do?
How do you show your care for your pet?
Show pictures of a cat and rat.
Let the students describe the two pets.
Also, show pictures of jam, mat and can.
Reading/Listening
1.
Read the whole story aloud.
2. Ask questions to monitor student's comprehension.

3. Ask the students to do the action mentioned in the story.
Bat Cat sat on a mat.
Here comes Fat Rat.
Fat Rat ran to the can of jam.
Story:
"Bat Cat and Fat Rat"
This is Bat Cat. This is Fat Rat.
How does Bat Cat look?
What can you say about Fat Rat?
Bat Cat has a can. It is a can of jam.
Bat Cat sat on the mat with his can of jam.
Where did Bat Cat sit?
Along came Fat Rat. Fat Rat ran to the can of jam.
"Fat Rat, that's my can of jam!" shouted Bat Cat to Fat Rat.
What is in the can?
Who came? Why?
Fat Rat ran, but Bat Cat got and put Fat Rat under his hat!
Ask:
What did Bat Cat have?
What is in the can?
46
Where did Bat Cat sit?

Where was the can of jam?
What did Fat Rat do? Why?
What did Bat Cat do with Fat Rat? Why?
What do you think will Bat Cat do with Fat Rat? Why?
What do you think happened to Fat Rat?
EVALUATION
Write YES if the statement is correct and NO if it is incorrect.
1. Bat Cat and Fat Rat are friends.
2. Bat Cat guarded his can of jam.
3. Fat Rat ran to the can of jam.
4. Bat Cat hit Fat Rat.
5. Bat Cat was angry with Fat Rat.
LESSON 11
SPEECH SOUNDS
MEDIAL /a!, RIMES (-am, -an and -at)
OBJECTIVES
Recognize/identify/read/give example of words with media /a/
Read words with medial/a/ in phrases and sentences
SUBJECT MATTER
Words with medial/a/
Onsets and Rimes: -am, -an, and at
MATERIALS
REFERENCES
Kto 12 Curriculum Guide in English
K to 12 Teacher and Learners Guide in English
PROCEDURE
Pre-Assessment
Write the beginning letter of each to complete the word.
6'2
l
L /L
I r'\,Jj7
am
Pi
am
3.
at
am
an
S.
Wil
M
.
at
7.
an
Let's Read
1. Mat ran to the dam.
2. Bat Cat and Fat Rat ran.
3. The cat sat on a mat.
4. Bat Cat has a can of jam.
5. Pam and Dan ran to the van.
6. Sam bought ham andjam.
7.
Bat Cat has a hat.
MOTIVATION
Show the illustration of the story "Bat Cat and the Fat Rat".
Ask the students on what can they say about the illustration.
PRESENTATION
Focus the students' attention on the sound of /a/ in medial position. Read first
then the students will follow.
49
Responses
-an
-am
-at
That is Bat Cat
ran
jam
fat
can
rat
cat
hat
bat
Onset
Rime
Whole word
-at
mat
-at
sat
-at
hat
rat
-at
-at
cat
f
b
-at
-at
fat
bat
Onset
Rime
Whole word
-an
-an
can
ran
Activity 1
Distribute the worksheet below to the students. Fill in the beginning
letter on the blank to form a word.
- at
----
__
at
A WL
all
at
___ot
50
Activity 2
Draw a line from theicture to the matching word.
AN Words
t3 ;
swo
v ia- n
- -'
-:
Cal I
)
/7c
fan
man
pan
L.)
51
le
--4*.
W4G t'
z oj the trt vo'th to
~
Prt~o
rtkt th
ran
Jan man pan
'I
This is a
I can see
von
lat
Ared
4The4og.q___
sAbg
Lf
52
Activity 3
Fill in the beginning letter on the blank to form a word.
am
am
-
am
APPLICATION
Distribute the following to the class. Guide them while
5.3
ncwerin
Building Words (-an family)

b4rectlo,: Cut out the letters below. Glue them to the correct boxes to
create words that match the pictures.
I ..
an
an
L: an
_
an
an
cr
t word f4m,b1
_dt W91
49
4?
bat
edt
ct
vat
fdt
hat
mat
pat
that
tK.4woe4a
dt
dt
A3g*
tat
-
'
'
go
54
d;
EVALUATION
Complete the words to form phrases and sentences.
1.
at on the
2.
3.
The
55
at
at
an
at is chasing the
LESSON 12
SPEECH SOUNDS
MEDIAL Ia!, RIMES (-ag, -ad and -ap)
OBJECTIVES
Recognize/identify/read/give example of words with media
Use words with medial/al in phrases and sentences
Ia!
SUBJECT MATTER
Words with Medial/al
Onsets and Rimes: -ag, -ad and -ap
MATERIALS
Pictures, charts, cartolina, pentel pen and tape
REFERENCES
PROCEDURE
Motivation
Recall the story Bat Cat and the Fat Rat.
Read the following words.
rat
cat
bat
jam
can
ran
fat
ram
mat
ham
Presentation
Post the chart below on the board.
Ask the students to identify the pictures and match them with the word
crrlc
Picture
Beginning
(onsets)
Two letters at
the end
- (ri me)
Whole word
ag
bag
ad
pad
56
fl
ap
map
Group Work
Divide the class into four groups.
Distribute the following pictures and word cards to each group.
Ask each group to match the picture to the word cards.
Post the pictures on the manila paper then post the matched word card
under it.
Be ready in presenting your output.
-Z
mad
lap
thg
cap
APPLICATION
Distribute the worksheets to the students.
List down words with rime ad.
Guide the students in doing their activity.
Check and discuss the students' work.
5.7
En
:bad
wag
ap
bag
AG Word F amity
-.
coot
PP
to" Oct Ra for
&*
tt
"two.
' -.----
-a
--
-ta-,- ..q._n-.*-
n..
An old horse is cued a
1O wash the cir,uSanO4
Befor* you y it, took ot the pnce
Well
map
1r
eAw
um
59
EVALUATION
Encircle the correct answer.
1.
pad
cad
2.
nap
bad
3.
wag
rag
4.
cap
lap
5.
rag
hag
LESSON 13
THE RED WIG
TARGET SKILLS
Phonics and Word Recognition: medial
lu,
blending onsets and rimes

Listening Comprehension: Identifying the elements of the story, answer whquestions
Oral Language: Using polite expressions
Fluency: Reading aloud literary text- rhyme
OBJECTIVES
Answer Wh-questions
Identify the Elements of the Story
SUBJECT MATTER
Elements of the Story
MATERIALS
Elements of the story organizer, cartolina, pentel pen and tape
REFERENCES
PROCEDURE
Motivation
Show a real red wig to the class.
Ask the students on what the teacher is holding.
Describe what the teacher is holding.
Ask: Do you want to hear a story about the red wig?
Show picture/s or cover of the story 'The Red Wig" to the students.
Let them guess what will happen in the story.
61
Listening
Listen as the teacher reads the story.
Be ready in a short discussion related to the story.
Story
"The Red Wig"
Ginnie, the bubbly little kid helps Didi, her Mommy. As she wakes up,
Ginnie fixes her bed.
What kind of a little girl is Winnie?
What does Ginnie do as she wakes up?
In school, Ginnie wins in all the contests she joins. That's why she is called, "The
Winning Ginnnie".
How is Ginnie called in school?
Ginnie loves tricks. One day she went to school in her red wig. She sat at Ginnie's
seat.
What does Ginnie love to do?
Who wore the red wig?
"Good morning," she greeted everyone. "Good morning," the teacher, Miss Grim
and the class answered.
How did Ginnie greet her classmates?
"Excuse me may I know who you are?" Miss Grim asked. "I'm Minny, Ginnie's
twin. I come to join your Trick or Treat." Everybody was surprised!
Why was everybody surprised?
Suddenly, "Minny" stood and took off her red wig. "Ginnie!" everybody shouted.
"if s a trick, It's a trick!" Miss Grim said. Ha, Ha! Ha, Ha! Everybody laughed and
enjoyed Ginnie's trick.
What was Miss Grim wondering about?
How did Minny reveal herself?
What was the reaction of Miss Grim and the pupils?
La
Ask:
1.
2.
3.
4.
5.
6.
7.
8.

Where did the story happen?
Who are the characters in the story?
How will you describe Ginnie?
What was Miss Grim's problem?
How was it solved?
How did the story end?
What are the elements of the story?
EVALUATION
Recall the different parts of a story before asking pupils to do the exercises.
Write the elements of the story in the organizer.
%,, OR'T 8100" OWjAX[M
63
LESSON 14
OBJECTIVE
Recognize rhyming words
SUBJECT MATTER
Rhyming words
MATERIALS
Worksheets, pictures, pentet pen and tape
REFERENCES
Kto 12 Curriculum Guide in English
PROCEDURE
Motivation
Listen as the teacher recites the nursery rhyme. Ask the students to
repeat after you.
Little Boy Blue

Little Boy Blue come blow your horn,
The sheep's in the
meadow the cow's in the corn.
But where's the boy who looks after the sheep?
He's under a haystack fast asleep.

Will you wake him? No, not I; for if I do, he's sure to cry.
'S
;
64
Link the rhyme to the day's lesson.

Presentation
Present the story using puppets.
Let the students read after you.
After reading, let the students identify the rhyming words.
List the words with the same ending sound in the rhyme "Piggy, Wiggy
Wee"'
Reading
Read the story aloud.
Askthe students to read after the teacher then read the rhyme on their
own.
Rhyme:
"Piggy Wiggy Wee"
Billy Pringle had a little pig,
When it was young it wasn't very big,
When it was old it lived in clover,
now it's dead and that's all over,
Billy Pringle he lay down & died,
Betty Pringle she lay down & cried.
So there was an end of one, two, three;
Billy Pringle he,
Betty Pringle she and the
piggy wiggy wee.
Ask:
What is the title of the rhyme?
What does Billy Pringle have?
What does it looks like when it was young?
When it was old, where does it live?
Practice Reading
Model reading and let the students repeat after you.
bag wag
pig big
fat rat
tag
sag
clover over
cat bat
died cried
rap nap
fan - ran
three wee
ramjam
bad pad
lap cap
net bet
mat sat
-
65
GENERALIZATION
What are rhyme words?
EVALUATION
fte Rtmow 6
F" CW*in Qm FN ~* RlVm
Cat
66
Mobile Rhyinec
Cross out the words that do ?4t11 thyme *ith th e ret.
67
LESSON 15
Speech Sounds
Medial Li!, Rimes (-it, -ip and -ig)
(Day 1)
OBJECTIVES
Recognize/identify/read words with short vowel /i/
Join onsets and rimes to form words
SUBJECT MATTER
Words with medial lu
Onsets and Rimes (-it, -ip, -ig)
REFERENCES
PROCEDURE
Pre Assessment
Write the letter of the correct answer on the blank before the number.
1. lt.'s 5:00 noon. The class is over. The pupils are ready to go
home, what will they say?
a. See you later, teacher.
b.
Goodbye, teacher.
C. So long, teacher.
2. Rosa and Dianne are leaving for the school. What will they say to
their mother and father?
a. Good afternoon Mother, Good afternoon Father.
b. Good bye Father, Good bye Mother.
c. Welcome Father, Welcome Mother.
3. The students are inside the classroom. The morning class is
about to start, what will the students say?
a. Goodbye, Sir/Ma'am.
b. Good Morning, Sur/Ma'am.
c.
Thank you, Sir/Ma'am.
4. Mark is going to the comfort room. How will he ask permission

from his
a.
b.
c.
teacher?
I want to leave the room, Sir/Ma'am.
May I drink?
May I leave the room, Sir/Ma'am?
5. Jessica will borrow a book from the library, what will she say to
the librarian?
a. May I borrow a book, Ma'am?
b. I want to borrow a book Ma'am.
c. Thank you, Ma'am.
Name the pictures, say the words and write the beginning letters on the blank.
7.
He
EI
ig
c-
it
10.
Ig
Motivation
Post a rhyme in the board.
Ask the students to give words with media' lu from the rhyme.
List the words on the board.
Read the words and let the students repeat after you.
Presentation
Post the following pictures and identify each.
1.
70
2.
3.
Ell
71
Guided PratIce
Dstbute the following worksheets to the class.
a,
VV;i
ip
-Th
ip
72
Fill in letters in the box to form a word.
LIiLIII1
LILIIf11
r
p 9H:gd
iJ
..-- -
--iL
I
it
_
Li
5$'
APPLICATION
The teacher will distribute the following worksheets to each group.
Be ready to present your output to the class.
Word
4.
6.
7.4
''
W WN
Fam1y
__
ip
ip
23
Word Fomiiy -ig
Name
Write words that end with
-1g.
frrr
75
Color each item that ends with 49.
Evaluation
Box the correctword for each picture.
:1.
pit
knit
kit
2.
tip
Sip
rip
3.
pig
wig
big
sit
bit
kit
76
S.
sip
LESSON 15
SPEECH SOUNDS: Medial
(Day 2)
/1/, Rimes (-Id, -in and
zip
tip
-ill)
OBJECTIVES
Recognize/identify/read words with short vowel lit
SUBJECT MATTER
Words with medial /1/
Rimes: -id, -in, -ill
MATERIALS
Pictures, worksheets, cartolina, pentel pen and tape
REFERENCES
PROCEDURE
Motivation
Post again on the board the Rhyme Piggy, Wiggy Wee.
Presentation
Post the following pictures on the board. Let the students identify each.
Read each word and let the students repeat after you then let them read
it on their own.
77
jA
1.
2.
YA
YAW
A IC
4.
wo
5.
6.
c1)
u i-
II
IT
7.
GUIDED PRACTICE
Distribute the following worksheets to the students.
Write the beginning letter to form the word. (-Id)
Draw a line to match the pictures and the word. (-in)
Write the beginning letter to form the word. Trace the beginning letter to form
the word. (-10)
79
o
I
j j
c,
bin
grin
pin
win
EVALUATION
Encircle the correct picture base on the given word.
I. pin
2.
3.
ff
rid
pin
spin
4.
k7
Pa
mmumn Mon
- --m
grin
grid
LESSON 16
BEING COURTEOUS
OBJECTIVES
Answer Wh-questions
Use courteous expressions in appropriate situations
SUBJECT MATTER
Courteous Expressions
Story: "Willie and Biflie"
MATERIALS
REFERENCES
PROCEDURE
Motivation
Let the students sing the song. Post the lyrics on the board.
How Do You Do?
(tune of If You're Happy and You Know It)
Good morning, (first name and last name).
How are you?
How are you?
How are you this special day?
Were glad you came to play.
How are you?
Presentation
Post the story on the board.
Be ready for a short discussion related to the story.
It was Monday morning, Willie and Billie woke up early.
Willie:
Billie:
Good Morning Father, Good Morning Mother.

It's Monday. It's our first day of school.
82
Father:
Good Morning Willie and BilUe. Yes it's the first

d ay.
Mother:
Come, breakfast is ready. Are your things ready?
Willie & Billie: Yes, Mother.
In school, Willie and Billie went to their classroom.
Willie & Billie: Good Morning, Miss Rina. Good Morning
classmates.
Miss Rina:
Good Morning Willie and Billie. I'm glad to see

you. How are you?
Willie & Billie: We are fine, thank you.

Classes went on. Soon, the bell rang. It was time to go
home.
Miss Rina:
it's time to go home children. Goodbye and see

you tomorrow.
Willie and Billie: Goodbye and thank you Miss Rina. See you
tomorrow.
Ask:
How did Willie and Billie greet their Mother and Father?
How did Mother and Father greet Willie and Billie?
How did Willie and Billie greet their teacher and classmates?
How did Miss Rina respond to Willie and Billie?
What did the children say before leaving the classroom?
GUIDED PRACTICE
Each group will show courteousness by doing a role play.
Here are the situations for each group.
Group 1:
One morning, you meet the parents of your friend on your way to
the canteen.
Group 2:
Group 3:
One afternoon, you meet the principal on your way to the library.
One sunny morning, you meet your former teacher on your way
to the comfort room.
Group 4:
One rainy afternoon, you went to the library to research.
Group 5:
One windy morning, you enter the gate of the school and meet
the guard.
83
Give enough time to each group to practice their play.

After the given time, ask each group to come in front to present.
APPLICATION
Give appropriate situations that require the use of courteous expressions.
LESSON 17
NAMING WORDS
(Day 1)
TARGET SKILLS
Grammar: nouns, plural forms; -1-s, +es
Listening Comprehension: Answering wh-questions, sequencing events
Fluency: Read aloud literary text- chant
OBJECTIVES
Answer Wh-questions about a selection listened to
Recognize/identify what nouns are
Give examples of nouns
SUBJECT MATTER
Nouns
Wh questions
Story: "At the School Yard"
MATERIALS
Story, cartolina, pictures, pentel pen and tape
REFERENCES
K to 12 Curriculum Guide in. English
PROCEDURE
Motivation
Ask:
What are the things you like?
What do you think is the important event in your life?
What places would you like to visit?
Reading
Listen as the teacher reads the story "At the School Yard."
Be ready for a short discussion about it.
84
Story
At the School Yard
One morning, Tam and Barn met at the school yard.
"Good morning, Barn," Tam greeted Barn.
"Good morning, Tam," answered Barn.
Who met Tam?
"Oh, you have a new shoes," said Tam.
"Yes, my Aunt Pam bought it for me," Barn told Tam.
"She also bought me a blue hat to go with my blue bag", Barn said with pride.
What new things does Barn have?
Who bought Barn's new things?
"I wonder how I can thank Aunt Pam,"
Barn thought aloud. "Barn, why not make a thank you card for her?" Tam said.
What will Barn do to thank Aunt Pam?
"That's a great idea Tarn!
I'm sure Aunt Pam will be happy."
"Thank you, Tam," Barn gratefully said.
"You're welcome, Barn. Good bye."
"Goodbye, Tam."
How did Barn feel about Tam's suggestion?
Complete the T-Map below.
1. Who metTam?
2. Where did Barn and Tam meet?
3. What new things did Barn have?
4. Who bought Barn's new things?
5. Who told Barn to make a thank you card?
6.
How did Barn feel about Tam's idea?
Distribute the word cards to the students. Ask them to post it on their proper
column on the board.
W
O
Barn
Tarn
pig
[school
11
I
her
canteen
can
ol
birthday]
rabbiJ
zoo
Check and discuss the students' work.

Model reading words then ask the students to repeat after you.
Allow them to read on their own.
Focus the students' attention on the categories of the nouns.
Elicit the definition of nouns from the students.
GENERALIZATION
What are nouns?
APPLICATION
Each group will be given manila paper and pentel pen.
Draw a table with 5 columns.
On the first row, write the categories such as Person, Animal, Things, Place and
Event.
As the teacher signals, write as many examples as you can under each category.
As you hear the word "STOP" everybody will put down their pentel pens and
post the manila paper on the board.
Choose two representatives for each group to present each groups work.
The teacher will check each groups work.
EVALUATION
Box the correct category for the given picture.
event
1.
C)
Coo-
86
place
person
2.
place
person
thing
animal
person
thing
4.
thing
event
place
5.
thing
animal
person
LESSON 18
Working Together is Best
TARGET SKILLS
Oral Language: Identify similarities and differences in the events in the story and
personal experiences
Grammar: Form regular plural nouns by adding s and es
Listening Comprehension: Sequence a series of events in a literary selection
listened to
Reading Comprehension: Identify the elements of a narrative
Attitude Towards Reading: Relate the story to other stories read or listened to
previously
Study Skills: Sequencing of events
OBJECTIVE
Identify the characters in the story listened to.
SUBJECT MATTER
"Fishee"
MATERIALS
Pictures, worksheets, cartolina, bond paper, pentel pen, pencil and tape
REFERENCES
VALUE FOCUS
Unity
PROCEDURE
Pre Assessment
Complete each sequence using a word from the box.
1. Wednesday
Thursday
2. sixth
seventh
3. July
August
4. morning
afternoon
5.
small
medium
evening
eight
large
September
Friday
_Write_the singular form of each noun-on the blank below.
Plural Nouns Worksheet
doom
men
days
89
Date
Name
Plurals
Writeithe plural of each noun on the line.
church
2 ibe6/
3 bush
4 fox
5. (log
6. wagon
_
7 letter
-
-8,4adio
9 train
10 creek
90
Motivation
,
Have youeen a school fish swimmin n the river or pond?
Show a picture of school fishswimmi; 0
.
Js
Ask someone to imitate the movement of a fish.

Presentation and Modelling
1. Actout the following:
scared
sad
2. What is the difference between the two?
3. Motive question
What made Fishee happy again?
4 Listen as the teacher reads the story "Fishee." Be ready for
discussion about the story.
a short
Fishe
His name was Fishee. He was a gray little fish. He iivinr
corner of the sea.
One bad day, a very hungry shark came swimming fast
through the waves. He swallowed all the little orange fish but
Fishee escaped. Fishee was scared, lonely and very sad. As he
swam away, he saw many wonderful creatures - lobsters, eels and
sea anemones that look like pink palm trees swaying in the wind.
He became happy again.
Then, down under a rocky corner, he saw a school of little
fish, just like his own.
"Why are you hiding down there? Let's go swim, play and
see things!" he said happily.
"We can't," said the little orangesh. "The big fish will eat
us all." "We must do something," said Fishee. Fishee thought and
thought and thought.
91
J1
Then suddenly he said, "I have an ideal" "We are going to

swim altogether like the bigger 1sh in the sea!"
He taught the little orar 6 a fish to swim close together, like

one giant fish, he said". I'll be the eye." And,they swam in the cool
morning water and In the midday sun chased thebig fish away.
Ask the follawing questions:
a. What is thetit of the story?
b. Who are the characters In the story?
c. What is Fish ee' color?
d. Where does he live?
Who did he saw one bad day?
f.hat other sea creatures did he see?
g. What did he saw' under a rocky corner?
f. Why are they hiding under the rock?
g. What did they do together?
h. How did the group of little fish and fishee drive away the big fish?
1. If you were the little fish, will you do the same? Why or Why not?
j. What have you learned in the story?
k. If you are in a group activity, what do you do to make your work
better? What do you considrr when having a group activity?
GUIDED PRACTICE
Activity
Let the students draw the setting and characters based on the description
in the story.
Be ready to present your work.
EVALUATION
Draw your answers to the three questions.
4c
i-
;.
't
=
4M AW
Wxf
:t"~x
I Jrxr
/
T,N
I
I
I
7
I
(
'11I
Ow 40 *Iw
.,
I
-
AGREEMENT
Have the students cut pictures of different sea creatures and paste it on a short
bond paper. Under each picture, write its name.
tj
93
LESSON-19
SEQUENCING OF EVENTS
OBJECTIVES
Identify the main events of the story heard
Sequence through pictures or events of a story heard previ6usly
SUBJECT MATTER
Sequencing of Events
MATERIALS
REFERENCES
PROCEDURE
Preliminary Activity
Call some students to show their cut pictures of sea creatures.
Ask them to give the names of each.
Recalling of Events from the Story

Ask the students to give any event happened from the story Fishee.
It is not necessary to give the events in order.
Prepare pictures of events happened in the story Fishee.
Ask the students to sequence the events by posting the pictures on the
board.
The teacher will call someone to narrate what is in the picture.
Practice
Put a number 1-5 in the box as they happened in the story.
jL\l
i(
Ac
Guided Practice
Each group will be given one event happened in the story.
ME
Each group will act out the event given to them.

The.teaher will give-enough time for each group tbfinish their.work...
After the given time, each group will present in front of the class.
Individual Practice
Sequence the events by putting numbers 1-3 in the box.
Carrot Sequence
Directions: Cut Ou the pictures. Clue them in order into the spaces below.
-----
rii r
rMOMWOOfteewoo
..u......uw.s...e
Write a sentence that tells about the pictures.
Early morning, the Cruz family went to the train station with their
baggages. They will be having a vacation. As the train arrived, they form a
line and peacefully enter the train. The train leaved as all the passengers
came in.
S.
EVALUATION
Listen as theteacher reads the story. Post the events happened in the story then
sequence it properly.
Every Monday morning, we tine up first in the playground for the
flag ceremony. After the flag ceremony, we all go inside our classrooms.
When everyone is seated, the teacher checks the attendance. Next, we

learn about science.
We learn about science.

The teacher checks the attendance.
We line up first in the playground for the flag ceremony.
We all go inside our classrooms.
96
Sequenclq
;W je7p%% %5d ting
the Story.
First
Next
Then
Last
97
LESSON 20
Wrds Showing Order of Events
OBJECTIVE
Use words denoting sequences' i tefling their daily activities
1
.
SUBJECT MATTER
Sequectng
MATERIALS
W.orksheets, cartolina, pentel pen and tape
REFERENCES
PROCEDURE
Preliminary Activity
Fit. 6E
Third.
C ot
; c cd 0onte Prn. .r orer
f w<h n ppe.n fw's.. econd ud
Ilk
rTTTT1 4111]
fvtt.
ii
4.
..(_
..
.--. 14-.
.
4W .
............... .
Me
4W
WW.
- - .
Write the number to sequence the story.
([
---
A baker is mixing
the cookie batter
He placed thetray
into the oven
The cookies are

ready
1
.1 ,- .._H
_
Kids are eating the

cookies.
He is filling the mould

with the batter.
4.

1. introduce the use of words denoting sequences like first, next, then and last.
2. Using these words, retell the story while explaining when they can use the
words.
3. Recall the story Fishee. Ask the students what happened firs*, next, then next
and last.
99
aedPacte
-,
Out of Order!
SeedS
Diectrns Rea$
the cr ten e. whiCh ary out or' or1r.

at Jkee I httta stir o the Coe'tCt Order o the gory make
Cur out the ;.ell teilre
Pam a am a miss armarommaaa
Miss a a
a mm a a
Next 1 sprinkle some water onto the seeds.

p mm a a mm "m a Mmak a a ma,
MW
MAW
MAD Mal
a am ma, m
MM
Next, drop a seed into each hole.

a
pam saaaa ma a a a a a a m a am a a a
:First s dig some little hales in the soil in the .

p a a a a a a a a a a a a a a a a a
a a a a p
Then, cover the hole's with some soil.

p a ON M Mai a a
a a a
"
mM a
a ma a
M MM a a a
mm W iso a m IN
Finally, place the pots into the sunlight.

a a a a a a M MM a M iss a a a- as mat m mm a M a M a a M qns =00
Divide the class into groups with three members each.

Share what you do before going to school using sequential linkers.
For the teacher, call anyone who will share his/her doings before going to the
school using sequential linkers in front of the class.
GENERALIZATION ..,.... -... ... ..........................
Sequencing is the order of events in a story.
Stories have a beginning, a middle and an end.
Use the words first, next, and then, last, to denote sequences.
EVALUATION
Draw pictures in each box to tell a story.
Draw what happen first, next, then and last.
100
.... ..........
.
..
.....
Recess Time!
101
LESSON 21
Plural Form of Nouns by Adding -s
OBJECTIVE
Identify nouns from the selection listened to
Form plural nouns by adding s
SUBJECT MATTER
Forming Plural Nouns by adding s
MATERIALS
REFERENCES
VALUE FOCUS
Cooperation
PROCEDURE
Post the story "Fishee".
Ask the students to identify the nouns in the story.
The teacher will write the nouns ffomthe story given by the students on the
board.
For the teacher, write the nouns in its proper column.
SINGULAR NOUNS
PLURAL NOUNS
Now, ask the students to compare the nouns in singular and plural.
Who can give other examples of singular nouns? Limit the answers to nouns that
ends in consonant y, s, h, x, v and f.
How will these singular nouns be plural nouns?
Say: Add -s to the nouns.
Example:
building - buildings
chair - chairs
marble - marbles
ball - balls
tree - trees
plate - plates
coin -- coins
I-'
Ask:
Again, what is added to a singular noun to make it plural?
Ask the students to give other examples of plural nouns.
GENERALIZATION
Singular nouns ending in consonant sounds except y, x, v.1,
by adding s.
S.
h form their plural
GUIDED PRACTICE
Coiwt sadi dfthsse smauls, nouns to plural

(1)
abkt
II?)
(2) bedk
(3)
(4)
(5)
IIb)
star
ftult
1199 pros8ionaI
ok
A Wall
91) horn.
jocidwinw
(s) face
(1)
phone
sv p,r
thnosaw
(5) computer
1241 tiger
(a) whfteboard
125)
(iO)day
(U)
panel
23word
in manuai
GC
(12)flr*r
(13)
staple
(14)
g4
_________
12
conrsaUon
i* katosrd
(15) QJ9
31) Cfrfl
(18) novel
13Z eleprartt
103
_________
Encircle the correct word from the given picture.
vys
p4a
rit
Ara
I
I
b*
Making Words Plural

Q plueof by 09
Malty words Cfl
M,ko .oeh of tho food* puoL calow 6Y
flOft*3
r.d of
wrt,r
on
........................................
.........
pear
104
.........
EVALUATION
Single or Plural?
Look a: he pCu!es below and circle the word that cornletes
the 3eri,nce coecy.
I have two (bat bats) to ploy

oaseroll.
00
I ate ree
(cookie cookie.)
for
dessert.
vVe picked a
(flower flower.)
From
the garden.
We saw three
(frog frog.) when
we were at the pond.

My friend got five (present presents)
?J for his birtkioy.

I scored a goal when I kicked the
boll into the (net nets)
105
AGREEMENT
List down 15 nouns in singular form. On the opposite side, write its plural-form..
Do this on your notebook.
LESSON 22
More Rules: Plural Form of Nouns

OBJECTIVES
Recall how to form plural nouns by adding -s
Form plural nouns by adding -es
SUBJECT MATTER
Forming Plural Nouns by adding -es
MATERIALS
Pictures, worksheets, cartolina, pentet pen and tape
REFERENCES
PROCEDURE
Review
Coiwert each of thea e singu la r rwouna to p*uraL
I
on
song
is
staple
(2)
paragraph
<
keyboard
(4)
dISC
(20)
backpack
<5)
club
<21
dinner
(61
book
(22)
apostrophe
panel
(23)
novel
professional
(24)
dragon
light
(25)
jackhammer
mouth
(2s )
whiteboard
dinosaur
(27)
girt
(12)
manual
(26)
charm
(13)
atrplane
(29)
planet
(14)
conversation
(30)
cablnet
(15)
star
7)
(6)
(101
11
crtt<c
table
31)
106
power

Show the pictures below. Ask t' - students to give the name of each.
The teacher will write the name of each picture with its plural form on
the opposite side.
bus - buses
bench - benches
box - boxes
brush - brushes
What do you notice when the singular nouns ending in s, sh, ch and x will
be in plural form?
What do we add to these singular nouns to make it plural nouns?
Post the following word cards on the board.
baby
babies
lady
ladies
country
countries
puppies
PUPPY
cherry
cherries
How are the plural nouns formed when singular nouns end in -y?
Give other examples of singular nouns ending in -y then change it to
plural form.
GENERALIZATION
Add es to singular nouns ending in s, sh, ch, 55 and x to form plural nouns.
Change -y to -1 and add -es to form plural nouns on singular nouns ending in -y
except if is preceded by a vowel.
107
GUIDED ACTIVITY
Convert each of these singular nouns to plural.

tax
(17)
nose
(2) box
(18)
try
(3) fax
(ig) atrocity
(1)
4)
fox
(20)
dish
(21) lily
(6)
supply
(22)
puppy
(7)
glass
(23)
spy
(8)di5y
(24)
() baby
(25)
theory
Wley
company
(10)
alley
() sky
(11)
gallery
(27).
gas
(28)
church
(12) hinth
(13)
boss
c14Jtray
() wish
3O
branch
EVALUATION
Convert each singular noun to plural.
(1) kiss
(2) puppy
(3) pulley
(4) boss
(5) army
(6)
witch
(7)
boy
(8)
hex
(9)
match
(1 o)
theory
AGREEMENT
Cut pictures of nouns ending in sh, ch, s, ss and x. Paste it on a short bond paper.
Under each picture, write its singular and plural form.
109
LESSON 23
Doing it Right
TARGET SKILLS
Listening Comprehension: Create and participate in oral dramatic activities
Grammar: -identify common and proper nouns
Reading Comprehension: Recall facts from informational selections read (main/
topic and details)
Attitude Towards Reading Recite known verses in English
OBJECTIVES
Give the main idea of the story listened to
SUBJECT MATTER
Common and Proper Noun
Story: Mary and Martha on Duty
MATERIALS
Worksheets, pictures, cartolina, pentel pen and tape
REFERENCES
VALUE FOCUS
Industry
PROCEDURE
Pre Assessment
Write
Common
or
Proper on the tine next to each noun.
1. restaurant__________________________
2. SaveMore Groceries_____________
3. book
4. teacher
5. Samantha________________________
6. Iunchbox______________________
9. homework_____________________
10. Aunt Jane___________________
110
II. Listen to your teacher as he/she reads the paragraph. Encircle the letter of the
correct answer.
Jean and Her Friend Potchee

I really love my cute, little black puppy named
Potchee. He is really great! He would run around, jump
on me, lick my face and bark endlessly. When
he gets naughty, he would play in the mud and
sprinkle dirt on my shirt. But Potchee can really be an
angel, too. He would sit on my lap, rub his head
on my arms, and look at me as if to say ."I'm sorry.."
Most of all, Potchee loves to eat. At home, he would
sleep under my bed and anywhere else. He will
always be my special friend.
1. Who is Jean's best friend?
a. Pitchee
b. Potchee
c. Poona
2. What words are used to describe Potchee?
a. cute, little black
b. hairy, little gray
C. fat
3. Where does the puppy play when it gets naughty?
a. in the pool
b. under the bed
c. in the mud
4. Where does the puppy sleep after it eats?
a. under the bed
b. under the chair
c. near the gate
5. Why will he always be a special friend?
a. He barks every time.
b. He eats anything.
c. He would sit on my lap and brush his head.
MOTIVATION
After classes, what do you notice on the table and chairs on the floor?
Do you help your teacher in cleaning the classroom? Why?
What do you usually do to help your teacher in cleaning?
Why should we clean our classroom?
Ask the students to look under their table and chairs and pick up the pieces of
paper.
iii
UNLOCKING OF DIFFICULTIES
Unlock these words through gestures.
1.. sweeps
2. wipe
MOTIVE QUESTION
Who do you think sweeps the floor in our story?
Who wipes the desk, writings on the blackboard and chairs?
DURING READING
Be ready in a short discussion about the story.
Duke and Donna on Duty

Dulce and Donna are on class duty today. Dulce sweeps the floor.
She throws all the garbage into the trash bin. After that, she empties the
trash bin into the big garbage can outside the classroom. Martha wipes
the desks. She wipes the blackboard clean. The two girls neatly arrange
all the desks and chairs. The classroom is now clean and tidy. Dulce and
Donna are very happy and proud of themselves.
COMPREHENSION CHECK-UP
Who are on class duty today?
Who sweeps the floor?
What did they do?
Main Idea: What is the story all about?
What can you say about Dulce and Donna?
Would you also do what Dulce and Donna did? Why?
GUIDED PRACTICE
Ask each group to do the following:
Group 1:
Sweep the dried leaves in front and back of the classroom.
Group 2:
Wipe the desks and chairs with clean cloth and then arrange it.
Group 3:
Wipe the writings on the blackboard and window with clean
eraser/clean cloth.
Group 4:
Sweep the floor of the room and throw the garbage in the trash
can.
112
GENERALIZATION
Main idea tells what the story is all about.
EVALUATION
Read the story and choose the main idea.
1. Bobs room was a mess! There were toy trucks on the floor. There were
books by the door. There were pants on the bed. Bobs dad said, "This room
is a pig pen! Clean it up now!' Dad was not happy.
a. Dad is angry.
b. Bob needs to clean his messy room.
c. Toy trucks are on Bob's floor.
d. Bob was not happy.
2. Every morning when I get up - I eat breakfast, brush my teeth, comb rYW hair,
get dressed and make my bed. After that, it is my job to feed the dog in the
morning. Then, I can read or play until it is time for the bus totake me to
school.
a. What time do I eat breakfast?
b. How I go to school?
c. My morning activities
d. Riding the bus
3. It was backward day at school. The students had to do things backward.
Some of them wore their T-shirts backward. They took a test before they
studied the lesson! Dessert was served first instead of last. They - tried to walk
home backward, but they bumped into each other and fell down.
a. Dessert is supposed to come last.
b. The students had a backward day.
c.
d.
It is hard to do things backward.

Students failed their tests.
113
LESSON 24
More on Naming Words
IT
OBJECTIVE
Identify common nouns
w
SUBJECT MATTER
Common Nouns
MATERIALS
Cartolina, pictures, pentel pen and tape
REFERENCES
REVIEW
Do you still remember the story you listened yesterday?
Who are the characters?
What didthey do in the story?
How will you describe Dulce and Donna?
What did you learn from the story?
PRESENTATION
Post the story "Jean and Her Friend Potchee" on the board.
Fill up the table with the common nouns found in the story.
Persons
Things
Places
Animals
Read the nouns in each column.

How are these noun written?
What do you call these nouns?
Look around you, what common nouns do you see?
GUIDED PRACTICE
Identify the common nouns. Write your answer on a clean sheet of - paper,
11
ii
1.
r.
pp
ml
5.
10,
115
GENERALIZATION
The common names of people, things, places, animals or events are called
common nouns. They start with small letter,
EVALUATION
Underline the common nouns in the following sentences.
1. The boy wears black pants.
2.
3.
4.
My sister is going to take me to the zoo.

The flowers in the garden have different colours.
The magician is doing magic tricks in the party.
5.
My mother works in school.
LESSON 25
Specific Naming Words
OBJECTIVE
Identify proper nouns
SUBJECT MATTER
Proper Nouns
MATERIALS
REFERENCES
PROCEDURE
Review
What are common nouns?
How do we write common nouns?
Call students one by one to write examples of common nouns on the
board.
Presentation
Post the pictures used yesterday in Guided Practice.
Ask the students to give specific name for each picture.
116
1W
-k
CfJ
"4
Example: Pencil - Mongol

The Teacher-will wnte...thespecific names under each picture.
What do you notice about the specific names?
How are they written?
What do you call these specific names?
GENERALIZATION
Proper nouns are specific names of people, things, places or events. They always
start with a capital letter.
GUIDED PRACTICE
rc$
I$ th
g,-
per rw- s.
P4ew
FeSthl8l.
vc-k
Pirt
Ii'r
4j$
IJd ts
St Ptr
hc,coIt
rstI
rs i_s rn ri t
F4 ew
cLn
Tcycta
,j is rs I
iffI rw
117
1
t-
S trc,rg
Wisc
ci, tI
ms
Write a proper: noun for the given common nouns. Write your answer on the
blank.
1 soap
2 pants
3.. soy sauce 1
4: teacher 5. priest
6. school
7. mall
8. bailpen
9. television
10 beach resort
EVALUATION
Write the equivalent proper noun for the given common nouns. Choose your
answer in the box.
1.
2.
3.
4.
S.
6.
7.
8.
9.
10.
dishwashing soap
bag
dog
bird
church
mall
doctor
lawyer
shampoo
cake
118
LESSON 26
Differentiating Common Nouns- from Proper Nouns
OBJECTIVE
Differentiate common nouns from proper nouns
SUBJECT MATTER
Common and Proper Nouns
REFERENCES
PROCEDURE
Dialogue
Present the following dialogue to the pupils:
On a weekend, the Reyes Family took a trip.to their farm.
They rode in a bus. They saw a lot of trees on their way. Three
hours later, they reached the farm..Lolo Felipe and Lola Tuding
were very happy.
Lolo Felipe: Come,l shall show you my trees.
Rhea:
That's great!,...
The family saw different trees in the farm.
Jun:
I am tired. Let us rest under the mango tree.
Mr. Reyes:
It's nice to stay here. Trees give us shade.
Mrs. Reyes: Oh, mangoes! Can we have some?
Mr: Reyes went up the tree. He put the mangoes in a
basket. He also picked fruits from the santol and sampaboc trees.
Jun:
Why are there many tes here
Lola Tuding: We planted them years ago. Trees give us fruits,
wood, medicine and shade. They also help prevent
colds.
..., :; :t,
The family had a wonderful trip The following day, they
went home very happy.
.
I
Post the map on the board.
Complete the map. Guide them in grouping the nouns.
119
Ask:
Who are the characters in the dialogue?
Where did Reyes family go?
Where did they ride?
What are the things they saw?
GUIDED PRACTICE
Encircle the common nouns and box the proper nouns.
toothpaste
Safeguard
Mrs. Cruz
nurse
Toblerone
Dove
vinegar
bag
flower
Ben
principal
Samsung
shoes
Manila
Malabon Zoo
cologne
Megamall
church
market
Kitty
e.
GENERALIZATION
What is the difference between common and proper noun?
How will you identify each?
120
EVALUATION
Write CM for Common Nouns and PN for Proper Nouns. Write your answer on
the space provided before each number.
1. Colgate
6. Calapan Plaza
2. Hershey's
3. sardines
7. softd rinks
8. Engr. Ortega
--4. perfume
5. Manila Cathedral
9. Betty
_10. Bulldog
AGREEMENT
List down 10 common nouns. On the opposite side, write the proper noun for
each common noun.
LESSON 27
Having Faith in God
OBJECTIVE
Recite known verses in English
SUBJECT MATTER
The Lord's Prayer
/ Al Fatiha (translated)
REFERENCES
VALUE FOCUS
Faith in God
PROCEDURE
Activating Prior Knowledge
=2L,yiiiIt
121
What is the girl doing?

Do you pray?
How many times do you pray?
When do you pray?
Why do you pray?

Post on the board the Lord's Prayer or Al Fatiha. (if the school is in a
Muslim community)
Listen as the teacher reads the prayer then the students will follow.
Tell the students that there are many ways to pray at different times. In
happy moments, we praise God; in difficult moments, we seek God; in
quiet moments, we worship God; in painful moments, we trust God; in
every moment, we thank God; and at all times, we love God. Christians
often recite this prayer that Jesus taught. Recite this prayer in class.
The Lord's Prayer

Or Father who art in heaven,
Hallowed be Thy name, Thy kingdom come,
Thy will be done on earth as it is in heaven.
Give us this day our daily bread.
And forgive us our trespasses, as we
Forgive those who trespass against us
Lead us not into temptation but deliver us from evil.
For Thine is the kingdom and the power and the glory,
Forever
Amen.
GUIDED PRACTICE
Divide the class according to their faith and belief.
Complete the prayer.
Blessed be You, 0 God, for having created me.
Thank
you
am
for
sorry
for______
Bless my
Please
help
me
122
Hove you.
Your faithful and obedient child,
Name
After the group activity ask each student to worship or praise God by
making/writing their own prayer.
GENERALIZATION
God is the most powerful and a provider for our needs. Let us respect others'
belief and faith like how we respect our God.
.
VALUING
When you prayed for something and you didn't get it, what do you feel?
EVALUATION
Draw yourself and your family praying together.
AGREEMENT
Make a prayer about thanking God for all the blessing you received.
LESSON 28
"For the Sake of Honey"
TARGET SKILLS
Oral Language Ask questions listen to, interpret and present information
Grammar: Identify mass and count nouns

Vocabulary Development Ask about unfamiliar words to learn about meanirg
. Listening Comprehension Anser questions (e g, who, what, where, when)
about expository text listened, to
Reading Comprehension Use expositor text as source of information
Phonological Awareness Produce the sound of letter B using the letter sound in
the Mother tongue .
OBJECTIVES
Recall the important details of the story
Define the.diffiuIt words in the story
123
SUBJECT MATTER
Mass and Count Nouns
"For the Sake of Honey"
REFERENCES
K to 12 Teacherand Learner's Guide in English
MATERIALS
Pictures, worksheets, cartolina, bond paper, pentel pen, coloring materials and
tape
VALUE FOCUS
Hard work
PROCEDURE
Pre-Assessment
Answer the questions below.
1. What is your name?
2. Who is your father?
3, Who is your mother?
4. Where do you live?
5. When is your birthday?
6. What is your favourite colour?
NAME
$ORI______
01HZ
Pick PAW count noun and moss nois mdvft
j!
tv proprbsadng.
riIk
watrcbs
:1
oranges
Salt sand
set. ap
CC, ift
ollions Mood
sugar b
vsngar candies
124
EMNA I
l_.
ALL
VW
LEovi
do
do
-
Motivation
What does the picture shows?

Describe the bee.
Whatother insects do you see around you?
Are you afraid of them? Why?
Activating Prior Knowledge

What do you know about bees?
Write inside the picture anything you know about .bees.
125

Unlock the meaning of the following difficult words..
a. insecticides - show a real insecticide
b. honey showpictureorrealhoney
c. busy - use this in a sentence. Lorna works untilnight. She is very
busy.
-.
d. swarm of bees - show picture
Motive Question
What do bees give us?
During Reading
Be ready for a short discussion about the story.
An Excerpt from "For the Sake of Honey"
By Donald G.A iderson
Are you busy as a bee? The fact is bees work so
hard that they actually kill themselves working.
A worker bee often works six weeks and then dies.
Then a young worker bee takes his place. Now,
no one ever wants to work hard and then die.
Bees give people a delicious food called honey.
For thousands of years people have used
honey to sweeten their fOod. It is also used in
126
preparing cough medicines, soft drinks and even

insecticides.
Ask:

What insect is being talked about in the text?
What are the facts about bees?
How often a worker bee does works?
if the worker bee dies, who will take his place.?
What do bees give people?
Where do people use honey?
S
S
GUIDED PRACTICE
Ask the students to stand up.
Ask them to imitate the movements of bees.
GENERALIZATION
What do bees give us?

How will you compare bees to human?
0
APPLICATION
Write in each layer of the beehive what good traits of bees should we follow.
EVALUATION
Prepare bond paper, pencil, and colouring materials.
Draw hardworking bees in a garden then colour it.
Be ready to present your work to the class..
127
AGREEMENT
List down things you to do rake care of yourself. You can also cut pictures that
show caring for one self. Be ready to present it to the class.
LESSON 29
Knowing Myself Better
OBJECTIVES
Identify how to use the different Wh-questions appropriately
Recall the important details of the story through pictures
SUBJECT MATTER
Answering Wh-questions
"Patintero" by Dali Soriano, (UBLS, p.33-34)
REFERENCES
MATERIALS
Cartolina, pentel pen, pictures and tape
VALUE FOCUS
Friendliness
PROCEDURE
Review
Recall the text listened to yesterday.
1. What insect was talked about in the story?
2. What do bees give people?
3. What are the uses of honey?
4.
5.
Where can you find bees?

Describe working bees.
Presentation
Post the following pictures on the board.
Ic
r[ Where?
What?
Who?
1
1
When?
I
I
Explain to the students the use of Wh- questions through the 'pictures
above.
Motive Questions
Do you play outside?
What street game do you play?
Do you know how to play tumbang preso?
During Reading
Listen.as the teacher reads the story.
Tumbang Preso;
On the Barangay playground, Kat saw their new neighbour.
Nol, look! Our new neighbour is all aI&ne. Let's help him.
Kat:
Nol: 'Hello, I'm Nol. This is my friend Kat.
Kat: . Welcome to our Barangay. What's your name?
129
Peter: I'm Peter.

Nol: Would you like to pIay?
Peter: Yes! What game do we play?
Kat: We like to play Tumbang Preso!
Peter: I like playing Tumbang Preso!
Let's play! Friends, come let's play Tumbang Preso.
Not:
After while..
Nol:
Let's stop. Let's take some rest.
Yes! Let's take a rest.
Kat:
Peter: That was fun! Thank you for playing with me.
Kat:
You're welcome! We are happy to be your friends.
Ask:
If you want to know the characters in the story, what question will you
ask?
If you want to know the time and place the story happened, what
question will you ask?
If you want to know what game the characters played in the story, what
question will you ask?
GENERALIZATION
Who is used when asking about a person.
What is used when asking for information about something.
Where is used when asking about the place.
When is used when asking about the time.
GUIDED PRACTICE
Ask questions about the following pictures.
I.
3.
130
4.
IL .
/1 I\
FA
Call each student to give questions related to each pictureS using the WhquestiOns.
GENERALIZATION
When do we use Who, What, Where and When in asking questions?
APPLICATION
Answer the following. Write your answer on.a clean sheet of paper.
.1. You want to know your new teacher in Math. How will you ask?
2. You want to go to the church. How will you ask?
3. You are absent for two days and you want to know the assignments given by
your teacher. How will you ask?
4. You want to know the deadline for submission of your project. How will you
ask?
AGREEMENT
List down examples of questions using WH-questions on yournotebook.
LESSON 30
Befriending Others
OBJECTIVE
Use the different Wh-questions appropriately
SUBJECT MATTER
Wh-questions
REFERENCES
K to 12 Teacher and Learner's 4auide in English
131
MATERIALS
Pictures, cartolin, pentel pen and tape
VALUE FOCUS
Showing friendship and love for others
PROCEDURE;
Review
Match the pictures with the proper Wh-questions.
JJ
-'
Who??
L/
F-
When?j
<'-
4C
Where?
_1
Presentation
Explain the students the use of Wh-questions to learn more about other.
people.
Call students to answer the following questions:
132
0.- When do you go to church?

A - go to church every Sunday morning.
Q - Where do you like to go every summer vacation?
A - like to go to beach resorts.
Q - Who are your friends?
A - My friends are Amy Luz, Patrice Reyes and Carla Montoya.
GENERALIZATION
Do not be afraid to ask questions regarding things that you do not know.
APPLICATION
Find your partner.
Ask the following questions then let him/her answer.
Then exchange tasks.
When do you go to mall?
I go to mail
Where do you like to go every summer vacation?
I like to go to
Who isyour teacher in Filipino?
My teacher in Filipino is
EVALUATION
Prepare Wh-questions card.
Put it inside a jar or box.
Call each student to come in front to pick one card.
Give example of a question using the Wh-question picked.
133
LESSON 31
I Love Naming Words
OBJECTIVE
Identify mass and count nouns
SUBJECT MATTER
Learning about Mass Nouns and Count Nouns
REFERENCES
MATERIALS
PROCEDURE
Review
I.
Name each picture.
Which picture/s show/s things we can count? Can you count them?
Which picture/s show/s things we can't count?
Presentation
Post the text "For the Sake of Honey."
Identify the nouns used in the text.
The teacher will write the nouns according to count nouns and mass
nouns.
Write all the count nouns on the left side and mass nouns on the right
side.
Ask: Can we count all the things on the left side?
Say: Naming words or nouns which can be counted are called Count
Nouns.
134
Ask: How about the things on the right side, can we count them?
Naming words or nouns which cannot be counted are called Mass Nouns.
Ask: Wh'at are other examples of mass nouns?
Show examples of count and mass nouns. Post it on the board.
Count Nouns
Mass Nouns
135
GUIDED PRACTICE
Tell whether the following nouns are countable or not. Write CN for count nouns
and MN for ma 'ouns.
1.
2.
3.
4.
.1-t-
;Cs-~
5.
136
GENERALIZATION
Count nouns are names of anyone or anything that can be counted and whse
plural form can be formed by adding s or es.
Mass nouns or non-countable nouns refer to things which cannot be counted.
like water, sugar, etc. They usually do not have a plural form so we add
quantifiers or determiners to make them plural.
APPLICATION
Name each picture. Encircle all the count nouns and box the mass nouns.
A lil il
------
EVALUATION
Put a check.rnark (/) on the blank for count nouns and cross mark (x) for mass
nouns. .
. -.
_
6. clouds
water
7 rain
2, leaves
8 sand
3 bags
.
9. ball
4. car
10. Doll
S.hair
AGREEMENT
..
.
.
.
.'
Cut1wo pictures each of count and mass -nouns Paste itona short band paper.
137
LESSON 32
My Body and the LetteB
OBJECTIVES
Recognize words beginning with letter B
Create the sound represented by letter B
SUBJECT MATTER
The Sound of Letter B and My Body Parts Starting with B
REFERENCES
MATERIALS
VALUE FOCUS
Appreciating my Body and the Letter /B/
PROCEDURE
Motivation
Post the picture on the board.
Name each picture.

The teacher will write the names under each picture.
What do you notice about the names of each picture?
On what letter does the name of the pictures start?

Presentation
Read the word cards then the students will follow.
B 'b
cti p**ire
itwe cor.i
ba It
brick
ballon
box
Ask:
What is the beginning letter of each word?.
What is the sound produced by letter b?
GUIDED PRACTICE
Post on the board.
Read first then the students will follow.
My Body Parts that Start with the Letter B
All: Sound of the letter Bbbbbbbbbb........
(Beat & sound of B)
Body parts, body parts with the letter B
Know them, know them and you will see
Letter B, letter B is the best for me!
Here are the body parts with the letter B....
Back, brows, bones and brain
Blood, Biceps, breast and bones
139
They all start with the letter B.
Now, say the sound of the letter B

B, B, B,B, B, B,B,B,B,B,B, B,B, B, B,B, B.
Ask: What are the body parts that start with letter b?
GENERALIZATION
What is the sound of letter B/b?
APPLICATION
Write the
name
of what each picture shows: Colow thepicttres which start with letter U.
1.
7.
. E;~S
11.
6.
12.
'l
It I
140
EVALUATION
Color &-te
that
start
le tter 13.
AGREEMENT
List down ten words that start with letter b. Do this on your notebook.
LESSON 33
Speaking Well in Dialogues
TARGET SKILLS
Oral Language: Ergage in dialogues
Grammar: Pronouns: Personal Pronouns
(Subject Form - I / We, You, He/She/They, It)
Listening Comprehension: Engage in dialogues
Phonics: Recognize and discriminate sounds produced by letter c
- Ic! and /5/
OBJECTIVES
Recall the forms and use of personal pronouns - I / We, You, He/She/They, It
Identify personal pronouns used in dialogues
SUBJECT MATTER
Personal Pronouns
141
REFERENCES
K to 12 Teacher and Learner's Guide i English
MATERIALS
PROCEDURE
Pre-Assessment;
..
Encircle the picture that begins with C as in /k/, and box if begins with C
as in /s/.
jor
Give the correct personal pronouns. Write He, She, it and They. on the
blank.
.
.
142
Use He, She and It in a sentence.

This
is long.
Carlo Reyes is a doctor.

is adoctor.
143
My mother is a teacher.
is a teacher.
Pot-pot is my dog.
is my dog.
Ling is my bestfriend.
is my bestiriend.
Review
Post the following pictures below on the board.
Name each picture.

Write the names under each picture.
What pronouns can be used to substitute to these nouns?
144
Presentation
Post the monologue on the board.
Listen as the teacher reads it.
00 ;
Luisa:
Luisa:
Hi! I am Luisa. I will introduce to you my family.

That is my father. He works in an office. He takes us
Luisa:
to the malt to watch movies.

That is my mother. She is a plain house wife. She
cooks and cleans the house.

That is my big brother. His name is Ben but we call
Luisa:
him Kuya. He loves to read.
Luisa:
That is my younger brother. His name is John. He
loves to play basketball.
Luisa:
That is Baby Brent. He is my little brother. He is one
year old.
That is my family. We love and respect each other. They
are my treasure.
Ask:
What are the personal pronouns used in the monologue? Underline it.
What nouns are substituted by these pronouns?
GUIDED PRACTICE
Each group will do a role play using pronouns.
The teacher will give enough time to each group to prepare and practice.
After the given time, each group will present in front.
145
GENERALIZATION
We use I, He, She, It, We and They when we talk about people, animals and
things.
He for a boy
She
girl
Theyfor more than one person

I talking about yourself
It for animals or things

APPLICATION
Change the underlined word/s with the correct pronouns He, She and They.
1. Jane and Myca wake up early to jog.
wake up early to jog.
2.
Shiela prepared breakfast for her siblings.

prepared breakfast for her siblings.
3.
4.
5.
Rhea cooks spaghetti for merienda.

cooks spaghetti for merienda.
Joshua sweeps the floor,
sweeps the floor.
Ellaine and Erika went to the market to buy beef and pork.
went to the market to buy beef and pork.
EVALUATION
Replace the underlined word/s with pronouns He, She, It, They, We and I.
1. Carla talked to her father about her failed subjects.
2. Gina, Isabel and Rosa are invited to come to a birthday party.
3.
4.
5.
The kite fell on the roof.

Luisa, Mitch and I were going to a party tomorrow.
Mario played badminton yesterday.
AGREEMENT
Be ready to introduce your family using pictures and pronouns on the next
meeting.
146
LESSON 34
Using Personal Pronouns
OBJECTIVE
Use personal pronouns - / We, You, He! She/They, It in dialogues
SUBJECT MATTER
Personal Pronouns
REFERENCES
MATERIALS
PROCEDURE
Review
Fill in the blanks with the correct pronoun.
1. Rona loves to play badminton,
also plays volleyball.
2... My name is Tricia.
am 7 years old.
3. Potchee is my dog.
loves milk.
4.
Those are Mike, Ruel, Daisy and Dino.
5.
Kiel eats fruits and vegetables,
are badminton players.

is a healthy boy.
Presentation and Modelling . .

Present dialogues in different situation using personal pronouns like the
following.
The New Neighbours
Mr. Sanchez: Hi, there! Are you our new neighbours? I am Ruel
Sanchez.
Mr. Gonzales: Hi, Ruel. Yes, we are; We-just moved in yesterday.
Do you live nearby? My name is Carl G.onzales.
Mr. Sanchez: Yes, we just live next door. This is 'my' son, Emman.
He goes to the school nearby.
Emman:
Hi, Mr. Gonzales. You have a beautiful house.
Mr. Gonzales: Thank you, Ernman. By the way, this is my
Jane:
daughter, Jane: She also goes to the same school

you go to.
Hi Mr. Gonzales and Emman, would you like to
come in?
147
Mr. Sanches: No, thank you. But we would like to invite you for
dinner. You can bring your mother along, so she

can also meet my wife. I am sure, they jll like
each other.
Mr. Gonzales: That is a good idea. We will be there!
Ask:
What is the title of the dialogue?
What are the personal pronouns used in the dialogue?
GUIDED PRACTICE
Divide the class into 4 groups.
Create a dialogue using personal pronouns.
Group 1:
Introducing a new friend to the family.
Group 2:
Introducing your sister in your classmate's birthday party.

Chatting with friends under the tree.
Playing at the playground with friends.
Group 3:
Group 4:
Give each group enough time to prepare and create their dialogue using
pronouns.
After the given time, each group will present their dialogue in front of the class.
EVALUATION
Complete the sentence by writing personal pronouns such as He, She, It, They,
We and I on the blank.
1.
is a fireman.
2.
are cleaning the park.
148
3j
Me and my friends are playing basketball.

____ enjoy playing it.
4.
is a singer.
'---.--.-
isanowl.
5.
AGREEMENT!
Substitute the following nouns to pronouns.
1. Mario
2. plate
3. land friends
4. family
5. Erika
6. Myself
7. Carlo
8. Mrs. Cruz
9. I and cousins
10. classmates
LESSON 35
Rap-the LettrC''T'
OBJECTIVES
Recognize the sound of letter C - id
Produce the sound of letter C - id
SUBJECT MATTER
Sound of Letter C
REFERENCES
MATERIALS
Rap, pictures, worksheets, cartotina, pentel pen and tape
PROCEDURE
Presentation
Post the rap on the board.
Listen as the teacher raps then the students wifl follow.
Let's go.....1....2 .... 3....and4.

The Letter C Rap
C is a consonant, a letter sound/k!
C as in camel
C as in crab, and
.
C as in cab
/k/,/k/,/k/
/k/ when she's crazy and
.
/k/ as in cap
Come! Come! Come!
Card!Colouri Crayon!
Oh, sofun!
00
(7\
..
..
Ask:
Name each picture above.
,
What letter does each picture above start with?
Ask the students to trace letter C using their fingers in the air.
Read the names of each picture then let the students repeat after you.
What sound does the letter C make? Ask the students to repeat the
sound ten times.
150
GUIDED ACTIVITY
Write the name ikide., each p: :
Colour the pictures that starts with letter c.
...-..'
II
151
JALUATION
Whcit Begins with C?
5
Drciw Cl I1r
tci hI tt
ttr
cits flric tt-
(:*
Itms thcit t*gIn with

tt -
sr
cif.
'c
Complete each sentence by choosing the correct word in the box.
1. Rabbits love to eat
2. The
is on the lap of Amy.
152
_.\
3. The baby is sleeping in the
Ik
4. Sam is wearing a
5. The boy is riding in a
dM
AGREEMENT
Cut pictures of words that starts with 'letter c. Paste it in a short bond paper.
Write the name under each picture.
153
LESSON 36
Learning the C- as in /s/
OBJECTIVES
Recognize the sound of letter C as in
Produce the sound of letter C is!
/5/
SUBJECT MATTER
Recognize/produce the sound of letter C-/s/
-
REFERENCES
MATERIALS
PROCEDURE
Presentation
Post again the rap sung yesterday.
Sing the rap altogether.t
amp.,
.9ii
L9-:_.~WA
j
,
154
Name each picture.

What letter does each picture start?
What sound does letter c make?
The teacher will pronounce each. word w3th t,e emphasis on the sound of
then ask the students to repeat after you.
GENERALIZATION
When the fetter C is followed by e, i or y it is sounded as /s!.
APPLICATION
Match the word to the correct picture.
1.
cell
4000
cereals
2.
circle
155
4.
ceiling fan
5.
Cellphone
1jilmij11+1114+11414;
EVALUATION
Identify the beginning sound of each picture. Write /k/ or Is/ on the blank.
2.
3.
156
AGREEMENT
List down words that start with letter with c that sounds /s/ on your notebook.
LESSON 37
More Fun With the Letter C as in /s/
OBJECTIVES
Recognize the sound of letter C
Produce the sound of letter C -
- Ic! and Is!

Ic! and Is!
SUBJECT MATTER
Recognize/produce letter C sounded as
Ic! and Is!
REFERENCES
MATERIALS
PROCEDURE
Group Activity
Ask each group to create rap using words that start with letter c or they
may edit the rap presented by teacher on the previous lesson.
Give each group enough time in making their rap using words that start
with letter c.
After the given time, each group will present in front.
Guided Activity
Ask the students to bring out their show me board.
Write on your show me board if the beginning sound of word shown is
1k! or Is!.
cake
cow
carrot
ceiling fan
center
century
ce//phone
cereals
cry
celebration
157
country
cell
cylinder
clouds
cute
cab
crib
ceiling
carpet
clap
EVALUATION
Encircle the word that is different from the group.
1. club
cloud
country
2. centavos
century
crab
3. ceiling
clip
cart
4. cast
cylinder
call
5: cereals
count
cell
158
century
celiphone
car
create
ceiling fan
UNIT
My Home, My Family
LESSON 38
Objectives
State details of text or story during and after reading.
Express their feelings about the ideas of others.
Read with automaticity high frequency/sight words.
Subject Matter
Stating Details of a Story Read
"My Turn"
References
Value Focus
Order
Procedure
Motivation
Do you have "baon" everyday?
Do you go to canteen to buy food for merienda?
How do students buy their food?
Have you seen students lining up?
What do you do before you buy your food?
Did you notice students lining up to buy their food?
Vocabulary Strategy
Define or explain in context using the mother tongue.
went to line up
Joana's turn to buy food
wait for our turn
went right in front
broke into the line
High Frequency Words
when
those
right
that
we
these
Presentation
Show picture of students lining up to buy food in the canteen.
Ask:
159
What do you see in the picture?

Who are in the picture?
Where do you think are they?
Post the story below. Listen as the teacher reads it.
My Turn!
It was Recess time! The students of San Juan Elementary School bring
out their "baons." Joana, Fe and Ra.isa .go to the canteen to buy sandwich and
juice. ,.
At the canteen, Joana, Fe and Raisa went to line up. When it was Joana's
turn to buy food, a student broke into the line and went right in front of Joana.
"Oh! My turn! You just came. Please go to the end of the line," Joana
told him.
"But I'm very hungry," answered the student.
"I'm sorry but these people in line came before you," explained Joana.
The student turns his head down and went to the end of the line. Joana bought a
sandwich and juice so as Fe and Raisa.
"Why did you not let the 'student go first, Joana?'' ask Fe.
"It was not fair to all those who waited. We must always remember to
stay in line and wait for our turn," she answered.
"Yes, Joana. We will always remember," Raisa replied.
Ask:
Who went to the canteen?
What did they buy?
What happen when it was Joana's turn'to buy food'?
What did ioana'say?
Why did Joana don't allow the student to go first?
Do you agree with Joana? Why?
What does The student turns
'
his head down" means?
Have you exp'eriertced the same situation?

Share your experience to the class.
Application
Group Activity
Each member of the grbUp will share experiences related to the story above.
Let each member express their feelings, opinions and thoughts about it.
160
Ask:
What do you feel when someone wants to be served first even if he/she
has just come?
What do you feel to those people who use power to be served first?
Expressing Feelings
Ask
Why do we need to wait for our turn and not to cut in line when we are
in a line?
How would you feel if someone doesn't alloi you to be served first
because you just arrived?
Other Ways to Keep Order
Ask
What are other situations that we should wait for our turn?
Draw two situations that we need to patiently wait for our turn.
Colour it and be ready to present it to the class.
Valuing
What do you think might happen if everyone wants to be served first?
What do you think will happen if everyone is not patient to wait for his/her turn?
LESSON 39
Objectives
Share ideas on the things that the family do together.
Make simple Wh- qUestiOns.
Subject Matter
Making Wh- Questions
"My Turn!"
References
Materials
Value Focus
Order
161
Procedure
Motivation
Show the picture below.
Raw
OP
W1.
What is shown-in the picture?

What is the family; doing?
Do you and your family do this?
What keeps the family together?
What do you do to keep order in the family?
Presentation
Post again the story "My Turn!"
Listen as the teacher reads again the story.
Say: The family went to cinema to watch movie together.
Ask: What other activities does a family do together? Share you.r own story to
the class.
Call students in front to share their own story about things/activities they do
with their family.
.
Individual Activity
Bring out art materials such as short bond paper, pencil, and colouring materials.
Draw a scene that shows. doing things together as a.family. Colour it.
Be ready to present it in front of the class.
Evaluation
Ask the students to make simple Wh-questions about the story "My Turn."
Write your -questions on your paper.
-
162
LESSON 40
This is Home
Objective
Identify the elements in a story read.
Subject Matter
Elements in a Story
Story: "Kiel's Spider Lesson"
References
Value Focus
Order
ProcedUre
Review
Retell the story "My Turn!" to the class.
Ask questions related to the story.
Motivation
Prepare story books to be,shown to,the class.
Show the cover of the story books one by one.
'Ask the students if they know the story as shown in the cover of the story book.
Ask them to give the title and the main characters' of the story.
Presentation. '
Post the story on the board;
Listen as the teacher reads thestory.
Be ready for a short discussion about it.Lesson Learned
Kiel loves to play with spiders. He wants to catch one to play with
his brother., Kendric.
'
' '
'
One Saturday morning, while Ke.ndric was playing in 'their mini
garden, he saw a spider spinning its web. He watched and stayed there
until the spider finished its web. Kendric was so amazed when he saw
how the spider laid its eggs in the spider-egg-sac.
Suddenly, Kiel tried to catch the spider. Kendric stopped him.
'1-63
"Do you know, Kuya, that spiders spend a long time spinning their
web? The mother spider made it for her eggs and for her food," Kendric
said seriously.
"They are like our parents. They make our home," Kendric added.
Kiel learned the lesson from the spiders.
Ask:
Where did the story happen?
What important events happened in the story?
What did Kiel learned?
What have you learned from the story?
Fill up.
I
.Who:
Characters in the story
I
I
a
--------------------------
iWhere:
I
I
Pruce where the story happened

I
L ------------------------------------------a
1
When:
Time when the story happened
L -----------------------------------------I
What:
L::::::: ------GENERALIZATION
The story has characters, event and the place and time where the story happened.
Knowing these will help you understand what you read.
TTVALUATION
Read the story. Identify the character/s 1 place, time and event in the story. Use the
graphic Organizer.
164
Who?
I
I
1
I
1
I
1
I
What?
I
I
I
1
I
I
1
I
I
I
I
1
I
I
1
I
;;;;
I
_I
One afternoon, the mail was full of people. Gabriel looked around.
Suddenly, a little girl said," Are you looking for your phone, sir? I found this on
the table." "Thank you very much. You are an honest girl", said Gabriel.
AGREEMENT
Write the characters, place, time and the events on your notebook.
The buses, jeepneys, vans and the cars stopped. Julius and Trisha looked at the
traffic lights. The traffic enforcer signalled the people crossing the street. Julius and
Tricia crossed the street. They arrived at school five minutes before time.
LESSON 41
Having Fun Together
Objective
Decode;words with tong
Subject Matter
The Long
/ a / sound
/ a / Sound
References
Materials
Pictures, worksheets, cartotina, pentel pen and tape
Procedure
Motivation
Post the pictures below on the board.
-spa
Name each picture.

The teacher will write the names under each picture on the board.
Presentation
Poston the board.
cakecat
plate - pat
pray - pan
game - gap
166
Read the pairs of words.

As you read the pair of woJ, can ycu hear the difference?
Ask the students to tell something about the picture..
'ilia
4W
-----
m
awwm
-
Post the short story on the board.

Kate had a party at home. Her friends, cousins and other relatives
came. Mother baked her cake. They had games facilitated by her Dad.
They played breaking the pot. They hit it with a cane. Nobody came late
for the party. Everyone enjoyed it.
List down on your paper the words with long /a/ sound.
GENERALIZATION
The long Ia/ sound is the sound you hear if you place a silent /e/ at the end of the word.
167
APPLICATION
d ccIe the ones shoi coxion 0

Soy. tbe words out. IoicJ bt4ow
long ii youcon heur
long vowel A. Remernec. the vcw& ourd
the Iflr soy , tts nOrY*
.
..
eagle
train..cage
baby
house
baI
car
game
swing
cake
cat
plate
phone
grape
paint
umbrella
apple
plane
snake
money
kite
Reflew
frame
fan,
Evktion
i
11
WQrc
Name_________
?' tj'e rts that &cribe it. Cose t'it word that has a Ior
ft
srizd is t ;w'J snd n dc, 'ay, bciz, roil, an eight.
a sound
A ..--- -
(/)
-1
friture
ap
fint
stcnd
crow
rabm
grapes
'
tot
food
le
E-
IUUUUUUU
3a
fence
O1
rrde
fcc
hco
dy
ro
-t
gray
siIver
color
board
toy
Long
cth pkl,Jri ho i$ru words th& d"Cru It.

word Mi )ws a WJ
Y $G4Id. Th 1m
wowo soiid A ddft, wc bz. PWI, WW 44P,
sports
boots
skates
tack
nail
slug
stapler
snail
shell
device
coinectcr
tool
sun
light
broom
rake
LESSON 42
I Am Part of a Family
Objective
Decode words with long vowel /1/
Subject Matter
Decoding long vowel sounds
111
References
Materials
Worksheets, cartolina, pentel pen and tape
170
___
S
reptile
snake
rattler
mffllw
snow
storm
rain
a
plate
dish
circle
Procedure
Review
Ask the students to recite the English alphabet.
Show flash cards.
What are the vowels found in the English alphabet?
Motivation
Distribute the family tree activity to the students.
Fill out the family tree with the names of your family methbers.
Call students in front to present their family tree.
Presentation
TeacJi/Model
Post pictures on the board.
i7l
Name each picture.

The teacher will write the names under each picture.
Read the names then the students will follow.
Do: Read the phrases and use the Round Robbin Activity. There will be 5 members
in a group and the students will take turns in answering the questions.' , Prepare
strips of paper as visual aids for the following sentences:
a. We helped mother put up clothes in a clothes' line.
b. The ice melts on the table.
c. We have five members in the family.
d. My brother and I fly kites during summer.
e. My father gave me a bike to ride on.
Application
Words With the Long I Sound

Each picture has three words that describe t. Choose the word that hos the
tong t sound. The tong I iond is the sound In ice, fly. lI. . high.
look
tree
pine
fir
see
eye
cone
ice cream
dessert
fl .
think
thought
idea.
bulb
tight bulb
marooned
land
island
pie
dessert
sweets
.
iris.
flower
bloom
cy-firider
shape
pipe
C
1
4/
bees
hive
insects
midnight
noon
clock
172
AVY
plant
g reen
Generalization
The long/il sound is the sound you hear if you place a silent -eat the end of th
rd.'
Evaluation
Draw a line to match the picture to the correct word.
'
d rW il SC,MW
fire
fly.
dice
:C)
At
. >Dirt*
4
P"
'O
ideu
five
Ice_
ip$
iIrid
1
110
rr
Encircle the word with long /ai/ sound.

1. dip
zip
ripe
2. met
rat
life
3. pig
rake
sail
4. bride
stair
pair
5. mate
dried
pick
lid
dig
die
meet
look
Agreement
List down words with long /i/ sound. Write it on your notebook
173
LESSON 43
Together as One
Objectives
Infer what the story is about
Read the text aloud with fluency and expression
Answer simple questions about the story read
3ubject Matter
Infer What the Story is About
References
Materials
Value Focus
Unity
Procedure
Pre-Assessment
Give the word that will best complete each sentence.
to clean thefloor. (pool, cool, broom)
1. Dina uses a
is hot. (tool, pool, groom)
2. The water in the swimming
of ice cream. (scoop, loop, door)
3. Rhea bought a
.(door, floor, pool)
Dad
fixes
the
front
4.
. (look, book, took)
5. Gina went to the library to borrow a
Guess what will happen next. Write the letter of your answer.
1. Gimmy studies his lessons every day. He is glad to take his exam. He finished
his test on time.
a. Gimmy passed his exam.
b.
c.
Gimmy dropped his exam.

Gimmy failed his exam.
2. Rhea brushes her teeth three times a day. She visits her dentist every year.
a. She has to eat a lot of sweets.
b. She has healthy teeth and gums.
c. She has tooth decay.
3. Greg arranged her things before going to school. He left his project on the
table. His teacher asked him to bring it.
a. Hefettscared
b. Hefeltexcited.
174
c. He felt happy.
4. Yara sweeps the yard every afternoon. She waters the plants every morning.
a.
b.
Her garden is beautiful.

Her garden looks dried up.
c.
Her garden looked dirty.
5. Jessie brought a tray of eggs. She passed by a group of friends playing

volleyball. The ball hit the tray.
a.
b.
c.
The eggs were safe.

The eggs fell and broke.
The eggs were gone.
Motivation
Show a picture of an anthill.
Ask:
What does the picture shows?
What do you think our story for today all about?
Do you fight with your siblings? Why?
What are the common causes why you and your sibling fight?
What do your parents tell or advice when you and your sibling fight?
Vocabulary Development
Unlock the followir, g words:
unity
united
quarrel
meal time
twig
success
make fun of others siblings
Presentation
Post the story "Happy Anthill" on the board.
Listen as the teacher reads the story then be ready for a short discussion about
it.
The Happy Anthill

Foktale by Pat Nelson
Ruel is a quiet little ant. He stays in his room most of the time.
Ruben is the opposite of Rue!. He likes to go around and make fun of
other ants. They quarrelled most of the time. Early morning, Father Ant
called everybody. "The rainy season begins soon. We must, find food
together. If-we work together, we can have enough food before the rain
comes." Alas, the boys were not listening. Ruben made fun of Rue!. Ruel
went back to his room. So, Father Ant called them back. Father Ant
showed them a bundle of twigs. He asked each ant to break the bundle.
Each one tried but the bundle did not break. Then, he gave each one a
175
piece oi twig. i ne twig oroke easiiy. F-dther Ant spoKe, See, my soims, Um.
is what it means to work together as one. Work with brotherly love and
we will always hvc2 a happy ant hh." Ruel smiled at Rubc nd they
understood Father Ant's lesson.
Comprehension Check
Ask:
Compare Ruel and Ruben.
What is the announcement of Father Ant to everybody?
What did Ruben do to Ruel while their father is advising everyone?
What did the father ant show his sons?
What symbolizes the bundle of twigs?
What did the father ant beg from his sons?
What does it mean when you say "to live in brotherly love"?
How would you describe a family living in love?
What did the father ant do next? Were the sons able to break the sticks easily?
What does the old man mean when he said, "See my sons, the power of unity."
Do you think the sons changed? If not, what will the old man do?
If you were one of the sons, what will you do?
Are you like Ruel and Ruben?
What do your parents do when you and your sibling/s fight or quarrel?
Generalization
What does unity mean?
How can you show unity in the family?
Application
Ask the students to bring out their art materials such as short bond paper, pencil and
colouring materials.
Draw a picture or a scene that shows unity in the family or school. Colour it.
Be ready to present your work to the class.
Evaluation
Put a check mark (V) on the blank if the sentence indicates unity and cross mark (x) if
not.
1. Maria is Watching TV while her sister is washing the dishes.
-
2. The leader of the group is making the project in Filipino while the members
are chatting and playing.
3. Carlo is cleaning the yard while his brother is watering the plants.
__4. Fe is helping her younger sister in her assignments.
176
5. Andrea supports and respects her brother's idea.
LESSON 44
Keep Things Tidy
Objective
Use clues to make and justify predictions before, during and after reading
Subject Matter
Predicting Outcomes
"Porter's Pig Problem"
Value Focus
Unity
References
Materials
Story, pictures, worksheets, cartolina, pentel pen and tape
Procedure
Review
Post the picture of an Anthill.

Do you still remember the story about the Happy Anthill?
Ask the students to give events happened in the story?
Presentation
177
Ask: What do you think will the father and son do? What do you think will happen to the plant?
Post the story on the board then discuss.
Porter Pig's Problem
Porter Pig was a very famous pig on farms all across the world.
Not only could he lift a barn above his head, but he also had the best
snout that anyone had ever seen. Porter Pig was the best at sniffing out
trouble. He could smell trouble from fifty miles away. Whenever Porter
Pig found trouble, he was always able to fix the problem and make
everything okay. Farmers all over the world asked to see Porter Pig,
hoping that they would be able to use his strength and snout to make
their farm peaceful.
One day, on a farm in the south, Porter Pig was sniffing for trouble
when he smelled the worst smell he could ever imagine. Porter Pig
rushed over to the barn where the smell was very strong. He lifted up the
huge barn above his head, and there it was staring right into his eyes.
Porter Pig had never seen anything like this before.
Predict what will happen next. Finish this tall tale on a separate sheet of paper.
Be sure to write about who Porter Pig had seen and how he fixed the problem.
Independent Practice
What Will 1ppr
178
Group Work
Distribute the worksheets below to each group.
Ask each group to prepare for their presentation about their activity.
1. Look at the picture. Pract.what W II

happen next.
Look at the picture. Predict what will happen next
... -,-
Look at the pcth A Predit wiat llt I Mppert next.
179
1. Look at the picture. Predict what

happen next
-''
ff
Look at the picture. Predict what will happen next.
p
Look at the picture. Predict what will happen next
Generalization
Predicting outcomes is telling or guessing what will happen next in the story.
Guesses can be made through
a. Looking for clues in the story
b. Understanding the events through Pictures
Evaluation
Use story clues to make predictions.
Read each passage carefully. Answer the questions.
1. Jenny and Rachel were excited about going to the beach. They set.
up
their chairs and
towels. Then a wind picked up. Rachel looked up and saw big, gray clouds. What will
happen next?
1$()
2. Mr. Howell was driving to work. As he backed out the driveway, a nail went into one of
his tires. Air slowly began to leak out. What will happen next?
3. The soccer game was tied 2-2 with 3 minutes left to play. The home team got fouled.
Jessica had a chance for a free kick. She focused and kicked the ball hard. What will
happen next?
4. Timmy left his toy race car on the stairs. Dad came down the stairs carrying a big heavy
box. He stepped on Timmy's race car. What will happen next?
5. Karen needed to bake a cake. She mixed it up and put it in the oven. The doorbell rang,
and it was her friend Brittany. They went outside to play. Karen forgot all about the
cake. What will happen next?
LESSON 45
(Have a Cool Family
Objectives
Identify and produce the sounds of /00/
Read words with /00/ sounds
Subject Matter
Sound of/oo/
References
Kto 12 Curriculum Guide- in English
Materials
Worksheets, cartolina, pentel pen, pencil and tape
Procedure
Motivation
Show the pictures to the class.
Read the names of each picture.
+!-<>
181
C>
CA
:t...,
.1
St.
ccck
Presentation
Weekend Camp with Kuya
Kiel and Brent were in their bedroom packing for thewekend away
with their Kuya. "Don't forget to bring your swim wear, sunbiock, beach ball,
and fishing pole" said Kuya.
"I'll bring my goggles so I can see everything under the pool," said
Brent.
Kiel put his hooks inside the box. He wanted to fish near the brook.
"I'm glad we can stay for two days in a resort. One week goes too fast!" "We
will surely have a good time7'Kuya said.
Ask:
Why were Kiel and Brent packing?
What did Kuya remind them to bring?
What will Brent bring?
What did Kiel put inside the box?,
Whre&IdKig&fi0virtg?
How long will they stay in the resort?
What did Kuya promise to the two boys?
182
Group Work
Read the following aloud.
A M pose Is I jose
0
Iwork c*ta
newspaper. I got a
sc
about a tr.,.vop
of animals I -',
the path. I put on
my shoes and flew!

S
I saw a m:ose r'oting in
Read each word aloud.
Alt me, 4r A
sJkijii
Words With the Short "00" Sound

Edch pkture has three words that describe it. Choose the word that hos the Nwne___________
Short HOO oM The Short lOoM sound isthe
sound in crook hood, full,
id
wire
hook
fishing
fry
boil
cook
log
wood
tree
read
book
yarn
wool
knit
woof
bark
howl
move
box
push
pull
drag
move
understand
thought
understood
stood
upright
cattle
bull
look
see
standing
COW
reflect
LLJ
text
Identify each picture. Colour the picture with name that has /00/ sound.
00.
i.~t,g
89
Generalization
The double /00/ is sounded only once. It may be at the middle or at the end of the word.
185
Evaluation
Words With the Long "00" Sound

Each picture has three words that describe it. Choose the word that has the
Long U
sound. The Long 'W 'Sound is the
sound in boo, flue glue, a'sw,
ond
molar
laced
Agreement
List down words with
/00/
sound on your notebook.
Name
ladle
LESSON 46
More Fun at the Camp
Objectives
Identify synonyms
Use synonyms in sentences
Subject Matter
Identifying Synonyms
Story: "More Fun at the Camp"
References
Materials
Worksheets, cartolina, pencil, pentel pen and tape
Procedure
Motivation
Post two pictures on the board.
Let the students describe each.
Ask the students which description of each picture has the same meaning.
What do you call on the words or pair of words with the same meaning?
Presentation
More Fun at the Camp
Mr. Carlos Gonzales' daughters have always been Quiet and good at
school. Kiel's dad invited them to join their next weekend camp at the forest.
Isabel and Ruffa were giad to join Kiel and Brent.
That afternoon, when they reached the damp, they started to hike..
They saw huge, old trees. They saw small birds and insects. They even
followed a deer.
Isabel tripped on a broken branch. The grass wasdamp. She hurt her
knee. Ruffa got
"Don't worry. It's just a scratch ' Isabel smiled.
Ask:
187
Who invited Mr. Gonzales to join the camp?

Where did Gonzales family go for a camp?
What time did they arrive in the camp?
What did they see in the camp?
What happened to Isabel?
What did Ruff feel after what happened to her sister?
Read the underlined words in the story.
Give the synonym (words that have the same meaning) of each underlined word.
Synonym Match
here's another puung puzxe from My. She left it for
Mrs. Beosley *e virtuol ad collection. See if you con
match the soiymi.
jelly.
fog
,boy,
celel
mon
wea
pig
exai
flOOl
note
trip
buddy
lmp
money
spwh
party
mist
hog
test
midday
end
journey
pal
cash
talk
rich
am
parent
Lad
memo
light
Generalization
What are synonyms?

Evaluation
Synonym Surprise
Worksheet I
Read the story below, Rewrite the story by replacing each underlined
word with a word in the box that means about the same thing.
Tim's Party
Tim is having a birthday party tonight. He wants to bring
people to his house. After the presents, they will eat the cake and
go home.
--.---home
--.
consume
celebration
leave
Synonym Surprise
invite
followir
Workt 2
Read the story below. Rewrite the story by replacing each underlined
word with a word in the box that means about the same thing.
The Lovely Lizard

Lizards like eating bugs. They like to eat meal worms the best.
In some places, you can find lizards outside! They come in different
colors, shapes, and sizes. Lizards are amazing reptiles.
incredible
enjoy
most
areas
189
locate
diverse
Agreement
Match each word to its synonym.
big
speedy
pretty
little
happy
large
small
damp
fast
begin
start
glad
also
beautiful
wet
too
LESSON 47
Meet My Family
Objectives
Identify the verb
Use the verbs to show present action
Subject Matter
Present Tense of the Verb
References
Procedure
Motivation
Show your own family picture.
Give a short story about your family using verbs or action words.
190
Presentation
Post the text below on the board.
Listen as the teacher reads the text and be ready for a short discussion about it.
Ruben's' Parents
My father is a hardworking man.
He has a strong body and a kind heart.
He works at an office mostly at daytime.
He also takes a rest.
He plays basketball with us and brings us to different places.
He has a beautiful pair of eyes.
My mother keeps our vegetable garden.
She often cooks and prepares our food.
She maintains the cleanliness of our house.
She takes good care of us particularly when we are sick.
I love my parents.
They protect us from harm and danger.
They keep us happy and well.
Ask:
Describe Ruben's father.
What does father do at daytime?
What activities does he like to do with his children?
What does Ruben's mother do?
Why do you think the children love their mother?
Read the underlined words.
What do you call these kind of words?
Name:
)
Verbs
A verb tells what something or someone does.
Circle the verb in each group of words.
I.
2.
3.
4.
S.
top, kind, flashlight

shake, jam, sorry
house, sweet, playing
learn, doctor, little
spicy, walk, flower
el
Cnm con.
191
Use the verbs above to fill in the blanks.

1.
Baby Joe will
2.
I like
3.
We watch the bunnies
to walk very soon.

with my best friend Patty.
I missed the bus and had to

S.
Let's
around the yard.
to school.
the tree until our kite falls free.
Generalization
A verb is a word that tells an action. It tells what someone or something does.
Evaluation
Name:
Vexberch
Direcicn: Read the paragraph. Circle.alI of the verbs.
I always feel miserable when I get a

cold... My head hurts and my body
aches. I usually have to use a whole box
of tissues to clear my stuffy not. My
Mom gives meyucky medicine to drink.
I rest in bed and soon] become healthy
again.
192
Name:
Verb Search
Qjr((jons: Read the paragraph. Circle all of the verbs.
Christmas Day is my favorite day. I wake

up early but have to wait for my parents
before 1 can open presents. Then, I shake
each gift and rip the paper right off. I yell,
"Yippee!" with every present. When I am
finished, I play with my new toys. At night,
I hug my mom and dad and say thank you
for making Christmas so special.
Agreement
irections: Read the sentences below.

Underline the action words in each sentence. An action
word tells what someone or something con do.
1. At night before bedtime, Grandpa and I jump on the bed.
2. After we jump, I am tired and want to sleep.
3. 'tCart you kiss me goodnight?" I ask my Mother.
4. At breakfast, I open the milk and pour it into a glass.
5. After I drink my milk, I eat two eggs and a piece of toast.
193
LESSON 48
"Wake Up! Wake U2!"
Objectives
Share experiences, feelings and emotions using Mother Tongue and English.
Read the story with accuracy.
Value
Sleeping early and waking up early
Subject Matter
Reading with Accuracy
References
Materials
Cartolina, story, short bond paper, pentel pen, pencil, colouring materials and tape
Procedure
Pre-Assessment
bake
fishing
drawing
writing
danced
Use the verbs above to fill in the blanks.

1.
Ian spent the night
a letter to Santa.
2.
Chloe was
3.
Tomorrow, Nana and I will
4.
Every Saturday, Dad and Billy go
5.
Ariel square
a picture for her mommy.

' cookies.
all night with Bobby.
Write the letter/s that is/are added to the root word below.
1. 'played
4. picked
2. cleans
5. cooked
3. 'hugged
194
IVlotivation
Do your parents wake you up in the morning? Why?
How many times do they wake you up?
Presentation
Read the story to the students.
Lisa the Good Girl

"Wake up, Lisa! Wake up! ft's late," said Mother.
Lisa opened her eyes. She saw Mother and Father. She said, "Good
morning, Father. Good morning, Mother."
"Good morning, Lisa!" said Mother and Father.
"You must get up now, its morning," said Mother.
But Lisa did not like to get up yet.
She said, "Oh Mother, must I get up now? I want to sleep more. I like
to sleep
and sleep."
Father said, "Sleep is good for children." "Good children go to bed
early then get up early in the morning," said Mother.
Lisa opened her eyes again and said, "I am a good girl, Mother. I am
up early in the morning." Then, Lisa jumped out of bed. She stretched her
arms as she made a long yawn.
Ask:
Who was still sleeping?
Who wake her up?
Did Lisa wake up?
Why did she didn't get up?
What did father tell Lisa about sleeping?
When Lisa get up, what did she say?
Group Work
Find your partner.
Share experiences about waking up.
Tell the time you sleep and the time you wake up.
Tell also the difficulty of waking up early.
Application
Ask the students to bring out their art materials such as short bond paper, pencil and
colouring materials.
Draw a picture that shows things that you can do to wake up early. Colour it.
195
Be ready to present your work in front of the class.

Generalization
What should you do to wake up early?
Evaluation
Write a short promise about waking up early on your paper.
Be ready to read it in front of the class.
LESSON 49
Talking About Action Words
Objectives
Identify action words in sentences
Form and use past tense frequently occurring regular verbs
Subject Matter
Identifying Action Words
References
Materials
Worksheets, cartolina, pencil, pentef pen and tape
Procedure
Motivation
Show the flash cards below. Ask them to read each word aloud.
bi+e
-.
-,
[.I.
kA
ClIM6.
1L1
- -
1fl=141j LW
1..
..,.
-
.&?
ii .1-RI
.
I.LrD!JJ
h.
crask
!.
U.LI
o[Q[pt
'-.
Presentation
Explain the game.
Charades
I------------ - --
---
-----------
Play Charades to practice reading and acting out action
words! The object of the game is to silently act out the action words for i
your teammates to guess.
Grab a partner or a few friends and break into two teams.
Shuffle the action word cards and place them in a pile in between both
teams. One player picks the card from the top of the pile and acts it out
i for his or her teammates. Each team gets three chances to guess the
word. If the team guesses, the correct action word, they move:ahad I
one space on the game board. If the team cannot guess the word'after
three tries, they move one space backwards. Players take turns acting
out the action words. The first team to reach the end of the game
I board is the winner!
.
L
---------
- -----------------
i__
K:.I-1
--
197
- --- -- -- - ---------
t*it
jump
(:)
walk
skip
run
FaLL
dance
twirL
drive
play
pour
read
ride
row
slide
sing
yell
ONIA
push
clean
skate
plant
sit
steep
swim
swing
thrOw
catch
,r1J4
kick
write
________
Group Work

Distribute the worksheet to each group.
Name:
Directlons Rea4 the paragraph. Circle all of the verbs. Write the verbs on the
lines -below
In our physical education class' we play

lots ofgames. My favorite is kickball. We
kick the ball, then we rUfl around the bases.
I like to pitch the ball and try to tag the
other kids out. I do my best to catch the
ball and throw It to my teammates.
"Sometimes! succeed, sometimes not. But,
we enjoy ourselves each time
Generalization
What is a verb? What does a verb tell?
What Item Am I? Verbs

For each picture, choose the word that best describes it.
dive
run
jump
sup
swim
dance
r.J
jump
stand
speak
,;
eat
drink
push
whisper
hear
yell
throw
hear
vote
0 0 0
nap
grow
sit
Walk
juggle
write
smile
frown
weep
(
it ZO
)
.
learn
dream
work
pull
cry
think
twist
grin
laugh
199
Choose the correct verb in the box to complete each sentence.
1.
1 love jello and making it
2.
Uncle Tim is going to _________ some chicken.
3.
My brother has a hard time _________ still In school.
4.
In the library we need to
in the bowl.
when we talk.
whisper
laughing
fry
sitting
jiggle
S. 1 couldn't stop _________ at the joke my dad told.
Evaluation
Choose and encircle the verb use in each sentence.
1. Our class is planting seeds as our project.
2. We raced to see who could run the fastest.
3. In soccer; you have to kick the ball.
4. Larry pulled his sister's hair once.
5. I hope my new balloon doesn't pop.
LESSON 50
TimeAttack
Objective
Recognize that by adding -s, -ing, -ed to a root word will change the time expression of a
verb.
Subject Matter
Recognizing Inflections
References
Materials.
Procedure
Review
Retell the story "Lisa, the Good Girl."
200
Motivation
Post the lyrics of the song on the board.
Teach the students the tune of the song then sing altogether.
Lisa Was Still Sleeping

(Let's sing to the time of
Eensy-Weensy Spider)
Lisa was still sleeping

when a little spider jumped.
Down came the spider,
and kissed Lisa's lips.
Out came the sun
and startled Lisa up.
Now, the eensy-weensy spider
runs quickly out the door.
Ask:
What is the title of the song?
When did the spider jump?
What did it do to Lisa's lips?
How did Lisa feel when the little spider kissed her?
When did the story exactly happen?
Presentation
Identify the verbs used in the song.
Write the verbs from the lyrics of the song on the board.
Ask the students to read each verb.
sleeping
jumped
came
kissed
startled
runs
Say: The word came is the short word or the root word.
Ask: What are added to the words sleeping, jumped, kissed, startled and runs?
Group Work
Divide the class into two groups.
The first group will write simple verbs on the board.
The second group will add s, -ed and ing to the simple verbs on the board.
201
Application
Give the root words of the following. Write your answer on your show me board.
1. playing
2. dancing
3. drawing
4. cooking
5. kicked
6. plants
7. picked
8. singing
9. grabs
10. watched
Generalization
The letters -s, -ed and -ing are added to the simple verb to show a change in action
according to time.
Evaluation
Let the pupils identify the root word and the suffix of the given words.
Root word
Suffix
1. planting
2. cooked
3. shouts
4. crying
5. laughed
Agreement
Put a check mark (/) on the column where the action is.
Action
Action
in the Past
Happening Now
1.
2.
3.
4.
5.
listening
opened
walks
writing
smiled
202
LESSON 51
I See Double
Objectives
Identify the sound of lee/ which is not in the mother tongue.
Read words/sentences with the /ee/ sound.
Subject Matter
The Long /ee! Sound
References
Materials
Procedure
Motivation
Ask the students to read the following words.
IL~
.00-
tr
- - ..-
rr
Ir
fcE1
fI
a
Presentation
Read the rhyme, emphasize the word with /ee!.
Repeat the rhyme and encourage the students to join.
Tell the children that /iy/ is the sound they hear in see.
That the /ee/ makes a long sound.
Let the children listen and repeat the sound.
203
4~
See! See!
What do you see?
see a tree.
See! See!
What do you see?
see a bee inching on the tree.
See! See!
They are now three!
I see, I see,
can see three bees on the tree.
Generalization
/iy/ is the sound you hear in /ee/ as in bee.
Appli
Long .' E' Words

Each pcttre has three words That describe it. Choose the word That has a long
saurvL The long " sound asthe 0j sound in tvi. tt*.
donkty. and
3)
elm
maple
tree
Swiss
cheese
snack
eat
apple
food
steak
insect
bug
bee
eagle
bird
hawk
girl
raw
meat
infant
baby
tot
woman
tact'
flower
daisy
rose
pizza
leg
easel
circle
pie
knee
boy
draw
art
PME
Say it. Read. 0 the answer. Write it.
S.
ww.
/
Prt
tr?
ceei fee
ThT
cv,.
rre
queac
ufl
l .
LD
s.d seed
iee
tr
cjuee
.QF
seer er
6e 'ti
6..z
tJ
thees ckeese
a
'S
whi1 w1 w.tp
20.5
EvIuation
LONg"E" Sound
--
Say thenames of each pkwte in the row ak4 (irde

the pithwe wbose name. bias a !rt* soind
rn
mur,
,--
206
LESSON 52
Making Stories on Our Own
Objectives
Follow simple directions.
Illustrate activity in a story.
Work with the group cooperatively.
Subject Matter
Making Rhymes
Value Focus
Working cooperatively with the group
References
Materials
Poem, cartolina, pictures, pentel pen and tape
Procedure
Motivation
Ask the students to close their eyes as the teacher reads the rhyme.
Crickets make noise in the night.
They rub their wings together tight.
Only males can make the chirp
It doesn't mean that they are hurt.
Crickets chirp so they can mate.
A way they do communicate.
So when you hear songs in the thicket,
You will know it is a cricket.
Read the pair of words from the rhyme.
night - tight
mate - communicate
thicket - cricket
What do you call those pair of words?
Presentation
Initiate making the story. Prompt the students to create sentences for each picture.
207
Here are the lists of words for your story. Give a possible rhyme pair.
book
snake
box
gate
play
The teacher should familiarize the children with the words that they are going to
use.
Make the children talk about the story and give a title for it.
Group Work
Let's make a story using the rhymes with your friends. Make sentences from the rhyme
pairs.
1. Rico's shirt is colour red.

The shirt is on the
2. He went to the mail

and saw a
3 He get his money from his 'wallet then pay

Then use the change to buy. a
4. Dino plays alone

So he called his friend using their
208
5. Now, Dino plays

with a happy
I
Application
Let's write the story down. Write the sentences from the activity that you did. Think of a
good title for your written work. Do this on your paper.
Be ready to present your work in front.
Evaluation
Write a short paragraph about your experience in making your own short story. Do this on
your notebook.
Agreement
What is your dream profession?
Write words that rhyme in your dream job.
Example:
teacher pitcher
singer
bigger
LESSON 53
Going to a Picnic
Objectives
Use clues to -make and justify predictions before, during and after reading.
Recognize which incident comes before and after a given event.
.5
Subject Matter
Making and Justifying Predictions
References
S
S
209
Materials
Procedure
Motivation
Show the picture below to the class.
17
What is shown in the picture?

Where and when do you usually see this basket?
What do you think is our story for today all about?
Pre Assessment
Encircle the picture that does not belong to the group.
...
210
Write the past form of the verb

1. Joana washes the dishes.
2. Erika cleans the cabinet.
3. I plant the seeds at the garden.
4. Gina helps cook the spaghetti.
5. Our classroom looks good when cleaned.
Writs Vw giuir to Sewome the story.
MarywsMts am
w sr4.
5_
a - $.
101 .
- r
LI
LJ
Presentation
Key Words
holiday
alarm clock
backyard
tower
beautiful
oeoroom
ccg
no work, no school
a lock with an apparatus that can be set to ring loudly.
a yard at the back of a house
a tall narrow building
good looking
room ror sieepng
..
-
Display the words, discuss their meaning and let the students use them in sentences.
Good readers guess what might happen next.
Guessing what might happen next is making prediction.
211
To make a prediction, think about the characters and about what has happened in
the story so far.
Find out whether your prediction is right.
Going to a Picnic
It was a holiday. Rhea jumped out cf bed. "Oh, the alarm clock did not
ring. It's late!" said Rhea. She looked for father, mother, Mans and Mike.
"Where are you?" shouted Rhea.
Is Rhea really alone in the house?
Where do you think Mother, Father and the other children are?
She found them in the backyard. "We are preparing the things we
need for our trip. Rhea, are you sure you have extra clothes?" asked Mother.
"Yes, Mother, I have prepared them last night."
"We are leaving," said Father.
Did you guess right?
Where do you think the family is going?
Uncle Ben drove carefully. The gray van rolled on and on. The children
saw many things along the way. They changed their clothes - then they all
'Jumped into the water.
Soon, it was time to go home. Rhea said, "Father, let us come back
here again some other time." "Yes, of course," agreed Father.
How did you know if the children enjoyed the picnic?
Read the lines that prove they did.
Were your guesses right?
Have you any experience going to a picnic with your family?
Generalization
Every story has events that happen before and after.
Group Work
Divide the class into groups with four members each.
Share your experiences about going to a picnic with family.
After sharing with co-members, each group will have a representative to share what they
have talked about.
Application
Identify the time the action took place. Write Before, Now and After under each picture.
212
MA dw
$
.:
__
l_._____
_II1
"W oft
Ow Ow
2.
WA
Evaluation
Write a sentence for each picture.
Arrange them in the order they happened y writkg 1, 2 and 3.
213
Before:
Now:
After:
LESSON 54
What We Did
Objective
Form and use the past tense
of regular verbs by adding -ed to the verb
Subject Matter
The -ed Verbs
Poem: "When FrankensteIn Came to My Birthday"
References
Materials
Procedure
Motivation
Post and read the sentences from the story "Going to a Picnic".
Rhea jumped out of bed that morning.

She looked for mother and fat her.
Rhea shouted, "Where are you?
I have prepared my things last night.
The white van rolled on and on.
They changed their clothes.
The children enjoyed the day swimming.
Ask the students to read the underlined words.
What do you call these words?
Remind the students that the tense of a verb tells the time of an action.
Say, today we will study the past tense of the 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?
214
Presentation
Post the poem on the board.
When Frankenstein Came to My Birthday

by Robert Scotellaro
He came to my birthday
and banged down the door.
He knocked over plates
and dropped cake on the floor.
He shouted so loud
that we plugged up our ears.
He stomped on our sneakers,
which brought us to tears.
He drank all the punch,
for he had a great thirst.
He squeezed me so tight
that i thought I would burst!
He sat on the couch
and it broke into bits.
My mother and father
were both having fits.
'We all make mistakes, Momma said,
"now and then.
But don't invite Frankenstein,
ever again!!!"
Ask the students to read the poem aloud.
Ask:
What is the difference between knock and knocked?
Make more examples from the poem.
Group Work
Here are the lists of root word verbs. Add ed Or
1. catch
2.
dance
3.
climb
4.
cook
5. wash
6. roll
215
ci
at the end of each root word.
7. fix
8. bake
9. whisper
10. walk
11. watch
12. paint
13. wipe
14. mix
15. play
Generalization
How do you form the past tense of regular verbs?
What is added at the end of the short word?
Application
Complete the sentence by writing the past tense of the verb on the blank.
1. Children
(dress) quickly.
2. I
(help) my mother in the kitchen.
3. We ________ (walk) in the park.
4. They _______ (wash) their clothes in the bathroom.
5. We ________ (watch) an interesting film.
6. Students
(work) in the garden.
7. Greg __________ (play) basketball.
8. The girl _______ (dance) gracefully.
(rain) a lot.
9. It
(bake)a carrot cake.
10. Lara
-
Evaluation
Read each sentence. Write the past tense of the verb in the parenthesis
for you.
1. We (wait)
the bike.
2. Ervin (fix)
3. The girl (clean) ________ the house.
for information.
4. We (search)
in the morning.,.
-S. They (work)
to help.
6. She (promise)
in winter.
7. They (ski)
through the window.
8. I (look)
tothe music.
(listened)
9. You
the cups and the plates.
10. She (wash)
216
C.,
Agreement
List down five past tense of the verb and use it in a sentence. Do this on your notebook.
LESSON 55
I can Help!
Objective
Classify common words into conceptual categories.
Subject Matter
Classifying Words into Concept Categories
References
Materials
Procedure
Motivation
Help your mom sort the things in the house.
cm
AN
ME
217
Things used in School
Tools
Kitchen Utensils
Presentation
Group the words from the box. Write them under the labels.
mango
church
dog
orange
Fruits
Luneta
watermelon
park
grapes
cat
apple
beach
school
lion
elephant
rooster
banana
Animals
Group Work
Name each picture. Draw a picture that is like the others.
1i1
218
Place
2.
U
O
3.
4.
.IP
'Mt
The teacher will move around to check each groups work.

Generalization
There are similar things for each group.
Application
Encircle the picture that does not belong to the group.
Write under each group of picture the label of things that go together.
c
219
iaiIJliIi
C)
r:L.i
11
22 (J
Evaluation
After putting things together, Mother can have time for taking a bath. braw the things
mother needs in taking a bath.
LESSON 56
"It's Time for Bed"
Objectives
Make predictions from given clues
Arrange events of a story read
Subject Matter
Making Predictions
Sequencing Events
References
Materials
Worksheets, cartolina, pencil, eraser, pentel pen and tape
Procedure
Motivation
Post on the board
Presentation
Post thecomicstrip below on the board.
The cat saw a bottle of milk on the cabinet.

It tried to open the bottle.
The bottle fell on the floor and got broke.
The woman saw the cat and the broken bottle of milk.
She tried to chase the cat with a bat.
What do arrows on the comic strip tell you?
Listen as the teacher reads the story and be ready for a short discussion.
A Tiring Day for Rico
Rico was known for being active. He wanted to do everything every

day. He forgot many things about keeping -his body and room clean.
One day, he played with mud at the yard. He placed mud and stone in
every corner. Then, he would hang his toysby the door.
After that, he would jump and jump around with empty bottles and
cans. "Join me," he would tell his friends.
Night fell, he was very tired. Rico waited for his father to come home.
He waited for his mother to clean him up. He fell asleep at the table. Father's
friends came to visit.
They all laughed at what they saw. Rico was covered with mud and
leaves. "Rico had a tiring day," Father said.
Ask:.,.
What were the things Rico forgot to do?
What was Rico's first play activity?
222
What did he do with his toys?

What happened while Rico is waiting for his father and mother?
Who came to their house?
Why did father's friends laugh at Rico?
Arrange the events happened in the story.
450
glossa
0 L
Generalization
When you read, try to understand the events happened in the story. Arrange the events as
they happen according to time frame/expression.
223
Application
Draw what will happen next.
1.
2.
3.
224
Evaluation
Number the events in the right order of when they happened,from first (1) to last (6).
He fell asleep.
He got tired of playing.
He placed mud and stone in every corner.
Rico played with mud at the yard.
He jumped around with empty bottles.
He hang his toys by the door.
Agreement
Write the number in the box to sequence each action, Then draw what you think might
happen next.
1
I
IIII.
- -
LIII
-I
Li
225
LESSON 57
We Do Many Things at Home
Objectives
Demonstrate the concept of words that make up a sentence.
Divide the spoken sentences in English into individual words
Subject Matter
Naming Words and Action Words in a Sentence
References
Materials
Lyrics of the song "Subject and Predicate", cartolina, pentel pen and tape
Procedure
Motivation
Post the lyrics of the song on the board.
found
The
can
the
teacher
tune
of
the
http://www.havefunteaching.com/songs/so ngs-for-kids/s ubject-and-p red icate-song
Subject and Predicate

The subject of a sentence
Tells who or what it's about
The subject is the place
Where you will find the noun
If you combine the subject and the predicate
You will get a sentence that's complete
The predicate tells
Something about the subject
The predicate is theplace
Where you'll find the verb
Presentation
Say: "Lea cooked spaghetti yesterday."
Who cooked spaghetti yesterday? (Lea)
The word Lea is the naming word of the sentence.
226
song
at
Lea is the person being talked about in the sentence.

It tells who cocl:ed spaghetti yesterday. The naming part of a sentence is also called
the subject.
Ask:
What did Lea do?
The word cook. is the actic.r. word of the sentence.
Cooked (cook) tells the action that Lea did in the sentence.
The action word is called verb. The verb in the sentence is called predicate.
Do you know that a sentence has 2 parts?
Today, we will try to find out what are they.
Guess the parts of the sentence by arrangng the letters.
JSUETCB
DCAERE PIT
Group Work
Encircle the subject and underline the predicate in the sentence.
1. Shiela plays the computer every weekend.
2. My brother loves to play basketball.
3. Many beggars are at the street asking for money.
4. Tatay Rolando fixes the fence.
5. The rabbit runs fast.
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
Write S if the underlined part is subject and P if predicate.
1. Tricia wipes the spilled milk on the table.
2. Erika washes the dishes.
3. Jane cooks spaghetti.
4. Pilar is studying her lessons in Math.
5. Ru& played basketball with friends.
Evaluation
Underline the subject in the sentence and encircle the predicate.
1. Joshua sweeps the floor every day.
2. Trina washes her used clothes every weekend.
227
3.
4.
5.
Biboy sells fruits anr vegetables in the market.

The dog barked at the man.
My mother baked 2 cake for my father.
LESSON 58
"We Are Filipinos"
Objectives
Answer wh-questions
Share inter and intra personal experiences feelings and emotions using Mother
Tongue/English
Give information shared by others
Interact with others using correct intonation in introducing and acknowledging others
Subject Matter
Wh-questions
References
Materials
Value Focus
Patriotism
Procedure
Pre-Assessment
Identify which of the following are the characteristics of a Filipino. Put a check
on your answer.
1. brown skin
2. black hair
3. respectful to the elders
4. rude to the elders
5. play games like tumbang preso and patintero
6. hospitable
7. helpful to family members
8. eats adobo
228
(v")
9. spends more time with friends than families

10. going to church with family
Listen carefully as the teacher reads the words. Put a check (V') if the words have the
same initial sound and cross out (x) if not.
van - valley
eleven - elephant
snake - sun
moon - noon
zigzag - season
umbrella - up
Read the following words. Draw a heart if the words have the same final sound and
star if not.
camp lamp
ladder ladle
net fat
bag log
red candy
run sum
Match the words that rhyme or have the same final sound,
1. black
a. wait
2'. create
b. duck
c. knee
3. lap
d. trap
4. feather
e. father
S. bee
Write the new word.
1. Change /r/ to /f/ of rat is
2. Change /1/ to /g/ of lift is
3. Change /1/ to Is/ of lack is
4. Change /d! to /p/ of dig is
5. Change /r/ to /m/ of tear is
Pre-Reading Activities
Motivation
Describe your physical appearance.
Say something about your favourite food and what you like to do.
Share where you live and whom do you live with.
Presentation
'
During Reading Activities
Ask the students tolisten as the teacher reads the poem.
229
Proud to be a Filipino
I am a Filipino
I am proud to be one.
You can see my black shiny hair and brown skin
Perfectly baked by sun.
I live happily with my parents,
With my siblings, loving one another
Lob, Iola, uncles and aunts,
On fiestas we have fun.
I usually play Filipino games Sipa, Tumbang Preso, Luksong baka and Luksong tinik
I love Filipino food,
My favourite is sinigang.
I kiss the hand of my elders,
To say goodbye or hello.
This makes me a Filipino,
Polite, respectful, hospitable and true.
Post Reading Activities
Comprehension Check-up
What is the title of the poem?
Who is proud to be a Filipino?
Describe his hair and skin.
Who is living with the child?
What does the child usually play?
What is his favourite food?
Whom did the child kiss the hand? Why is he doing this?
What can you say about the child?
How do Filipinos show respect to elders?
Are you proud of being a Filipino? Why?
Activity A
Have the pupils repeat the sentences the teacher says.
I am a Filipino.
(say the colour of the skin)
My skin is
(say the colour of the skin)
My hair is
and
l love toeat
and
I like to play
,
I live with my parents/grandparents.
I help and respect them.
230
am proud to be a Filipino
Call students to recite the sentences above in front.
Activity B
Find your partner. Answer the following questions.
1. What does he/she looks like?
2. What is his/her favourite food?
3. What games does he usually play?
4. How does he/she show respect to elders?
5. Who does he/she lives in?
Each partner will present/share their answer in front.
Generalization
What are the characteristics of a Filipino Child?
Application
Draw the following on a short bond paper.
1. Yourself
2. Favourite Food
3. Games you played
4. Whom do you live in
5. Showing respect to elders
Prepare a short presentation about what you drew.
Evaluation
Fill in the blanks.
.(name
of
the
student)
I'm
1.
and my skin is
2.
hair is
and
3. I like to eat
4.I like to play
and
S. I live with my ______________.
6. I am proud to be a Filipino.
231
LESSON 59
Words with Same Beginning and Ending Sound
Objectives
State facts and details of text during and after reading
Classify/Categorize speech sound heard (beginning & final sound of the word)
Subject Matter
Classifying/Categorizing Speech Sound Heard - (beginning & final sound of the word)
Poem: "The Worm"
Value Focus
Listening Attentively
References
Materials
Pictures, poem, story, cartolina, colouring materials, pencil and tape
Procedure
Review
Ask some students to tell something about Filipinos.
Motivation
Post again the poem "Proud to be a Filipino."
What is the first/second/third/fourth stanza of the poem all about?
Sing any Filipino song like "Ang Bayan Ko"
Presentation
Post the following words on the board.
hair, skin, sun, happily, parents, polite, proud ,food, hand, sipa
skin
happily
hand
polite
food
proud
sun
parents
sipa
hair
luksong baka
fun
Ask the students to read each word.
Which words have the same beginning sound? Read.
Which words have the same ending sound?
232
The teacher will write the words with the same beginning and ending sound separately on
the board. Ask the students to read.
Activity A
Colour the pictures that have the same beginning sound in each number.
1.
2.
jr
3.
4.
233
Activity 2
Encircle the pictures that have the same ending sound.
a..
ru
.~c 7
(0
'U
5.
234
Generalization
How did you classify or group the words in the poem you have read?
Application
Read the poem. Classify the words that have the same beginning and ending sound.
The Worm
Poem by: Ralph Bergengren
When the Earth is turned in spring
The worms are fat as anything.
And birds come flying all around
To eat the worms right off the ground.
They like worms just as much as
Like bread and milk and apple pie.
And once, when I was very young,
I put a worm right on my tongue.
I didn't like the taste a bit,
And so I didn't swallow it.
Evaluation
Read the story. Classify the words that have the same beginning and ending sound.
"Y" like Candy
Story By: Andrew Frinkle
The letter Y makes many sounds.
Sometimes, it sounds like it does in candy.
Can you find all the words with this sound?
Randy and Mandy went to get some candy.
They got ready and walked into the city.
They passed a tiny grey kitty.
It was hoping for something fishy, but they were rather busy.
At a fancy shop they found some candy.
They paid with their money.
Then they wanted to enjoy their fancy candy.
Suddenly, it began to get windy.
Sadly, their candy got sandy!
235
Now it was very dirty.

What a pity!
Mandy was wishy-washy about what to do.
Randy was a little handy.
He knew it was risky, but he washed the candy.
Then, they could eat their candy.
That's the end of this story!
Agreement
List down 10 pair of words each with the same beginning and ending sound on your
notebook.
LESSON 60
Rhyming Words
Objectives
Classify/Categorize speech sound heard in the poem - (rhyming wo. ds)
Participate in generating ideas through pre-writing activities - brainstorming,
Subject Matter
Classifying/Categorizing Spcech Sound Heard - (Rhyming Words)
Value Focus
References
Materials
Procedure
Review
Ask the students to jump forward if the pair of words that the teacher will say have
the same beginning sound and jump backward if it have the same ending sound.
236
1.
2.
sun moon
kit meet
3.
4.
5.
lady lips
readydaddy
zigzag zipper
6. bear bed
7. cat candy
8. van pen
9. banksink
10. walletwand
Motivation
Post again on the board the poem "Worm".

Ask the students to read altogether.
The Worm
Poem by: Ralph Bergengren
When the Earth is turned in spring
The worms are fat as anything.
And birds come flying all around
To eat the worms right off the ground.
They like worms just as much as I
Like bread and milk and apple pie.
And once, when I was very young,
I put a worm right on my tongue.
I didn't like the taste a bit,
And so I didn't swallow it.
Presentation
Post on the board the following words from the poem.
spring -. anything
around - ground
1pie
young - tongue
bit - it
Ask the students to read the pair of words.
Ask:
What have you noticed about the pair of words you read?
What do you call these pair of words?
What other words can you think that will rhyme with spring and anything?
Ask the third sentence again but with pair of words around and ground, I and pie,
young and tongue and bit and it.
237
Activity A
Classify the rhyming words in the poem.
Trees
by Harry Behn
Trees are the Kindest thngs I Know,

They do no harm, they simply grow
And spread a shade for sleepy cows,
And gather birds among their bows.
They give us fruit in leaves above,

And wood to mace our houses of,
And leaves to burn on Halloween
And in the 'pring new buds green.
They are first when day's begun

To tough the beams o morning sun,
They are the last to hold the light
When evening changes into night.
And when a moon floats on the stcy

They hum a drowsy lullaby
Of sleepy Children long ago...
Trees are the Kindest things I Know.
238
Activity 2
Distribute the worksheets to the students. Explain the direction and guide them in
answering.
Rhymina Words Cut & Paste

Directions: Say the word each picture represents. Cut and paste the pictures into
the correct columns on page 2. Listen to the rhyming words
[till
1I1!1
W
"2-NOA
ide
11 ate I F o on 1
.
239
[I
Generalization
What is a rhyming word?
240
Application
5 pairs of rhyming words are all mixed up inside the pumpkin. Read the words aloud to find
rhyming words and write them down as you find each pair.
"
bot
ba ll
.ghoet '\
scary
fa1i
eOfld.Y
08
candy
Olr~
ia
- a
*a
a .a a * as a a a a a.
'a
gnome
mi1
4* .as.aaa.*aa*..ee
aos a .. *4 40
on 0
'a.
i
" ---I- .
34
Ij
L.
.eioft * oft ***a.s .s*

--
4041 NO
--
--
-.
_01
5*5 W 444*4-p
.*a W all a .a*.* INOWISOPOOMAKWO
241
sass sass .e*a as a
Evaluation
Read the poem and fill in the missing rhyming words using the help of the word bank.
Cats on a Mat
Sici tJ-ie 40at was ioi.ancl and fat..

lie slept all day
n a small biLie- ----------Jriendly F'%--x said, 'Hey, lets play!'
But Sid just slept the day awayflex was sad that Sid was asleep.
He ot so mad, he started to..
----------
rher Iex said, "Waite $ don't have to be blue_

I'll play by myself.. rhat's what $'U do!"
He Jumped in his milk and made a splash!

He climbed up a lamp and made It ---------- .1
Sid woke up and had a stretch.
He looked around at the great big mess.
Lets play! he said, "This looks like fun!"
"No," said Rex, "this day is done.'
Rex yawned and Said down his head.
"Oh well," said Sid, getting back In
The friends purred the whole night through,
sleeping on the mat that was right for two.
word bank
mat
crash
weep
Agreement
List down 10 pairs of rhyming words on your notebook.
242
bed
LESSON 61
Phoneme Manipulation (Substitution of Initial Sound)
Objective
Manipulate individual phonemes (substituting initial phoneme)
Subject Matter
Manipulating ndividuaI Phonemes - Substitution of Initial Phonemes
Value Focus
Following Directions
References
Materials
Review
Draw a line to connect all of the rhyni4rsg words.
sun
.ton
frog
hen
food
book
bun
done
243
Motivation
Post the two pictures on the board.
C-
cap
Let the pupils look at the first picture and word. Let them form a new word by changing the
first letter of the word.
Presentation
Show pictures in the pocket chart.
The teacher will say the name of an object. The students should come up and show where
the object is the teacher talking about.
The teacher will describe the picture but not going to say the first sound of the word.
The students have to figure it out.
Example:
I see an "at". It is fat and orange. Who knows what I am looking at?
The teacher will call a student to point the picture.
Ask:
What did you point to?
What picture was I am talking about?
What is the missing sound in that word?
Repeat the same procedure as for the pictures of red.
Ask:
What did you point to?
What picture was I am talking about?
What is the missing sound in that word?
Repeat the same procedure as for the pictures of mat, hat, bat and rat.
Activity A
You can make a new word by changing the first letter. Look at the first word and the
first picture. Change the first letter of the word to make it into a word for the second
picture.
244
JUg
Activity B
You can make a new word by changing the first letter. Look at the first word and the
first picture. Change the first letter of the word to make it into a word for the second
picture.
Pair Activity
rQw
Ai
____ ow
_ ow
fop
op
ap
245
Generalization
What did we do with the word?
What happen when we change the first letter of the word?
Application
You can make a new word by changing the first letter. Look at the first word and the first
picture. Change the first letter of the word to make it into a word for the second picture.
Individual Activity
lake
__ake
__ake
wing =
tear :
if
ing
4.
ing
ear
___ear
Evaluation
Look at the picture. Name the picture on the left. Remove the beginning sound and change
with a new sound. Then say and write the new word.
246
LA
'Lkll
247
Agreement
Change the beginning letter of the following words to form a new word. Draw the new
word formed.
1.
bin
2.
3.
pen
man
land
war
4.
5.
LESSON 62
Phoneme Manipulation (Substitution of Final Sound)
Objective
Manipulate individual phonemes (substituting final phoneme)
Subject Matter
Manipulating Individual Phonemes - Substitution Final Phonemes
Value Focus
Following Directions
References
Materials
Procedure
Review
Check and discuss the students' answer in their assignment.
Motivation
Game; Guess the New Word
Let the students listen to the words the teacher says and let them guess the new
word.
Change In to /1/ in the word rock, what is the new word?
Change /b/ to In in the word bake, what is the new word?
Change id to /b/ in the word coat, what is the new word?
Change /p/ to /5/ in the word pack, what is the new word?
Change /s/ to /p/ in the word sick, what is the new word?
Presentation
Show pictures of the following; rat, fan, pit, box, mat, ram, fat, pin, boy and man.
Let the students name the pictures.
Say: Say rat...change /t! to /m/....say the new word...
Say fan ... change /n/ to /t!... say the new word....
Say pit...change /t! to In! ... say the new word...
Say box ... change /x/ to /y/... say the new word...
Say mat ... change ft / to /n/.... say the new word...
Activity
Let the students repeat what the teacher says as the teacher holds two pictures.
Say pan... change /t! to /m/....say the new word.

Show others pictures such as fat-fan, dig-dip, sit-sip, mug-mud.
Let the students repeat the pattern as the teacher holds the pictures.
Generalization
What did you do with the words?
What part of the word has changed?
What happens when you change the last sound of the word?
Application
Game: "Simple Simon Says"
Let the students write the answer on their show me board.
Say:
ml
to /t/ in pen. What is the new word?

Simple Simon says change
Simple Simon says change /t! to /p / in cat. What is the new word?
Simple Simon says change /g/ to /nf in wig. What is the new word?
Simple Simon says change /g/ to In/ in big. What is the new word?
Simple Simon says change /t! to /g/ in rat. What is the new word?
249
Evaluation
Write and draw the new word.
1. Change /b/ of web to /t! is
2.
Change /g/ of peg to /n/ is
3.
Change /t/ of lot to /g/ is
LESSON 63
Creations
Objectives
Answer wh-questions
Share inter and intra-personal experiences feelings and emotions using Mother
Tongue/English
Describe/talk about one's experience
Read aloud grade 2 level text
Subject Matter
Answering Wh- Questions
"Wonderworks" by Dali Soriano
Value Focus
Appreciation of God's Creation
References
Materials
250
Procedure
Pre-Assessment
Put a check (/) on the blank if the picture was created by God and cross (x) if not.
1.
2.
5.
3.
Read the passage and answer the following questions.

Mother prepared merienda. She is cooking spaghetti. Rosa helped her Mother in
the kitchen. Rey helped set the table. When Mother was finished cooking, Mother told
Rosa to call her Father. Father, Mother, Rosa and Rey sat at the table to eat merienda.
When merienda was over, Rosa cleaned up the table and Rey did the dishes.
6. What did Mother cook for merienda?
a. pancit
b. spaghetti
7. Who helped Mother cook dinner?
a. Father
b. Rosa
8. Who called Father to dinner?
a. Rosa
b. Mother
251
c. pizza
c. Rey
c. Rey
Cross out (x) the word that does not belong to the group.
9. mother
baby
candy
sister
10. December
Monday
Friday
Sunday
Check (/) the pairs of words that have the same sound and cross out (x) if they do not.
11. heat - beat
12. clay - play
13. rain - raid
Read and write the new word.
14. What word would be left if you take out 1w/ from wrap?
15. What word would be left if you take out Ic/ from clips?_______
Motivation
Ask the students to look around.
What are the creations of God?
During Reading Activity
Listen as the teacher reads the poem.
Afterwards, the students will read on their own.
Be ready for a short discussion.
Creation Poem
DLTK's Bible Poems for Kids
Day one brought heaven earth and light.

It must have been so very bright!
Day two, God made the clear blue sky.
A place for many birds to fly.
Day three brought land apart from seas.
With all the plants grass and trees.
Day four shone fourth moon, stars and sun.
The work of God was not yet done.
Day five we see the fish and birds.
God did all of this with just His words.
Day six God formed all beasts and man
To finish His creation plan.
Day seven was especially blessed,
A day for worship and for rest.
252
Post Reading Activities

Reading Comprehension
What is the title of the poem?
What are the things created by God on the first day? Second? Third? Fourth? Fifth?
Sixth?
What happened on day 7?
What other things that is not men:ioned in the poem that God created?
Activity A
Divide the c'ass into groups with 5 members each.
Draw the things that God created on manila paper provided by the teacher.
Be ready to present your work in front of the class.
Activity B
Group again the students accordng to their group on Activity-A.
Answer the following questions by sharing ideas and experiences.
Be ready to share what you have discussed.
How will you show your care and respect to the things created by God?
How will you protect these things?
Generalization
What are the creations of God?
How will you protect, respect and show your care in these creations?
Application
In groups, ask the pupils to make a "tableau" about what God has created.
Give each group enough time to prepare for their presentation.
After the given time, ask each group to present in front.
Evaluation
Answer the question and write it on your paper.
What was the best thing God gave you?
Ask the students to read their answer in front.
253
LESSON 64
Creations 2
Objectives
Answer wh-questions
State facts and details of text during and after reading
Subject Matter
"Creation Poem"
Wh- Questions
Facts and Details of Text
Value Focus
Appreciation of God's Creation
References
Materials
Worksheets, cartolina, pen
Procedure
Review
What are the things created by God?
How do you show your respect to His creations?
Motivation
Divide the class into three groups
Ask each group to arrange them. State what is formed?
For the teacher, cut each piece then distribute it to each group.
Group 1
Group 2
Jigsaw puzzle of a river
Group 3
Jigsaw puzzle of a lake
Presentation
Post the first stanza in the "Creation Poem"
Day one brought heaven earth and light.

It must have been so very bright!
Day two God made the clear blue sky.
A place for many birds to fly.
Ask:
What did God created on day one?
What describes earth and light?
What did God make on day 2?
What can you see in the clear blue sky?
Day three brought land apart from seas.

With all the plants grass and trees.
Day four shone fourth moon, stars and sun.
The work of God was not yet done.
Ask:
What did God make on day 3?
What can you see on land and seas?
What is shone on day 4?
Day five we see the fish and birds.

God did all of this with just His words.
Day six God formed all beasts and man
To finish His creation plan.
Ask:
rd
According to the 3 stanza, what did we see on d2y 5?
How did God make fishes and birds?
What did God form on day 6?
255
Day seven was especially blessed,

A day for worship and for rest.
Ask:
What happened on day 7?
Group Work
Divide the class into three.
Read the story and answer the following questions.
a. My little sister loves to play doll. She carries it, comb its hair andchange its clothes. She
has three different dolls. It was a gift she received from her mom.
Wh o loves to play doll?
What did she do with the gll!
How many dolls does twr sister hav;?
cat named
b. Aunt Lucy has two pets. ne is a Qg name4 Pgchee 4nd the other i
Mepw. Like # ny other cats aqd dogs, Aura Lucy's pets are aecf, Fotpoo and Aepw
re gQQd friends. They always play together. Mow sleeps besides Pochee. Pgtchee
shares Ms foo. p Meow. That is 1iy Aunt Lucy l9ves her pets.
What 4 re Aunt Lucy's pets)

What rakes Poee and P4epw good friends?____________
What makes Aunt Lucy's pets special?____________________
Generalization
Get the detai6 of the story you are reading. i n bg a rme of a perRn, a, qbject or in
animal, a plce and time where it happen4O and the kind of situation happen4 in the
AppUcation
Read the stM then answer the questions b!Iow.
256
Terrible Tony
Story By: Andrew Frrikle
Angelee's little brother, Tony, was so bad

His behavior was horribly sad.
He did the neighbor's roses harm.
He bit the mailman on the arm!
He threw the cat in the fish tank.
He even broke his sister's piggy bank I
He tossed all the cereal on the floor.
He smashed a hammer through the doorl

He ate mom's chocolate birthday cake.
Then he threw it up for Pete's sake I

He drove the lawnmower into the car.
He put his pet turtle in a tiny, tiny jar.
He painted the school bus bright red.
He even cut a big hole in his bed
Tony did .a tot of crazy things.

He seemed Like quite the dinga4ing.
Still, he was part of the family.
But they all wished he'd not be so silly - espedalty Ange lee.
257
Toto the aim?

LHebthkft
C HetcokaPthem,L
D. He twedhhvL
2 *1doto&
A. Hthrtwfth%theht3g.
IHe fed docthte
CNenthedftstat
D.HHcvedIL
3 WhK 6d
A. Her$eOup
8. Heaftholekt
CHnddit
D. KeIumpedont
4
Tony painttheschcd bus?

A. pm
8.
C. rwge
ared
S.
Tdrth4aycaI?
A. He ate ftaIasdg&
8.He threwftmofsct
C.HetossediUnthegarb
D.Itothdog
258
Evaluation
Read the poem then answer the questions below on your paper. Choose tie letter of the
correct answer.
Tantrum-Throwing Tyier
Story By: Andrew Frtnkle
Tyler wanted a cookie.
Mom would not give him a cookie.
Why not? He wanted one more.
.7
1
He already had four cookies.

He wanted five cookies.
How could he get one more cookie?
He cried and screamed.

He stomped his feet.
He pulled his hair.
He tried to bite mommy.
He kicked and screamed more.

He wanted a cookie!
He was so angry.
But, he was getting tired.
He kicked and cried more.
He fell down.
Now he was really tired.
He did not want a cookie now.
Morn hugged him.
A hug was better than a cookie.
Now he was happy.
There were always cookies tomorrow.
259
1. What does Tyler want?

A. a cookie
B. cake
C. candy
D. chocolate
2. How many has Tyler had?
A. 1
S. 2
C. 3
D. 4
3. How many does Tyler want?
A.3
8.4
:C.5
D. - 6
4. What does Tyler NOT do?

A. cry
B. scream
C. stomp
D. sing
5. Who makes Tyler feel better?
A. dad
B. mom
C. sister
D. brother
Agreement
Read the passage. Then answer each question.
TEN LITTLE COOKIES
Ten little cookies, brown and crisp and fine
Grandma gave Baby one; then there were nine.
Nine little cookies on a china plate
Betty took a small one; then there were eight.
Eight little cookies, nice and round and evenThebutcher boy ate one; then there were seven.
Seven little cookies, much liked by chicks
The old hen ate one, then there were six.
260
p .
Six little cookies, when grandma went to drive

Betty had another one; then there were five.
Five little cookies, placed too near the door
The little doggie ate one; then there were four.
Four little cookies, brown as brown could be
Grandma took one forherseif, then there were three.
Three little cookieswhen grandpa said, "I too,
Would like a very little one", then there were two.
Two little cookiesfast did Betty run
To give one to her mamma; then there was one.
One little cookieand now our story is done,
Baby Jane ate the last, then there was none.
Questions:
1. How many cookies were left after the butcher boy ate one?
2.
3.
4.
Who ate the cookie placed near the door?

What kind of cookie did Grandpa eat?
How many cookies did Betty eat in all?
LESSON 65
Grouping Together
Objectives
Classify common words into conceptual categories (e.g. animals, food, toys)
Participate in generating ideas through pre-writing activities - brainstorming, webbing,
drawing
Subject Matter
Classifying Common Words into Conceptual Categories
Value Focus
Following Direction
References
Materials
Worksheets, charts, cartolina, pentel pen and tape
261
Procedure
Review
Let the pupils read and answer their homework.
Motivation
Play "The Boat is Sinking."
The boat is sinking, group yourselves into five.
The boat is sinking, group yourselves into three.
The boat is sinking, group yourselves into seven.
Presentation
Did you enjoy the game?
What did you do?
Post the following words on the board.
cat
Dr. Reyes
elephant
London
Thailand
tiger
Singapore
snake
lion
Japan
Atty. Suarez
Mrs. Cruz
Group the words above.

Ask:
How did you group the words on the board?
What are cat, elephant, tiger, lion and snake?
What are London, Thailand, Singapore and Japan?
What are Dr. Reyes, Atty. Suarez and Mrs. Cruz?
Activity A
Place and group the words below on the chart.
eraser
mango
pencil
scissors
school
watermelon
park
orange
guava
apple
crayons
paste
Fruits
School Materials
262
church
market
mall
restaurant
Places
-)
Box the words that are in the same group.

van,
1. car
mango
2. apple
clock
3. zebra
Davao
4. pillow
juice
5. glue
train
squash
lion
Iloilo
eraser
boat
orange
horse
Cebu
pencil
Generalization
How did you group words?
Application
Name
Putting Things In Place

Things That Fly
Things That Are 4f
Things That Are Soft
Read the words in the box below.

Write them under the correct category above.
coffee
pillow
canary
tea
stove
fire
sun
summer
fur
mattress
bee
glider
cushion
velvet
biplane
marshmallow
helicopter
butterfly
soup
grasshopper
feather
mosquito
grill
blanket
Evaluation
Read the words below. Think about where you would see the things the words represent.
Write the words into the proper groups.
ticJrocrvJ
Ki+chr,
bed
sirk
bike
shir4
s+c,ve
blcir'ke+
lays
dali
ccir
faad
ph law
mawer-
Fable
- --
saw
LESSON 66
Recognizing Sound Differences
Objectives
Recognize and discriminate same or different sounds
Participate in generating ideas through pre-writing activities - brainstorming, webbing and
drawing:
Subject Matter
Recognizing and Discriminating Same or Different Sound
Value Focus
References
264
Materials
Poem, cartolina, pentel pen and tape
Procedure
Review
Clap once if the pair of words rhyme and clap twice if rot.
1.
rain gain
2. ground around
3. suffer super
4. web bid
5. crack much
Motivation
Post and ask the students to read.
THE PARK
The park is very great and green
And full of many things unseen
Swings that come swinging and knock off your head
Germs in the fountain that kill you quite dead
And lots of wild children who like to throw sand
And sometimes there's even a musical band!
Presentation
+
Post the following words from the poem on the board. Ask the students to read
aloud.
green
band
head
unseen
dead
sand
Stamp your feet once if the following pair of words that the teacher will say have the
same sound and stamp your feet twice if not.
green - unseen
headdead
sand - band
Activity A
Read the following pairs of words. Put a check (7) if the pairs have the same sound
and cross out (x) if they do not.
1. wait - gate
6. beautiful - pretty
2. saint - paint
7. drama - movie
3. kite - kit
8. proud - crowd
4. diet -,quiet
9. blender - gender
5. glad - globe
10. float - feel '
265
Activity B
Choose and read the words from the box that has the same sound of the word late.
glad
bake
pray
mate
rate
wait
bait
lot
let
bet
bright
light
right
gate
hate
lit
Application
Colour the words that have the same sound as the word on the left.
tray
play
truck
trip
bay
bail
whale
sale
tail
bit
soon
bone
moon
noon
zoo
bed
bead
bet
said
red
mart
bark
dark
map
mark
Evaluation
Write S if the pair of words has the same sound. Write D if the pairs have different sound.
1. lift lip
2. sea - see
3. sound - ground
4. raincane
5. mean - win
Agreement
Read the following words in the box. Write two words that have the same sound.
great
place
ball
please
grand
late
piece
grace
band
rice
lies
fall
266
LESSON 67
What's the Word?

i. !?
Objectives
Manipulate individual Phoneme.s 1 (deieting)
Subject Matter
Manipulating Phonemes (Deleting)
Value Focus
References
K to 12 Teacher and Learner's GuideinEnglish
Materials
Procedure
Review
Check and discuss the student's assignment.
Motivation
Listen and say the new word.
Change /1/ to /t/ of lap is
Change /p/ to In of pear is
Change /b/ to /s/ of back is
Change /b/ to Is /of bell is
Change /f/ to /st/ of far is
Presentation
Say: "Today we are going to play a take-away game, but instead of using numbers
like in math, we're going to take away sounds When I say, 'What's my word?' you
will say the new word."
Select word pairs that will be used. (beast, fat, clay, pray, send)
Demonstrate by saying the word beast. The pupils repeat the word beast.
Say: "Take away the /b/ sound. What's my word?"
Pupils respond with east.
.'.
Repeat words and/or sounds as needed. Thenconz:ue giving new word pairs.
Play continues with the teacher giving new word pairs.
Variations:
Say the word beast and then say the word at and ask what sound was taken away.
Pupils would respond with /b/.
267
Deleting sounds in the middle and at the end of words is another variation.
Activity A
Listen and complete the jingle the teacher will say.
It starts wfth /sh/ and it ends with ow;
take the first sound away and it says
It starts with /1/ and it ends with amp.
take the first sound away and it says
It starts with /p/ and it ends with ants.
take the first sound away and it says It starts with
If/
and it ends with ear.
take the last sound away and it says

It starts with /m/ and it ends with ix.
take the last sound away and it says
Activity B
Delete the underlined letter then read the new word formed.
1.
pray
2.
3.
4.
5.
6.
7.
8.
9.
10.
stick
start
prank
stop
brake
flat
gland
rice
plant
Generalization
When we remove a letter from a word, a new word is formed.
Application
Listen and say the new word.
1.
2.
3.
4.
5.
Say bear without /b/

Say stair without Ia!
Say smile without is!
Say stay without /t!
Say many without /y/
LESSON 68
Rose Vendor 1
Objectives
Answer wh-questions
Share inter and intra personal experiences feelings and emotions using Mother
Tongue/English
Express feelings, opinion through journal, log etc.
Subject Matter
Sampaguita Vendor
Expressing Feelings
Value Focus
Helping People in Need
References
Materials
Pictures, story, cartolina, pentel pen and tape
Procedure
Pre-Assessment
Encircle the letter of the correct answer.
1. Which sentence tells about the picture?
a. The boy is playing basketball.
b. The boy is swimming.
c. The boy is eating.
APO
110,
AZ
2. Which statement shows concern and sympathy?

a. I feel sorry for you.
b. Give that toy to me.
c. Welcome Home!
3. Which of the following statements expresses one's basic needs and wants?
a. Hello! How are you?
b. I really need some water.
c. Ouch! It hurts!
4. What is the best title for the picture?

a. Watching tv together
b. My Family
c. Happy Family
Study the picture below. Read and answer the questions that follow.
Myca has a pet named Brownie. He can do many tricks. He sits,
stands, lies, rolls over and dances when you ask him to. He greets people by
waving his paws. Myca's pet is such an amazing dog.
1.
2.
3.
What is Myca's pet?

a. cat
b. dog
c. rabbit
What is the name of Myca's pet dog?
c. Brownie
a. Boo-boo b. Chu-chu
What can you tell about Myca's pet?
a. Myca's pet is smart.
b. Myca's pet is dirty.
c. Myca's pet is lazy.
Study the graph and answer the following questions.

Billy has hens in his farm. He always gathers all the eggs in the
morning. He cooks some eggs and gives some to his sister who bakes a cake.
10
-.--
-------
------------.-
9
87 .
--
5.
------
4
3
21
-------.
o
Monday
-- ---n
Tuesday
270
Wednesday
Thursday
4. How many eggs did Billy gather on Monday?

b.6
c.8
a.9
5. Did the hens lay more eggs on Monday or Tuesday?
a. Monday
b. Tuesday
c. none of the above
6. How many eggs did he gather in four days?
a.30
b.31
c.29
Motivation
Have you seen children selling roses?
Where did you see them?
Describe them.
Presentation
Be ready for a short discussion after reading it.
The Rose Vendor
Once there was a girl named Mona. She sold sarnpaguita for a living along
the streets of Quiapo.
It was raining hard. She wore torn and ragged clothes and had no slippers on
her feet. Nobody bought her sampaguita.
She was scared to go home for she knew her father would scold her for not
having sold anything. She asked for food from the people passing by but nobody
gave her. Suddenly, she felt so warm. She opened her eyes and saw her mother
hugging her. Then, together they went up to heaven.
Mona lay frozen to death with a smile on her lips.
No one ever knew the wonderful dreams she had the previous night.
Comprehension Check Up
1. What is the title of the story?
2. Who was the vendor?
3. What did she do for a living?
4. Where did she sell the sampaguita?
5. Why didn't she want to go home?
6. What was the weather like in the story?
7. What was she wearing?
8.
Did the people give her some food to eat?

9. What did she see when she opened her eyes?
10. What happened to her at the end of the story?
271
11. If you see Mona, what will you do? Why?

Activity A
Arrange the events.happened in the story by writing 1-5 on the blank.
Mona asking for food.
Mona hugged by her mother.
Mona selling rose along the Street.
Mona walking with her-mother to heaven.
Mona hugging herself tightly.
Activity B
Divide the class into five groups. Let them answer the following questions using the
graphic organizer.
If you are the writer,

how are going to end
the story?
-
What can you do

to help Mona?
Title of the Story
How do you feel

about the situation
of Mona?
What will you do

if you are Mona?
Give each group enough time to finish their work.

After the given time, each group will present their work in front of the class.
Generalization
What will you do to help children like M' ra?
Evaluation
Read the following questions. Encircle the letter of the correct answer.
,.
.
1. Who the "Rose Vendor"?
a. Myrna
b. Mona
C. Mina
2. What was she selling?
c. sunflower
a. sampaguita b. rose
3. Is the girl alive in the end of the story?
c. not stated in the story
b. No
a. Yes
272
Agreement
Write a short letter to Mona about how you feel for her. Do this on your paper.
LESSON 69
The Rose Vendor Part 2
Objectives
Use clues to justify predictions before, during and after. reading(pictures)
Read aloud grade 2 level text
Subject Matter
The Little Sampaguita Girl by Marirnel Jane H. Polita
Justifying Predictions
Value Focus
Helping People in Need
-C
References
Materials
Worksheets, pictures, cartolina, peritel pen and tape
Procedure
Review
Now to you feel about the story "The Rose Vendor".

Draw a face that shows how you feel about the story. Then explain-your work.
Motivation
Ask the students to read the following words from the story.
buy
day
but
dry
dream
because
bought
wonderful
death
previous
Presentation
Retell the story "The Rose Vendor" to the students using pictures.
Ask questions after each paragraph.
273
Activity A
Divide the students into five groups.
Each group will make a story board about the major events happened in the story.
Mona is selling rose on

the street.
Mona fefs cold and

hungry. She lay herself
down on the ground
hugging herself so tight
to keep her warm from
the cold rainy night.
Mona feels happy and

glad to be with her
mother holding her
hands walking beside
her.
Give each group enough time to finish their work.

After the given time, each group will present their work in front.
Activity B
Make a big book about the story using the story board made by each group.
Present your work in front.
Application
Read and draw the sentences in the box. Write the title of the story.
Title:
Lorna woke up.
Lorna fixes her bed.
274
Lorna takes a bath.
Lorna eats her breakfast.
Lorna brushes her teeth.
Lorna wears her uniform.
275
Evaluation
Match the pictures with the correct actions.

Write the correct number under the picture.
I Tim dresses up in his

favorite shirt.
2 Daniel woke up
early.
-
40
3 Bill plays with his

pet.
4 Martha loves to cook
noodles.
--
5. They like playing

soccer.
6 Kevin shoots a
basket
- - - a
276
Agreement
Match the pictures with the correct actions.

Write the correct number under the picture.
The kids are

painting.
2. Ralph rides the

bicycle.
Richard is skiing.
4 The bunny hops

along.
---------
Peter likes
decorating the
pumpkin.
6 . Harry is building a
snowman.
Aff
El_2L
'1
//
LESSON 70
Summer is Fun
Objectives
Answer wh-questions
Use clues to justify predictions before, during and after reading (themes and prior
knowledge)
Subject Matter
Using Clues to Justify Before, During and After Reading (Themes and Prior Knowledge)
Value Focus
Love for Family
References
Materials
Procedure
Motivation

Have you been to a zoo?
What can you see in a zoo?
278
Presentation
owl
--
PJIIW1cbL11iI
Read the story.

One Sunday, my family and I went to the zoo. Cj and I were so excited
for it was our first time to go and visit the zoo. We saw different kinds of
birds and animals, monkeys swinging on trees and giraffes, the animal with
the longest neck. The zoo keeper was busy cleaning the cage of the elephant.
After a while, we went in front of the cage of the lion. Father told us how
ferocious and strong lions are. We listened to him attentively. It was such a
wonderful day. We did not want to leave the zoo, but there were many more
things that we had to do at home. Mother promised to take us again and see
the beauty of the zoo.
Ask: Who went to the zoo?
What animals do they see?
Do you think the kids are enjoying?
What title is appropriate to the story?
Activity A
Read the story then answer the questions below.
What a Fun Summer!
Father, Charles, Lucy and I went to the beach yesterday. We took our dinner,
and stayed all day. Father and Charles went out a little way from the shore in a boat
and fished while Lucy and I gathered sea mosses. We took off our shoes and socks
279
and waded into the shallow water. We had a pail to put our seaweeds in. We found
such beautiful ones. Some wore purple, some pink and some brown. When they
were spread out in the water, the purple ones looked like plumes and the brown
ones like little trees. Such a funny thing happened to Lucy. She slipped on a stone,
and down she went into the water. How we both laughed! But the wind and sun
soon dried Lucy's dress. Then father came and took us in the boat for a row. After
that we had a picnic dinner in the woods. Then father spread his coat on the grass,
and took a nap while we children played on the beach.
Ask:
What activities did they do at the beach?
What clothes should you wear at the beach?
Activity B
Bring out your art materials such as bond paper, pencil and colouring materials.
Draw the last event happened in the story. Colour it.
Evaluation
Read and answer the following questions.
It was Robert's birthday. He had lots of gifts. His friends and other classmates
attended his party. There was a cake with seven candles. There were lots of things to
eat. Mother prepared spaghetti, hotdog on sticks, fried chicken and homemade ice
cream. Everybody was happy.
1. Who celebrated a birthday party?
c. Ruben
b. Robert
a. Roland
2. How many kinds of food did Mother prepare for the party?
c. four
b. five
a. three
3. Who was taking the picture?
a. Robert's mother
b. Robert's father
c. Robert's sister
4. Why do you think many of Roberts friends and classmates attended his party?
a. Robert is a kind boy.
b. Robert is a selfish boy.
c. Robert is a shy boy.
:i
LESSON 71
Graph It Out
Objectives
Answer wh-questions
Use clues to justify predictions before, during and after reading (graphs)
Interpret bar graphs and tables
Subject Matter
Using Clues to Justify Before, During and After Reading (Graphs)
Value Focus
Be a Keen Observer
References
Procedure
Review
What are the things that you can do during summer vacation?
Motivation
Show the picture below to the class.

Have you been in this place?
What animals can you see in this place?
281
Presentation
Post the table on the board.
Animals
Tally
1IJJ
IIH
IIIHI
s's
lo
a________
Suzzie wanted to find out how many animals are there in her
grandfather's farm. She went to the barn, in the pigpen, to the pond and to
the chicken coops and counted all the animals she saw. She made a tally
sheet of all animals and showed it to her grandfather. Suzz's grandfather
was surprised and happy for what she did.
Read and answer the following questions.
.1. Why did Suzzie go to the barn? . ,
a. To know the number of animals in the farm
b. To check the condition of the animals
c. To feed the animals
2. Which animal has the most number?
c. duck
b. goat
a. chicken
282
.:
3. How many animals did Suzzie find in the farm?

a.45
b.43
c.44
Activity A
Use the tally sheet made by Suzzie to complete the bar graph. Colour the bars that
correspond to the number of animals.
12
11
10
9
8
7
6
5
4
3
2
1
MA
.

Distribute the bar graph worksheet to each group.
Guide each group in doing this activity.
Be ready in the presentation of each groups' work.
Activity B
Post and analyse the bar graph then answer the questions below.
10
.9
_j
8
7
6
5
4
3
2
............... .............
.. 'I.
.&.
.--
.. .
L
(
'a
f'
..
M
lz
-low
Bit
..
Mother went to the market to buy fruits. Find out how many fruits she
bought.
1. Which of the fruits has the most number?
a. banana
b.
c.
2.
3.
pineapple
mango
Which of the fruits has the least number?

a. watermelon
b. banana
C.
orange
How many fruits did mother buy in all?
a. 21
b.
31
c.
33
Generalization
A tally sheet is used to show the number by sticks. A bar graph uses bars to show the
number of things being studied or recorded.
Application
Explain to the students:
Version 1: Choose one of seven Picture Page/Bar Graph sets. Count the number of items in
each category and fill-in the bar graph.
Version 2: Use the picture dice and bar graphs for this version. This activity can be done
independently or in small groups. Roll the dice to land on a picture. Fill-in the bar
graph accordingly. Game stops when time is up or when one of the pictures is
landed on ten times and fills to the top of the bar graph.
;;
IT
IT
Sweet Tooth Graph
mmmm
mmmm
mmmmm
mmmm
mm mm
mmmm
mmmm
mmmmm
mmmmm
285
Evaluation
This iso W()Ph of POb that belong to the stUt3 at Miss Sniths doss. the the intcmiCon from
the graph to onsww the qUeso
P4t
1. How many dogs do the students have?
2. How many birds do they have;
3. How many cats do they have?

4. }owmony fish do they have?.
S. Do they have more fish or cats?
Agreement
Make . a bar graph of the favourite colour of each.me.mber.of your family.:
296

Tgeng Unit 1 & 2

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UNIT I

What vehicle sounds can you hear?

What time did Ruben go to school?

Give the students enough time to finish their work.

Lesson 1: SOUNDS AROUND

Check and discuss the students' answer.

and off we go to school.

Five Little Hens

Classify each as loud or soft sound.

Match the animals with their sound.

Do animals produce same sounds?

Write your answer on the question in the speech balloon.

Ask each representative to pick one instrument.

The teacher will serve as the conductor.

Check and discuss the students' answer.

Blag! Blag! Blag!

Check and discuss the students' answers.

Check and discuss the students' answer.

Ken fed the cats.

2. The cats are under the table.

Ken greeted Aling Rosing.

Patrick Day ,Missing Letters

The teacher will prepare letters of alphabets and put it inside a

1. n (English, Filipino) alphabet

The Tenth Hen

Completed the hens.

John lost his wallet.

The guard found the wallet.

Present another rime -et.

Write the correct beginning letter on the blank to form a word.

Say each word as you show the picture.

The first group to finish the task wins the game.

Read the whole story aloud.

2. Ask questions to monitor student's comprehension.

Where did Bat Cat sit?

Bat Cat has a hat.

That is Bat Cat

z oj the trt vo'th to

Jan man pan

Building Words (-an family)

to" Oct Ra for

An old horse is cued a

1O wash the cir,uSanO4

Befor* you y it, took ot the pnce

blending onsets and rimes

What is the title of the story?

%,, OR'T 8100" OWjAX[M

Little Boy Blue

meadow the cow's in the corn.

But where's the boy who looks after the sheep?

He's under a haystack fast asleep.

Link the rhyme to the day's lesson.

F" CW*in Qm FN ~* RlVm

Thank you, Sir/Ma'am.

4. Mark is going to the comfort room. How will he ask permission

Fill in letters in the box to form a word.

Word Fomiiy -ig

Write words that end with

Color each item that ends with 49.

/1/, Rimes (-Id, -in and

Good Morning Father, Good Morning Mother.

Good Morning Willie and BilUe. Yes it's the first

F" CWin Qm FN ~ RlVm