Week 1

Date: Date:
I. OBJECTIVES: I. OBJECTIVES:
1. Participate actively during class sharing on familiar topics Note important details in narrative texts listened to by
by making comments and asking questions using complete identifying the setting,
sentences. character, and the plot.
Get the meaning of words through pictures and context
2. Speak clearly and comprehensively by using standard
clues.
language and appropriate grammatical form, pitch, and Express love for stories and other texts by browsing the
modulation books read to them.

II. SUBJECT MATTER: II. SUBJECT MATTER:

Writing poems, riddles, chants, and raps (write riddles) Noting important details in grade level narrative texts
(character, setting, plot)
III. MATERIALS:
Realia, pictures, small books, III. MATERIALS:
Riddles:baby, mother, father, cat dialog, news articles, recorded songs of varied kind (
Story: On the Way to the Farm, Waiting for Sally contemporary, classical and native or local songs)
TG- p. 2-4 LM- pp. 1 TG- p. 4-5 LM- pp. 2

IV. PROCEDURE: IV. PROCEDURE:

A. Pre-Assessment (conduct this orally or on written form). A. Listening to a Narrative text.
1. Pre Listening Activities
Refer TG p.2. Unlocking of Difficulties
Learning Activities Motivation
1. Oral language and Vocabulary Development Present pictures of a family showing the following activities.
A. Priming Activity Motivation Question: What did Louie do for his mother?
Activity 1. Around We Go During Listening
* Divide the class into two. Have the first group form, the Read the story to the class once without interruption. Then
read it again and
inner circle and the other group, the outer circle. As they go ask questions about it.
around in opposite directions, have them sing “Hello, How Identifying the Elements of a Story Listened to.
Do You Do?” Refer TG p.2. Setting: It tells when and where the story happens.
*Processing the Activity: Ask: Character: It tells who the persons in the story are.
a. Do you know your classmates now? Plot: It tells what the events or happenings are.
b. How many names and faces can you remember so far? A story map of the story “Doing things for Mother” Complete
Point and say the names. (Call volunteers) the map by putting the events below in the correct order or
sequence.
B. Presentation: Refer TG. P. 6
Listen as the teacher reads the dialog. TG p. 3
Comprehension Check V. EVALUATION:
Listen, Repeat, and Role Play Retell the story using the story map as a guide.
Have pupils listen to the dialog again. Then ask them to take
turns in reading the lines. VI. ASSIGNMENT:
Call on some pupils to role play the dialog. What are the elements of a story?
Comprehension Check
1. Who are talking in the dialog? Where are they?
2. Where did Sarah spend her vacation?
3. What interesting places did she see?
4. Did she enjoy her stay in the city?
5. Did Bea go with Sarah to the city?
6. Where do you think Bea spend her vacation?
Call on some pupils to report on their travels.
For example:
I travelled to_________________________.
The Place is famous
of________________________. I made friends with
_______________.
 Week 1
Date: Date:
I. OBJECTIVES: I. OBJECTIVES:
Note important details in a narrative text read: Identify the elements of a story-setting, character, and plot
a. setting b. characters c. plot Create riddles
Read aloud grade level text with accuracy. Identify and use nouns
Read grade level text with proper phrasing and with proper
expression. II. SUBJECT MATTER:
Writing poems, riddles, chants, and raps (write riddles)
II. SUBJECT MATTER:
Noting important details in grade level narrative texts III. MATERIALS:
(character, setting, plot) Riddles
TG- p. 4-5 LM- pp. 2
III. MATERIALS:
Realia, pictures, small books,
IV. PROCEDURE:
Riddles:baby, mother, father, cat Learning Activities
Story: On the Way to the Farm, Waiting for Sally 1. Review the story “A kitten for a Pet”
TG- p. 2-4 LM- pp. 1 2. Art Link
Ask: What pet do you have?
IV. PROCEDURE: Draw your pet. Write a sentence about it.
Learning Activities Remember that a story has these elements:
A. Pre – Reading Setting – Tells where and when the story happens
1. Unlocking of Difficulties Character – tells who the persons in the story are
Motivation Plot – tells the events or happenings in the story.
Ask: The plot has a problem and a solution
1. Do you have a pet? The problem tells what the character experience in the
2. What pet do you have? story.
3. If you are planning to have a pet, what do you want for a The solution tells how the character/s act to resolve the
pet? problem.
Setting Purpose 3. Creating Riddles
Show the book cover and say: the story we are going to read Tell me a Riddle, I’ll tell you one
today is entitled Say: Riddles are fun ways to remember some things.
“The Pet” Refer TG p. 8 A riddle is a brain teaser that makes you think using the
Post Reading: Discussion / Ask the questions follow. given clues.
Engagement Activity Group Activities
Have the pupils do week 1, activity 1. Using the story elements and the story map, create a riddle
Ask: that you may give to the
1. When and where did the story happen? class.
2. Who are the characters? Grammar Awareness
3. What was the problem of Greg and Martha? a. Presentation
4. How did they find a solution to the problem? Have the pupils read the sentences taken from the selection
“A kitten
V. EVALUATION: for a Pet”
Have pupils retell the story. “ The Pet” by completing these Call on a pupil to read each sentence and circle all the words
statements: that name
1. It was _________________________________. persons, places, and things after reading the sentences,
2. Greg and Martha, together with their parents went have pupils write the
to_____________________________________. naming words, in the chart under the correct label.
3. Greg and Martha _________________________.
4. They wanted to __________________________. V. EVALUATION:
5. But their parents _________________________. Refer to quarter 1, Week 1 LM Activity 4A and 4B,
6. A boy came and _________________________. Page p. 5-6
7. Greg and Martha were happy to
______________________________________. VI. ASSIGNMENT:
What is noun?
VI. ASSIGNMENT:
List five riddles.
 Week 1
Date:
I. OBJECTIVES:
Correctly spell the words in the list of vocabulary words and
the words in the
selections read
Fill out forms giving the correct information

II. SUBJECT MATTER:

Spelling the words in the list of vocabulary words and the
words in the selections
Read
Filling out forms, giving the appropriate information

III. MATERIALS:
Riddles
TG- p. 12-13 LM- pp. 6-7

IV. PROCEDURE:
Learning Activities
A. Reading a text by the pupils.
1. Spelling
Have pupils do Activity 4 for spelling
2. Study Skill: Filling out Forms
Preparation
Say: Every one of you is required to wear your school ID in
Coming to school. Check to see if everyone is wearing
his Or her school ID.
Ask: Why is it important to wear a school ID?
What information is given in the school ID?
Presentation
Do you know the basic information about yourself?
Complete the graphic organizer with the information about
yourself.
What information is found in the School ID?
Ask:
1. Whose ID is shown in the chart?
2. In what grade and section is he?
3. To what school does he go?
4. Who is his teacher?
5. Where does he live?
6. Whom his guardian?
7. Is there any information about his guardian’s contact
number?
8. Why is it necessary to give information about parents’
contact numbers?
9. What is the importance of giving the right information?
Provide the pupils with the ID worksheet. Have them fill in the
ID with the appropriate
information.

V. EVALUATION:
Refer to Quarter1, Week 1 LM Post Assessment Exercises 1
and 2 pp. 6-7

VI. ASSIGNMENT:
Make a short poem yourself.
 Week 2
Date: Date:
I. OBJECTIVES: I. OBJECTIVES:
Participate actively during class sharing on familiar topics Note important details in grade level narrative texts
by making comments and asking questions using complete Identify setting, character and Plot
sentences.
Talk about a favorite object using language that is II. SUBJECT MATTER:
appropriate in form and use. Noting important details in grade level narrative texts
(character, setting, plot)
II. SUBJECT MATTER:
Writing poems, riddles, chants, and raps III. MATERIALS:
Song: It’s Harvest Time, At the Meadow,
III. MATERIALS: TG- p. 13-15 LM- pp. 9-10
Realia, pictures, small books,
Poem: I am a Healthy Child IV. PROCEDURE:
Song: It’s Harvest Time, At the Meadow,
A. Listening to a Narrative Text
Rap: Breakfast Time, I Love juicy Fruits
1. Pre-listening Activities
Story:Up, Up, and Away, Juicy, Juicy Fruits
a. Unlocking of Difficulties
TG- p. 13-15 LM- pp. 7-9 Motivation
Have the pupils sing the song
IV. PROCEDURE: In the Meadow Refer TG p. 16
A. Learning Activities Motive Question:
Oral Language and Vocabulary Development Were Marlon and his father able to fly their kite?
1. Show and Tell (5 mins) Listening to a Story
Have each pupil choose a favorite object that belongs to Up, Up, and Away Refer TG p. 16-17
them e.g. toys, pictures, new things, etc. By: Nelia D. Bamba
Call volunteers to present their chosen object in front of the Post Listening Activity
class. Tell about how the object used and operated. Discussion:
2. Listen and Repeat Answer the motive questions.
strong healthy sickness free 1. What happened to Marlon and his father in the meadow?
active shiny secret Why?
Motivation 2. Who found the string?
Show picture of a healthy boy and girl. 3. What can you say about Tim? about Marlon? about father?
Listen and Talk about Poem. Refer TG p. 15 4. What do you need to be able to fly a kite? Why?
“I Am a Healthy Child
Listen and Read V. EVALUATION:
Have the class listen as you read the poem again. Ask the Engagement Activities
pupils to read the poem as Have pupils fill up the story map that follows
whole class, then by groups, by pairs, and by individual.
Note: Emphasis should be given on proper phrasing
expression and intonation in
oral reading of poem.

V. EVALUATION:
Think Pair Share
Think about the answer to this question:
What do you do to be healthy and strong?
Pair up with a classmate and talk about being healthy and
strong
Share your practices to be healthy and strong with the group
and with the whole
class. VI. ASSIGNMENT:
What are a mass nouns and count nouns?
VI. ASSIGNMENT:
Give the elements of the story.
 Week 2
Date: Date:
I. OBJECTIVES: I. OBJECTIVES:
Differentiate count from mass nouns a. Read aloud grade level text with proper phrasing,
Fill out forms with appropriate information expression and an accuracy of 95 – 100 %
b. Note important details in grade level narrative texts
II. SUBJECT MATTER: 1. Character
Differentiating count from mass nouns and Filling out forms 2. Setting
by giving the appropriate information asked 3. Plot (problem and resolution)
c. Correctly spell words in the list of vocabulary words and
the words in the selection read.
III. MATERIALS:
Realia, pictures, small books,
II. SUBJECT MATTER:
Story:Up, Up, and Away
Noting important details in grade level narrative texts
TG- p. 13-15 LM- pp. 11 (character, setting, plot)

IV. PROCEDURE: III. MATERIALS:

A. Learning Activities Song: Planting Rice
1. Grammar Awareness Rap:I Love juicy Fruits
A. Review: Identifying nouns TG- p. 21 LM- pp. 9
Read these sentences from the selection “Up, Up and Away.”
Find all the nouns and list them down in the appropriate IV. PROCEDURE:
columns in the chart. A. Reading Activity
1. Father brought home a kite for Marlon.
1. Pre-reading Activities
2. He ate a cup of rice, fried egg, bread, cheese, and milk for
Drill on Vocabulary Words
breakfast.
scramble fruit stalls rap juicy
3. Some boys were flying their kites in the air.
explore machine crunchy tickle
4. Tim found a ball of string.
5. There were butterflies and dragonflies in the meadow. Unlocking of difficult words
1. scrambled out - through demonstration/gesture and
context clues
The pupils scrambled out when they heard the band
coming.
2. Explore – through demonstration/gesture and context
clues
Presentation: This is my first time to visit this place. I will explore all
Show pictures of a supermarket/ grocery store where the beautiful spots.
different things are sold (e.g. milk, butter, cheese, bread, 3. Crunchy - – through demonstration/gesture and
candies, sugar, salt, flour, meat fish, eggs, fruits, vegetables, context clue
etc.) Take a bite at this apple. It’s so crunchy.
Ask: What things can you buy at the supermarket? Motivation
Read this dialog: Based on TG page 18-19 Lead the pupils in singing this song (Tune: Planting Rice)
Generalization: Motive Question
Nouns that can be counted are the COUNT nouns. Show the book’s cover to the pupils. Ask what they see in the
Ex. Flower-flower kite-kites friend-friends cover. Lead them to ask motive questions:
Nouns that can be counted are the MASS nouns. During Reading (by the pupils)
Ex. Meat, milk, oil, flour, vinegar Have the pupils open their Learner’s Materials on page ___
Counters are used with mass nouns to determine quantity. and look for the story “Juicy, Juicy, Fruits.”
Ex. a can of sardines a glass of juice Ask a good reader to read the selection aloud to the class
a bottle of vinegar a box of flower while the others are following with their eyes.
a kilo of meat an ounce of water Call on other pupil volunteers to read the story once more.
a sheet of paper a pint of ice cream TG pp. 22.
V. EVALUATION:
Write C if the word is a count noun. Write M if the word is a V. EVALUATION:
mass noun. Engagement Activities
1. dust 6. classmates On the Bus write the names of the story characters in the cut-
2. marbles 7. dog out of the bus.
3. meat 8. vinegar
4. juice 9. candies VI. ASSIGNMENT:
5. paper 10. Powder What are a mass nouns and count nouns?
VI. ASSIGNMENT:
Study the Song “Planting Rice”