Basa Pilipinas Teacher's Guide

BASA PILIPINAS TEACHER’S GUIDE GRADE 1 ENGLISH

QUARTER 3

SEPTEMBER 2014

This instructional material is made possible by the generous support of the American People through the United States Agency for International Development (USAID). The contents of this material are the views of USAID or the United States Government. TEACHER’S GUIDE GRADE 1 ENGLISH

Grade 1 Quarter 3 Teacher’s Guide - English First Edition, 2014 Published by U.S. Agency for International Development (USAID) Produced under USAID/Basa Pilipinas with support from the Department of Education (DepED)

Technical Director: Dr. Nancy Clark-Chiarelli Author: Maria Beatriz Davalos DepEd Reviewer: Galileo Go, Senior Education Program Specialist DepEd – Bureau of Elementary Education Content Reviewer: Maria Louella Tampinco-Lunas Language Reviewer: Eleanor Villanueva Layout Artists: Rikki Lee Mendiola and Harry James Creo

Non-text materials, i.e., songs, stories, poems, pictures, photos, brand names, etc. included in this book are copyright to their respective owners. The publisher and authors claim no credit or ownership over them. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. A selection of stories from Adarna House and Tahanan Books were used with permission from the publishers. No part of this material may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system without permission from the publisher.

DONATED COPY. NOT FOR SALE.

Printed in the Philippines

Basa Pilipinas Program GRADE 1 ENGLISH TEACHER’S GUIDE

CONTENTS

WEEK 21 ...... 1 Weekly Outline ...... ...... WEEK 22 ...... 23 Weekly Outline ...... ...... WEEK 23 ...... 47 Weekly Outline ...... ...... WEEK 24 ...... 69 Weekly Outline ...... ...... WEEK 25 ...... 91 Weekly Outline ...... ...... WEEK 26 ...... 113 Weekly Outline ...... ...... WEEK 27 ...... 129 Weekly Outline ...... ...... WEEK 28 ...... 149 Weekly Outline ...... ...... WEEK 29 ...... 167 Weekly Outline ...... ......

QUARTER 3 WEEK 21

WEEK 21

TEACHER’S GUIDE

GRADE 1 ENGLISH

THEME: INTERESTING THINGS ABOUT MY CULTURE

1 TEACHER’S GUIDE GRADE 1 ENGLISH

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1 ENGLISH QUARTER 3, WEEK 21 (50 MINUTES PER DAY)

Theme: Interesting Things About My Culture

Day Domain Objectives Subject Matter Teacher Activities Learner Activities PA EN1PA-IIIa-e-2.2 Songs/Poems Routine Routine Recognize rhyming words in Personal Information/ Experiences nursery rhymes, poems, songs heard Teacher asks pupils to sing a song/recite a Pupils sing a song/recite a poem/play a game V EN1V-IIIa-e-5 poem/play a game Daily Use words that are related to self, family, school, community, and Pupils share some information about concepts such as the names for Teacher asks pupils to share some themselves or their work/output colors, shapes, and numbers information about themselves or their work/ output PA EN1PA-IIIa-e-2.2 Rhyming Words Recognize rhyming words in Teacher asks pupils to sing a song/recite a Pupils sing a song/recite a poem/play a game nursery rhymes, poems, songs poem/play a game heard Pupils share some information about Teacher asks pupils to share some themselves or their work/output information about themselves or their work/ 1 output Pupils point out the rhyming words in the given song Teacher asks pupils to point out the rhyming words in the given song rhyming words from old periodicals at home Teacher gives homework LEGEND: AKOL – C – LC/RC – PWR – PA – F – ATRSSBPK G – V – Vocabulary Development SHW – Handwriting

2 QUARTER 3 WEEK 21

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1 ENGLISH QUARTER 3, WEEK 21 (50 MINUTES PER DAY)

Theme: Interesting Things About My Culture

3 TEACHER’S GUIDE GRADE 1 ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities V EN1V-IIIa-e-5 Family Song Use words that are related to self, Teacher asks pupils to sing a song/recite a Pupils sing a song/recite a poem/play a game family, school, community, and poem/play a game concepts such as the names for colors, shapes, and numbers Pupils share some information about Teacher asks pupils to share some themselves or their work/output information about themselves or their work/ output Pupils unlock the meaning of new words 2 Teacher guides pupils as they unlock the meaning of new words Pupils use the words they learned 5. Concluding the Session Teacher asks pupils to use the words they learned 5. Concluding the Session Teacher thanks the pupils for their participation in class OL EN1OL-IIIa-e-1.5 Use/Respond appropriately to polite Teacher asks pupils to sing a song/recite a Pupils sing a song/recite a poem/play a game expressions poem/play a game EN1OL-IIIa-1.5.1 Takings Greetings Takings Pupils use the polite expressions. EN1OL-IIIb-1.5.2 Teacher introduces polite expressions to the 3 pupils Pupils practice using the polite expressions discussed in class Teacher asks pupils to use the appropriate expressions taking from the ones studied in class, and Teacher gives homework draw a picture showing a situation when such expression is used LEGEND: AKOL – C – LC/RC – PWR – PA – F – ATRSSBPK G – V – Vocabulary Development SHW – Handwriting

4 QUARTER 3 WEEK 21

5 TEACHER’S GUIDE GRADE 1 ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities G EN1G-IIIa-1.1 Sentences and Non-sentences Recognize sentences and non- Teacher asks pupils to sing a song/recite a Pupils sing a song/recite a poem/play a game sentences poem/play a game Recognize similarities and differences in the way sentences are Pupils practice identifying sentences and non- Teacher introduces the concept “sentences sentences and English and non-sentences” to the pupils 4 Pupils distinguish which ones are sentences Teacher asks pupils to distinguish which ones and are non-sentences are sentences and are non-sentences Teacher thanks the pupils for their active participation LC EN1OL-IIIa-j-1.1 Polite Cora Teacher asks pupils to sing a song/recite a Pupils sing a song/recite a poem/play a game note important details pertaining to poem/play a game character, setting events a. Pre-Listening Activities a. Pre-Listening Activities Activating Prior Knowledge Activating Prior Knowledge – Pupils answer the teacher’s questions – Teacher asks pupils questions to stimulate b. During Listening Activities 5 interest Pupils listen to the story b. During Listening Activities c. After Listening Teacher reads the short story Pupils answer questions about the story c. After Listening Teacher asks questions about the story Teacher thanks the pupils for their participation in class LEGEND: AKOL – C – LC/RC – PWR – PA – F – ATRSSBPK G – V – Vocabulary Development SHW – Handwriting

6 QUARTER 3 WEEK 21

7 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES DAY OBJECTIVE (1) EN1PA-IIIa-3-2.2 1 Recognize rhyming words in nursery rhymes, poems, and songs heard 1 INTRODUCE A SONG

Aa Bb Cc Dd Ee Ff Gg Hh Teacher introduces the song “Hello, How Do You Do?” in class. MATERIAL The lyrics of the song are written on the board/manila paper. Teacher sings with the pupils as He or she points at the words of the song. How Do You Do”

Hello, How Do You Do

Hello, hello, hello Hello, how do you do? I’m glad to be with you And you, and you, and you La la la la la la la (Repeat Twice)

SHARING INFORMATION

Aa Bb Cc Dd 2

Ee Ff Gg Hh

MATERIAL Teacher divides the class into small groups with 4-6 members. A microphone (real or Each group forms a circle. Members of the group pass around made of paper mache) a special mic and introduce themselves to their group mates. Teacher moves around the room as the pupils do the activity. Teacher says: We are going to have a short activity. Your class will be divided into groups. Each group will form a circle, and each member of the NOTE group will introduce himself or herself. I will give a special mic for you to use when you are introducing yourself. After introducing yourself, you pass the mic to the next member of your group. I will show you how to do it. Then when I give you the signal, you start with the activity. However, make sure that My name is (teacher’s name). What’s your name? the medium of instruction is done because pupils 3 RHYMING WORDS at this stage need to get used to the latter. Teacher reads the song “How Do You Do” while pointing at the words. Pupils then identify the rhyming words in it.

8 QUARTER 3 WEEK 21

NOTES Hello, How Do You Do

Hello, hello, hello Hello, how do you do? I’m glad to be with you And you, and you, and you La la la la la la la (Repeat Twice)

Teacher says: Listen carefully as I read the lyrics of the song “Hello, How Do You Do.” What words in the song sound the same? That’s right. The words do and you have the same sound. Both words end with the /oo/ sound. Say the /oo/ sound. Always remember that two or more words that have the same ending sounds are called rhyming words. Let’s look at these examples.

Aa Bb Cc Dd

Ee Ff Gg Hh

MATERIAL

Pictures and labels

nun sun

mat hat

Teacher shows pictures of rhyming words in class. He or she then reads the names of the picture. Pupils say the name of the pictures after the teacher reads each one.

9 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES 4 CONCLUDING THE SESSION

Teacher asks pupils to cut and paste pictures of rhyming words from old newspapers and magazines on their notebooks. Teacher says: Cut pictures of 3 pairs of rhyming words from old newspapers and magazines. Paste the pictures on your notebook and label them. Ask a member of your family to help you do your work. Be ready to show your work in class tomorrow. Teacher thanks the pupils for their participation, and reminds them to review the things they learned today.

DAY OBJECTIVE (1) EN1V-IIIa-e-5 Use words that are related to self, family, school, community, and concepts 2 such as the names for colors, shapes, and numbers

1 INTRODUCE A SONG

Aa Bb Cc Dd Teacher introduces the action song “Finger Family Song” in class. Ee Ff Gg Hh The lyrics of the song are written on the board/manila paper. MATERIAL Pupils sing while doing the actions of the song.

Song” Finger Family Song

Father Finger, Father Finger Where are you? Here I am, here I am How do you do?

Mother Finger, Mother Finger Where are you? Here I am, here I am How do you do?

Brother Finger, Brother Finger Where are you? Here I am, here I am

10 QUARTER 3 WEEK 21

NOTES How do you do?

Sister Finger, Sister Finger Where are you? Here I am, here I am How do you do?

Baby Finger, Baby Finger Where are you? Here I am, here I am How do you do?

(Repeat once)

NOTE

You may listen to the tune of the song on YouTube

Teacher says: Listen carefully as I read the lyrics of the song “Hello, How Do You Do.” What words in the song sound the same? That’s right. The words do and you have the same sound. Both words end with the “u” sound. Say the “u” sound. Always remember that two or more words that have the same ending sounds are called rhyming words. Let’s look at these examples.

SHARING INFORMATION 2

Teacher asks pupils to bring out their homework. Pupils show their work to their seatmates. Teacher gives pupils 1-2 minutes to discuss.

11 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES Teacher says: Bring out your homework and show it to your seatmate. Tell your seatmate the names of the pictures you pasted on your notebook. Teacher calls 3-5 pupils to show their work in class. Pupils also BRIDGING share who in their family helped them do their homework.

Allow pupils to express themselves in their 3 UNLOCKING OF NEW WORDS Teacher shows pictures of family and separate pictures of father, feel comfortable in mother, brother, sister, baby and grandparents in class. He or sharing their ideas. Then, pictures. He or she also puts labels under each picture. Pupils then model how to say their say who are in the pictures. Teacher explains to the pupils that the responses in English. concept of family has been taught in Mother Tongue and Filipino. Teacher says: Let’s look at the picture on the board. What do you see? That’s right, what we see is a family. One of the interesting things about being a Filipino is our strong love for our family. We studied the family before in our Mother Tongue and Filipino subjects. What do we call the members of our family in Mother Tongue? What do we call them in Filipino? We also have names for the members of our family in English. Can you guess what they are?

Aa Bb Cc Dd

Ee Ff Gg Hh

MATERIAL Picture shows a Filipino family

Pictures of a family and labels

Brother Sister

Baby Grandfather Grandmother

12 QUARTER 3 WEEK 21

NOTES PRACTICE 4

Teacher divides the class into 5 groups. He or she assigns a stanza of the “Finger Family Song” to each group. Pupils then sing the part of the song assigned to them. Teacher says: I will divide your class into 5 groups. Each group will sing a part of the song “Finger Family.” Group 1. Father Group 2. Mother Group 3. Brother Group 4. Sister Group 5. Baby

CONCLUDING THE SESSION 5

Teacher thanks the class for their active participation. He or she then reminds the class to review at home the things they learned today.

DAY OBJECTIVES (1) EN1OL-IIIa-e-1.5 Use/Respond appropriately to polite expressions 3 (2) EN1OL-IIIa-1.5.1 Greetings (3) EN1OL-IIIb-1.5.2

SING A SONG 1 Aa Bb Cc Dd

Ee Ff Gg Hh Teacher sings the songs “Hello, How Do You Do” and “Finger MATERIAL Family Song” with the pupils. The lyrics of the songs are written on the board/manila paper. Hello, How Do You Do

Hello, hello, hello Hello, how do you do? I’m glad to be with you And you, and you, and you La la la la la la la (Repeat Twice)

13 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES Finger Family Song

Father Finger, Father Finger Where are you? Here I am, here I am How do you do?

Mother Finger, Mother Finger Where are you? Here I am, here I am How do you do?

Brother Finger, Brother Finger Where are you? Here I am, here I am How do you do?

Sister Finger, Sister Finger Where are you? Here I am, here I am How do you do?

Baby Finger, Baby Finger Where are you? Here I am, here I am How do you do?

(Repeat once)

NOTE You may listen to the tune of the song on YouTube

14 QUARTER 3 WEEK 21

NOTES POLITE EXPRESSIONS: GREETINGS AND LEAVE TAKINGS 2 Teacher shows pictures of situation when greetings and leave takings are used. Pupils say the appropriate greeting or leave taking for each picture. Teacher says: Today, we are going to talk about greetings and leave takings. A greeting is what we say to people when we meet or see them. We learned about greetings in our Mother Tongue and Filipino classes. Can you still remember those greetings? To help you remember, I have here some pictures. Tell me the greeting in Mother Tongue and Filipino for the situation shown in the picture.

GREETINGS

Picture shows a girl Picture shows a pupil greeting her friend greeting his teacher in the morning

Hello/Hi! Good morning! How are you?

Picture shows sister Picture shows father greeting the neighbor in greeting grandfather in the evening the afternoon

Good afternoon! Good evening!

Teacher posts the greetings in English for each picture on the board and reads them to the class. Pupils say each greeting. Teacher then introduces leave takings to the class. Teacher says: Now, let’s talk about leave takings. A leave taking is what we say to people before we leave them or before we go to sleep. Can you still remember the leave takings we learned in Mother Tongue and Filipino? Again, I have pictures to help you recall them. Tell me the leave taking in Mother Tongue and Filipino for the situation shown in the pictures.

15 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES LEAVE TAKINGS

Picture shows mother Picture shows teacher saying “Good night!” to saying “Goodbye!” to her son who is in bed the pupils

Good Night! Goodbye!

Picture shows brother See you! waving goodbye to his See you later. friends See you soon!

Teacher posts the leave takings in English for each picture on the board and reads them to the class. Pupils then say each leave taking.

3 PRACTICE

Teacher asks pupils to practice saying greetings and leave takings by group and by pairs. Teacher says: Let’s practice using the polite expressions we learned today as a class. Later, practice saying the expressions with your seatmate. I will give you enough time to do this.

4 CONCLUDING THE SESSION

Teacher posts a list of greetings and leave takings for pupils to copy in their notebooks. At home, pupils choose a greeting or leave taking and draw a situation when their chosen greeting or leave taking is used. Teacher says: Copy the greetings and leave takings in your notebook. Later at home, choose a greeting or a leave taking and draw a picture showing when your chosen greeting and leave taking is used. You may use crayons to make your work colorful. Write the greeting or leave taking under your drawing.

16 QUARTER 3 WEEK 21

NOTES DAY OBJECTIVES (1) EN1G-IIIa-1.1 Recognize sentences and phrases 4 (2) Recognize similarities and differences in the way sentences are formed/

RECITING A POEM 1 Aa Bb Cc Dd

Ee Ff Gg Hh

Teacher introduces the poem “Clap Your Hands” in class. The MATERIAL poem is written on the board/manila paper. Teacher reads while pointing at the words of the poem. Pupils then recite while doing Poem “Clap Your Hands” the actions in the poem.

Clap Your Hands

Clap your hands Touch your toes Turn around Flap your arms Jump up high And reach for the sky.

SENTENCES AND PHRASES 2

Teacher posts a sentence and a phrase on the board. Pupils study the examples. Teacher reads the examples and explains the difference between a sentence and a phrase. Teacher says: I have here a sentence and a phrase on the board. Let’s at the examples. Listen as I read them.

Elsa goes to school. notebook and pencil

Teacher says: Which do you think is the sentence? Which do you think is the phrase? phrase?

17 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES a punctuation mark like a period or question mark. Another example is “Celia dances.” The second one I read is called a phrase. A phrase is a group of words that do not have a complete thought. For example: in your bag. We actually studied sentences in Mother Tongue and Filipino classes before. What do we call a sentence in Mother Tongue? What do we call it in Filipino? Teacher posts a table on the board. Pupils read the sentences in the table and study each one. Teacher explains that sentences in Mother Tongue, Filipino and English have similarities and differences. Teacher says: I posted a table on the board. Let’s read the sentences in it. What do you notice about the sentences? Is there an action done in the sentence in Mother Tongue/Filipino/English? Is there a doer in Mother Tongue/Filipino/English?

Mother Tongue Filipino English Sinugbuanong Kumakain ang daga. The mouse eats. Binisaya: Mikaon ang ilaga.

Ilokano: Mangmangan ti bao.

Teacher says: The sentences in Mother Tongue, Filipino and English are similar because all of them have a doer or subject and action done by the doer. However, they are also different. The actions done in the sentences in Mother doers are usually found in the last part of the sentence, while in English it is the other way around.

1 PRACTICE Teacher reads sample sentences and phrases posted on the board. Pupils then say whether what the teacher read is a sentence or a phrase. Teacher says: Listen carefully to what I will read. Tell me if what I read is a sentence by sounding the letter S. Tell me if what I read is a phrase by sounding the letter P. 1. Families watched the parade. 2. chairs and tables 3. Children are dancing. 4. buys cotton candy 5. The mayor is speaking.

18 QUARTER 3 WEEK 21

NOTES CONCLUDING THE SESSION 4

Teacher thanks the pupils for their active participation in class. He or she then reminds them to review the day’s lesson at home.

DAY OBJECTIVES (1) EN1OL-IIIa-j- 1.1 5 - character, setting, events

RECITING A POEM 1 Aa Bb Cc Dd

Ee Ff Gg Hh Teacher introduces the poem “Clap Your Hands” in class. The poem is written on the board/manila paper. Teacher reads while MATERIAL pointing at the words of the poem. Pupils then recite while doing Poem “Clap Your Hands” the actions in the poem.

Clap Your Hands

Clap your hands Touch your toes Turn around Flap your arms Jump up high And reach for the sky.

LISTENING ACTIVITY 2 a. Activating Prior Knowledge Teacher shows a picture of a Grade 1 pupil receiving a ribbon from her teacher. Pupils study the picture. Teacher says: Look at the picture on the board. What do you see? That’s right, we see a little girl in the picture. This little girl is Cora. She is a Grade 1 pupil like you. People call her “Polite Cora.” Why do you today. Are you ready to listen?

19 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES b. During Listening Teacher uses pictures to tell the story “Polite Cora.” Pupils listen and answer the teacher’s questions about the story.

Picture shows Cora at Picture shows Cora school’s gate greeting smiling brightly the guard “Good

Picture shows Cora Picture shows Cora returning to the and other pupils saying classroom and greeting goodbye to her teacher the principal “Good and classmates. Afternoon.”

Picture shows Cora Picture shows Cora says “Good Night” to her is at the door, “Good Evening.” to sleep

Polite Cora

Everyone likes Cora. She greets everyone with a smile.

She greets the guard in school “Good Morning!” She greets the principal “Good Afternoon!” when she sees him. And when classes are over, she says good bye to everyone.

At night, she greets father “Good Evening!” and gives him a kiss on the cheek. She hugs mother and tells “Good Night!” before she goes to sleep.

Everyone likes Cora because she is polite.

c. After Listening Teacher asks the following questions about the story. Pupils answer the teacher’s questions.

20 QUARTER 3 WEEK 21

Questions: NOTES

1. Who are the characters in the story? 3. What happened when Cora saw the guard at school? 4. What happened when Cora saw the principal? 5. What did Cora say to Father when he came home? 6. What did Cora tell Mother before she goes to sleep? 7. Why does everyone like Cora?

CONCLUDING THE SESSION 3

Teacher thanks the class for their active participation in class. He or she reminds pupils review the day’s lesson.

QUARTER 3 WEEK 22

WEEK 22

TEACHER’S GUIDE

GRADE 1 ENGLISH

THEME: INTERESTING THINGS ABOUT MY CULTURE READ ALOUD STORY: Sampung magkakaibigan (Ten FriendS)

23 TEACHER’S GUIDE GRADE 1 ENGLISH

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1 ENGLISH QUARTER 3, WEEK 22 (50 MINUTES PER DAY)

Theme: Interesting Things About My Culture Read Aloud Book: Sampung magkakaibigan (Ten Friends)

Day Domain Objectives Subject Matter Teacher Activities Learner Activities PA EN1PA-IIIa-e-2.2 Songs/Poems Routine Routine Recognize rhyming words in Sharing Information nursery rhymes, poems, songs heard Teacher introduces song/poem to the class Pupils sing song/recite poem in class Daily Teacher asks pupils to share information Pupils share information about themselves or about themselves or their work their work V EN1V-IIIa-e-5 Sampung magkakaibigan Use words that are related to self, (Ten Friends) family, school, community, and Daily) Daily) concepts such as the names for colors, shapes, and numbers Sampung magkakaibigan Sampung magkakaibigan LC EN1OL-IIIa-j-1.1 (Ten Friends) (Ten Friends) a. Pre-Reading Activity a. Pre-Reading Activity give the correct sequence of three events Teacher asks questions to stimulate pupil’s Pupils answer teacher’s questions interest b. During Reading Activities b. During Reading Activities 1 Pupils listen as teacher reads the story Pupils answer teacher’s questions Teacher asks questions while reading the c. After Reading Activities story Pupils answer teacher’s questions about the c. After Reading Activities story Teacher asks pupils questions about the story read story they heard. They will ask their families Teacher gives homework to tell them a story in return. Pupils will share that story in class LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

24 QUARTER 3 WEEK 22

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1 ENGLISH QUARTER 3, WEEK 22 (50 MINUTES PER DAY)

Theme: Interesting Things About My Culture Read Aloud Book: Sampung magkakaibigan (Ten Friends)

25 TEACHER’S GUIDE GRADE 1 ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL EN1OL-IIIa-j-1.3.1 Sampung magkakaibigan (Ten Friends) Activities) Activities) where it took place the characters and some important details of the Daily Activities) Daily Activities) story LC EN1OL-IIIa-j-1.1 Teacher asks pupils to share homework to Pupils to share homework to their seatmates their seatmates and/or in class and/or in class give the correct sequence of three Sampung magkakaibigan Sampung magkakaibigan events (Ten Friends) (Ten Friends) a. Pre-reading Activities a. Pre-reading Activities Teacher asks pupils to recall the events of the Pupils recall the events of the story read on 2 b. During Reading Activities b. During Reading Activities Teacher reads the second part of the story Pupils listen to the second part of the story Teacher asks questions while reading the Pupils answer the teacher’s questions story c. After Reading Activities c. After Reading Activities Pupils answer questions about the story Teacher asks pupils questions about the story read Pupils copy the words written on the board Teacher asks pupils to copy the words written on the board, and thanks the class for their participation LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

26 QUARTER 3 WEEK 22

27 TEACHER’S GUIDE GRADE 1 ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL EN1OL-IIIa-j-1.3.1 Sampung magkakaibigan (Ten Friends) Activities Activities) where it took place, the characters, and some important details of the Daily Activities) Daily Activities) story LC EN1OL-IIIa-j-1.1 Sampung magkakaibigan Sampung magkakaibigan (Ten Friends) (Ten Friends) give the correct sequence of three a. Pre-reading Activities a. Pre-reading Activities events Teacher asks pupils to recall the events of the Pupils recall the events of the story read on 3 b. During Reading Activities b. During Reading Activities Teacher reads the third part of the story Pupils read the third part of the story c. After Reading Activities c. After Reading Activities

Teacher asks pupils questions about the story Pupils answer questions about the story read Teacher gives homework liked most in the story OL EN1OL-IIIc-1.5.3 Use appropriate expressions for I’m sorry Activities) Activities) expressing gratitude and apology Teacher asks pupils to show their homework Pupils to share homework to their seatmates to their seatmates and classmates and classmates sorry” sorry”

4 Teacher introduces “Thank you.” and “I’m Pupils say/use “Thank you.” and “I’m sorry” sorry.” to the pupils a. Pupils act out situations when “Thank you.” Teacher asks pupils to act out situations when and “I’m sorry.” are used “Thank you.” and “I’m sorry.” are used 5. Concluding the Session 5. Concluding the Session Pupils copy the polite expressions written on Teacher asks pupils to copy the polite the board expressions on the board LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

28 QUARTER 3 WEEK 22

29 TEACHER’S GUIDE GRADE 1 ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities G EN1G-IIIb.1.4 Simple Sentences Recognize simple sentences, Activities) Activities) similarities and differences in the way sentences are formed/ Daily) Daily) English Teacher asks pupils to point out the Pupils point out the sentences in a list shown sentences in a list shown 5 Pupils give their own examples of a simple Teacher introduces simple sentences and sentence guides pupils as they give their own examples 5. Concluding the Session 5. Concluding the Session Teacher gives homework sentences LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

30 QUARTER 3 WEEK 22

31 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES DAY OBJECTIVES (1) EN1V-IIIa-e-5 Use words that are related to self, family, school, community, and concepts 1 such as the names for colors, shapes, and numbers (2) EN1OL-IIIa-j-1.1

SING A SONG

Aa Bb Cc Dd 1

Ee Ff Gg Hh Teacher introduces the song “Ten Little Fingers” in class. MATERIAL The lyrics of the song are written on the board/manila paper. Pupils then sing the song and do the actions. Ten Little Fingers NOTE

You may listen to the

(Repeat twice)

SHARING INFORMATION

Aa Bb Cc Dd 2

Ee Ff Gg Hh

MATERIAL Teacher divides the class in small groups with 3-5 members. Each group forms a circle. Members of the group pass around Real microphone or ones a special mic and introduce themselves to their group mates. made of paper mache Teacher moves around the room as the pupils do the activity.

NOTE Teacher says: We are going to have a short activity. Your class will be divided into groups. Each group will form a circle, and each member of the Teacher makes sure that group will introduce himself or herself. I will give a special mic for you to use pupils mingle with all their when you are introducing yourself. After introducing yourself, you pass the mic classmates and puts them in to the next member of your group. different groups during this kind of activity. I will show you how to do it. Then when I give you the signal, you start with the activity. Hi I’m ______. I’m ____ years old. How old are you?

READ ALOUD: Sampung magkakaibigan 3 (Ten FriendS)

PRE-READING ACTIVITIES

Activating Prior Knowledge

32 QUARTER 3 WEEK 22

Teacher shows the cover of the book “Ten Friends” in class. NOTES Pupils then recall information about the book. Teacher says: Do you still remember the stories we read in Filipino? Well, we are going to read them again, but this time in English. Also, we are going to learn new English words from the story. Can you guess which book we are going to read today? That’s right. The title of this book is “Sampung Magkakaibigan.” In English, the book is called “Ten Friends”. The author of the book Kristine Canon and the illustrator is Ruben De Jesus. Are you ready to listen? Great! Let’s begin.

DURING READING ACTIVITIES

Teacher reads the story by chunks in class. He or she reads pages 1-13 of the book. Pupils then listen and answer a few questions about the story. gestures, facial expressions, pictures, etc. Teacher writes the new words on the board. On Pages 2-3 Teacher says: Look at the picture on these pages. What do you see? Who are in the pictures? That’s right, we see Karlo and his friends. Let’s count them. On Pages 4-5 Teacher comments: The word overtook (p.4) means to get ahead of someone in front of you. It is the same as the word “inunahan” in Filipino. Teacher says: What do you see in the picture? Can you see Karlo and Ben? Where are they? Can you point where they are? On Pages 6-7

Teacher comments: The word noticed (p7) means see. It is the same as the word “napansin” in Filipino. The expression “Serves you right” is similar to the expressions “Buti nga” or “Buti nga sa’yo” in Filipino. Teacher says: Who are in the picture? What did Karlo do to shabby Sussie and Leo? On Pages 8-9 Teacher comments: The word grabbed means to take or pull something from someone with force. In Filipino, we say it as “inagaw.” Teacher says: What did Karlo do to Lara’s toy? What did Karlo do to Joo-chan’s noodles?

33 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES On Pages 10-11 Teacher comments: The word join (p10) is similar to the word “sumali” in Filipino. Hide-and-seek (p10) is a game kids play. It is called “taguan” in Filipino. Do you play taguan? Teacher says: Did Karlo, Eric and Ella play hide-and-seek? That’s right. They did not play hide-and-seek because Karlo did not want to join. Did Karlo and Anton play together? That’s right. They did not play together because Anton was sleeping. On Pages 12-13 Teacher comments: The word alone (p12) means nobody is with you. In Filipino, it means “mag-isa.” Teacher says: Who do you see in the picture? Are Karlo’s friends with him? That’s right. Karlo is alone in the classroom. Where did his friends go? For now, I want you to answer some questions about the story.

AFTER READING ACTIVITIES

Teacher asks pupils a few questions about the story. Teacher says: Who are Karlo’s friends? Can you tell me their names? Do they like playing with Karlo? What did Karlo do to them? Teacher posts three pictures on the board showing events of the story. Pupils arrange the pictures according to the events in the story. Teacher says: I have three pictures on the board. The pictures show the events of the story. I want you to help me arrange the pictures based on what happened in the story.

Picture Picture Picture shows shows Karlo shows Karlo Karlo grabbing waking knocking over Anton

Teacher says: Let’s look at the pictures in the book and see if the pictures we arranged match the sequence of events in the story.

4 CONCLUDING THE SESSION

Teacher asks pupils to copy the new words written on the board. He or she reminds pupils to review the words at home.

34 QUARTER 3 WEEK 22

NOTES Homework: Teacher asks pupils to tell their families about the story they heard. Pupils then ask their families to tell them a story in return. Teacher reminds pupils to remember the characters of the story and the events of the story heard.

Teacher says: Later at home, I want you to tell your family about Karlo and his friends’ story. Then, ask them to tell you a story they know. Tomorrow, you will share your story to your classmates.

DAY OBJECTIVES (1) EN1OL-IIIa-j-1.3.1 2 some important details of the story (2) EN1OL-IIIa-j-1.1

SING A SONG

1 Aa Bb Cc Dd

Ee Ff Gg Hh Teacher sings the song “Ten Little Fingers” with the pupils. MATERIAL The lyrics of the song are written on the board/manila paper. Pupils sing while doing the action for the song. Ten Little Fingers NOTE You may listen to the

(Repeat twice)

SHARING INFORMATION 2

Teacher asks pupils to share the story they heard from their families. Pupils talk about the story’s characters, setting, and events with their seatmates. Teacher says: Are you ready to share the story you heard? Face your seatmate and exchange stories with them. When I give you the signal, you may begin telling your story. I will give you a few minutes to talk. Later, I will call some of you to share the story you heard to the whole class.

35 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES Teacher calls 3-5 pupils to share their stories in class. Pupils may also share their seatmates’ stories instead. Teacher guides pupils and gives them enough time to share. BRIDGING

Allow pupils to express READ ALOUD: Sampung magkakaibigan (Ten FriendS) themselves in their 3 PRE-READING ACTIVITIES Activating Prior Knowledge feel comfortable in Teacher asks pupils to retell the part of the story they heard. sharing their ideas. Then, Teacher says: Yesterday, we read the story “Ten Friends.” Today, we are model how to say their going to continue reading the story. But before we do that, let’s recall the events responses in English. of the story we heard. Very good, class! You have a really good memory. DURING READING ACTIVITIES

Teacher reads pages 14-19 of the story. Pupils listen and answer a

Aa Bb Cc Dd few questions about it. Ee Ff Gg Hh MATERIALS gestures, facial expressions, pictures, etc. Sampung Teacher writes the new words on the board. magkakaibigan (Ten Friends) by Kristine After Reading Pages 14-15 Canon Teacher comments: The word wonder (p.15) means “pagtataka” in Filipino. It happens when we are thinking of question but are not sure or do not know the answer. Teacher says: What do you see in the picture? That’s right. We see Karlo. Where did Karlo’s friends go? Are they in the canteen? On Pages 16-17 Teacher comments: The word invite (p.17) means to ask someone to do something with you. For example, inviting someone to play, inviting someone to a party. In Filipino, we use the word “inimbita.” Teacher says: That’s right. He found them in the school yard or “bakuran.” On Pages 18-19 Teacher comments: The word realized (p19) means to understand. In Filipino, the word means “naisip.” Also, the word painful means “masakit” in Filipino. The word fought means hurting or arguing with someone. In Filipino, we say it as “inaway.” Teacher says: What did Karlo feel when he found his friends? Look at him in the picture. Does he look happy? What is he doing? That’s right. Karlo is crying because he is sad. He realized that nobody wanted to play with him. What do you think will Karlo do now? Will he still be friends with his

36 QUARTER 3 WEEK 22

AFTER READING ACTIVITIES NOTES

Teacher posts three pictures on the board showing events of the story. Pupils arrange the pictures according to the events in the story. Teacher says: I have three pictures on the board. The pictures show the events of the story. I want you to help me arrange the pictures based on what happened in the story.

Picture Picture shows Picture shows shows Karlo Karlo looking crying friends in the for his friends school yard

Teacher says: Let’s look at the pictures in the book and see if the pictures we arranged match the sequence of events in the story.

CONCLUDING THE SESSION 4

Teacher asks pupils to copy the new words written on the board in their notebooks. Pupils then review the words at home. Teacher thanks pupils for their active participation in class.

37 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES DAY OBJECTIVE (1) EN1OL-IIIa-j-1.1 3

SING A SONG

Aa Bb Cc Dd 1

Ee Ff Gg Hh MATERIALS Teacher introduces the “Rainbow Song” in class. The lyrics of the song are written on the board/manila paper. Pupils then sing the Rainbow song by pair or by group. Song”

Picture of a rainbow Rainbow Song

NOTE I’m watching the rainbow after the morning rain You may listen to the tune I’m watching the rainbow over the green terrain Shall we learn its colors? youtube.com/watch?v Red youtube_gdata_player Orange Yellow Green Blue Indigo And one more is Violet (Repeat stanza) (Repeat song once)

Teacher shows a picture of a rainbow. He or she uses the song and the picture to introduce the concept of colors in class.

Aa Bb Cc Dd SHARING INFORMATION Ee Ff Gg Hh 2 MATERIAL Teacher divides the class in small groups with 3-5 members. Each Real microphone or ones group forms a circle. Members of the group pass around a special made of paper mache mic and introduce themselves to their group mates. Teacher moves around the room as the pupils do the activity. NOTE Teacher says: We are going to have a short activity. Your class will be divided into groups. Each group will form a circle. All of you will have to tell mingle with all their your group mates your favorite color. I will give a special mic for you to use classmates. Put them in and share. After sharing, you pass the mic to the next member of your group. different groups during this I will show you how to do it. Then when I give you the signal, you start with kind of activity. the activity. Hello everyone! My favorite color/s is ______.

38 QUARTER 3 WEEK 22

NOTES

READ ALOUD: Sampung magkakaibigan (Ten FriendS) 3 PRE-READING ACTIVITIES

Activating Prior Knowledge Teacher shows the pages of the book read to the pupils yesterday. Pupils retell the events of the story using the picture. Teacher says: Let’s look at the pages of the book we read yesterday. Tell me what happened in the story.

DURING READING ACTIVITIES

Teacher reads pages 20-29 of the story. Pupils listen and answer a few questions about it. gestures, facial expressions, pictures, etc. Teacher writes the new words on the board. After Reading Pages 14-15 Teacher says: Who are in the picture? (p.20) That’s right. We see Karlo, slow Ben, Lara, Anton and Eric. Below the page, we also see Karlo and shabby Sussie. On the next page, we see Karlo with Karen Teacher comments: The word approached (p.21) means to go or move near someone or something. In Filipino, it means “lumapit.” The word share means to have or use something with others. In Filipino, it means “maghati sa isang bagay.” Teacher says: What did Karlo do for slow Ben? What did he do for shabby Sussie? What did he do for Karen and Joo-chan? On Pages 22-23 Teacher says: What do you see in the picture? What did Karlo give to Lara?

On Pages 24-25 Teacher says: Who are in the picture? What are Karlo and Leo doing? What are Eric and Ella doing? What does Karlo want to do? On Pages 26-27 Teacher comments: The word noise (p.26) means loud, unwanted sound. In Filipino, it means “ingay.” Teacher says: Where are Karlo and his friends? What are they doing?

39 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES What did Karlo do for sleepy Anton? On Pages 28-29 Teacher says: Let’s look at the pictures. Where are Karlo and his friends? What are they doing? Are they happy or sad? Do you have friends? Are you also happy when you’re with them?

AFTER READING ACTIVITIES

Teacher reads the questions about the story written on the board. Pupils then answer the teacher’s questions. Teacher says: That’s the end of the story. Did you enjoy hearing it again? Do you have words that you learn today? What are those words? Great! Now, let’s look at the pictures posted on the board. Let’s arrange the pictures based on the events on the story, similar to what we did yesterday. Are you ready? Good!

Picture shows Karlo and his Picture shows Picture shows friends having Karlo hugging playing with Eric their picture shabby Sussie and Ella taken

4 CONCLUDING THE SESSION

Homework: shows an event in the story when they think Karlo was most unpleasant to his friends. The second picture shows an event when Karlo is nicest to his friends.

Teacher says: At home, I want you to draw a picture showing Karlo being mean/bad to his friends, and another picture showing him being nice to his friends. Draw your pictures in your notebook. You may use crayons to make your drawing colorful. Tomorrow, we will talk about your work in class.

40 QUARTER 3 WEEK 22

NOTES DAY OBJECTIVE (1) EN1OL-IIIc-1.5.3 4 Use appropriate expressions for expressing gratitude and apology

SING A SONG 1 Aa Bb Cc Dd

Ee Ff Gg Hh

Teacher introduces the song “Thank you.” The lyrics of the song MATERIAL are written on the board/manila paper.

Thank You (To the tune of Happy Birthday)

Thank you for the world so sweet, Thank you for the food we eat, Thank you for the birds that sing, Thank you for everything.

(Repeat song)

SHARING INFORMATION 2

Teacher asks the pupils to bring out their homework. Pupils show BRIDGING their work to their seatmates. Allow pupils to express Teacher says: Please bring out your homework. Show your work and talk about it with your seatmate. Later, I will call some of you to come in themselves in their front and show your work in class. POLITE EXPRESSIONS: THANK YOU AND I’M SORRY 3 feel comfortable in sharing their ideas. little girl receiving a gift from her mother. The other picture shows Then, model how to say a little boy who bumped into his classmate. Pupils describe the their responses in English. picture and say the appropriate expression for those situations. Teacher says: Let’s look at the pictures on the board. What do you is she doing? What is she holding? Who gave her the gift? What do you think should she say to the giver? That’s right. She should say “Thank you!” We say “Thank you!” when someone gives us something like gifts or food, when someone does something for us like opening the door, and when someone says something nice about us.

41 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES Let’s now look at the second picture. Who are in the picture? What are they doing? What do you think the boy on the left feel (the one who was hurt)? Is he happy or angry? What should the little boy say to his classmate? BRIDGING That’s correct. He should say “I’m sorry.” Class, when do you think should we say “I’m sorry.” Allow pupils to express themselves in their We say “I’m sorry” when we do or say something that hurt someone. Picture of a boy who Picture of a girl receiving a bumped into his classmate feel comfortable in present from her mother (the boy is on the right, sharing their ideas. Then, the classmate is on the left) model how to say their responses in English. 4 ROLE PLAY

Teacher asks the class to act out situations when “Thank you” and “I’m sorry” are used. Pupils discuss with their seatmates the situation they will act out. Teacher says: Now, I want you to pretend like characters in a story. With your seatmate, you will have to think of a situation when polite expressions like “Thank you” and “I’m sorry” are used. You and your partner will have to act out the situation. I will give you time to plan. Later, I will call some of you to come to the front to show us what you prepared. Teacher goes around the room to listen to pupils’ conversation

5 CONCLUDING THE SESSION

Teacher asks pupils to copy the expressions “Thank you” and “I’m sorry” in their notebooks. Teacher says: “Thank you” to the pupils for their active participation in class.

42 QUARTER 3 WEEK 22

NOTES DAY OBJECTIVE (1) EN1G-IIIb-1.4 Recognize simple sentences and recognize similarities and differences in the 5

SING A SONG 1 Aa Bb Cc Dd

Ee Ff Gg Hh

Teacher introduces the song “Thank you.” The lyrics of the song MATERIAL are written on the board/manila paper. “Thank You” Thank You (To the tune of Happy Birthday)

Thank you for the world so sweet, Thank you for the food we eat, Thank you for the birds that sing, Thank you for everything.

(Repeat song)

SHARING INFORMATION 2

Teacher divides the class into small groups with 3-5 members. NOTE Each group forms a circle. Members of the group pass around Teacher makes sure that a special mic and introduce themselves to their group mates. pupils mingle with all of their Teacher moves around the room as the pupils do the activity. classmates and puts them in Teacher says: We are going to have a short activity. Your class will be different groups during this divided into groups. Each group will form a circle, and each member of the kind of activity. group will introduce himself or herself. I will give a special mic for you to use when you are introducing yourself. After introducing yourself, you pass the mic to the next member of your group. I will show you how to do it. Then when I give you the signal, you start with the activity. Hi I’m ______. I’m ____ years old. My favorite color is ______. How about you? Teacher calls 3-5 pupils to introduce themselves in front of the class. Teacher says: Now, I will call some of you to introduce yourself here to the front. Who would like to give it a try?

43 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES 3 SIMPLE SENTENCES

Then, he or she shows the class a list of sentences and phrases about the poster. Pupils point out the sentences in the list. Teacher says: I have a picture on the board. It is picture of a Fiesta. Beside the picture are sentences and non-sentences. Do you still remember our lesson about it? I will read the sentences and non-sentences on the board. I want you to tell me which ones are sentences and which ones are not

Picture shows a lechon and rice The food is delicious. watching the parade

After reading the sentences and phrases, teacher encircles the sentences and asks the pupils the following questions. BRIDGING Teacher says: Which ones are the sentences? How did you know that they Reinforce teaching of are sentences? That’s right. We know that they are sentences because it starts the similarities and with a capital letter, and it ends with a period. differences in the way Now, these sentences are examples of simple sentences. They have a subject and sentences are formed/ a predicate. A subject is the doer or topic in the sentence. The predicate tells us about the topic or the action of the doer. For example, “The chick is yellow.” and “The chair is brown.” English. Teacher may Teacher calls 3-5 pupils to introduce themselves in front of the provide another set of class. examples, while pupils Teacher says: Now, I will call some of you to introduce yourself here to the read and study them. front. Who would like to give it a try?

4 PRACTICE

Teacher shows pupils pictures of people and things from the poster. Pupils then give examples of simple sentences using the pictures. Teacher provides a model sentence for pupils to follow. Teacher says: We are going to make our own simple sentences using the pictures I posted on the board. Let’s look at each one. What is in the picture? How many are in the picture? What color is it?

44 QUARTER 3 WEEK 22

NOTES

Picture shows a red apple

Picture shows a blue bag

CONCLUDING THE SESSION 4

Homework: Teacher asks the pupils to write 2 sentences in their notebooks. Pupils can ask their families to help them write their sentences.

Teacher says: Ask your mother and father or any member of your family to help you write 2 simple sentences. Write your sentences in your notebook. Teacher thanks the pupils for their active participation in the discussion.

QUARTER 3 WEEK 23

WEEK 23

TEACHER’S GUIDE

GRADE 1 ENGLISH

THEME: PLACES IN MY COMMUNITY READ ALOUD STORY: The Tale oF lady Cabbage

47 TEACHER’S GUIDE GRADE 1 ENGLISH

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1 ENGLISH QUARTER 3, WEEK 23 (50 MINUTES PER DAY)

Theme: Places in My Community Read Aloud Book: The Tale of lady Cabbage

Day Domain Objectives Subject Matter Teacher Activities Learner Activities V EN1V-IIIa-e-5 Songs/Poems/Games Routine Routine Use words that are related to self, family, school, community, and concepts, shapes, and numbers Teacher asks pupils to sing a song/recite a Pupils sing the song/recite the poem the OL EN1OL-IIIa-j-1.3.1 poem/play game teacher taught Daily where it took place the characters and some important details of the Teacher asks pupils to share some Pupils share some information about story information about themselves or their work/ themselves or their work/output output V EN1V-IIIa-e-5 Places in the community Use words that are related to self, family, school, community, and Daily) Daily) concepts, shapes, and numbers Teacher guides pupils as they unlock the Pupils unlock the meaning of new words 1 meaning of new words Teacher gives homework shows a story of a place in their community. Pupils will ask their family members to tell them a story about a place in their province/ town/village. LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

48 QUARTER 3 WEEK 23

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1 ENGLISH QUARTER 3, WEEK 23 (50 MINUTES PER DAY)

Theme: Places in My Community Read Aloud Book: The Tale of lady Cabbage

49 TEACHER’S GUIDE GRADE 1 ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities V EN1V-IIIa-e-5 The Tale of lady Use words that are related to self, Cabbage family, school, community, and Daily) Daily) concepts such as the names for colors, shapes, and numbers The Tale of lady Cabbage The Tale of lady Cabbage LC EN1OL-IIIa-j-1.1 a. Pre-Reading Activities a. Pre-Reading Activities infer the character’s feelings and Unlocking of New Words Unlocking of New Words traits 2 PA EN1PA-IIIa-b-3.1 Teacher guides pupils as they unlock the Pupils unlock the meaning of new words meaning of new words Give the number of syllables of given words Pupils count the number of syllables in the Teacher guides pupils as they count the given words number of syllables 5. Concluding the Session 5. Concluding the Session Teacher reminds pupils to review the words Teacher reminds pupils to review the words learned in class learned in class LC EN1OL-IIIa-j-1.1 The Tale of lady Cabbage infer the character’s feelings and Daily) Daily) traits The Tale of lady Cabbage The Tale of lady Cabbage a. Pre-Reading Activities a. Pre-Reading Activities Activating Prior Knowledge Activating Prior Knowledge 3 – Teacher asks pupils some questions to – Pupils answer teacher’s questions stimulate interest in the story b. During Reading Activities b. During Reading Activities Pupils listen as the teacher reads the story Teacher reads the story and introduces new words found in it Teacher gives homework face on it LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

50 QUARTER 3 WEEK 23

51 TEACHER’S GUIDE GRADE 1 ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities LC EN1OL-IIIa-j-1.1 The Tale of lady Cabbage infer the character’s feelings and Daily) Daily) traits G EN1G-IIIb-1.4 The Tale of lady Cabbage The Tale of lady Cabbage Recognize simple sentences and a. After Reading Activities a. After Reading Activities identify action words in sentences Teacher asks pupils to answer questions Pupils answer teacher’s questions about the story 4 Pupils identify the sentences in a list given. Teacher asks pupils to identify sentences in a They also determine whether the sentences given list. He or she asks pupils to determine given are true or false. whether the sentences are true or false. 5. Concluding the Session 5. Concluding the Session Pupils share what they think about the lesson Teacher asks pupils what they think about the lesson and thanks them for their participation OL EN1OL-IIId-1.5.4 Use appropriate expressions for Permission asking permission Daily) Daily)

5 Pupils learn how to ask permission permission Teacher reminds the class to review the things they learned and thanks them for their participation LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

52 QUARTER 3 WEEK 23

53 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES DAY OBJECTIVE (1) EN1V-IIIa-e-5 Use words that are related to self, family, school, community, and concepts 1 such as the names for colors, shapes, and numbers

SING A SONG

Aa Bb Cc Dd 1

Ee Ff Gg Hh Teacher introduces the song “London Bridge” in class. The lyrics MATERIAL of the song are written on the board/manila paper. Pupils sing on their own and then by pairs. Bridge” London Bridge NOTE London Bridge is falling down You may listen to the song Falling down, falling down at http://www.bbc.co.uk/ London Bridge is falling down learning/schoolradio/subjects/ My fair lady earlylearning/ urserysongs/K-O/london_bridge Build it up with wood and clay, Wood and clay, wood and clay, Build it up with wood and clay, My fair lady.

Wood and clay will wash away, Wash away, wash away, Wood and clay will wash away, My fair lady.

London Bridge is falling down, Falling down, falling down, London Bridge is falling down, My fair lady.

Build it up with silver and gold, Silver and gold, silver and gold, Build it up with silver and gold, My fair lady

2 SHARING INFORMATION

Aa Bb Cc Dd

Ee Ff Gg Hh Teacher divides the class in small groups with 3-5 members. Each group forms a circle. Members of the group pass around a special MATERIAL mic and introduce themselves to their group mates. Teacher Real microphone or ones moves around the room as the pupils do the activity. made of paper mache

54 QUARTER 3 WEEK 23

Teacher says: We are going to have a short activity. Your class will be NOTES NOTE divided into groups. Each group will form a circle. All of you will tell your group mates where you live. I will give a special mic for you to use when you are introducing yourself. After introducing yourself, you pass the mic to mingle with all of their the next member of your group. classmates and put them in different groups during this I will show you how to do it. Then when I give you the signal, you start with kind of activity. the activity. Hi! I’m ______. I live in ______. Where do you live? UNLOCKING OF NEW WORDS 3 Aa Bb Cc Dd

Ee Ff Gg Hh Teacher posts pictures of different places in their community. The labels for each picture are posted on the right side of the MATERIAL board. Pupils identify the places and say a simple description of Pictures and labels the place. Teacher writes pupils’ descriptions on the board.

Teacher says: I have some pictures on the board. They show the NOTE different places in our community. I also have their names on the right. Use pictures of places in Let’s study each picture. Then, we will match the names on the right to the your province or town. correct picture. Are you ready? Discussion will be more engaging if pupils are familiar market with the places in the Picture of a Picture of a pictures. school church school

park Picture of a Picture of a park bank church

Picture of a Picture of a market bank

Teacher says: What do you see in the picture? Do you know this place? Where do we see it? How do we call this place in Mother Tongue and Filipino? We also have a name for this place in English. Let’s study them one by one.

55 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES 4 CONCLUDING THE SESSION

Homework: Teacher asks pupils to draw a comic strip that shows a story of a place their in community. Pupils will ask their family members to tell them a story about a place in their province/town/ village. Teacher says: When you go home later, I want you to ask your family: your parents or siblings to tell you a story of a place in our province/town/ village. The story can be a legend about the place or a scary story. After listening to the story, I want you to make a comic strip showing the characters, the place where the story happened and the events of the story.

DAY OBJECTIVES (1) EN1V-IIIa-e-5 Use words that are related to self, family, school, community, and concepts 2 such as the names for colors, shapes, and numbers (2) EN1V-IIIa-e-5 Infer the character’s feelings and traits (3) EN1PA-IIIa-b-3.1 Give the number of syllables of given words

SING A SONG

Aa Bb Cc Dd 1

Ee Ff Gg Hh Teacher sings the song “London Bridge” with the pupils. MATERIAL

London Bridge Bridge” London Bridge is falling down NOTE Falling down, falling down London Bridge is falling down You may listen to the My fair lady co.uk/learning/schoolradio/ Build it up with wood and clay, Wood and clay, wood and clay, urserysongs/K-O/london_ Build it up with wood and clay, bridge My fair lady.

Wood and clay will wash away, Wash away, wash away, Wood and clay will wash away, My fair lady.

56 QUARTER 3 WEEK 23

London Bridge is falling down, NOTES Falling down, falling down, London Bridge is falling down, My fair lady.

Build it up with silver and gold, Silver and gold, silver and gold, Build it up with silver and gold, My fair lady

SHARING INFORMATION 2 BRIDGING Teacher divides the class into groups with 3 members. Each group forms a circle. Pupils show their comic strip to their group mates Allow pupils to express and talk about it. themselves in their Teacher says: I will divide your class into groups. Each group will have 3 members. You and your group mates will form a circle and talk about your comic strips. I will give you 5 minutes to talk. Later, I will call feel comfortable in some of you to show your work in class. sharing their ideas. Then, model how to say their READ ALOUD: The Tale oF lady Cabbage 3 responses in English.

PRE-READING ACTIVITIES

Unlocking of New Words Teacher shows real vegetables/picture of real vegetables mentioned in the story. Pupils touch or look at the vegetables. Teacher tells the class the English names of each vegetable. He or she posts the name of the vegetables on the board. Teacher says: I have here some vegetables. Do you know what these vegetables are? What are they called in Mother Tongue and Filipino? These vegetables also have names in English. Do you have any idea what each one is called?

Kangkong Yam

57 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES

Potatoes Peas

Broccoli Kale

Spinach Beans

Parsley

Soybeans

58 QUARTER 3 WEEK 23

NOTES COUNTING SYLLABLES 4

kangkong, yam, and potato. Pupils listen as the teacher reads the names of the vegetables. Teacher then asks pupils to count the number of syllables in the vegetables’ names. Teacher says: Today, we learned a lot of new words. Aside from learning new words, we are also going to count syllables in words. We already learned how to count syllables in Mother Tongue and Filipino. Remember the word “pagpapantig” in Filipino. It the same as counting syllables. Now, let’s try counting the syllables for words kangkong, yam, and potato. Are you ready? Kang + kong = Kangkong

Teacher says: How many syllables do we have in Kangkong? That’s right. We have 2 syllables in Kangkong. Yam

Teacher says: How many syllables are there in “yam”? That’s right! There is only one syllable in “yam”. Po + ta + to = Potato

Teacher says: How many syllables are there in the “potato”? That’s right. There are three syllables in“potato”

CONCLUDING THE SESSION 4

Teacher reminds pupils to review the words they learned, and thank them for their active participation in class.

59 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES DAY OBJECTIVE (1) EN1OL-IIIa-j-1.1 3 Infer the character’s feelings and traits

1 SING A SONG Aa Bb Cc Dd

Ee Ff Gg Hh Teacher introduces the song “Jack and Jill” in class. The lyrics of MATERIAL the song are written on the board/manila paper. Jack and Jill

Jack and Jill went up the hill To fetch a pail of water Jack fell down and broke his crown And Jill came tumbling after

(Repeat song twice)

2 SHARING INFORMATION

Teacher shows the pupils the vegetables/pictures of the vegetables discussed yesterday. Pupils choose the vegetable they eat or like BRIDGING among the ones on the table/posted on the board. They then tell their seatmates why they eat or like that vegetable. Allow pupils to express Teacher says: Which vegetable do you eat? Which one/s do you like? themselves in their Why do you like it/them? I like ______because ______ feel comfortable in sharing their ideas. READ ALOUD: The Tale oF lady Cabbage Then, model how to 3

say their responses in PRE-READING ACTIVITIES English. Activating Prior Knowledge Teacher shows the cover of the book. Pupils say the title of the book in Filipino Teacher says: Do you remember this book? We read this book in our Filipino class last quarter. We are going to read it again but this time in English. Do you still remember the title of this book? That’s right. It’s called “Ang Kuwento ni Binibining Repolyo” in Filipino. In English, it’s entitled “The Tale of Lady Cabbage.” The author of the book is Serene Wee and the illustrator is Conrad Raquel. Are you ready to listen to the story?

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DURING READING ACTIVITIES NOTES

Teacher reads the story in class. Pupils then listen and answer a few questions about the story. gestures, facial expressions, pictures, etc. Teacher writes the new words on the board. After Reading Page 2 Teacher comments: The word fable is a story about animals or things that teaches a lesson. An example of this is the story of “The Hare and the Tortoise” or “Si Kuneho at ang Pagong” in Filipino. The word boastful means “mayabang” in Filipino. On Page 3 Teacher comments: A Lady is a woman who behaves in a polite way or a woman in a high position. In Filipino, we call a Lady “Binibini”. Garbage, on the other hand, is something we think are not important. In Filipino, we see them as “mga walang sinabi” o “hindi importante” Teacher says: What did the cabbage call herself? On Page 4 Teacher says: What does the story tell us about Lady Cabbage? Is she quiet? That’s right. She is not quiet. She is loud. On Page 5 Teacher comments: Do you know President Aquino and Jose Rizal? You know them because they are famous. Teacher says: Let’s look at this picture. Do you think Lady Cabbage is famous? Do you think those who are carrying her are happy? On Page 6 Teacher comments: The expression “Nothing can compare with me” is similar with the expression “Sa akin walang makakaparis!” in Filipino. On Page 7 Teacher comments: Calcium is something we get from food that makes our bones strong. We can get it from milk and cheese. On Page 8 Teacher comments: Veggie is another way to call vegetables.

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NOTES On Page 9 Teacher says: What is Lady Cabbage queen of? On Page 10 Teacher comments: Tamed means to be put under control. In Filipino, it means “mapigilan.” Teacher says: What happened to Lady Cabbage’s head? On Page 11 Teacher comments: Shame is a feeling one feels when they know they did something wrong. It is similar to the word “kahihiyan” in Filipino. Teacher says: Who spotted Lady Cabbage? On Page 12 Teacher comments: The word basking means “nakabilad” in NOTE Filipino.

If there is still time, ask Teacher says: What did Farmer Tong do to Lady Cabbage? pupils to copy the new On Pages 13-14 words in their notebooks. Teacher comments: When you go to a store and bought something, the thing you bought was for sale. In Filipino, it means “ipinagbibili.” or “ibinebenta.” Teacher says: What happened to Lady Cabbage after Farmer Tong cuts her head?

4 CONCLUDING THE SESSION

Homework: Teacher asks pupils to cut a picture of a cabbage from old periodicals and paste it on their notebooks. Pupils will draw on the picture they pasted to make it look like Lady Cabbage.

Teacher thanks the pupils for their active participation in class.

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NOTES DAY OBJECTIVES (1) EN1OL-IIIa-j-1.1 4 – Infer the character’s feelings and traits EN1G-IIIb-1.4 – Recognize simple sentences – Identify action words in sentences

SING A SONG

1 Aa Bb Cc Dd

Ee Ff Gg Hh

Teacher sings the song “Jack and Jill” with the pupils while MATERIAL pointing at the lyrics. Jack and Jill

Jack and Jill went up the hill To fetch a pail of water Jack fell down and broke his crown And Jill came tumbling after

(Repeat song twice)

SHARING INFORMATION 2

Teacher asks pupils to show and talk about their picture of Lady BRIDGING Cabbage to their seatmates. Pupils have 5 minutes to talk. After 5 minutes, pupils post their picture on the board. Teacher calls 2-3 Allow pupils to express pupils to talk about their work in front of the class. themselves in their READ ALOUD: The Tale oF lady Cabbage 3 feel comfortable in sharing their ideas. Then, AFTER READING ACTIVITIES model how to say their Activating Prior Knowledge responses in English. Teacher uses pupil’s pictures and the book to discuss the story. Pupils answer the teacher’s questions. Teacher says: Your pictures of Lady Cabbage are really good. Can you remember who Lady Cabbage is? Who can tell me who she is? That’s right. Lady Cabbage is a character in our story. Do you like Lady Cabbage? Is she nice? What we can we say about her? Let’s look at some of the pictures in the book. Look at the vegetables.

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NOTES Do they look happy? No, they’re not happy. Do they like Lady Cabbage? No, they don’t like Lady Cabbage. Let’s look at Farmer Tong. Is he happy? Does he like Lady Cabbage? What did he do to her? Why does Farmer Tong like Lady Cabbage?

4 SIMPLE SENTENCES

Teacher posts a list of sentences about Lady Cabbage. Pupils then say if the statement is true or false. Teacher draws a happy face or sad face beside the sentences. Teacher says: Look at the list I posted on the board. Are they sentences or phrases? That’s right. They are sentences. How do you know they are end with periods. They also have a complete thought. These sentences are about the characters in the story we read yesterday. I will read each one. You have to tell me if the sentence is true or false. When we say true, it means “totoo” in Filipino. False means “hindi totoo” in Filipino. Are we clear on what we are going to do? Good! Let’s begin. Direction: Draw a happy face if the sentence is true and a sad face NOTE if the sentence is false. Post a sentence in your 1. Lady Cabbage’s head grew and grew. 2. Other vegetables like Lady Cabbage. 3. Lady Cabbage is nice. 4. Farmer Tong cuts off Lady Cabbage’s head. 5. Lady Cabbage is boastful.

Teacher posts sentences in Mother Tongue and Filipino on the board. Pupils identify the action words in the sentences. two sentences in the exercise. Teacher says: Do you still remember our lesson about action words in Mother Tongue and Filipino? Let’s have a short review today. I have sentences in Mother Tongue and Filipino on the board. Let’s identify the action words in the sentences.

5 CONCLUDING THE SESSION

Teacher asks the pupils what they think about today’s lesson, and thanks them for their active participation in class.

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NOTES DAY OBJECTIVE (1) EN1OL-IIId-1.5.4 5 Use appropriate expressions for asking permission

SING A SONG 1 Aa Bb Cc Dd

Ee Ff Gg Hh

Teacher sings the song “Jack and Jill” with the pupils while MATERIAL pointing at the lyrics.

Jack and Jill

Jack and Jill went up the hill To fetch a pail of water Jack fell down and broke his crown And Jill came tumbling after

(Repeat song twice)

SHARING INFORMATION 2

Teacher posts the pictures of places in their community. Pupils choose the place/s that they always visit/see and talk about it with BRIDGING their seatmates. Teacher gives pupils a few minutes to talk. Then, He or she calls 2-3 pupils to share in front of the class. Allow pupils to express themselves in their Teacher says: Remember these pictures. Can you remember what each place is called? Have you been to any of these places? Where do you usually go? I want you to tell your seatmates about the place in our community that you always visit or see. I will give you a few minutes to feel comfortable in discuss. Later, I will call some of you to share in front of the class. But before sharing their ideas. Then, you talk with your seatmate, let me tell you the place I always go to. model how to say their Example: I always go to the market. I go there to buy food. responses in English. POLITE EXPRESSIONS: ASKING PERMISSION 3

Teacher posts pictures on the board showing different situations. Pupils study the pictures and listen while the teacher reads the situation for each picture. Then, they say the polite expression in Mother Tongue or Filipino for each situation.

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NOTES Teacher explains that asking permission can also be done in English. Polite expressions for each picture are posted on the right side of the board. Teacher posts the polite expression under each picture. Teacher says: Today, we are going to talk about polite expressions. We are going to learn how to ask permission. We ask permission from other people before we do something. Look at the board. I have some pictures posted there. Each picture shows a situation when one needs to ask permission. Listen as I read some sentences about each picture. I want you to tell me the polite expression in Mother Tongue or Filipino that we use to ask permission. Are you ready? Situation 1: A boy wants to go outside the room, but he needs to ask Situation 2: A girl wants to wear her red dress, but she needs to ask Situation 3: Two children want to sit on the bench in the park but a man is already sitting there. They need to ask permission before they can sit. What should they say to the man?

NOTE Picture shows a boy talking to his teacher You may show pupils more examples using pictures to and pointing at the help them practice. comfort room

Picture shows a girl talking to her mother while showing her dress? mother a red dress

Picture shows two children asking a man if they can sit on the the bench? bench in the park

Teacher says: That is how we ask permission in Mother Tongue and Filipino. We can also ask permission using English. I posted sentences on the right side of the board. Listen as I read each one. You will notice that the sentences begin with “May I…” This is how we usually begin our sentence when we are asking permission. For example, I want to use your pencil. It is not my pencil. It is your pencil, so I need to ask your permission to use the pencil. I will say “May I borrow your pencil?”

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NOTES CONCLUDING THE SESSION 4

Teacher reminds the pupils to review their lessons at home. He or she then thanks the pupils for their active participation in class.

QUARTER 3 WEEK 24

WEEK 24

TEACHER’S GUIDE

GRADE 1 ENGLISH

THEME: PLACES IN MY COMMUNITY READ ALOUD STORY: The Tale oF lady Cabbage

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OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1 ENGLISH QUARTER 3, WEEK 24 (50 MINUTES PER DAY)

Theme: Places in My Community Read Aloud Book: The Tale of lady Cabbage

1 Teacher guides pupils as they act out Pupils act out situations when polite situations when polite expressions for asking expressions for asking permission are used permission are used Teacher gives homework their parents to do something they want this weekend LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

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OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1 ENGLISH QUARTER 3, WEEK 24 (50 MINUTES PER DAY)

Theme: Places in My Community Read Aloud Book: The Tale of lady Cabbage

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities LC EN1OL-IIa-j-1.1 The Tale of lady Cabbage Identify cause and/or effect Daily) Daily) of events The Tale of lady Cabbage The Tale of lady Cabbage a. Pre-Reading Activities Activating Prior Knowledge 2 Activating Prior Knowledge – Pupils identify the cause and effect between events depicted in pictures – Teacher asks pupils to identify the cause and effect between events depicted in pictures Teacher thanks the pupils for participating in class LC EN1OL-IIa-j-1.1 The Tale of lady Cabbage identify cause and/or effect Daily) Daily) of events The Tale of lady Cabbage The Tale of lady Cabbage a. Pre-Reading Activities a. Pre-Reading Activities Activating Prior Knowledge Activating Prior Knowledge – Teacher asks pupils some questions to – Pupils answer teacher’s questions stimulate interest in the story 3 b. During Reading Activities b. During Reading Activities questions about it about it c. After Reading Activities c. After Reading Activities in the story effect of events in the story Teacher gives homework show “cause and effect” in their notebook LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities G EN1G-IIIc-1.3; Telling and Asking Sentences EN1G-IIId-1.3; EN1G-IIIe-1.3 Daily) Daily) Recognize telling and asking sentences Identify the action word in telling 4 and asking sentences Teacher asks pupils to distinguish between Pupils distinguish between telling sentences telling sentences and asking sentences and asking sentences Teacher reminds pupils to review their lesson at home and thanks them for their participation in class V EN1V-IIIa-e-5 Places in the Community Use words that are related to self, family, school, community, and Daily) Daily) concepts, shapes, and numbers PA EN1PA-IIIa-b-3.1 Give the number of syllables of given words 5 Teacher asks pupils to count the number of Pupils count the number of syllables in given syllables in given words words 5. Concluding the Session 5. Concluding the Session Teacher thanks the pupils for their participation in class

LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

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LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

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NOTES DAY OBJECTIVE (1) EN1OL-IIId-1.5.4 1 Use appropriate expressions for asking permission

1 SING A SONG Aa Bb Cc Dd

Ee Ff Gg Hh Teacher introduces the song “Down at the Station” in class. The MATERIAL lyrics of the song are written on the board/manila paper. Pupils sing along while they pass around 3 balls. The pupils who hold the “Down at the Station” balls when the song ends will be called to share information later.

Down at the Station NOTE

Down at the station song at http://www.youtube. Early in the morning See the little puffer trains All in a row Here comes the driver To start up the engine Puff! Puff! Peep! Peep! Off we go!

(Repeat song twice)

Aa Bb Cc Dd

Ee Ff Gg Hh SHARING INFORMATION MATERIALS 2 Teacher asks pupils to think about the place they want to visit and Sample statement posted the reason why they want to visit it. Teacher gives pupils time to on the board front of the class.

Teacher says: Today, I want you to think about the place you really want BRIDGING to visit here in our town or province. I have here a map of our province posted on the board. You may come in front and look at the map. You may check Allow pupils to express the name of the place you want to visit there. If you have a question about themselves in their the places on the map, you may ask me. After a few minutes, I will call our sharers of the day to talk about the place they want to visit. Those who will not be called to share may ask the sharers questions. Before you start with your sharing, listen as I read the sentence on the board. You may use this sentence feel comfortable in as a guide when you share. sharing their ideas. Then, Example: I want to visit Boracay because I love to swim. model how to say their responses in English.

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NOTES GROUP ACTIVITY: ROLE PLAY 3

Teacher asks pupils to recall the expression used to ask for permission. Pupils share what they know about it. Teacher asks questions to facilitate discussion. Teacher says: Can you still remember the expression we say when we need to ask for permission? Who can tell me what it is? That’s right. We say “May I…” when we ask permission. If there are 2 or more of you asking, you say “May we…” Teacher divides the class into 8 groups. He or she then assigns a situation in which pupils need to use the polite expression for asking permission to each group. Pupils act out the situation and say the appropriate expression. Teacher gives pupils 5-8 minutes to prepare. Teacher says: I will divide your class into 8 groups. Each group will have to act out a given situation. I will give you enough time to practice before you present your work in class. I will also go around the room to help you prepare. Now, listen to your group assignment. Group 1 Situation: You and your friends want to borrow your neighbor’s can so you can play “tumbang preso.” What will you say to your neighbor so he will let you borrow his can? Group 2 Situation: A tree is bearing fruit outside your classroom. You and your classmates want to see it. What will you say to your teacher so he or she will let you go outside? Group 4 Situation: You and your friends want to eat the boiled bananas on the table. What will you tell your grandmother so she will let you eat boiled bananas? Group 5 Situation: You and your classmates want to play basketball in the playground. What will you tell the school principal so he or she will let you play? Group 6 Situation: You and your brothers/sisters want to play in the rain. What will you tell your father so he will let you play in the rain? Group 7 Situation: You and your friends want to borrow your sister’s blanket. What will you tell your sister so that she will allow you borrow her blanket?

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NOTES Group 8 Situation: You and your classmates need to use the computer. What will you tell your teacher so he or she will let you use the computer?

4 GROUP ACTIVITY: ROLE PLAY

Homework: Teacher asks pupils to think of something they want to do this weekend. Pupils ask permission from their parents to allow them to do what they asked. They then write the expression they used to ask for permission in their notebooks. Teacher says: At home, I want you to think of something you want to do this weekend. Then, I want you to ask permission from your parents so they will let you do it. Make sure that you ask permission in English. After asking permission, ask them to help you write the polite expression you said in your notebook.

DAY OBJECTIVE (1) EN1OL-IIIa-j-1.1 2 Identify cause and/or effect of events

1 SING A SONG Aa Bb Cc Dd

Down at the Station NOTE

Down at the station song at http://www.youtube. Early in the morning See the little puffer trains All in a row Here comes the driver To start up the engine Puff! Puff! Peep! Peep! Off we go!

(Repeat song twice)

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NOTES SHARING INFORMATION 2 Aa Bb Cc Dd Ee Ff Gg Hh

Teacher asks pupils to share with their seatmates their homework. MATERIAL He or she then calls the pupils assigned to share to come in front and talk about their homework. “Down at the Station” Teacher says: Class, bring out your homework. I will give you a few minutes to talk to your seatmate about your homework. Tell them what you wanted to do this weekend and the polite expression you said when you asked permission from your parents. I have some sentences here on the board to BRIDGING help you in your sharing. Allow pupils to express I want to ______(e.g. play, watch television, etc.) this weekend. themselves in their May I ______this weekend? Teacher says: After you talk to your seatmate, I will call our comfortable in sharing sharers of the day to talk about their homework. Don’t forget to tell your their ideas. Then, seatmates and classmates if your parents let you do what you want this weekend. model how to say their responses in English. REREADING OF READ ALOUD STORY: The Tale oF lady Cabbage 3

PRE-READING ACTIVITIES

Aa Bb Cc Dd

Activating Prior Knowledge Ee Ff Gg Hh Teacher posts three related pictures on the board. Pupils identify MATERIALS the connection between the pictures. Teacher explains the concept of “cause and effect” to the pupils. Sample statement posted Teacher says: I have three pictures on the board. These pictures are on the board connected. They tell us something. Let’s look at the pictures closely and

BRIDGING

Picture shows a man Picture shows a man Allow pupils to express leaving the house without walking hurriedly in the themselves in their his umbrella (umbrella is rain (picture’s background obviously left on the chair is a town hall) in the living room) feel comfortable in Picture shows a man sharing their ideas. Then, lying in bed looking model how to say their sick or feverish responses in English.

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NOTES Teacher says: man leaving the house. What other things do you see in the picture? That’s correct. There is an umbrella on the chair. What do you think BRIDGING happened in the picture? That’s right. The man left his umbrella.

Allow pupils to express Let’s look at the second picture. What do you see? That’s right. It’s raining in themselves in their the picture. What else do you see? Yes, we see a man. What is happening to him? That’s correct. He is walking really fast because it is raining. Finally, let’s look at the last picture. What do you see? That’s right. We see the man on the bed. What does he look like? That’s correct! He looks feel comfortable in sick. Why did the man get sick? sharing their ideas. Then, After looking at the pictures, can we say that the pictures are connected? model how to say their That’s right. They are connected. responses in English. 4 CONCLUDING THE SESSION

Teacher thanks the class for their active participation in class.

DAY OBJECTIVE (1) EN1OL-IIIa-j-1.1 3 Identify cause and/or effect of events

SING A SONG

Aa Bb Cc Dd 1

Ee Ff Gg Hh Teacher introduces the song “Old MacDonald Had a Farm” MATERIAL in class. The lyrics of the song are written on the board/manila paper. Pupils sing and dance while they pass around three balls. Those pupils holding the balls at the end of the song will be the sharers for the day.

NOTE Old Macdonald Had a Farm

You may listen to the song Old MacDonald had a farm at http://www.youtube.com/ E-I-E-I-O And on his farm he had a cow E-I-E-I-O With a moo moo here And a moo moo there Here a moo, there a moo

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NOTES Everywhere a moo moo Old MacDonald had a farm E-I-E-I-O

Old MacDonald had a farm E-I-E-I-O And on his farm he had a pig E-I-E-I-O With an oink oink here And an oink oink there Here an oink, there an oink Everywhere an oink oink Old MacDonald had a farm E-I-E-I-O

Old MacDonald had a farm E-I-E-I-O And on his farm he had a duck E-I-E-I-O With a quack quack here And a quack quack there Here a quack, there a quack Everywhere a quack quack Old MacDonald had a farm E-I-E-I-O

Pupils form three groups. Each group represents a farm animal in the song. All pupils sing the song, but only sound the animal assigned to them.

SHARING INFORMATION 2

Teacher asks pupils to think about the place they want to visit and the reason why they want to visit it. Teacher gives pupils time to BRIDGING Allow pupils to express thoughts in front of the class. themselves in their Teacher says: Today, I want you to think about the place you really want to visit here in our town or province. I have here a map of our province posted on the board. You may come in front and look at the map. You may check the name of the place you want to visit. If you have a question feel comfortable in about the places on the map, you may ask me. After a few minutes, I will sharing their ideas. Then, call our sharers of the day to talk about the place they want to visit. Those who will not be called to share may ask the sharers questions. Before you start model how to say their with your sharing, listen as I read the sentence on the board. You may use this responses in English. sentence as a guide when you share. Example: I want to visit Boracay because I love to swim.

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NOTES REREADING OF READ ALOUD STORY: 3 The Tale oF lady Cabbage PRE-READING ACTIVITIES

Activating Prior Knowledge Teacher tells the class that they are going to reread The Tale of Lady Cabbage. Teacher tells the class to listen and remember the events in the story. Teacher says: Do you still remember our activity yesterday? Good. Today we are going to do something similar to what we did yesterday. We are going That’s why I want you to listen carefully while I read the story. Can you do that? Great!

DURING READING ACTIVITIES

Teacher reads the story. He or she highlights the events of the story that show cause and effect. Pupils listen and answer the teacher’s questions about the story. On Page 4-5 Teacher says: Who is proud and loud? That’s right. It’s Lady Cabbage. Who said that she is famous and the best? That’s correct. It’s Lady Cabbage. On Page 7 Teacher says: Who said that she is the Queen of Calcium? That’s right. It’s Lady Cabbage. On Page 9 Teacher says: Who said that she is the one and only Queen of Greens? That’s right. It’s Lady Cabbage. On Page 10 Teacher says: What happened to Lady Cabbage? That’s correct. Her head grew and grew.

On Page 12 Teacher says: What did Farmer Tong do with Lady Cabbage’s head? That’s right. He cut off her head. On Pages 13-14 Teacher says: Where did Farmer Tong bring Lady Cabbage? That’s correct. He brought her to a store.

AFTER READING ACTIVITIES

Teacher posts pictures of events in the story. Pupils arrange the pictures according to the events of the story. Teacher guides pupils as they identify the “cause and effect” of the events.

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Teacher says: NOTES They are not arranged properly. Let’s arrange them according to the events in the story. Let’s put numbers 1-5 under each picture to tell us which

This shows the picture on This shows the picture on

This shows picture on This shows picture on

This shows picture on

Teacher says: Good job, everyone! Now, let’s look at each picture. She is being proud and loud. What do we see in the second picture? That’s right we see Lady Cabbage’s head grow. Why did Lady Cabbage’s head grow? If Lady Cabbage was not boastful, do you think her head will grow? No, her head will not grow and grow. Now, let’s look at the third picture. What do you see? That’s right. We see Farmer Tong looking at Lady Cabbage.

What do you see in the fourth picture? That’s right. We see Lady Cabbage on Farmer Tong’s wheel barrow. Again, what did Farmer Tong do to Lady Cabbage? That’s right. He cuts off her head. Why did cut her head off? He cuts her head off because it is big. Now, let’s look at the last picture. What do you see? That’s right. We see Lady Cabbage in a store. Why did Farmer Tong leave Lady Cabbage in the store? That’s right. He left her there because she is now for sale. As you can see in our activity yesterday and today, each event results to another event. That is what we call cause and effect. Cause and effect also happens in real life that is why we need to be careful with our actions because we never know what will happen next.

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NOTES 4 CONCLUDING THE SESSION

Homework: Teacher posts a picture on the board. Then, he or she asks pupils to draw a picture showing a possible effect of the Teacher says: I have a picture on the board. Copy it on your notebook. Later at home, I want you to draw a picture showing a possible effect of the situation shown in the picture you copied.

DAY OBJECTIVE (1) EN1G-IIIc-1.3; EN1G-IIId-1.3; EN1G-IIIe-1.3 Recognize telling and asking questions. 4 Identify action words in telling and asking sentences

1 SING A SONG Aa Bb Cc Dd

Ee Ff Gg Hh Teacher sings the song “Old MacDonald Had a Farm” in class. MATERIAL The lyrics of the song are written on the board/manila paper. Pupils sing and dance while they pass around three balls. Those pupils holding the balls at the end of the song will be the sharers for the day.

NOTE Old Macdonald Had a Farm

You may listen to the song Old MacDonald had a farm at http://www.youtube.com/ E-I-E-I-O And on his farm he had a cow E-I-E-I-O With a moo moo here And a moo moo there Here a moo, there a moo

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NOTES Everywhere a moo moo Old MacDonald had a farm E-I-E-I-O

SHARING INFORMATION 2

Teacher asks pupils to bring out their drawing. Pupils show their drawings and talk about it to their seatmates. Afterwards, sharers BRIDGING for the day show their work in front of the class. Allow pupils to express Teacher says: Bring out your homework. I want you to show your themselves in their drawing to your seatmate. Tell him or her what it is. Tell them how your pictures are connected. Later, I will call our sharers to show their work in front of the class. feel comfortable in sharing their ideas. TELLING AND ASKING SENTENCES 3 Then, model how to say their responses in Teacher shows the class two lists of sentences. One is a list of telling sentences, and the other is a list of asking sentences. English. Teacher asks pupils to identify which are telling sentences and which are asking sentences.

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NOTES Teacher says: Class, I have two lists on the board. Using your Mr. Pointman, I want you to tell me which ones are telling sentences.

BRIDGING List 1 List 2 I go to school every day. Where do you go every day? The skill of identifying action words in sentences I like mangoes. What do you like? has been taught in Teacher says: Good. Those under List 1 are sentences. They are called telling sentences. Telling sentences tell us information. They tell us something letter and end with a period. Listen carefully as I read the examples on the discussed in the previous board. week. Practice pupils’ But did you know that those under List 2 are also sentences? We call them skill of identifying action asking sentences or questions. We say them when we want to know something. words in given sentences. They start with a capital letter and end with a question mark. Do you know Ask them to identify how to write a question mark? I’ll show you how. I’ll write one on the board. Then, I want you to draw one in the air. Can you do that? Great! Now, listen the action words in the as I read the asking sentences on the board. Teacher shows pupils a new list of sentences. Pupils say if the sentences in the list are telling sentences or asking sentences. Teacher says: Now that we know the difference between telling and asking sentences. Let’s have a short exercise. I will show you a new list of sentences. I will read each sentence. You have to tell me if the sentences are telling or asking sentences. NOTE Directions: Sound the letter “t” if the sentence is a telling If there is still time, ask sentence. Sound the letter “a” if the sentence is an asking sentence. pupils to identify the action 1. Lady Cabbage basked in her bed. 2. Do you like cabbage? 3. Farmer Tong cuts off her head. 4. Is she proud and loud? 5. Is Farmer Tong happy? 4 CONCLUDING THE SESSION

Teacher reminds the pupils to review the lesson at home, and thanks them for their active participation in class.

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NOTES DAY OBJECTIVES (1) EN1V-IIIa-e-5 Use words that are related to self, family, school, community, and concepts, 5 shapes, and numbers (2) EN1PA-IIIa-b-3.1 Give the number of syllables of given words SING A SONG 1 Aa Bb Cc Dd Teacher introduces the song “Old MacDonald Had a Farm” Ee Ff Gg Hh in class. The lyrics of the song are written on the board/manila MATERIAL paper. Pupils sing and dance while they pass around three balls. Those pupils holding the balls at the end of the song will be the sharers for the day. Old Macdonald Had a Farm NOTE Old MacDonald had a farm E-I-E-I-O You may listen to the song And on his farm he had a cow at http://www.youtube.com/ E-I-E-I-O With a moo moo here And a moo moo there Here a moo, there a moo Everywhere a moo moo Old MacDonald had a farm E-I-E-I-O

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NOTES 2 SHARING INFORMATION

Teacher asks pupils to think about the place they want to visit and the reason why they want to visit it. Teacher gives pupils time to front of the class. Teacher says: Today, I want you to think about the place you really want to visit here in our town or province. I have here a map of our province posted on the board. You may come in front and look at the map. You may check the name of the place you want to visit there. If you have a question about the places on the map, you may ask me. After a few minutes, I will call our sharers of the day to talk about the place they want to visit. Those who will not be called to share may ask the sharers questions. Before you start with your sharing, listen as I read the sentence on the board. You may use this sentence as a guide when you share. Example: I want to visit Boracay because I love to swim.

3 UNLOCKING OF NEW WORDS Aa Bb Cc Dd

Ee Ff Gg Hh

MATERIAL Teacher shows pupils pictures of places in the community. The labels for each picture are posted on the right side of the Pictures and labels board. Pupils identify the places and say a simple description of the place. NOTE Teacher says: Last week, we learned many new words. Today, we are Explain to the pupils that going to learn new ones. Let’s look at the board. I have posted some pictures. some of the places in the On the right side of the board, I have also posted the names of the places. picture are not found in Let’s match the pictures with their names. Are you ready? your town or village, but may be seen in other town/ cities/provinces. Picture shows a Picture shows a mall museum

Picture shows a Picture town hall hospital

hospital mall

museum town hall

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Teacher says: What do you see in the pictures? That’s right. NOTES The pictures show places in the community. How do we call these places? What do people usually do when they go there?

COUNTING SYLLABLES 4

Teacher asks pupils to count the number of syllables in the words below. Teacher says: It’s time to count syllables again. I choose two words from the new words we studied today. I want you to tell me how many syllables there are in the words. How many syllables are there in the word “hospital”? hos +pi+ tal = hospital 3 syllables mu + se + um = museum 3 syllables

CONCLUDING THE SESSION 5

Teacher thanks the pupils for their active participation.

QUARTER 3 WEEK 25

WEEK 25

TEACHER’S GUIDE

GRADE 1 ENGLISH

THEME: LOCAL ARTS AND CRAFTS READ ALOUD STORY: ang kamaTiS ni peleS (peleS’ TomaToeS)

91 TEACHER’S GUIDE GRADE 1 ENGLISH

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1 ENGLISH QUARTER 3, WEEK 25(50 MINUTES PER DAY)

Theme: Places in My Community Read Aloud Book: ang kamatis ni peles (peles’ Tomatoes)

Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL EN1Ol-IIIa-j-1.2.9 Songs/Poems Routine Routine Participate in some sharing activities Pupil’s ideas and personal – News sharing experiences Teacher asks pupils to sing a song/recite a Pupils sing a song/recite a poem introduced – Show and tell poem by the teacher – “I Spy” games Daily – Recite rhymes, poems V EN1V-IIIa-e-5 Teacher asks pupils to share some Pupils share some information about Use words that are related to self, information about themselves or their work/ themselves or their work/output family, school, community, and output concepts such as the names for colors, shapes, and numbers LC EN1OL-IIIa-e-5 ang kamatis ni peles (peles’ Tomatoes) Identify the speaker in the story or Daily) Daily) poem ang kamatis ni peles ang kamatis ni peles (peles’ Tomatoes) (peles’ Tomatoes) a. Pre-Reading Activities a. Pre-Reading Activities 1 – Teacher asks pupils to stimulate their – Pupils answer the teacher’s questions interests b. During Reading Activities b. During Reading Activities Pupils listen as the teacher reads the story Teacher gives homework notebooks LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

92 QUARTER 3 WEEK 25

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1 ENGLISH QUARTER 3, WEEK 25(50 MINUTES PER DAY)

Theme: Places in My Community Read Aloud Book: ang kamatis ni peles (peles’ Tomatoes)

93 TEACHER’S GUIDE GRADE 1 ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities LC EN1OL-IIIa-e-5 ang kamatis ni peles (peles’ Tomatoes) Identify the speaker in the story or Daily) Daily) poem ang kamatis ni peles ang kamatis ni peles (peles’ Tomatoes) (peles’ Tomatoes) a. Pre-Reading Activities a. Pre-Reading Activities Activating Prior Knowledge Activating Prior Knowledge 2 – – of the story b. During Reading Activities b. During Reading Activities Pupils listen as the teacher reads the second Teacher reads the second part of the story part of the story Teacher gives homework radio or watch it on the television LC EN1OL-IIIa-e-5 ang kamatis ni peles (peles’ Tomatoes) Identify the speaker in the story or Daily) Daily) poem ang kamatis ni peles ang kamatis ni peles (peles’ Tomatoes) (peles’ Tomatoes) a. Pre-Reading Activities a. Pre-Reading Activities Activating Prior Knowledge Activating Prior Knowledge – – 3 of the story of the story b. During Reading Activities b. During Reading Activities Teacher reads the third part of the story and Teacher reads the second part of the story c. After Reading Activities c. After Reading Activities Teacher asks pupils questions about the story Pupils answer questions about the story Teacher thanks pupils for participating in class LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

94 QUARTER 3 WEEK 25

95 TEACHER’S GUIDE GRADE 1 ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities LC EN1OL-IIIa-e-5 Polite Expressions for Offering Help Identify the speaker in the story or Daily) Daily) poem Teacher introduces the polite expressions for Pupils use the polite expressions for offering 4 offering help help Teacher gives homework their neighborhood/village/town. Pupils then notebooks. OL EN1OL-IIIe-1.5.5 Telling and Asking Sentences Use appropriate expressions for Counting Syllables offering help Daily) Daily) G EN1G-IIIc-1.3; EN1G-IIId-1.3; EN1G-IIIe-1.3 Recognize telling and asking Teacher asks pupils to identify telling and Pupils identify telling and asking sentences sentences asking sentences I 5 dentify the action words in telling and asking sentences Pupils count the syllables in given words Teacher asks pupils to count the syllables in PA EN1PA-IIIb-3.1 5. Concluding the Session Give the number of syllables in given words given words 5. Concluding the Session Teacher asks pupils to review the lesson at home and thanks them for participating in class

LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

96 QUARTER 3 WEEK 25

LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

97 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES DAY OBJECTIVE (1) EN1OL-IIIa-e-5 1 Identify the speaker in the story or poem

1 SING A SONG Aa Bb Cc Dd

Ee Ff Gg Hh Teacher introduces the “Shape Song” in class. The lyrics of the MATERIAL song are written on the board/manila paper. Pupils sing the song in pairs or as a class. Teacher introduces the concept of shapes using the song. NOTE Shape Song Visit this site for more songs (to the tune of: “The Farmer in and rhymes about shapes the Dell”) http://www.canteach.ca/ elementary/songspoems82.html A circle’s like a ball, A circle’s like a ball, Round and round It never stops. A circle’s like a ball!

It has four sides, They are the same.

Down, and back.

Two are long, and Two are short.

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NOTES SHARING INFORMATION

2 Aa Bb Cc Dd

Ee Ff Gg Hh

Teacher divides the class into small groups. Each group forms MATERIAL a small circle. Teacher asks pupils to show and tell about their Real microphones or ones favorite objects in their bags or in the classroom. Pupils describe made of paper mache the color and shape of their favorite objects. Teacher says: Today, we are going to “Show and Tell.” I will divide your class into groups. All of you will get your favorite thing inside your bag or in the classroom. You will describe your favorite thing to your group mates. Tell them about its color and shape. You will also use our special microphone when you “Show and Tell”. When you are done sharing, pass the microphone to the next member of your group. Listen as I read the example on the board. You may follow the example when you share. My favorite thing is my notebook. The shape of my notebook is rectangle. The color of my notebook is violet.

READ ALOUD: ang kamaTiS ni peleS (peleS’ TomaToeS) 3

PRE-READING ACTIVITIES

Activating Prior Knowledge Teacher shows a real tomato/picture of a tomato in class. Pupils examine the tomato/picture of tomato. Teacher asks pupils questions about the tomato. Teacher says: Class, look what I have here. What is this? That’s right. This is a tomato. Who among you likes tomatoes? In what food do we see tomatoes? (Possible answers: sinigang/soup, food with tomato sauce, or matched with salted egg) Do you know where tomatoes come from? That’s right. We plant them. Do you remember the story we read about tomatoes last quarter in Filipino? What is the title of the story? That’s right. The title of the story is Ang Kamatis ni Peles. Today, we are going to hear NOTE that story in English. Show pupils what strength DURING READING ACTIVITIES and brawn mean through Teacher reads pages 2-7 of the story in class. Pupils then listen and action/movement. answer a few questions about the story. gestures, facial expressions, pictures, etc. Teacher writes the new words on the board.

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NOTES On Pages 2-3 Teacher comments: The word wandering means a slow, pointless movement. The word exert means to use strength. Teacher says: Who is tired of walking and wandering? That’s right. Peles is tired of walking and wandering. On Pages 4-5 Teacher comments: You are impressed when you think a person is doing something great. For example: If you are always doing your homework, then I will be impressed. You praise someone when you are impressed. You say or write good things about them. You are healthy when you are not sick. You are not coughing. You don’t have a cold. You don’t have a fever. Teacher says: Who was impressed with the healthy plants? Who did Peles praise? On Pages 6-7 Teacher comments: The word industry means the habit of working hard. In Filipino, it means “kasipagan.” When you have patience, it means that you don’t easily get angry when you are waiting for something or when someone is annoying. In Filipino, it is “pasensiya.” When you grow and take care of plants, you are gardening. Turn a new leaf means to start again. In Filipino, it means “magbagong-buhay.” Teacher says: Who was impressed with the healthy plants? Who did Peles praise?

4 CONCLUDING THE SESSION

Homework: Teacher asks pupils to draw a square object, a round object, and a rectangular object in their notebooks. Teacher says: Later at home, I want you to draw a square object, a round object and a rectangle object object in your notebook. You may use crayons to make your work colorful. You will pass your homework tomorrow.

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NOTES DAY OBJECTIVE (1) EN1OL-IIIa-e-5 2 Identify the speaker in the story or poem

SHARING INFORMATION 1 Aa Bb Cc Dd

Ee Ff Gg Hh

Teacher sings the “Shape Song” with the pupils. The lyrics of the MATERIAL song are written on the board/manila paper.

NOTE Shape Song (to the tune of: “The Farmer in Visit this site for more songs the Dell”) and rhymes about shapes http://www.canteach.ca/ A circle’s like a ball, elementary/songspoems82.html A circle’s like a ball, Round and round It never stops. A circle’s like a ball!

It has four sides, They are the same.

Down, and back.

Two are long, and Two are short.

101 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES 2 SHARING INFORMATION Aa Bb Cc Dd

Ee Ff Gg Hh

MATERIALS “I Spy” Teacher puts objects of different shape in the classroom. He or Baskets she then divides the class into groups with 4 members. Each group Round/Square/Rectangular needs to collect objects and put them in their baskets. Teacher tells the pupils the object they need to collect.

NOTE Teacher says: We are going to play a game. It’s called “I Spy.” I will divide the class into groups. Each group will have 4 members. I will give each The mechanics of the game group a basket where you will put the things I will ask you to look for. To were changed. If you wish, play the game, you have to listen to what I will say. You have to look around you may follow the original the classroom and get the thing I spied and put it in your basket. The group mechanics of the game. that gets the most number of things in their basket wins the game. For example: When I say, I spy with my two little eyes something round/ circle. You may put a ball in your basket. Are you ready to play? Teacher checks the basket of each group. Pupils say the name of the things their group put in their basket. Teacher says the name of the things that the pupils don’t know.

READ ALOUD: ang kamaTiS ni peleS 3 (peleS’ TomaToeS)

PRE-READING ACTIVITIES

Activating Prior Knowledge Teacher asks pupils to recall the events of the story they heard yesterday. Teacher says: Today, we are going to read the second part of Peles’ story. the story? Who would like to share what they remember?

DURING READING ACTIVITIES

Teacher reads pages 8-15 of the story in class. Pupils then listen and answer a few questions about the story. gestures, facial expressions, pictures, etc. Teacher writes the new words on the board.

On Pages 2-3 Teacher comments: Laze around means to do nothing but relax to pass time. In Filipino, it means “pagpapalipas ng oras ng walang ginagawa.”

102 QUARTER 3 WEEK 25

Busied means you are doing something. It is the opposite of laze around. NOTES Teacher says: Today, we are going to read the second part of Peles’ NOTE part of the story? Who would like to share what they remember? Use pictures in the story On Pages 10-11 to explain these words. Teacher says: Could Peles sleep that night? No, he could not sleep. If a vegetable patch can What was he counting? That’s right. He was counting growing tomatoes. be seen through the On Pages 12-13 point at it and ask pupils to look at it during recess or Teacher comments: The word patch means a small space of land after class. where one plants. Sprout means to produce new leaves or buds. In Filipino, it means “tumubo.” Teacher says: What did Peles visit? That’s right. He visited his patch. Did his seeds sprout? No, his seeds did not sprout. On Pages 14-15 Teacher comments: You when you tell someone a secret or something private. In Filipino, we say “nagkuwento,” “nagsabi” or “nagsumbong.” NOTE

Do you still remember the meaning of the word patient? Well, impatient Use movement to explain is the opposite of patient. This means that one easily get angry or annoyed. In the phrase close to tears. Filipino, it means “maiksi ang pasensiya.” When someone is close to tears, he or she is about to cry. Teacher says: Was Peles close to tears? Yes, he was. Was he happy or

CONCLUDING THE SESSION 4

Homework: Teacher asks pupils to listen to the news on the radio or watch news on the television. Pupils will share their news the next day.

103 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES DAY OBJECTIVE (1) EN1OL-IIIa-e-5 3 Identify the speaker in the story or poem

1 SING A SONG Aa Bb Cc Dd

NOTE Shape Song Visit this site for more songs (to the tune of: “The Farmer in and rhymes about shapes the Dell”) http://www.canteach.ca/ elementary/songspoems82.html A circle’s like a ball, A circle’s like a ball, Round and round It never stops. A circle’s like a ball!

It has four sides, They are the same.

Down, and back.

Two are long, and Two are short.

104 QUARTER 3 WEEK 25

NOTES SHARING INFORMATION 2 BRIDGING Teacher asks pupils to share the news they heard last night to their seatmates. After a few minutes, teacher calls 3-5 pupils to share Allow pupils to express their news in front of the class. themselves in their Teacher says: Did you listen to the news last night? Very good! Now, I want you to share the news you heard to your seatmate. Later, I will call some of you to share your stories in front of the class. comfortable in sharing their ideas. Then, model READ ALOUD: ang kamaTiS ni peleS how to say their (peleS’ TomaToeS) 3 responses in English.

PRE-READING ACTIVITIES

Activating Prior Knowledge Teacher asks pupils to recall the events of the story they heard yesterday. Teacher says: Today, we are going to read the third part of Peles’ story. of the story? Who would like to share what they remember?

DURING READING ACTIVITIES NOTE Teacher reads pages 16-27 of the story in class. Pupils then listen and answer a few questions about the story. Show pupils what strength and brawn mean through action/movement. gestures, facial expressions, pictures, etc. Teacher writes the new words on the board. On Pages 16-17 Teacher comments: You are afraid when you are nervous that something bad will happen.

You pour water onto something when you are watering something. On Pages 18-19 Teacher comments: Fertilizers are something added to the plants to help them grow. In Filipino, we call it “pataba or abono.” The word energized means to have more energy. You are healthy when you are not sick. You are not coughing. You don’t have a cold. You don’t have a fever. Teacher says: Who did Peles invite to sing to the tomato seeds on Wednesday? That’s right. He invited his frog friends to sing to the tomato seeds.

105 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES On Pages 20-21 Teacher comments: When you are lonely, you are sad. Teacher says: Did Peles read stories and poems to the tomatoes? That’s right. He did. He read stories/poems all day. On Pages 22-23 Teacher comments: Makeshift means temporary. In Filipino, it means “pansamantalang gamit.” You are weeding when you are pulling out weeds around your plant. Weeds, in Filipino, are called damo. They are bad for plants. On Pages 24-25 Teacher comments: Rejoiced means to feel or show that you are happy. In Filipino, it means “nagsaya.” Teacher says: Did Peles tomatoes sprout? Was Peles happy when he saw his tomatoes sprout? On Pages 24-25 Teacher comments: Bore means give. In Filipino, it means “namunga.” The word ripening means to grow. In Filipino, it means “lumalaki.” Teacher says: Did Peles’ tomatoes grow and bear fruit? Who praised Peles? Is Peles sick? What makes you think he is sick?

AFTER READING ACTIVITIES

some lines of the characters in the story. Pupils then identify who is the speaker of the given line.. Teacher says: I have pictures of Peles, Hugo and a question mark. Listen as I read some lines from the story. I want you to tell me who said them. If you think it is Peles, raise your arms. If you think it is Hugo, stomp your feet. If it not Peles or Hugo, shake your head.

Picture of Peles Picture of Picture of Hugo question mark

Lines “Your plants are so healthy,”… “What is your secret?” “I have no secrets…except for industry, patience and a little hard work.”

106 QUARTER 3 WEEK 25

That night, Peles could not sleep as he counted growing tomatoes. NOTES Teacher says: A narrator said the last line. A narrator is someone who tells the events of a story, but he or she is not a character in the story.

CONCLUDING THE SESSION 4

Teacher thanks pupils for their active participation in class.

DAY OBJECTIVE (1) EN1OL-IIIe—1.5.5 4 Use appropriate expressions for offering help

SING A SONG

1 Aa Bb Cc Dd

Ee Ff Gg Hh

Teacher introduces the song “Baa Baa Black Sheep” in class. MATERIAL The lyrics of the song are written on the board/manila paper. Pupils sing along with the teacher. “Baa Baa Black Sheep”

Baa Baa Black Sheep NOTE

Baa, baa, black sheep, You may watch the Have you any wool? video of the song at Yes sir, yes sir, http://www.youtube.com/ Three bags full. watch?v=rZm9imuAp6o

One for the master, One for the dame, And one for the little boy Who lives down the lane

Baa, baa, black sheep, Have you any wool? Yes sir, yes sir, Three bags full.

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NOTES 2 SHARING INFORMATION

Teacher shows pictures in class. The pictures show the “Kundiman,” and the “Tinikling Dance.” Teacher explains what the pictures are to the pupils. Pupils think of the art form seen in their village, town, or province. Teacher says: shows a “Kundiman.” It is a Filipino love song popular in the old days. The second picture shows the “Tinikling.” It is a popular folk dance. These are what we call art. We also have art here in our province. Do you know what that is? I want you and your seatmate to think about a dance or song that we have here in our village, town, or province. Later, I will call some of you to share about what you discussed in front of the class.

Picture shows a Picture shows Kundiman a Tinikling

3 POLITE EXPRESSIONS FOR OFFERING HELP

Teacher shows a picture in class. Pupils observe the picture BRIDGING and enumerate the things they see there. Teacher directs pupils’ attention to the characters in the picture and asks pupils what they Allow pupils to express will do if they are in the situation. themselves in their Teacher says: I have posted a picture on the board. Tell me what you see in the picture. (Possible answers: store, chairs, tables, bags, an old lady and a boy) What place is shown in the picture? That’s right. It is a market. feel comfortable in Let’s look at the old lady. What is she doing? That’s right. She is carrying many bags. What is the boy doing? That’s right. He is about to help the old sharing their ideas. Then, lady. Are you like the boy in the picture? Are you helpful? What do you say model how to say their to someone when you want to help them? responses in English.

Picture shows a marketplace. Crafts like tables, chairs, bags, accessories. An old lady is carrying many bags. A boy is about to help her carry her bags.

108 QUARTER 3 WEEK 25

Teacher says: That’s right. We offer help when we see someone who is NOTES having a hard time, and we use polite expressions when we offer help. In English, we use these expressions. Listen as I read the expressions on the board. NOTE Can I help you? May I help you? they see in the picture, ask them to point at them. It will also be good if you will Teacher says: When someone offers your help, what do we say? explain to them that those We say, “Yes, thank you!” If you don’t want their help, you say, “No, are examples of crafts. thank you!” Teacher asks pupils to face practice saying the expression for offering help. Teacher says: I want you to face your seatmate and practice saying the polite expressions. One of you will offer help while the other will say the response. Then, you will change roles so that both of you will be able to practice.

CONCLUDING THE SESSION 4

Homework: neighborhood/village/town. Pupils then draw the 2 pictures of those crafts in their notebooks. Teacher says: Later at home, I want you to ask your parents or brother or sister about the crafts made in your neighborhood/village or town. Then, I want you to draw 2 pictures of those crafts in your notebook. Tomorrow, we are going to talk about them.

109 TEACHER’S GUIDE GRADE 1 ENGLISH

NOTES DAY OBJECTIVES (1) EN1G-IIIc-1.3; EN1G-IIId-1.3; EN1G-IIIe-1.3 Recognize telling and asking sentences 5 Identify the action words in sentences (2) EN1PA-IIIa-b-3.1 Give the number of syllables of given words

1 RECITE A POEM Aa Bb Cc Dd

Ee Ff Gg Hh Teacher recites the lyrics of the song “Baa Baa Black Sheep” with MATERIAL the pupils. “Baa Baa Black Sheep” Baa Baa Black Sheep

NOTE Baa, baa, black sheep, Have you any wool? You may watch the Yes sir, yes sir, video of the song at Three bags full. http://www.youtube.com/ watch?v=rZm9imuAp6o One for the master, One for the dame, And one for the little boy Who lives down the lane

Baa, baa, black sheep, Have you any wool? Yes sir, yes sir, Three bags full.

Teacher explains that a sheep belongs to the same family as goats. He or she then explains that the wool from a sheep is used to make crafts in other countries.

SHARING INFORMATION BRIDGING 2

Allow pupils to express Teacher asks pupils to show and tell their homework to their seatmates. After a few minutes, teacher calls some pupils to share themselves in their their homework in front of the class. Teacher says: Bring out your homework. I want you to show your work and talk about it with your seatmate. Later, I will call some of you to share feel comfortable in your work in front of the class. Before you start sharing, let me tell you about sharing their ideas. Then, the craft which is made here in our province that I like the most. I wrote a sentence about it on the board. Later, you may use this sentence as a guide model how to say their when sharing your work to your seatmate. responses in English. I found out that we make baskets here in our province.

110 QUARTER 3 WEEK 25

NOTES TELLING AND ASKING SENTENCES 3

Teacher asks pupils to recall the polite expressions they learned yesterday. Pupils say the expression for offering help and the polite responses to the offer. Teacher posts the expressions on the board.

Can I help you? Yes, thank you.

No, thank you.

Teacher reads the sentences on the board. Pupils listen as the the difference in the manner how one say/read the sentences. He or she also models the correct way of saying the sentences. Teacher says: Listen as I read the sentences on the board. Tell me which ones are asking sentences and which ones are telling sentences. If you listened carefully, you will notice that saying or reading an asking sentence is different from how we say or read a telling sentence. Listen as I read the asking sentence; then repeat after me. This time, I will read a telling sentence. Listen carefully; then say the sentence.

COUNTING SYLLABLES 4

Teacher asks pupils to count the number of syllables in the given words. Pupils clap their hands while counting the syllables. Teacher says: Today, we are going to count syllables. I posted on the board some words. Listen as I read them. Then, let’s count the syllables together. Let’s clap our hands for each syllable we count.

bag market table

CONCLUDING THE SESSION 5

Teacher asks pupils to review the topics they discussed this week. He or she then thanks pupils for their active participation in class.

111

QUARTER 3 WEEK 26

WEEK 26

TEACHER’S GUIDE

GRADE 1 ENGLISH

THEME: LOCAL ARTS AND CRAFTS READ ALOUD STORY: ang kamaTiS ni peleS (peleS’ TomaToeS)

113 TEACHER’S GUIDE GRADE 1 ENGLISH

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1 ENGLISH QUARTER 3, WEEK 26 (50 MINUTES PER DAY)

Theme: Local Arts and Crafts Read Aloud Book: ang kamatis ni peles (peles’s Tomatoes)

Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL EN1OL-IIIa-b-1.17 Songs/Poems/Games Routine Routine Talk about oneself and one’s family V EN1V-IIIa-e-5 Use words that are related to self, Teacher asks pupils to sing a song/recite a Pupils sing the song/recite the poem the family, school, community, and poem/play game teacher taught Daily concepts, shapes, and numbers Teacher asks pupils to share some Pupils share some information about information about themselves or their work/ themselves or their work/output output G EN1G-IIIf-h-2.1 Naming Words Recognize names of persons, places, things, and animals Daily) Daily)

1 persons, places, things, and animals things, and animals Teacher gives homework a picture of their fathers and make a short feature in their notebooks OL EN1OL-IIIa-j-1.3.1 ang kamatis ni peles Talk about stories heard when and (peles’s Tomatoes) where it took place, the characters Daily) Daily) and some important details of the story ang kamatis ni ang kamatis ni peles (peles’s Tomatoes) peles (peles’s Tomatoes) 2 Teacher asks pupils to retell the story and Pupils retell the story and answer some answer some questions about it questions about it Teacher gives homework and make a feature in their notebooks LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

114 QUARTER 3 WEEK 26

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1 ENGLISH QUARTER 3, WEEK 26 (50 MINUTES PER DAY)

Theme: Local Arts and Crafts Read Aloud Book: ang kamatis ni peles (peles’s Tomatoes)

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities LC EN1OL-IIIa-j-1.1 “Humpty Dumpty” Predict possible ending of a story Daily) Daily) read “Humpty Dumpty” “Humpty Dumpty” Teacher introduces the rhyme and asks pupils Pupils draw a picture showing a possible 3 to draw a picture showing a possible ending ending to the rhyme to the rhyme Teacher gives homework always play with their brothers/sisters. They will have to remember the rules or mechanics of the game LC EN1OL-IIIa-j-1.1 “Humpty Dumpty” Predict possible ending of a story Daily) Daily) read “Humpty Dumpty” “Humpty Dumpty”

4 Teacher asks pupils to show their drawing Pupils show their drawings and share their and share their possible ending to the rhyme possible ending to the rhyme in class in class Teacher gives homework grandparents/parents and ask them about their favorite song G EN1G-IIIf-h-2.1 Naming Words Recognize names of persons, places, things, and animals Daily) Daily) 5 Teacher asks pupils to identify if a word is a Pupils identify if a word is a name of a person, name of a person, thing, place, or animal thing, place, or animal Teacher thanks the pupils for participating in class LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

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NOTES DAY OBJECTIVE (1) EN1G-IIIf-h-2.1 1 Recognize names of persons, places, things and animals

1 RECITE A POEM Aa Bb Cc Dd

Ee Ff Gg Hh Teacher introduces the poem “A Family Fingerplay” in class. The MATERIAL words of the poem are written on the board/manila paper. Pupils recite the poem while doing the action. A Family Fingerplay NOTE You may visit this site for Let’s count them and see, more nursery rhymes/poems How many there are, http://www.preschoolrainbow. org/family-rhymes.htm Who loves everyone Who is lots of fun.

She helps and she plays, He’s growing each day.

But who is this one? (touch thumb) He’s out there alone, Why it’s Jackie, the dog, And he’s chewing a bone. (wiggle thumb.)

2 SHARING INFORMATION

Teacher divides the class into 5-7 groups. Each group forms a circle. Members of the group pass around a special mic and share something about their family. Teacher moves around the room as the pupils do the activity. Teacher says: We are going to have a short activity. Your class will be divided into groups. Each group will form a circle. All of you will tell your group mates something about your family. I will give a special mic for you to

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use when you are sharing. When you’re done sharing, you pass the mic to the NOTES next member of your group. Aa Bb Cc Dd Ee Ff Gg Hh

Before you begin sharing, I will tell you something about my family. MATERIAL You may also follow my example as a guide for your sharing. Real microphones or ones Example: There are seven of us in the family. There is my made of paper mache Father, my Mother, my brother, my sister, my grandfather, my grandmother, and me. How about you? NOTE

NAMING WORDS 3 mingle with all their classmates and put them Teacher posts pictures of people, places, things and animals on the in different groups during board. The names of the pictures are posted on the right side of this kind of activity. the board. Pupils match the names to the pictures.

boy Picture of a cow Picture of a bag

pencil

cow Picture of boy Picture of church

grandmother

park Picture of pencil Picture of gradmother bag

church Picture of park Picture of goat

goat

Teacher says: I have posted pictures on the board. Let’s match them with their names. I have also posted their names on the right side of the board. Teacher reads the words on the board. Pupils group the words according to 4 categories namely person, place, thing, and animal; and complete the table below.

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NOTES

Persons Places Things Animals

Teacher says: Now that we know the names of the pictures on the board, let’s try to group them. I have here a table. We will put the names of the persons. In the second column, we will put the names of places. In the third column, we will put the names of things; and in the last column, we will put the names of animals. Are you ready to complete the table? Good. Let’s begin.

4 CONCLUDING THE SESSION

Homework: Teacher asks pupils to draw or cut and paste a picture of their fathers on their notebooks. Pupils make a short feature about their fathers. Teacher asks them to complete the table below.

Teacher says: Copy the table I posted on the board. When you go home later, I want you to draw or cut and paste a picture of your father on your notebook. Then, you will complete the table you copied. Ask your father to help you out with your homework.

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NOTES DAY OBJECTIVE (1) EN1OL-IIIa-j-1.3.1 Talk about stories heard when and where it took place the characters and 2 some important details of the story

RECITE A POEM 1 Aa Bb Cc Dd

Ee Ff Gg Hh

Teacher recites the poem “A Family Fingerplay” with the pupils. MATERIAL The poem is written on the board/manila paper. A Family Fingerplay

NOTE Let’s count them and see, You may visit this site for How many there are, more nursery rhymes/ preschoolrainbow.org/family- rhymes.htm Who loves everyone Who is lots of fun.

She helps and she plays, He’s growing each day.

But who is this one? (touch thumb) He’s out there alone, Why it’s Jackie, the dog, And he’s chewing a bone. (wiggle thumb.)

SHARING INFORMATION 2

Teacher divides the class into small groups with 3 members. Each group will form a small circle. Pupils show their feature and talk about it to their group mates. After a few minutes, teacher calls some pupils to share their work in front of the class. Teacher says: I will divide your class into groups with 3 members. You and your group mates will form a small circle. You will show your homework to your group mates. Later, I will call on some of you to share your homework in front of the class. Before you begin sharing, let me show you my homework. You may use my homework as a guide for your own sharing.

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NOTES My father is ______. His favorite color is ______. His favorite food is ______. His favorite place is ______. His favorite shape is ______.

3 RETELLING OF READ ALOUD: peleS’ TomaToeS

Teacher divides the class into groups with 3 members. He or she then asks pupils to retell the story Peles’ Tomatoes. Each member of the group will retell only a part of it. Teacher says: Today, we are going to hear the story Peles’ Tomatoes, but today you won’t hear the story from me. You will hear the story from each other. You will go to your group, the same one as earlier, and form a circle. story. Member 2 will tell the second part of the story, and member 3 will tell the last part of the story. Later, I will ask questions about the story. Are you ready? Let’s begin. Teacher asks the following questions after the pupils retell the story. Questions: 1. Who are the characters in the story? 2. What animal is Peles? How about Hugo? 3. What did Hugo give Peles? 4. What did Peles do with the tomato seeds? 5. Did Peles’ tomatoes grow easily? What did he do to grow them? 6. Was Peles happy with his tomatoes? 7. Do you want to be like Peles? 8. Would you also plant tomatoes?

4 CONCLUDING THE SESSION

Teacher divides the class into small groups with 3 members. Each group will form a small circle. Pupils show their feature and talk about it to their group mates. After a few minutes, teacher calls some pupils to share their work in front of the class. Teacher says: When you go home later, I want you to talk to your mother and ask her favorite color, food, shape, and place. Then, draw her favorite things in your notebook. You may use a crayon to show us your mother’s favorite color. Let me show you an example. You may do the same things for your notebook.

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NOTES

DAY OBJECTIVE (1) EN1OL-IIIa-j-1.1 3 Predict possible ending of a story read

RECITE A POEM 1 Aa Bb Cc Dd Ee Ff Gg Hh

Teacher recites the poem “A Family Fingerplay” with the pupils. MATERIAL The poem is written on the board/manila paper. A Family Fingerplay

NOTE Let’s count them and see, You may visit this site for How many there are, more nursery rhymes/poems http://www.preschoolrainbow. org/family-rhymes.htm Who loves everyone Who is lots of fun.

She helps and she plays, He’s growing each day.

But who is this one? (touch thumb) He’s out there alone, Why it’s Jackie, the dog, And he’s chewing a bone. (wiggle thumb.)

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NOTES 2 SHARING INFORMATION

Teacher asks the pupils to bring out their homework and show it to their seatmates. Pupils show and tell their feature about their mother. Teacher says: Bring out your homework. Show your homework and talk about it with your seatmate. I will give you a few minutes to talk. Once you are done sharing, come in front and post your work on the board. Later, I will call some of you to come in front to talk about your work. 3 NURSERY RHYMES: “humpTy dumpTy”

Teacher shows pictures of the events in the nursery rhyme “Humpty Dumpty.” Words of the rhyme are posted under each picture. Teacher asks pupils to look at the pictures and to listen to the lines of the rhyme. Pupils predict the ending of the rhyme. Teacher says: I have some pictures on the board. The pictures tell us the story of Humpty Dumpty. Who do you think is Humpty in the picture? Can you point at Humpty? That’s right! Humpty Dumpty is the big egg in the

Picture of Humpty Picture shows sitting on a wall humpty falling

Humpty Dumpty sat on a wall Picture shows humpty falling

Picture shows the king’s men and Picture of a horses looking at question mark Humpty

All the king’s horses and all the king’s men

Teacher says: What will happen to Humpty Dumpty? I want you to draw a picture showing what will happen to Humpty. I want you to draw your picture on the piece of paper I’m going to give you. You may use crayons to make your drawing colorful. Once you are done with your drawing, pass your paper to me.

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NOTES CONCLUDING THE SESSION 4

Homework: Teacher asks the pupils to think of a simple game that they play with their brothers or sisters. They have to remember the rules of the game. Teacher says: Do you have a brother or a sister? What game do you play with them? When you go home later, think of the game you usually play with your brother or sister. Remember the rules because tomorrow we are going to talk about them.

DAY OBJECTIVE (1) EN1OL-IIIa-j-1.1 4 Predict possible ending of a story read

SING A SONG 1 Aa Bb Cc Dd

Ee Ff Gg Hh Teacher introduces the “Barney Song” in class. The lyrics of the MATERIAL song are written on the board/manila paper. Pupils then sing and act out the action. Poem “Barney Song”

Barney Song NOTE

I love you! You may listen to the You love me! We’re a happy family www.youtube.com/ With a great big hug And a kiss From me to you Won’t you say you love me too!

(Repeat song)

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NOTES 2 SHARING INFORMATION

Teacher divides the class into groups with 3 or 4 members. Pupils tell their group mates the game that they usually play with their brothers or sisters, and teach them how to play it. After a few minutes, teacher calls some 1 or 2 pupils to shares about the game and to show them how to play it. Teacher says: I will divide your class into groups. I want you to tell your group mates the game you and your brothers/sisters play. You also have to show them how the game is played. Later, I will call one pupil to share a game in class. Then, we will play that game.

3 NURSERY RHYMES: “HUMPTY DUMPTY”

Teacher shows the pictures of Humpty Dumpty and reads the lines of the rhyme in class. He or she gives back the pupils’ drawing to them. Pupils show and tell their drawing to their seatmates. They talk about the possible ending to the rhyme. Teacher says: Dumpty. But before I tell you, I want you to tell me about your ending for the rhyme. I will give you back your drawing. Show your drawing to your seatmate. When you are done talking, I will call some of you to talk about your ending. Teacher posts a picture showing the ending of the rhyme. He or she then recites the rhyme together with the pupils.

Picture shows a Humpty Couldn’t put Humpty adhesive tape sitting on Dumpty together again the ground and leaning on the wall

4 CONCLUDING THE SESSION

Homework: out their grandparents’ favorite song. They can ask their parents to help them with the homework. Teacher says: When you go home later, I want you to ask your grandparent or parents about your grandparents on your mother’s side and father’s side. Ask your mother and father about your grandparents’ favorite song. Ask your parents to sing them to you. Tomorrow, I will ask you to sing in class.

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NOTES DAY OBJECTIVE (1) EN1G-IIIf-h-2.1 5 Recognize names of persons, places, things, and animals

SING A SONG

1 Aa Bb Cc Dd

Ee Ff Gg Hh Teacher introduces the “Barney Song” in class. The lyrics of the MATERIAL song are written on the board/manila paper. Pupils then sing and act out the action.

Barney Song NOTE

I love you! You may listen to the You love me! tune of the song at We’re a happy family https://www.youtube.com/ With a great big hug watch?v=KmpMO2dJQ6Q And a kiss From me to you Won’t you say you love me too!

(Repeat song)

SHARING INFORMATION 2 Teacher asks pupils to share their homework with their seatmates. Before pupils talk to their seatmates, he or she sings and shares his or her grandparents’ favorite song. Teacher says: I want you to share what you found out about your grandparents to your seatmate; but before you start sharing let me tell you something about my grandparents.

Example: My grandparents are Jose and Maria. Their favorite song is Kundiman. It is a love song. Teacher sings a part of the song. He or she then tells the class that they may use his or her example as a guide for their sharing.

GROUP WORK: NAMING WORDS 3

Teacher divides the class into groups with 4 members. Each group thing or animal.

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NOTES Teacher says: Today, we are going to play a short game. I will divide your class into groups. Each group will have 4 members. The members of the group will have 4 pictures: a picture of persons, places, things and animals. Each of you will hold one of those pictures. I will say a word. You will tell us is it is a name of a person, a place, a thing or an animal by raising the picture you are holding. You will get a point if you raise the right picture. The group that gets the most number of correct answers will get a prize.

Words market Teacher posts a table showing the answer. He or she reads the words, and the pupils repeat after him or her.

4 CONCLUDING THE SESSION

Teacher thanks the pupils for their active participation in class.

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WEEK 27

TEACHER’S GUIDE

GRADE 1 ENGLISH

THEME: THINGS I CAN DO TO HELP MY COMMUNITY - GOOD CITIzENSHIP READ ALOUD STORY: Si pilong paTago-Tago (pilo iS hiding)

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OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1 ENGLISH QUARTER 3, WEEK 27 (50 MINUTES PER DAY)

Theme: Things I Can Do to Help my Community - Good Citizenship Read Aloud Book: Si pilong patago-tago (pilo is hiding)

Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL EN10L-IVd- 1.3.4 Songs/Poems Routine Routine Talk about topics of interest (likes and dislikes) Teacher asks pupils to sing a song/recite a Pupils sing the song/recite the poem the EN1OL-IIIa-b – 1.17 poem/play game teacher taught. Daily Talk about oneself and one’s family V EN1V-IIIa-e-5 Use words that are related to self, Teacher asks pupils to share some Pupils share some information about family, school, community, and information about themselves or their work/ themselves or their work/output concepts such as the names for output colors, shapes, and numbers LC EN1OL-IIIa-j- 1.1 Si pilong patago-tago (pilo is hiding) and relate story events to one’s Daily) Daily) experience Si pilong patago-tago Si pilong patago-tago (pilo is hiding) (pilo is hiding) a. Pre-Reading Activities a. Pre-Reading Activities Activating Prior Knowledge Activating Prior Knowledge – Teacher asks pupils questions to stimulate – Pupils answer the teacher’s question 1 interest b. During Reading Activities b. During Reading Activities Pupils listen to the story and unlock the Teacher reads the story and unlocks the meaning of new words in the story meaning of new words c. After Reading Activities c. After Reading Activities Pupils answer questions about the story Teacher asks pupils questions about the story Teacher thanks pupils for participating in class LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

130 QUARTER 3 WEEK 27

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1 ENGLISH QUARTER 3, WEEK 27 (50 MINUTES PER DAY)

Theme: Things I Can Do to Help my Community - Good Citizenship Read Aloud Book: Si pilong patago-tago (pilo is hiding)

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities LC EN1OL-IIIa-j- 1.1 Si pilong patago-tago (pilo is hiding) and relate story events to one’s Daily) Daily) experience Si pilong patago-tago (pilo is Si pilong patago-tago (pilo is hiding) hiding) a. Pre-Reading Activities a. Pre-Reading Activities Activating Prior Knowledge Activating Prior Knowledge – Teacher asks pupils questions to stimulate – Pupils answer the teacher’s question. 2 interest b. During Reading Activities b. During Reading Activities Pupils listen to the story and unlock the Teacher reads the story and unlocks the meaning of new words in the story. meaning of new words c. After Reading Activities c. After Reading Activities Pupils answer questions about the story. Teacher asks pupils questions about the story Teacher gives homework things to class PA EN1PA-If-j-6 Rhyming Words Identify rhyming words in poems, songs, nursery rhymes, chants Daily) Daily) 3 Teacher asks pupils to point out the rhyming Pupils point out the rhyming words in the words in the poem poem Teacher thanks the pupils for participating in class G EN1G-IIIf-h-2.1 Naming Words Recognize names of persons, places, things, and animals Daily) Daily)

State possible actions/action words 4 that persons or animals can do Teacher and pupils play a game unforgettable weekend with their families Teacher gives homework LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities V EN1V-IIIa-e-5 Community Helpers Use words that are related to self, family, school, community, and Daily) Daily) concepts such as the names for colors, shapes, and numbers 5 Teacher guides pupils as they unlock the Pupils unlock the meaning of new words meaning of new words Teacher thanks pupils for participating in class LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

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NOTES DAY OBJECTIVE (1) EN1OL-IIIa-j- 1.1 1

1 SING A SONG

Aa Bb Cc Dd Ee Ff Gg Hh MATERIAL in class. The lyrics of the song are written on the board/manila paper. Pupils sing while dancing to the tune of the song. “Da Coconut Nut” Da Coconut Nut NOTE The coconut nut is a giant nut You may teach the song If you eat too much you’ll get very fat to the class by chunks Now, the coconut is a big, big nut so that pupils can sing But its delicious nut is not a nut the entire song after a week or so. Also, you It’s the coco fruit (it’s the coco fruit) may listen to the tune of Of the coco tree (of the coco tree) the song at https://www. From the coco palm family youtube.com/watch?v= SKusccsfg61&feature= youtube_gdata_player 2 SHARING INFORMATION

Teacher shows an actual coconut fruit or posts a picture of it on the board. He or she then asks pupils if they have seen/touched/ tasted a coconut. Pupils list cooked food with coconut as an ingredient. They also talk about their favorite dish with coconut. Teacher says: I have here a real coconut/a picture of a coconut. Who among you has seen or touched a coconut before? Raise your hand. That’s great. Have you tasted it? With your seatmates, answer the following questions about the coconut. What foods have coconut as an ingredient? When we say ingredient, we mean to say a part of something. In food, it means that something we put or add to make it delicious. What is your favorite food that has coconut in it? I will give you a few minutes to talk and share ideas with your seatmate. Later, I will call some of you to come in front and share your answers in class. You may follow the example on the board as a guide for your sharing. Listen carefully as I read the example. Example: “Bukayo” (sweetened coconut meat) has coconut in it. It is my favorite dessert.

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NOTES READ ALOUD: Si pilong paTago-Tago (pilo iS hiding) 3

PRE-READING ACTIVITIES

Activating Prior Knowledge Teacher shows the pupils the cover of the book. Pupils recall and say the title of the story. Teacher supplies other information such as the name of the author and illustrator. Teacher says: Look what I have here. Do you remember this book? We read this book in our Filipino class last quarter. Do you still know its title? What is it, then? That’s right. This book is entitled “Si Pilong Patago- tago.” It was written by Kristine Canon and illustrated by Leo Alvarado. Today, we are going to read again the story but this time in English.

DURING READING ACTIVITIES

Teacher asks questions while reading the story. Pupils listen and answer the teachers’ questions. Teacher explains or unlocks the meaning of new words in the story. Teacher writes/posts the new words on the board. After Reading Pages 2-3 Teacher comments: A person is hiding when he or she does not want to be seen. Teacher says: Who is the lady looking for? That’s right. Pilo is hiding. Who do you think is the lady looking for Pilo? Where can Pilo be? On Pages 4-5 Teacher says: Where did Pilo hide? What did he say when showed himself to his mother? That’s right! Pilo hid behind the post. He said Bulaga! On Pages 6-7 Teacher comments: We give someone or something food when we feed them. An is a place or a room where people work. Teacher says: Who do you think is looking for Pilo? Where is he NOTE On Pages 8-9 Show the picture of the Teacher comments: A cabinet is where we put or keep our things. cabinet in the story. Teacher says: Where is Pilo hiding? That’s right! Pilo is hiding in the cabinet. What did he say to his father? He said, “Bulaga!”

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NOTES On Pages 10-11 Teacher says: Who do you think is looking for Pilo? Why is she looking for him? On Pages 12-13 Teacher comments: A pile means things are put on top of the other. Let’s look at the picture in the book. You will see that Pilo is under a pile of clothes. You can’t easily see him because there were a lot of things put together on top of him. Teacher says: Where was Pilo hiding? He was hiding in the pile of clothes. What did he say to Ate Bebang? He said, “Bulaga!”

AFTER READING ACTIVITIES

Teacher stops reading on page 13. He or she reviews the pupils on the words they encountered. Teacher says: I listed the new words we saw in the story. I will read the words. Say the words after I read each one. – hiding – feed – – cabinet – pile

Teacher asks questions about the story. Questions 1. Who are Mother, Father, and Ate Bebeng looking for? 2. What does Pilo like to do? 3. In what places did he hide? 4. What did Pilo suddenly say to Mother, Father, and Ate Bebeng? 5. Do you also like to hide? 6. Where do you hide? 7. What happens when you hide?

4 CONCLUDING THE SESSION

Teacher thanks pupils for their active participation in class.

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NOTES DAY OBJECTIVE (1) EN1OL-IIIa-j- 1.1 2

SING A SONG 1 Aa Bb Cc Dd Ee Ff Gg Hh MATERIAL in class. The lyrics of the song are written on the board/manila paper. Pupils sing while dancing to the tune of the song. “Da Coconut Nut” Da Coconut Nut NOTE The coconut nut is a giant nut You may teach the song If you eat too much you’ll get very fat to the class by chunks Now, the coconut is a big, big nut so that pupils can sing But its delicious nut is not a nut the entire song after a week or so. Also, you It’s the coco fruit (it’s the coco fruit) may listen to the tune of Of the coco tree (of the coco tree) the song at https://www. From the coco palm family youtube.com/watch?v= SKusccsfg61&feature= youtube_gdata_player SHARING INFORMATION 2

Teacher posts a picture of his or her favorite food. He or she then tells the class about his or her favorite food. Pupils then think about their favorite food and talk about it with their seatmates. Teacher says: I posted a picture on the board. What do you see in the picture? That’s right. It is ______(teacher’s favorite food). It is my favorite food. I like it because it is delicious. What is your favorite food? Why do you like it? Talk about your favorite food with your seatmate. Tell him or her why you like that food. You may follow the example I wrote on the board as guide for your sharing. I will give you a few minutes to talk. Later, I will call some of you to talk about your favorite food in front of the class.

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NOTES READ ALOUD: SI PILONG PATAGO-TAGO 3 (PILO IS HIDING)

PRE-READING ACTIVITIES

Activating Prior Knowledge Teacher asks pupils to recall the events of the story that they heard. Teacher says: We will continue reading Pilo’s story today; but before we start reading the next part of the story, let’s recall the events of the story you heard yesterday.

DURING READING ACTIVITIES

Teacher asks questions while reading the story. Pupils listen and answer the teachers’ questions. Teacher explains or unlocks the meaning of new words in the story. Teacher writes/posts the new words on the board. After Reading Pages 14-15 Teacher comments: A person is late when he or she does not come on time. For example, our class starts at ______. If you don’t come at exactly ______, then you are late. Teacher says: Who do you think is looking for Pilo? Where is he looking for Pilo? That’s right. He is looking for Pilo under the bed. On Pages 16-17 Teacher says: What did Pilo say to Kuya Rey? Where is Pilo hiding? On Pages 18-19 Teacher comments: We wear pants to protect our legs from the heat or the cold. The word pants have the same meaning and beginning sound as “pantalon.” Teacher says: What will Pilo and his mother buy? Where do you think will they go to buy pants? Did Mother see Pilo in the room? Where is Pilo hiding? What did he say to his mother? On Pages 20-21 Teacher comments: Mother is worried about Pilo. She is afraid that something bad might happen to Pilo. For example, if you don’t go home early, your mother and father will be worried. Teacher says: What do you see in the picture? Where do you think mother and Pilo are? Can you see Pilo in the picture? What is he doing? Where could Pilo be?

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On Pages 22-27 NOTES Teacher says: Where was Pilo hiding? Does mother know where Pilo is hiding? How long has Pilo been hiding in the clothes rack? What did Pilo do when he didn’t see his mother? What do you think Pilo felt when On Pages 28-29 Teacher says: What did Mother say when she saw Pilo? What do you think Pilo felt when he saw his mother?

AFTER READING ACTIVITIES

Teacher reviews the pupils on the words they encountered, and asks questions about the story. Teacher says: I listed the new words we saw in the story. I will read the words. Say the words after I read each one. – pants – worried

Teacher says: I also have here on the board questions about the story. Let’s answer each one. Questions: 1. Where did Mother and Pilo go to buy pants? 2. What did Pilo do when they were at the store? 3. What happened when Pilo came out of the clothes rack? mother? What would you do? 6. Are you like Pilo? Do you also love to hide? Or have you been lost before?

CONCLUDING THE SESSION 4

Homework: Teacher asks pupils to bring 2 of their favorite things from home.

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NOTES DAY OBJECTIVE (1) EN1PA-If-j-6 3 Identify rhyming words in poems, songs, nursery rhymes, chants

1 RECITE A POEM Aa Bb Cc Dd

Ee Ff Gg Hh Teacher introduces the poem “All Things Bright and Beautiful” in MATERIAL class. The poem is written on the board/manila paper Poem “All Things Bright and Beautiful” All Things Bright and Beautiful

All things bright and beautiful, All creatures great and small, All things wise and wonderful, The Lord God made them all.

Each little bird that sings, He made their glowing colors, He made their tiny wings.

The purple-headed mountain, The river running by, The sunset and the morning, That brightens up the sky:

The cold wind in the winter, The pleasant summer sun, The ripe fruits in the garden, He made them for everyone.

He gave us eyes to see them, And lips that we might tell, How great is God Almighty, Who has made all things well.

2 SHARING INFORMATION

Teacher asks pupils to bring out their favorite things. Pupils show and talk about their favorite things to their seatmates.

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Teacher says: Yesterday, I asked you to bring your favorite things for NOTES Tell him or her what your favorite things are and tell him or her why you like BRIDGING them. I wrote some sentences on the board that you can use as a guide when you share. Listen as I read them. Allow pupils to express themselves in their Example: My favorite things are ______. I like them because______.

RHYMING WORDS comfortable in sharing 3 their ideas. Then, Teacher reads again the poem “All Things Bright and Beautiful.” model how to say their Pupils point out the rhyming words in the poem. responses in English. Teacher says: I will read again the poem we recited earlier. Listen carefully. Clap your hands when you hear rhyming words. Then, tell me what the rhyming words are.

Stanza Rhyming words sings-wings by-sky sun-everyone 5 them-well

CONCLUDING THE SESSION 4

Teacher thanks the pupils for their active participation in class.

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NOTES DAY OBJECTIVE (1) EN1G-IIIf-h-2.1 Recognize names of persons, places, things, and animals 4 State possible actions/action words that persons or animals can do

1 SING A SONG Aa Bb Cc Dd

Ee Ff Gg Hh Teacher introduces the song “I’m a Little Tea Pot” in class. The MATERIAL lyrics of the song are written on the board/manila paper. Pupils sing and do the actions for the song. I’m a Little Tea Pot NOTE I’m a little tea pot You may listen or watch Short and stout the video of the song at Here is my handle https://www.youtube.com/ Here is my spout watch? When I get all steamed up Hear me shout =youtube_gdata_player Tip me over and pour me out

I’m a little clever tea pot Yes, it’s true Here let me show you What I can do I can change my handle and my spout Just tip me over and pour me out

2 SHARING INFORMATION

Teacher plays his or her favorite song. He or she then asks pupils to share their favorite song in class. Pupils then sing their favorite songs to their seatmates and explain why they like that song. Teacher says: This is my favorite song. I love listening to it especially when I want to relax. What is your favorite song? Tell your seatmate about your favorite song. You can also sing it to your seatmate. Then, tell him or her why you like it. I will give you a few minutes to talk. Later, I will call some of you to share in front of the class.

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NOTES NAMING WORDS 3 NOTE

Teacher posts a list of words on the board. Pupils listen as the You may re-use the pictures teacher reads each one and say if the word is a name of a person, thing, place, or animal. Teacher says: Today, we are going to play a game. I have here four NOTE chairs in front with pictures of persons, places, animals, and things posted You may add more words on them. I will read some words. Tell me if the word is a name of a person, to your list as the game place, thing, or animal. Go stand behind the chair with the picture of a person progresses. However, make if the word I said is a person’s name. Stand behind the chair with the picture sure that words added are of a place if the word is a place’s name. Stand behind the chair with the picture familiar to the pupils. of a thing if the word is a thing’s name. Lastly, stand behind the chair with the picture of an animal if the word is an animal’s name. Pupils who stand behind the wrong chair are eliminated from the game. BRIDGING mouse, Karlo, classroom, ball. The concept of action words and the skills in CONCLUDING THE SESSION 4 identifying them have

Homework: Teacher asks pupils to think about their unforgettable weekend with their families. Pupils draw a picture showing their unforgettable weekend. to English. Ask pupils to say an action word that persons or animals mentioned in the game can do.

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NOTES DAY OBJECTIVE (1) EN1V-IIIa-e-5 Use words that are related to self, family, school, community, and concepts 5 such as the names for colors, shapes, and numbers

1 SING A SONG Aa Bb Cc Dd

Ee Ff Gg Hh Teacher sings the song “I’m a Little Tea Pot” with the pupils. MATERIAL

I’m a Little Tea Pot I’m a little tea pot NOTE Short and stout Here is my handle You may listen or watch Here is my spout the video of the song at When I get all steamed up https://www.youtube.com/ Hear me shout watch? Tip me over and pour me out =youtube_gdata_player I’m a little clever tea pot Yes, it’s true Here let me show you What I can do I can change my handle and my spout Just tip me over and pour me out

2 SHARING INFORMATION

Teacher tells the class about her most unforgettable weekend with BRIDGING his or her family. Pupils then share about their own experiences Allow pupils to express with their seatmates and other classmates. themselves in their Teacher says: Today, let’s talk about our most unforgettable weekend with our family. Let me tell you mine. My most unforgettable weekend with my family was when we went to Baguio. I was with my mother, cousin, and niece. It was cold in Baguio. We had so much fun. feel comfortable in Tell us about your most unforgettable weekend with your family. Share your sharing their ideas. Then, experience with your seatmate. Talk to him or her about it. Show him or her model how to say their your picture too. I will give you time to talk about it. I have a guide you can responses in English. use when you share.

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My most unforgettable experience is NOTES ______. We did/went to ______. I was with ______. It was so much fun Later, I will call some of you to come in front to share. UNLOCKING OF NEW WORDS 3 Teacher posts a picture of a community on the board. Pupils study the picture and identify the things they see in it. Teacher then asks pupils to share about the people they see in their community. Teacher says: Let’s look at the picture on the board? What do you see? That’s right. We see different people in the picture. Can you guess who they are?

Picture shows a community. In it are people (nurse, teachers, show them interacting or greeting each other.

Teacher says: Do we have people like them in our community? Of course, we also have them in our community. Can you tell me the people you see in your community? Teacher shows a set of pictures. Pupils identify the people in the picture. Teacher says: I posted other pictures on the board. Can you tell me who they are and what they do? On the board, I also posted the names of these people. Let’s match the names with the pictures.

Picture of a Picture of a peace Picture of a man Barangay Captain keeper/ barangay nurse in a health listening to two tanod center people quarrelling

Peace Keeper/ Barangay Captain Nurse Barangay Tanod

Teacher says: These are the people we usually see in our barangay/ village. We call them community helpers. A nurse is someone takes care of the sick and injured. A peace keeper is someone who guards the community.

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NOTES A Barangay Captain is someone who leads the people in your community.

4 CONCLUDING THE SESSION

Teacher thanks the pupils for their active participation in class.

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WEEK 28

TEACHER’S GUIDE

GRADE 1 ENGLISH

THEME: THINGS I CAN DO TO HELP MY COMMUNITY – GOOD CITIzENSHIP READ ALOUD STORY: Si pilong paTago-Tago (pilo iS hiding)

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OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1 ENGLISH QUARTER 3, WEEK 28 (50 MINUTES PER DAY)

Theme: Things I Can Do to Help My Community –Good Citizenship Read Aloud Book: Si pilong patago-tago (pilo is hiding)

Day Domain Objectives Subject Matter Teacher Activities Learner Activities OL EN1OL-IIIb-c-1.3.3 Songs/Poems Routine Routine Talk about one’s personal experiences pertaining to the family, one’s pet, and personal experiences Teacher asks pupils to sing a song/recite a Pupils sing the song/recite the poem the V EN1V-IIIa-e-5 poem/play game teacher taught Daily Use words that are related to self, family, school, community, and concepts, shapes, and numbers Teacher asks pupils to share some Pupils share some information about information about themselves or their work/ themselves or their work/output output LC EN1OL-IIIa-j-1.1 Si pilong patago-tago (pilo is hiding) Daily) Daily) events Si pilong patago-tago (pilo is hiding) Si pilong patago-tago (pilo is hiding) a. Pre-Reading Activities a. Pre-Reading Activities Activating Prior Knowledge Activating Prior Knowledge – Teacher asks pupils questions to stimulate – Pupils answer teacher’s questions 1 interest b. During Reading Activities b. During Reading Activities Pupils listen as teacher reads the story – c. After Reading Activities c. After Reading Activities Pupils answer teacher’s questions about the Teacher asks pupils questions about the story story

Teacher gives homework think it is best to hide LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

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OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1 ENGLISH QUARTER 3, WEEK 28 (50 MINUTES PER DAY)

Theme: Things I Can Do to Help My Community –Good Citizenship Read Aloud Book: Si pilong patago-tago (pilo is hiding)

Teacher gives homework think it is best to hide LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities LC EN1OL-IIIa-j-1.1 Si pilong patago-tago (pilo is hiding) Daily) Daily) events Si pilong patago-tago (pilo is hiding) Si pilong patago-tago (pilo is hiding) a. Pre-Reading Activities a. After Reading Activities Teacher divides the class into small groups. He or she, then, asks the pupils to act out – Teacher asks pupils questions to stimulate parts of the story 2 interest Teacher asks pupils to present their work in b. During Reading Activities class Teacher re-reads the second half of the story c. After Reading Activities Teacher asks pupils questions about the story Teacher thanks the pupils for participating in class. LC EN1OL-IIIa-j-1.1 Si pilong patago-tago (pilo is hiding) Daily) Daily) events Si pilong patago-tago (pilo is hiding) Si pilong patago-tago (pilo is hiding) a. After Reading Activities a. After Reading Activities 3 Teacher divides the class into small groups. Pupils do group work He or she, then, asks the pupils to do different activities Teacher asks pupils to present their work in class Teacher gives homework LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities V EN1V-IIIa-e-5 Community Helpers Use words that are related to self, family, school, community, and Daily) Daily) concepts such as the names for colors, shapes, and numbers 4 OL EN1OL-IIIc-1.17.1 Relate one’s activities/ their chores at home responsibilities at home home Teacher thanks the pupils for participating G EN1G-IIIf-h-2.1 Naming Words Recognize names of persons, places, things, and animals Daily) Daily)

Identify action words in sentences and tell whether the action is in the present, past or future Teacher asks pupils to identify if the given Pupils identify if the given word is a name of a 5 word is a name of a person, place, thing, or person, place, thing, or animal animal in given sentences Teacher asks pupils to identify the action words in the given sentences Teacher thanks pupils for participating in class LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities V EN1V-IIIa-e-5 Community Helpers Use words that are related to self, family, school, community, and Daily) Daily) concepts such as the names for colors, shapes, and numbers 4 OL EN1OL-IIIc-1.17.1 Relate one’s activities/ their chores at home responsibilities at home home Teacher thanks the pupils for participating G EN1G-IIIf-h-2.1 Naming Words Recognize names of persons, places, things, and animals Daily) Daily)

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NOTES DAY OBJECTIVE (1) EN1OL-IIIa-j-1.1 1

RECITE A POEM

Aa Bb Cc Dd 1

Ee Ff Gg Hh Teacher introduces the poem “Little Miss Muffet” in class. The MATERIAL poem is written on the board/manila paper. Pupils recite the poem.

NOTE Little Miss Muffet

You may listen to an audio Little Miss Muffet recording of the poem at Sat on a tuffet, Eating her curds and whey; nursery-rhymes-and- Then came a big spider; Who sat down beside her; miss-muffet/ And frightened Miss Muffet away

2 SHARING INFORMATION

Teacher asks pupils to talk about their pets or the animals they want to have as pets. Pupils share their experiences about having a pet or their feelings of not having one. Teacher says: Pets are also part of our families. Do you have a pet? What is your pet? Does your pet have a name? If you don’t have a pet, what pet would you want to have? I want you to talk about your pet with your seatmate. I will give you a few minutes to talk. Later, I will call some of you to come in front and talk about your pet. But before you start sharing, I would like to tell you about my pet. You may follow my example as your guide when you talk about your pet. Now you may begin.

REREADING THE READ ALOUD: 3 pilong paTago-Tago (pilo iS hiding) PRE-READING ACTIVITIES

Activating Prior Knowledge Teacher tells the class that they will listen to the story “Pilong Patago-tago” again.

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Teacher says: Teacher says: Today, we are going to read again the NOTES story “Pilong Patago-tago.” Can you still remember the main character in our story? Would you like to hear his story again? Great!

DURING READING ACTIVITIES

– hiding – feed – – cabinet – pile – late

AFTER READING ACTIVITIES

Teacher asks pupils questions about the story. Teacher says: Where was he hiding?

CONCLUDING THE SESSION 4

Homework: Teacher asks pupils to draw places in their homes or neighborhood where they think it is best to hide. Teacher says: Later at home, I want you to draw places in your house or neighborhood where you think it is best to hide. Draw your pictures in your notebooks.

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NOTES DAY OBJECTIVE (1) EN1OL-IIIa-j-1.1 2

RECITE A POEM

Aa Bb Cc Dd 1

Ee Ff Gg Hh Teacher introduces the poem “Little Miss Muffet” in class. MATERIAL The poem is written on the board/manila paper. Pupils recite the poem.

NOTE Little Miss Muffet

You may listen to an audio Little Miss Muffet recording of the poem at Sat on a tuffet, Eating her curds and whey; nursery-rhymes-and-traditional- Then came a big spider; Who sat down beside her; And frightened Miss Muffet away

2 SHARING INFORMATION

Teacher divides the class into groups. Each group forms a small circle. Pupils show and tell their drawings to their group mates. Teacher says: I will divide your class into groups. You and your group mates will form a small circle. Show and tell your drawings to your group mates. Later, I will call some of you to show your pictures in front of the class.

REREADING THE READ ALOUD: 3 pilong paTago-Tago (pilo iS hiding)

PRE-READING ACTIVITIES

Activating Prior Knowledge Teacher asks pupils to recall the events of the story they heard yesterday. Teacher says: We are going to continue rereading the story today. But before we do that, let’s recall the events of the story that we heard yesterday.

DURING READING ACTIVITIES

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– pants NOTES – worried

NOTE POST-READING ACTIVITIES Teacher discusses the events of the story. He or she asks pupils to poster by going back to the events of the story. story Teacher says: the poster with details from the story.

MISSING

He was wearing ______. Please contact this person ______on this number ______. ______

CONCLUDING THE SESSION 4 Teacher thanks the pupils for their active participation.

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NOTES DAY OBJECTIVE (1) EN1OL-IIIa-j-1.1 3

SING A SONG Aa Bb Cc Dd 1 Ee Ff Gg Hh

MATERIAL Teacher introduces the song “Itsy Bitsy Spider” in class. The lyrics of the song are written on the board/manila paper. Pupils sing and do the actions for the song. Spider”

Itsy Bitsy Spider

Itsy bitsy spider Went up the water spout Down came the rain And washed the spider out And dried up all the rain And the itsy bitsy spider Went up the spout again

2 SHARING INFORMATION BRIDGING

Allow pupils to express Teacher asks pupils to answer some questions. Pupils share their answers with their seatmates and later with their classmates. themselves in their Teacher says: Did you like hearing the story “Pilong Patago-tago” again? Which part of the story did you like best? Do you like to play hide-and-seek? Who do you usually play with? Where do you usually hide? feel comfortable in sharing their ideas. Then, model how to say their REREADING THE READ ALOUD: pilong paTago-Tago (pilo iS hiding) responses in English. 3 PRE-READING ACTIVITIES

Activating Prior Knowledge Teacher divides the class into six groups. Each group does a different activity related to the story read in class. Pupils work with goes around the room to help the pupils with the activity.

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Teacher says: Class, today we are going to do a group activity. I will NOTES divide the class into groups. Each group will do a different activity. Group 1 will do a role play. They will act out the event in the story when Mother was looking for Pilo, and Pilo said that he was behind a post. NOTE Group 2 will draw two events in the story. They will draw the event when Encourage pupils to Father was looking for Pilo, and Pilo said he was on top of the cabinet. participate in the activity. Group 3 will do a tableau. They will show an event of the story without moving. They will show the event in the story when Ate Bebeng and Kuya Rey is nothing wrong if they were looking for Pilo. make mistakes for as long as they have fun. Improving Group 4 will also do a role play. They will show the event when mother was looking for Pilo because they were going to buy Pilo’s pants. necessary for them to learn Group 5 will also draw. They will draw the event when Pilo hid behind the the language. clothes while his mother looked for him. Group 6 will also do a tableau. They will show the event when Pilo found his mother. Teacher calls each group to present their performances or drawing to their classmates.

CONCLUDING THE SESSION 4

Homework: Pupils interview their parents about their responsibilities in their work. Teacher says: For your homework, I want you to ask your parents about their jobs. Ask them what they do when they are working. Tomorrow, we are going to share what we found out with the class.

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NOTES DAY OBJECTIVES (1) EN1V-IIIa-e-5 Use words that are related to self, family, school, community, and concepts 4 such as the names for colors, shapes, and numbers. (2) EN1OL-IIIc-1.17.1 Relate one’s activities/responsibilities at home.

SING A SONG

Aa Bb Cc Dd 1 Ee Ff Gg Hh Teacher sings the song “Itsy Bitsy Spider” with the pupils. MATERIAL

Itsy Bitsy Spider Spider” Itsy bitsy spider Went up the water spout Down came the rain And washed the spider out And dried up all the rain And the itsy bitsy spider Went up the spout again

SHARING INFORMATION

Aa Bb Cc Dd 2

Ee Ff Gg Hh

MATERIAL Teacher divides the class into groups with 3 members. Each triad Real mic or a mic made of will form a circle. Pupils talk about their parents’ work to their paper mache group mates. Teacher says: Tell two of your seatmates sitting closest to you about your parents’ work. I will give you a special microphone to use when sharing. Make sure you pass the mic to your group mate when you are done talking. Return the mic when your group is done with the sharing. When all groups are done, I will call some of you to share in front of the class. But before you begin, guide when you share.

3 UNLOCKING OF NEW WORDS

Teacher shows pictures of community helpers. Pupils identify each community helper and what they do for the community.

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NOTES Picture Picture shows shows a lady Picture shows Picture shows BRIDGING a farmer engineer a male teacher a lady doctor Allow pupils to express themselves in their doctor farmer feel comfortable in teacher engineer sharing their ideas. Then, model how to say their responses in English. Teacher says: I posted some pictures on the board. Let’s look at each one. What do you see in the pictures? That’s right. These are pictures of community helpers. They are people who do their work to help the community. Let’s identify each one. I have a box below the pictures. Let’s match the names with the correct picture. A farmer plants rice, corn, fruits, and vegetables. Without them, we won’t have food to eat. An engineer builds buildings, and makes sure that they are strong. Without engineers, we won’t have strong houses, banks, churches, etc. A teacher teaches pupils to read and write. Without teachers, no one will know how to read and write. A doctor cures the sick and makes them healthy. Without doctors, many people will get sick and die. They are important in our community. Teacher explains that everyone has an important role in our community, and that even young people like the pupils can help the community. Pupils then talk about their responsibilities at home. Teacher says: Everyone is important in the community. Even young people like you are important. When you do your homework, listen to your teacher or do your chores at home; you are already helping the community. Tell us how you help the community. What are the things you do at home to help your parents?

CONCLUDING THE SESSION 4

Teacher thanks the class for their active participation in class.

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NOTES DAY OBJECTIVE (1) EN1G-IIIf-h-2.1 Recognize names of persons, places, things and animals 5 Identify action words in sentences and whether the action is in the present, past or future

SING A SONG

Aa Bb Cc Dd 1

Ee Ff Gg Hh Teacher sings the song “Itsy Bitsy Spider” with the pupils. MATERIAL

Itsy Bitsy Spider Spider” Itsy bitsy spider Went up the water spout Down came the rain And washed the spider out And dried up all the rain And the itsy bitsy spider Went up the spout again

2 SHARING INFORMATION

Teacher posts the pictures of community helpers discussed yesterday. Pupils choose the community helpers they like best among the given ones. They tell their seatmates what they chose and why. Teacher says: I have posted on the board the community helpers we studied yesterday. I want you to choose one community helper. Choose the one you like best. Then, talk about it to your seatmate. Tell your seatmate which community helper you like and why you like him or her. Later, I will call some of you to come in front and share.

3 NAMING WORDS

Teacher posts sentences on the board. Pupils identify the names in the sentences. Then, they will say if those are names of a person, a place, thing or animal. 1. Anna eats oranges. 2. Mother bought Colgate. 3. She will visit Luneta Park.

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4. Blackie runs fast. NOTES 5. He stayed in Manila.

Teacher asks pupils to identify the action words in the sentences. BRIDGING Pupils then say if the action word is present, past or future tense. Teacher underlines the action words in the sentences. The concept of verb tenses was taught in Teacher says: Listen as I read the sentences again. This time I want you to tell me the action words in each one. Do you remember our lesson in Mother Tongue and Filipino about action words? How do we know when an action is happening in the present? How will we know if it happened in It was also introduced the past? How will we know if it will happen in the future? Can you give me examples in Mother Tongue and Filipino? This concept is similar in English. Action words in sentences may be in the present, past or future. Let’s look at the past and in the future. Teacher asks pupils to work in triads. Pupils complete a table by English. giving 3 names of persons, places, things and animals. They draw the examples in the table. Teacher gives each group a worksheet. He or she also asks the class to think of actions that the persons and animals in their table can do. NOTE You may explain the concept a hard time understanding the link among the three languages. Give more examples when necessary. Persons Places Things Animals

Teacher says: I have here a table. You will complete the table by drawing in 3 examples of names of persons, places, things and animals. Don’t worry. You will not do this by yourself. Your seatmates who are sitting closest to you are going to help you. You have the rest of the period to draw. Also, I want you and your group mates to think of actions that persons and animals in your table can do. When you are done, pass your work to me.

CONCLUDING THE SESSION 4

Teacher thanks the pupils for their active participation.

165

QUARTER 3 WEEK 29

WEEK 29

TEACHER’S GUIDE

GRADE 1 ENGLISH

THEME: THINGS I CAN DO TO HELP MY COMMUNITY –GOOD CITIzENSHIP READ ALOUD STORY: ma me mi mumu!

167 TEACHER’S GUIDE GRADE 1 ENGLISH

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1 ENGLISH QUARTER 3, WEEK 29 (50 MINUTES PER DAY)

Theme: Things I Can Do to Help My Community –Good Citizenship Read Aloud Book: ma me mi mumu!

Identify action words in sentences and whether the action is in the present, past or future Teacher asks pupils to give examples of Pupils give examples of naming words. naming words 1 Pupils give action words and determine if Teacher asked pupils to give action words and those action words are in the present, past to determine if those action words are in the or future present, past, or future Teacher reminds the class to review the lesson and thanks them for participating. LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

168 QUARTER 3 WEEK 29

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1 ENGLISH QUARTER 3, WEEK 29 (50 MINUTES PER DAY)

Theme: Things I Can Do to Help My Community –Good Citizenship Read Aloud Book: ma me mi mumu!

169 TEACHER’S GUIDE GRADE 1 ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities LC EN1OL-IIIa-j-1.1 Community Helpers identify the problem and solution Daily) Daily)

Retell a story listened to ma me mi mumu! ma me mi mumu! a. Pre-Reading Activities a. Pre-Reading Activities Activating Prior Knowledge Activating Prior Knowledge 2 – – Pupils answer the teacher’s questions of the story b. During Reading Activities b. During Reading Activities Pupils listen as the teacher reads the story Teacher reads the second part of the story deed they did for their families, friends or Teacher gives homework classmates LC EN1OL-IIIa-j-1.1 ma me mi mumu! identify the problem and solution Daily) Daily)

Retell a story listened to ma me mi mumu! ma me mi mumu! a. Pre-Reading Activities a. Pre-Reading Activities Activating Prior Knowledge Activating Prior Knowledge – – Pupils answer the teacher’s questions of the story 3 b. During Reading Activities b. During Reading Activities Pupils listen as the teacher reads the story Teacher reads the second part of the story c. After Reading Activities Pupils answer teacher’s questions about the c. After Reading Activities story Teacher asks questions about the story Teacher gives homework monster in the story they like best on a piece of bond paper LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities LC EN1OL-IIIa-j-1.1 Community Helpers identify the problem and solution Daily) Daily)

171 TEACHER’S GUIDE GRADE 1 ENGLISH

Day Domain Objectives Subject Matter Teacher Activities Learner Activities LC EN1OL-IIIa-j-1.1 ma me mi mumu! identify the problem and solution Daily) Daily)

Retell a story listened to ma me mi mumu! ma me mi mumu! 4 Teacher asks pupils to do a group activity Pupils do a group activity Teacher gives homework. grandparents to tell them a story on how to scare away a monster. EN1OL-IIIa-j-1.3.1 ma me mi mumu! Talk about stories heard when and where it took place, the characters, and some important Teacher asks pupils to share the stories they Pupils share the stories they heard from their details of the story heard from their parents/grandparents parents/grandparents 5 Teacher reminds the class to review their lesson and thanks them for participating in class LEGEND: AKOL – C – LC/RC – ATR – Attitude PWR – PA – F – SSBPK G – V – Vocabulary Development SHW – Handwriting

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Day Domain Objectives Subject Matter Teacher Activities Learner Activities LC EN1OL-IIIa-j-1.1 ma me mi mumu! identify the problem and solution Daily) Daily)

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NOTES DAY OBJECTIVE (1) EN1G-IIIf-h-2.1 Recognize names of persons, places, things and animals 1 Identify action words in sentences and whether the action is happening in the present, past or future

1 RECITE A POEM Aa Bb Cc Dd

Ee Ff Gg Hh Teacher introduces the round song “Sit Down, You’re Rocking MATERIAL the Boat” in class. The lyrics of the song are written on the board/ manila paper. Pupils sing by group. You’re Rocking the Boat” Sit Down, NOTE You’re Rocking the Boat You may watch the video of the song at https://www. Sit down, sit down youtube.com/watch? You’re rocking the boat v=7dCrN-OAaCl&feature= youtube_gdata-player Rock, rock You’re rocking the boat

SHARING INFORMATION

Aa Bb Cc Dd 2

Ee Ff Gg Hh

MATERIAL Teacher divides the class into 7 groups. Each group forms a small circle. Pupils share their experiences of doing a chore they don’t Real microphone or ones like. Teacher goes around the classroom as pupils do the activity. made of paper mache Teacher says: We are going to have a short activity. Your class will be NOTE divided into groups. Each group will form a circle. All of you will tell your group mates a story about a time when you have to do a chore you don’t like. Tell them what happened. Who asked you to do it? Did you do it even if you mingle with all of their don’t like it? What did you feel after you did the chore? I will give you a classmates and put them in special mic for you to use when you are sharing. When you’re done sharing, you different groups during this pass the mic to the next member of your group. Later, I will call some of you to kind of activity share in front of the class.

3 NAMING WORDS

Teacher post an empty table on the board. He or she then returns the pupils’ worksheets (the one they accomplished last week).

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Pupils say the names of the things they drew on their worksheets, NOTES and complete the table on the board. Teacher writes pupils’ examples on the board. BRIDGING Teacher says: Today, we are going to talk about your examples in the worksheets you answered last week. I have posted an empty table on the Allow pupils to express board. This is where we are going to write your examples. I am giving you themselves in their back your worksheets. Tell me the examples you drew there. Are you ready? feel comfortable in sharing their ideas. Then, model how to say their responses in English. Persons Places Things Animals

NOTE

If there is still time, ask pupils to copy the table in their notebooks. Go around the classroom to help pupils copying the table in their Teacher reads the examples under each group. Pupils say each notebooks. word after the teacher reads them. Teacher then asks pupils to recall the actions they thought of yesterday that the persons and animals in their table can do. Teacher says: Say the words after I read each one. Good job, everyone! Now, I want you to recall the actions you thought of yesterday that the persons and animals in your table can do. What are those actions? Are they happening in the present, past or future? BRIDGING CONCLUDING THE SESSION 4 The concept of verb tenses was taught Teacher reminds the pupils to review the lesson at home. He or she also thanks them for their active participation in class. It was also introduced pupil’s skill of determining the tenses of the action words.

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NOTES DAY OBJECTIVE (1) EN1OL-IIIa-j-1.1 2 Identify the problem and solution Retell a story listened to

RECITE A POEM

Aa Bb Cc Dd 1

Ee Ff Gg Hh Teacher introduces the round song “Sit Down, You’re Rocking MATERIAL the Boat” in class. The lyrics of the song are written on the board/ manila paper. Pupils sing by group. You’re Rocking the Boat” Sit Down, NOTE You’re Rocking the Boat You may watch the video Sit down, sit down youtube.com/watch? You’re rocking the boat youtube_gdata-player Rock, rock You’re rocking the boat

2 SHARING INFORMATION

BRIDGING Teacher asks pupils to form a triad with their seatmates. Pupils form a small circle and share with their group mates their Allow pupils to express experiences when somebody helped them. themselves in their Teacher says: Has someone helped you before? Can you remember who that person is? How did he or she help you? Form a small circle with your 2 seatmates and tell each other the story when someone helped you. Later, I will call some of you to come in front and share. feel comfortable in sharing their ideas. Then, Before you start with the activity, listen as I read the sentences on the board. You may use this as a guide when you are sharing your story. model how to say their responses in English. 3 READ ALOUD: ma me mi mumu!

PRE-READING ACTIVITIES

Activating Prior Knowledge Teacher shares about the things that she is afraid of (e.g. insects, monsters, etc.). Pupils, then, say the things that they are afraid of.

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NOTES Teacher says: I don’t like spiders and cockroaches. I am afraid of them. Are you afraid of them too? What things are you afraid of? Teacher shows the book in class and prepares pupils to listen to the story. Last quarter, we read a scary story in our Filipino class. Can you still remember the title of that story? That’s right. The title of the story is Ma Me Mi Mumu! Like the other books we’ve read in this class, we are going to read “Ma Me Mi Mumu!” again but this time in English. Ma Me Mi Mumu! It was written and illustrated by Jomike Tejido. Are you ready to listen?

DURING READING ACTIVITIES

Teacher reads pages 2-13 of the story in class. Pupils then listen and answer a few questions about the story. gestures, facial expressions, pictures, etc. Teacher writes the new words on the board. On Pages 4-5 Teacher comments: A monster is a big scary creature. Teacher says: Who is the main character in our story? That’s right. The little girl is our main character in the story. Where does a monster live? That’s right. They live in the dark. On Pages 6-7 Teacher says: Where can monsters be? That’s right. They can be everywhere. On Pages 8-9 Teacher says: Who told the little girl not to be frightened? That’s right. It was Lolo. What did Lolo do when he sat on his chair? Correct! He spoke rhymes.

On Pages 10-11 Teacher comments: A guest is someone who comes to our house to visit. In Filipino, we call them “bisita”. Hay is dry grass that horses like to eat. We call in “dayami” in Filipino. When we brush our teeth, we freshen our breath. Teacher says: What would the little girl do if a “tikbalang” visits her? That’s right. The little girl would give him hay and tea.

On Pages 12-13 Teacher comments: The word delight means something that makes a person happy. For example, ice cream brings me delight.

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NOTES Teacher says: What would the little girl do when a “tiyanak” visits her? That’s right. The little girl would teach him how to speak and to make him happy. What would the little girl do when a “tiktik” visits her? That’s right! The little girl would borrow her tongue.

4 CONCLUDING THE SESSION

Homework: Teacher asks pupils to think about a good deed they did for their family, friends or classmates. Pupils recall the details of that experience. Teacher says: When you go home later, I want you to think really hard about a good deed you did for your family, friends or classmates. Try to remember how you did your good deed. Tomorrow, we are going to listen and talk about it.

DAY OBJECTIVE (1) EN1OL-IIIa-j-1.1 3 Identify the problem and solution Retell a story listened to

1 SING A SONG Aa Bb Cc Dd

Ee Ff Gg Hh Teacher introduces the song “Jack and Jill” in class. The lyrics of MATERIAL the song are written on the board/manila paper. Pupils sing and do the actions for the song.

Jack and Jill

Jack and Jill went up the hill To fetch a pail of water Jack fell down And broke his crown And Jill came tumbling after.

(Repeat song twice)

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NOTES SHARING INFORMATION 2

Teacher asks pupils to share their stories about their good deed with their seatmates. After pupils share, teacher calls some pupils BRIDGING to share their story in class. Allow pupils to express Teacher says: I want you to tell your story about your good deed to themselves in their your seatmates. Tell them who you helped, what happened to him or her and what made you helped her. I will give you time to exchange stories. Later, I will call some of you to come in front and share. comfortable in sharing their ideas. Then, READ ALOUD: ma me mi mumu! 3 model how to say their responses in PRE-READING ACTIVITIES English. Activating Prior Knowledge Teacher asks pupils to recall the events of the story they heard yesterday. Teacher says: We are going to continue reading the story today. But before we do that, let’s recall the events of the story that we heard yesterday

DURING READING ACTIVITIES

Teacher reads pages 14-27 of the story in class. Pupils then listen and answer a few questions about the story. gestures, facial expressions, pictures, etc. Teacher writes the new words on the board. On Pages 14-15 Teacher comments: When you dump something, you are throwing it away. Cigar is what men smoke. They are made of tobacco. We call cigars “tabako” in Filipino. Teacher says: What would the little girl do when a “kapre” visits her? That’s right. The little girl would give him candy. On Pages 16-17 Teacher comments: Sewing is what we do when are clothes are torn. Look at what the little girl in picture is doing. She is sewing. We use needle and thread to sew. Let’s look at the picture (p17). You wet someone with large drop of water when you splash. You cheer when you are happy. Teacher says: What would the little girl do when a “manananggal” visits her? That’s right. The little girl would start a sewing contest. What would the little girl do when we a “siyokoy” visits her?

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NOTES That’s correct. The little girl would splash him with water. On Pages 18-19 Teacher comments: Tag is a game. Someone runs after another person and tries to catch him or her. You were cheated when you didn’t win a game because your playmate did something unfair to win. In Filipino, we call that “nadaya.” Teacher says: What would the little girl do when a “multo” visits her? That’s right. The little girl would play tag with them. Why shouldn’t the little girl feel cheated when she hits a “multo?” That’s right, because a “multo” does not have a body. On Pages 18-19 Teacher says: What would the little girl do when an “aswangs” visits On Pages 22-23 Teacher comments: You have jitters when you feel nervous. Banana fritters are a favorite treat here in our country. They are banana dipped in maruya” in Filipino. Teacher says: What would the little girl do when a “Bungisngis” visits her? That’s right. The little girl would give him sweets. On Pages 24-25 Teacher comments: The word path means a place in front of someone. When you are cursed, something bad may happen to you. Wrath means anger. In Filipino, it is “galit.” Teacher says: What would the little girl do so the “nuno” won’t get angry? That’s right. The little girl would show respect. What should she say to show respect? On Pages 26-27 Teacher says: What would the little girl offer Lolo when he tells rhymes? That’s correct. We give him fruit and tea. What is Lolo’s name? Yes. His name is Lolo Nanding. What is the little girl’s name? That’s right. Her name is Sophia.

AFTER READING ACTIVITIES

Teacher asks pupils questions about the story. Questions 1. Who is afraid of monsters? 2. What is the little girl’s name? 3. Who told her not to be afraid of monsters? 4. What did Lolo do to help the Sophia? 5. What were the monsters in the story? 6. What should Sophia do when she meets them?

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NOTES CONCLUDING THE SESSION 4

Homework: Teacher asks pupils to draw the picture of a monster in the story they like best on a piece of bond paper. Teacher says: When you get home later, I want you to draw a picture of a monster in the story we read that you like best. Draw your picture in a bond paper. You may use crayons to make your picture more colorful. Tomorrow, we are going to have a small poll to see which monster is the most popular among the class.

DAY OBJECTIVE (1) EN1OL-IIIa-j-1.1 4 Identify the problem and solution Retell a story listened to

SING A SONG

1 Aa Bb Cc Dd

Ee Ff Gg Hh

Teacher introduces the song “Jack and Jill” in class. The lyrics of MATERIAL the song are written on the board/manila paper. Pupils sing and do the actions for the song.

Jack and Jill

Jack and Jill went up the hill To fetch a pail of water Jack fell down And broke his crown And Jill came tumbling after.

(Repeat song twice)

SHARING INFORMATION 2

Teacher asks pupils to bring out their homework. Pupils post their picture on the board. Teacher helps pupils group together the same pictures. Teacher says: Please bring out your homework. Let’s post your pictures on the board and group together the same pictures.

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NOTES Pupils count the pictures. The monster with the most number of pictures is considered the most popular. Teacher asks pupils to share their reason for choosing their monster. BRIDGING Teacher says: Let’s count the pictures. Which monster has the most Allow pupils to express number of pictures? Which one has the second most number of pictures? themselves in their Which one has the least number of pictures? Do you think this monster is the most popular (pertaining to the monster with the most number of pictures)? What do you think makes this monster the most popular? How about this one (referring to the monster with the least number of pictures)? Why do you think comfortable in sharing it’s the least popular? their ideas. Then, model how to say their RETELLING OF THE STORY: ma me mi mumu! responses in English. 3

Teacher divides the class into 4 groups. Each group gets a different set of pictures showing the events of the story. Pupils NOTE use the pictures to retell the events of the story assigned to their You may have the pictures group. Teacher asks each group to come in front and retell the in the book drawn in story. separate illustration boards Teacher says: I will divide your class into 4 groups. I will give each group for the group work. a set of pictures. The pictures show events of the story Ma Me Mi Mumu! You will use the pictures to tell your classmates the events of the story. Group 2 will retell the second part of the story. (Second part: pages 10-15 of book) Group 3 will retell the third part of the story. (Third part: pages 16-21 of the book) Group 4 will retell the last part of the story. (Fourth part: pages 22-27 of the book)

4 CONCLUDING THE SESSION

Homework: Teacher asks the pupils to ask their parents or grandparents stories on how to scare monsters away. Pupils draw things that they can use to scare the monsters away. Teacher says: When you get home later, I want you to ask your parents or grandparents to tell you a story about monsters. The story should have characters, a place where it happens and events. It also has to tell us how to scare a monster away. Draw the characters of the story in your notebook and the things that we can use to scare the monsters away.

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NOTES DAY OBJECTIVE (1) EN1OL-IIIa-j-1.3. Talk about stories heard and when and where it took place, the characters, 5 and some important details of the story

SING A SONG 1 Aa Bb Cc Dd

Ee Ff Gg Hh Teacher sings the songs “Sit Down, You’re Rocking the Boat” and “Jack and Jill” with the pupils. The lyrics of the songs are posted MATERIAL on the board. You’re Rocking the Boat” Sit Down, You’re Rocking the Boat

Sit down, sit down You’re rocking the boat

Rock, rock You’re rocking the boat

Jack and Jill

Jack and Jill went up the hill To fetch a pail of water Jack fell down And broke his crown And Jill came tumbling after.

(Repeat song twice)

BRIDGING CAMPFIRE STORIES 2 Allow pupils to express themselves In the middle of the circle is a small lamp. Pupils bring out their notebooks and get ready to share. Teacher facilitates the activity. them feel comfortable Teacher says: Let’s pretend that we are camping. We are going to form in sharing their ideas. Bring out your notebook and get ready to tell your story. Then, model how to say their responses in English.

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NOTES 3 CONCLUDING THE SESSION

Teacher reminds the class to review on their past lessons this quarter. He or she then thanks them for their active participation in class.

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