ENGLISH 2 TG Let - S Begin Reading Unit II

UNIT II
Week 1: I Have A Family

Lesson 1:
I. Objectives
Appreciate and respect each member of the family
II. Subject Matter

Topic: Family
References: K-12 Curriculum Guide, I Love My Family, Unit 2 L.1
Materials: pictures
Value Focus: Love for the family
III. Procedure
A. Preparatory Activities
1. A Text A Day
Fin saw a kite up in the sky.
a. Who saw a kite up in the sky?
b. What did fin saw up in the sky?
c. Where did Fin saw a kite?
2. Review
Write /c/ if the C sound is /k/ and write /s/ if the C sound is /s/.
_____1.cart
_____2.celery
_____3.cactus
_____4.circle
_____5.carabao
3. Motivation
I will read each word. Check (/) the picture that tells about that word.
1. picnic
2. farm
3. barrio
B. Developmental Activities
1. Presentation
Story “The Picnic Surprise”
2. Analysis and Discussion
a. What does Ben like doing with his family?
b. What did his mother ask about?
c. What did Ben ask his mother to prepare for the picnic?
d. What was everybody feeling about the picnic?
e. What was Kuya Ramon doing?
f. What was Raya doing?
g. If you were the brother or sister of Ben, what would you do to help prepare for
the picnic?
h. Who did Ben think about?
i. What do you think was he feeling when he remembered Tatay?
j. Where does Tatay work?
k. What was the picnic surprise?
l. What do you think Ben felt when he saw Tatay? Why?
3. Generalization
a. Family is the smallest unit of the community.
b. A good family give love and respect to its family member.
C. Post Activities
1. Application
What do you like to do with your family?
2. Enrichment Activity
Draw your favorite part in the story “The Picnic Surprise”.
IV. Evaluation
Read the story and answer the questions that follow.
Sam and Ram are twin sisters.They both like to draw pictures.Yesterday, they
drew pictures for theirbrother Bam. It's his 8th birthday.Sam drew a cat on a mat with a
red hat.Ram drew a wet hen with eggs. Bam is sohappy with their pictures.
1. Who are twin sisters?

A. Sam and Bam b. Ram and Bam c. Sam and Ram
2, What do they like to do?
a. draw pictures b. eat fruits c. play dolls
3. What picture did Sam draw?
a. a bat on a mat with a red hat
b. a cat on a mat with a red hat
c. a rat on a mat with a red hat
4. Why did they draw pictures for their brother Bam?
a. because its Bam’s 5th birthday
b. because its Bam’s6th birthday
c. because its Bam’s 7th birthday
5. How did Bam feel about their gifts?
a. happy b. sad c. angry
V. Assignment
Paste at least 3 pictures in your notebook of places you would like to visit together
with your family.
Lesson 2:
I. Objectives
Recognize the pronoun “I”
II. Subject Matter

Topic: Pronoun “I”
Materials: pictures
Value Focus: Care for oneself
III. Procedure
1. A Text A Day
A jet can go up in the sky.
a. What can go up in the sky?
b. Where can a jet go?
c. What a jet can?
2. Review
In our story yesterday, how many brothers and sisters does Ben have?
3. Motivation
Listen to the question. Answer the question in front of the class.
a. “How many brothers and sisters do you have?”
b. “I have ____________ brother/s and ____________ sister/s.”
1. Presentation
Look at the pictures and listen as I read the sentences in the dialogue bubble.

a. Who is speaking in picture A?
b. Who is 8 years old?
c. What word did he use to talk about himself?
d. Who is speaking in picture B?
e. Who is 13 years old?
f. What word did he use to talk about himself?
g. Who is speaking in picture C?
h. Who is 4 years old?
i. What word did she use to talk about herself?
3. Generalization
We use the pronoun “I”when the speaker talks about himself or herself.
C. Post Activities
1. Application
I will ask a question about you. You have to answer using the pronoun “I”.
a. How old are you?
b. What do you like to do after class?
c. What do you bring to school?
IV. Evaluation
Fill in the blanks.
1. I am _____ years old.

2. I live in _____.
3. I studied at _____.
V. Assignment
Make 3 sentences using the pronoun “I”.
Lesson 3:
I. Objectives
Recognize words with –at
II. Subject Matter

Topic: Words with –at
Materials: pictures
Value Focus: Love for animals
III. Procedure
1.A Text A Day
The dog is in the yard with Totoy.
a. Who is in the yard?
b. Where is the dog?
c. Who was the dog with?
2. Review
Look at the pictures as I read the dialogue bubble.
What do we use when the speaker talks about himself?

3. Motivation
Listen as I read the sentences.
Ben received a hat from Nanay.
Tatay gave Ben a bat.
Kuya Ramon has a cat for Ben.
Raya placed all the gifts on a mat.
1.Presentation
Let us name the pictures from the sentences.
What is the sound that you hear in all of the words?

Let us look at other words with -at.
3. Generalization
Words with –at
Example:
hat sat mat bat cat rat fat
C. Post Activities
1. Application
Read the word cards. Choose the correct picture of the word that you read from the
board.
Word cards: hat, fat, cat, mat, bat, sat, rat
IV. Evaluation
Choose the correct word for each picture.
V. Assignment
Make 3 sentences using words with –at.
Lesson 4:
I. Objectives
Recognize words with –an,-ag
II. Subject Matter

Topic: Words with –an, -ag
Materials: pictures
Value Focus: Family
III. Procedure
1. A Text A Day
The dog and I go up the hill.
d. Who go up the hill?

e. Where does the dog and I go?
f. What was the dog and I do up the hill?
2. Review
Give example of words with –at.
3. Motivation
Father likes to cook with a pan.
Mother likes to use a fan.
Brother likes to clean with a rag.
Sister likes to bring a pink bag.
1.Presentation
What is the sound that you hear in all of the words?

Let us look at other words with –an and –ag.
3. Generalization
Words with –an and –ag
Example:
can bag
fan rag
man hag
C. Post Activities
Application
Read the word cards. Choose the correct picture of the word that you read from the
board.
Word cards: can, fan, man, pan, ran, van, bag, rag, hag, tag
IV. Evaluation
V. Assignment
Make 3 sentences each using words with –an and ag.
Lesson 5:
I. Objectives
Recognize words with –am,-ar
II. Subject Matter

Topic: Words with –am, -ar
References: K-12 Curriculum Guide, I Love My Family, Unit 2
Materials: pictures, word cards
Value Focus: Taking care of Animals
III. Procedure
1. A Text A Day
Tanya goes to my house to visit me.
1. Who goes to my house?

2. Where Tanya goes?
3. Who will Tanya visit?
2. Review
Write the names of the following pictures.
1. 2. 3. 4. 5.
3. Motivation
We will go on a picnic. Mother prepared ham sandwiches. She also bought jam for
me.Thejam is in a colorful jar. We all rode our car going to the picnic.
1.Presentation
What sounds did you hear from all the words?

Let us look at other words with –amand –ar.
-am
ham ram jam
-ar
car far jar
3. Generalization
Words with –am and –ar
Example:
Ham car
Ram far
Jam jar
C. Post Activity
1. Application
a. Oral Practice
I will show you the picture cards of the words with short a. Spell the words out
loud.
b. Written Practice
Write the correct word for each picture.
1. net 4.well
2. bag 5. Man
3. ram
Look at the pictures. Write the names of each. Choose your answer from the box.
Mat fan bag hat

Men fed beg hen.
IV. Evaluation
.
V. Assignment
Make 3 sentences each using words with –am and ar.
Lesson 6
Objective:
Decode words with long / ā / sound
Subject Matter: The Long / ā / Sound

Materials: chart, flash card, picture
Procedure:
Motivation:
1. Read the word chart with short long / ā / sound .(Refer to LM, p.165)
2. Show a family picture then ask the children to talk about the picture.
Presentation:
Reading phrases with long / ā /.
1. bake the cake
2. make the game
3. shake the cake
4. take the cane
Read: “An Enjoyable Party” (Refer to LM, p. 166).

Allow the children to read the words in the story with the long /a/ sound and let them
answer their LM, We Can Do it.
Key to Correction:
1. Nate 4. cake
2. cane 5. Games
3. bake
Generalization:
The Long /a/ sound is the sound you hear if you place a silent /e/ at the end of the word.
Application:
Circle the word for each picture.
Illus. cane crane illus: rake lake
cane bake
game plane
illus: plane plane illus: cage pale
same sale
lame gate
illus: gate male illus: basketball sale
gate game game
came name
Evaluation:
Read and Draw.
1. cage for sale
2. bake a cake
3. snake at the gate
Lesson 5:
I. Objectives
Recognize words with short e and short a
II. Subject Matter

Topic: Words with short e and short a
Materials: pictures
Value Focus: Loving family
III. Procedure
1. A Text A Day
My mom and dad love me.
a. Who love mom and dad?
b. Who love me?
c. What were mom and dad feel?
2. Review
Give example of words with –am and –ar.
3. Motivation
Look at the picture. List the words of things in the picture with short e and short a.
1. Presentation
Listen to my story
Sam and Ram are twin sisters.They both like to draw pictures.Yesterday, they drew
pictures for their brother Bam. It's his 8th birthday. Sam drew a cat on a mat with a red
hat. Ram drew a wet hen with eggs. Bam is so happy with their pictures.

a. Who are twin sisters?
b. What do they like to do?
c. Who did they draw for?
d. Why did they give Bam pictures?
e. What picture did Sam draw?
f. What picture did Bam draw?
g. What can you say about the twin sisters?
3. Generalization
Words with short e and short a
Example:
mat ten
fan net
bag fed
C. Post Activities
1. Application
Write the correct word for each picture. Do this in your notebook.
IV. Evaluation
Look at the pictures. Write the name of the pictures in your notebook. Choose your answer
from the box.
V. Assignment
Give 5 examples of words with short e and short a, then use them into sentences.
Week 2: I share with My Brothers and Sisters
Lesson6:
I. Objectives
Noting details to the selection read.
Answering Wh- questions
II. Subject Matter:

Topic: Note details to the selection read
Answer Wh- questions
Materials: pictures, word cards
Value Focus: Sharing
III. Procedure
1. A Text A Day
Jojo ran down to find the red bat.
a. Who ran down?
b. Why did Jojo ran down?
c. What is the color of the bat?
2. Drill
Say the name of the following pictures that I will show you.
Mat fan bag hat

Men fed beg hen
2. Unlocking of Difficulties
Listen as I read the sentences. Listen to the questions and choose the correct
answer.
1.Yumi and Yana are twins. They are sistersbornon the same day and they
look alike.Choose the picture of twins.
2. Ana ate too much last night. This morning shehas a stomachache. Choose
the pictureof Ana with a stomachache.
3. Motivation
Who among you has a brother or a sister? How many do you have? What do
you like doing with them?
1. Presentation
Read the story about “Tam and Ted”
a. Comprehension Check –up
Answer the questions on page 130.
3. Generalization
Wh- questions are: Who, Where, What, When, Why and How. We can
answer it by reading and understanding the story we are reading.
C. Post Activity
1. Application
Write down the name of the twin being described in each sentence.
a. Likesto eat fruits and vegetables
b. likes chips, candies,
c. had stomachache in school
d. is healthy and strong
e. likes to drink lots of cola
Draw Ted having a stomachache on a piece of paper.
IV. Evaluation
Read the selection below and answer the questions that follow.
Blackie and Brownie are puppies. They arealso brothers. Blackie is a small black
puppywith fluffy fur. Brownie is a big brown puppywith shorter fur. They both like eating
bonesand meat. They both like running after balls.They are both loved by their mother
dog,Lassie.
1. What kind of pet are Blackie and Brownie? a. kittens b. puppies c. cubs
2. Who has a fluffy fur? a. brownie b. blackie c. lassie
3. Who loves to eat bones and meat? a. Blackie b. Brownie c. both
4. What is the name of their mother? a. Susie b. Lassie c. Missie
5. Which of the two puppies has short fur? a. brownie b. blackie c. lassie
V. Assignment
Draw your pet animal at home and described it.
Lesson 7:
I. Objectives
Recognizing the use of Venn Diagram
II. Subject Matter

Topic: Use of Venn Diagram
Material: Venn Diagram, word cards,
Value: Sharing
III. Procedure
1. A Text A Day
The yellow cat is on the table.
a. Who is on the table?
b. Where is the yellow cat?
c. What is the color of the cat?
2. Drill
Read the following words.
3. Review
What was the title of our story yesterday?
What were the names of the twins in our story?
4. Motivation
Show a picture of twins…
1. Presentation
Look at the following diagram.
a. Listen as I read the words.
b. Look at where these words are written.

A What are the things that they both like?
b. Where are these written in the diagram?
c. What are the things that only Tam likes?
d. Where are these written in the diagram?
e. What are the things that only Ted likes?
f. Where are these written in the diagram?
3. Generalization
What is Venn Diagram?
A Venn diagram is used to show how two characters are the same.
Same characteristics are written in the middle part of the diagram. It also shows
how the characters are different from each other. Different characteristics are written
on the left part and on the right part of the diagram.
C. Post Activity
1. Application
a. Oral Practice
Talk about your brother/s and sister/s.
a. How many do you have?
b. What do you like doing with them?
“I like to _____ with my brothers and sisters.”
b. Written Practice
Find a partner then write down on a Venn Diagram the things that you have in
common and things that differs.
Divide the class into groups. Fill up the Venn Diagram by writing the names of those
who like to eat banana, apple or both.
IV. Evaluation
Read the story below, then complete the Venn diagram using the words in the box.
Blackie and Brownie are puppies. They arealso brothers. Blackie is a small black
puppywith fluffy fur. Brownie is a big brown puppywith shorter fur. They both like eating
bonesand meat. They both like running after balls.They are both loved by their mother
dog,Lassie.
V. Assignment
Make a Venn diagram that tells the similarities and differences between you and your brother
or sister
Lesson 7
I. Objectives
Reading phrases with short a
II. Subject Matter

Topic: Phrases with short a
Materials: pictures
Value Focus: Honesty
III. Procedure
1. A Text A Day
Yeye found the blue hat under the table.
1. Who found the blue hat under the table?
2. Where is the blue hat?
3. What color is the hat?
2. Review
a. In our story yesterday, what were the names of the twins?
b. What are the things that they both like?
c. What are the things that they like differently?
3. Motivation
Showing pictures
1. Presentation
Listen as I read the phrases.

Look at the pictures beside the phrases.

a. Try to read the phrases on your own out loud.
b. Were you able to read all the phrases?
3. Generalization
Reading phrases with short a
Example:
a. bag of Tam
b. has a rag
c. in the bag
C. Post Activities
1. Application
Match the phrases to its picture.
1. bag of Tam a.
2. has a rag b.
3. in the van c.
4. hat of Ted d.
IV. Evaluation
Read the phrases. Choose the correct picture for each phrase.
V. Assignment
Give 3 phrases with short a.
Lesson 8-1:
I. Objectives
Reading phrases with short a and short e
II. Subject Matter

Topic: Phrases with short a and short e
Materials: pictures
Value Focus: Industry
III. Procedure
1. A Text A Day
Sid wants to buy the pretty white dog.
a. Who wants to buy the pretty white dog?
b. What is the color of the pretty dog?
c. What is the dog looks like?
2. Review
a. What pronoun do we use when we refer to the speaker?
b. What pronoun do we use when we refer to the one spoken to?
3. Motivation
Showing pictures
1. Presentation
Look at the picture. Complete the phrases by giving the correct word on the
blank. Write the completed phrases in your notebook.
a. b. c.

a. What are in the pictures?
b. What words are they?
3. Generalization
Example:
a. a fat rat
b. sat on the bed
c. the ten cans
C. Post Activities
1. Application
Read the phrases. Match the correct picture with each phrase.
IV. Evaluation
Read the phrases. Look for the picture for each phrase. Write the letter of the phrase of the
correct picture. Do this in your notebook.
V. Assignment
Read the phrases. Draw what it says in your notebook.
Lesson 8-2
I. Objectives
II. Subject Matter

Topic: Phrases with short a and short e
Materials: pictures
Value Focus:
III. Procedure
1. A Text A Day
Pam wants to buy the cute white cat.
a. Who wants to buy the cute white cat?
b. What is the color of the cute cat?
c. What is the cat looks like?
2. Review
When do we use the pronoun Iandyou?
3. Motivation
Showing pictures
1. Presentation
Look at the pictures in the comic strip. Listen as I read the dialogue to you.
Write Ioryouon the blanks.

a. Who is new in the school?
b. Who were in grade two?
c. Who is the boy?
d. Where they in?
3. Generalization
Example:
a. a fat rat
b. sat on the bed
c .the ten cans
C. Post Activities
1. Application
Read the phrases out loud. Answer the question. I will ask about the phrase.
1. men in the van

Where are the men?
2. hat on the mat
Where is the hat?
3. ham in the pan

Where is the ham?
4. bat in the car

Where is the bat?
IV. Evaluation
Look at the pictures. Write a phrase about each picture. Choose your answer from the box. Do
this in your notebook.
V. Assignment
Look at each picture. Write a phrase about each picture. Do this in your notebook.
Lesson 8
I. Objectives
Using the pronoun You and I
II. Subject Matter

Topic: Using of Pronouns You and I
Materials: pictures, word cards, charts
Value: Sharing
III. Procedure
1. A Text A Day
Gino has a blue car.
4. Who has a blue car?
5. What is the color of the car?
6. What is blue?
2. Checking of Assignments
3. Review
In our story yesterday, what were the names of the twins?
4. What are the things that they both like?
5. What are the things that they like differently?.
Motivation
A. Sing a Song (It’s You who build the Community)
b. Showing pictures
1. Presentation
Look at the picture and listen as I read the sentences on the dialogue box.

a. Comprehension Check-up
d. Who is speaking in picture A?
e. Who is he speaking to?
f. Who is his twin brother?
g. What word did he use to talk about himself?
h. How about the word he used when he talked about the one he is speaking to?
i. Who is speaking in picture B?
j. Who is he speaking to?
k. Who likes fruits?
l. What word did he use to talk about himself?
m. What word did he use when he talked about the one he is speaking to?
3. Generalization
Remember This
The pronoun I is used when the speaker talks about himself or herself. The
pronoun you is used when referring to the person spoken to.
C. Post Activity
1. Application
Work in pairs. Try to find out more about your classmates by asking them
questions.
Don't forget to use you in asking questions and I in answering.
Sample questions:
“What do you like to play?”
“I like to play ______.”
“How do you go home?”
“I ______ going home.”
Write in the blank the correct pronoun.
1. ___ am 8 years old.
2. Are ____ new in this school?
3. ___ am happy to be your friend.
4. ___ live in Muntinlupa City.
5. ___ and I are classmates.
IV. Evaluation
Complete the sentences. Write “I” or “you”.
1. _____ am a grade two pupil.
2. _____ are my best friend.
3. _____ am the best pupil in class.
4. _____ are beautiful.
5. _____ am a good and honest pupil.
V. Assignment
Write 5 sentences each using the pronoun You and I.
Week 3: I Have a Home
Lesson 11
I. Objectives
Love and care to our home
II. Subject Matter

Topic: Home
Materials: pictures
Value Focus: Love for the home
III. Procedure
1. A Text A Day
Garner wears a cap. He wears a blue cap.Garner runs after the cat. The cat got the fish.
a. Who wears a cap?
b. What is the color of the cap?
c. What kind of animal did Garner run after?
d. Why did he run after the cat?
2. Review
Read the phrases. Look at the following pictures and write the correct phrase for each.
Do this in your notebook.
a rat and a cat jam in a jar
a man and a pet fan on a mat
a bat on a car tag on a bag
Listen as I read the words. Match each word with the correct picture.
Nipa hut
Sunrise
Cool breeze
Storm
4. Motivation
a. What kind of home do you live in? Where is your home?
Say: “I am _______. I live in a _______.”

(house, apartment, nipa hut, building)
“My home is in ______.”
b. Show pictures of different kind of houses
C. Developmental Activities
1. Presentation
Story “Home by the Sea”

1. What kind of home does Marlyn's family live in?
2. Where do they live?
3. What can they see near their home?
4. What does her father do? What time does he wake up?
5. What can you say about her father?
6. What does her mother do? Who goes with her?
7. What does Marlyn do while they are away?
8. What does Lola Luisa do?
9. What can you say about Marlyn's family?
10. What did the storm do to their house?
11. How do you think did that happen?
12. How did Marlyn feel when that happened?
13. Was anyone from her family hurt by the storm?
14. What did her mother say to comfort Marlyn?
15.What do you think will they do after the storm?
Draw it in your notebook.
3. Generalization
c. A home is where the family stays together.
d. A good home must have a family that loves and cares each of its member.
C. Post Activities
1. Application
Who lives with you in your home? What do they do?
Draw your favorite part in the story “Home by the Sea”.
IV. Evaluation
Write the letter of the correct answer.
1. Who lives in Catbalogan, Samar?

a. Carlyn b. MArlyn c. Darlyn
2. Who sells fish and shells in the market?
a. KuyaPaeng and Mother
b. Mother and Marlyn
c. Marlyn and Mother
3. What does Marlyn do at home?
a. cooks meal
b. clean house
c. takes care of Baby Sita
4. What happened to their house when the storm came?
a. their house became new
b. their house was destroyed
c. nothing happened to their house
5. How did Matlyn felt after the storm?
a. happy and joyful
b. afraid and worried
c. happy and blessed
VI. Assignment
Draw in a bond paper the house that you want to live in.
Lesson 12:
I. Objectives
Using of pronouns He, She and It
II. Subject Matter

Topic: Use of pronouns (He, She, It)
References: K-12 Curriculum Guide, I Have a HOme, Unit 2 L.12
Materials: pictures
Value Focus: Home
III. Procedure
1. A Text A Day
Dan has a hat. He has a yellow hat,
Dan has a pan. He has a black pan.
a. Who has a hat?

b. What is the color of his hat?
c. What thing has a black color?
d. Who owns the black pan and yellow hat?
2. Review
In our story yesterday, who were living in Marlyn's home?
3. Motivation
Show a picture of a boy, a girl and a thing.
1. Presentation
Listen as I read some sentences about the story.
a. Father is a fisherman.
b. He wakes up early to catch fish.
c. Mother is a vendor.
d. She sells the fish that Father catches.
e. The family lives in a nipa hut.
f. It is near the sea.

1. In sentence a, who is a fisherman?
2. In sentence b, who wakes up early to catch fish? Is Father a man or a woman? How
many persons is the sentence talking about? What word was used to replace the word
Father?
3. In sentence c, who is a vendor?
4. In sentence d, who sells the fish that Father catches? Is Mother a man or a woman?
How many persons is the sentence talking about? What word was used to replace the
word Mother?
5. In sentence e, where does the family live in?
6. In sentence f, what is near the sea? Is nipa hut an object? How many objects is being
talked about in this sentence? What word was used to replace the word nipa hut?
3. Generalization
Remember This
The pronoun he is used to replace a name of a person. He is only used of boys.
The pronoun she is used to replace a name of a person too. She is only used for
girls.
The pronoun it is used to replace a name of an object or animal.
C. Post Activities
1. Application
Group Sharing:
Think about a member of your family that you would want the class to know about.
Think about one object in your home that you would want to share.
Don't forget to usehe,she, or it.
IV. Evaluation
Write the correct pronoun in the sentence. Write He, She, or It on the blank.
1. Mang Rudy is a jeepney driver. ______ is a hardworking father.

2. I have a pet dog named Dayve. _____ has a long tail.
3. My sister loves to sing. ____ has a great voice.
4. Our principal is Mrs. Shella Navarro. _____ is a nice and beautiful woman.
5. We went to Manila Ocean Park yesterday. _____ is a wonderful place.
V. Assignment
Make 3 sentences each using the pronouns He, She, or It
Lesson 13:
I. Objectives
Reading sentences with Short a
II. Subject Matter

Topic: Read sentence with short a
References: K-12 Curriculum Guide, I Have a Home, Unit 2 L.13
Materials: pictures
Value Focus: Home
III. Procedure
1. A Text A Day
Sally has a bag. She has a red bag.
She also has a cat. It is a black cat.
a. Who has a bag?
e. What is the color of her bag?
f. What thing has a black color?
g. Who owns the red bag and the black cat?
2. Review
When do we use the pronounshe,she, and it?
3. Motivation
Let us see what are inside Marlyn's house.
Listen as I read the sentences. Look at the pictures beside the sentences.
1. The bag is on the mat? What is on the mat?
2. Dad has a hat. Who has a hat?
3. The ham is on the pan. Where is the ham?
4. Mama has a rag. Who has a rag?
1. Presentation
Read the following sentences..
Father likes to cook with a pan.

Mother likes to use a fan.
Brother likes to clean with a rag.
Sister likes to bring a pink bag.

What are the words with a?
1. How do you pronounce them?
2. What is the sound of the words with a that you have read?
3. Generalization
Words with short a like cap, bat, sat, Sam has a /a/ sound .
C. Post Activities
1. Application
Look at the pictures. Choose the correct sentence for each picture.
1. Sam has a fan.
Sam has a pan .
2. The bat is in the net.

The bat is in the bag
.
3. Ram has a wet leg.

Ram has a wet bed.
4.The man has a hat.

THE man has a bat
.
5. Jed sat on a mat.

Jed sat on a bed.
2. Enrichment Exercises
Look at the picture. Complete the sentences by writing the missing words in
your notebook.
The boy has a ______.
The bag is on the ____
RHE egg is on the ____
IV. Evaluation
A. Read the sentences and choose the correct picture.
1. Ben sits on a mat.
2. The man is mad.

3. The cat is in the car.
B. Read the sentences. Answer the questions about each sentence.

1. The red bag has a tag.What has a tag?
2. Pam is in the car.Who is in the car?
3. The rat is fat.What is fat?
4. The cat sat on the mat.Where is the cat?
5. Len has a fan.Who has a fan?
V. Assignment
Cut pictures with short a then paste it in your notebook.
Lesson 14:
I. Objectives
Read and answer questions
Answer questions using pronouns He, She It
II. Subject Matter

Topic: Reading and answering questions
Answering questions using pronouns He, She It
References: K-12 Curriculum Guide, I Have a Home, Unit 2 L.14
Materials: pictures, chart, powerpoint presentation
Value Focus: Home
III. Procedure
1. A Text A Day
Mama has a hat. She has a red hat.
Mama also has a pan. It is a red pan.
a. Who has a hat?
b. What is the color of her hat?
c. What things has a red color?
d. Who owns the red hat and the red pan?
2. Review
When do we use the pronounshe,she, and it?
3. Pre Test
Look at the pictures. Choose one picture and construct 3 sentences about your
chosen picture. Don't forget to usehe,she, and it.
4. Motivation
I will show a picture and you are going to write the name of each of them.
1. Presentation
Read the sentences out loud. Answer the question. I will ask about the sentence.
1. The bats are in the van. Where are the bats?
2. The cat is fat. What is fat?
3. The pens are in the bag. Where are the pens?
4. The rats are on the mat. Where are the rats?
5. The men are mad. Who are mad?

1. What are the words with a?
2. How do you pronounce them?
3. What is the sound of the words with a that you have read?
3. Generalization
Words with short a like cap, bat, sat, Sam has a /a/ sound .
C. Post Activities
1. Application
Read the sentences. Answer the questions that follow each sentence.
Write your answers in your notebook.
1. The rags are in the bag.
Where are the rags?
What are in the bag?
2. The bats are in the van.
Where are the bats?
What are in the van?
3. Ted sells the cans.
Who sells the cans?
What does Ted sell?
IV. Evaluation
Look at each picture. Write a sentence about each picture. Do this in your
notebook.
V. Assignment
Cut pictures with short a then paste it in your notebook.
Lesson 15:
I. Objectives
Note details on a selection read
II. Subject Matter

Topic: Noting Details
References: K-12 Curriculum Guide, I Have a Home, Unit 2
Materials: story, charts, pictures, word cards.
Value:
III. Procedure
1. A Text a Day
2. Review
Read the sentences. Answer the questions that follow each
sentence. Write your answers in your notebook.
1. The rags are in the bag.
Where are the rags?
What are in the bag?
2. The bats are in the van.
Where are the bats?
What are in the van?
3. Ted sells the cans.
Who sells the cans?
What does Ted sell?
3. Motivation
Show a picture of a spider…
1. Presentation
Read the story “Anton’s Spider Lesson”

1. Who loves to play with spiders?
2. What did Ericka see in the garden?
3. How did Ericka feel when she saw that?
4. What did Ericka do when Anton was aboutto catch the spider?
5. What did Ericka say?
6. What can you say about Ericka?
3. Generalization
We should love animals or insects no matter how big or small they are.
C. Post Activities
1. Application
Look at the pictures. Listen as I read the sentences.Complete the sentences by
writinghe,she, or it.
This is Ericka. ____ is Anton's

sister. _____ saw the spider spin
its web.
This is Anton. _____ likes playing
with spiders. _____ is Ericka's
brother.
This is the spider in the garden.

_____ spins its own web. _____
lays eggs in the spider eggsac.
Look at the pictures. Arrange the jumbled wordsto form a new sentence.
Is The egg pan a on.
Has tag. A The bag
Mat. On The hen is the
The car. The men in are
Bed. The fan on a the
IV. Evaluation
Read the sentences. Answer the question that comes after each sentence.
1. Tam has a map. Who has a map?
a. Tam b. Ram c. Pam
2. Jed ran to the van. Where Jed did ran?

a. man b. van c. jam
3. The bag of Len is tan. What is tan?

a. bag b. hat c. pen
4. Ana has a hat. Who has a hat?

a. Tam b. Ana c. Bam
5. The bat is I the bag. Where is the bat?

a. rag b. hag c. bat
V. Assignment
Draw the following phrases.
Bat on the mat ham in the jar
Can in the car fan on the bed
Objective:
Identify the elements in a story read
Subject Matter: Story: “ Anton’s Spider Lesson”

Value Focus: Order
Procedure:
Review the story “Oops!, It’s My Turn” read the previous day.
Ask: Retell the story to the class.
Motivation:
Main Character Guessing Game.
Show: books from the library / reading corner.
Let the children take a look at the cover and give one main character or characters of the story.
Example:
Snow Write and the Seven Dwarfs
Little Red Riding Hood
Si Langgam at siTipaklong
Si Matsing at siPagong
Presentation :
Read the story “Anton’s Spider lesson.” (Refer to LM, Let’s Aim)
Let the children answer the comprehension question.
1. Who are the characters in the story
2. Where did the story happen?
3. What important things/events happened in the story?
Read the story again and look for the characters, events and the place where it happened.
Use graphic organizer (Wh- Memory Card), for the story “Anton’s Spider Lesson” Refer to
LM.
Memory Card
WHO:_____________________
Names of the Character
WHERE:____________________
Place where it happened
WHEN:_____________________
Time when it happened
WHAT:_____________________
Events that happened
Group Work:
Make a thank you card for Lola Mary. Use the story for the letter.
“Happy birthday, Mike !greeted Lola Mary. “Don’t go out on the road yet. You can
practice riding on your bike at the backyard,” said Lola. ”Oh, what a wonderful bike. This is
the best gift I’ve ever received. Thanks a lot Lola”.
Generalization:
Ask: What do you find in a story?
The story has characters, event and the place where the story happened. Knowing
these will help you understand what you read.
Application: Identify the characters, place and event. Use a graphic organizer
SIMPLE ORGANIZER
WHO:_____________________
WHERE:___________________
WHEN:____________________
WHAT:____________________
The park was full of people. Tom looked around. Suddenly, ā a little girl said,” Are
you looking for your wallet, sir? I found this under the chair.” “Thank you very much. You are
an honest girl”, said Tom.
Agreement: Tell who the characters are, place and the events.
1. The buses, jeepneys and the cars stopped . Jose and Marie looked at the traffic lights.
The policeman signaled the people crossing the street. Jose and Marie crossed the street.
Week 4: Grandparents are Great
Lesson 16
I. Objectives
Show your love and appreciation to our Grandparents
II. Subject Matter

Topic: Appreciation and love to our Grandparents
Materials: pictures, book
Value: Love for Grandparents
III. Procedure
1. A Text a Day
Gab's Pet
Gab has a pet.
Gab's pet is a rat.
He has a fat rat.
a. Who has a pet?
b. What is his pet?
c. What kind of rat is Gab’s pet?
2. Drill
Read the following phrases
Sat on a bed
Bag with a tag
Ram and van
Ham on a pan
3. Motivation
Show picture of a grandparents…
Listen as I read the sentences. Choose the correctanswer.
1. Miguel likes eating chicken soup when it's coldand raining. The hot soup really
makes himfeel warm. Which of the following is a pictureof chicken soup?
Drawing of chicken soup spaghetti fried chicken
2. Last night, Mateo wasn't feeling good.He cannot eat anything because he losthis
appetite. What don't you like to do whenyou lose appetite?
Sleep eat study
3. Lucas was brought to the hospital becausehe was sick. He was bitten by a
mosquitothat caused his sickness. The doctor said he haddengue fever. What insect
caused this sickness?
Cockroach ant mosquito
1. Presentation
Read the story “Grandmother’s Cooking”
Answer the questions on pages 162 – 163 LM
3. Generalization
How can you show your love and appreciation to your grandparents?
C. Post Activities
1. Application
What are the things that your grandparents do for you that you really like?
Make a card for your grandparents.
IV. Evaluation
Read the story and answer the questions.
Family Dinner
Mother prepared dinner. She is cookingadobo, pinakbet, and rice. Mary helped
hermother in the kitchen. Michael helped set thetable. When Mother finished cooking,
Mothertold Mary to call her father. Father, Mother,Mary, and Michael sat at the table to
eatdinner. When dinner was over, Mary cleanedup the table and Michael did the dishes.
1. Who cooked dinner?
2. What did she cook?
3. Who helped her in the kitchen?
4. What did Mary do after dinner?
5. How about Michael?
V. Evaluation
Bring a picture of your parents and paste it in a bond paper.
Lesson 17
I. Objectives
Sequencing Events
II. Subject Matter
Topic: Sequence Events
Materials: picture, chart, book
Value: Orderliness
III. Procedure
1. A Text a Day
Ted’s Pet
Ted has a pet. His pet is a hen. It is a red hen. He feeds his pet hen.
a. Who has a pet?
b. What is his pet?
c. What is the color of his pet?
d. What does Ted do to his pet?
2. Review
Which of the following shows your love and respect your elders. Check (/)
your answer.
1. Do not listen to what they are saying.
2. Kiss them before you go to school.
3. Give them what they need.
4. Talk to them always.
5. Shout at them when they didn’t hear you.
3. Motivation
Show a picture of the butterfly Do you know how where a butterfly came from?
1. Presentation
Listen as .I read the sentences that happened in the story we read yesterday.
Gab requests Grandma to cook his favorite food.
Gab ate the chicken soup that Grandma brought to the hospital.
Gab got sick of dengue fever.

1. Which of the sentences happened first in the story?
2. Which of these happened next?
3. Which of these happened last?
b. Call a pupil to arrange or put numbers 1-3 to sentence to arrange it in correct
order.
3. Guided Practice
Read each paragraph and the sentences below it. Number the sentences in the
order that they happened in the story.
Last week, my older brother, Mark, got some pieces of wood. He made a
doghouse for his dog, Dori. Last night, Dori slept in his new house.
___ He made a doghouse for Dori.
___ Dori slept in his new house
___ Mark got some wood.
4. Generalization
We arrange sentences in order that they happened in the story.
C. Post Activity
1. Application
Number the sentences 1-3 to the order that they happened.
___ I wear my uniform.
___ I go to school.
___ I take a bath.
Look at the pictures as I read the sentences. Write 1-3 according to the correct
sequence.
___Michael washed the dishes after dinner.
___Mother cooked adobo, pinakbet, and rice.
___The family ate dinner together.
IV. Evaluation
Read each paragraph and the sentences below it. Number the sentences in the order that they
happened in the story.
___ They went back to school.
___ They went to the zoo.
___ They went to the park.
___ They ate lunch.
V. Assignment
Number the sentences according to what happened in the story.
Mother told Moses that his hair is long. Ms. Lara told Moses to go to the barber shop.
Moses went to the barber shop.
____Moses went to the barber shop.
___Mother told Moses that his hair is long.
___ Miss Lara told Moses to go to the barber shop.
Lesson 18
I. Objectives
Using the Pronouns We and They
II. Subject Matter

Topics: Pronouns We and They
References: K-12 Curriculum Guide, Unit 2
Materials: chart, exercises, pictures
Value:
III. Procedure
1. A Text a Day
2. Checking of Assignment
3. Review
Arrange the pictures in the correct sequence.
4. Motivation
Show a picture. (Refer to p. 165 LM)
1. Presentation
Listen as I read some sentences that Mother said when he talked to Gab.
a. Grandma and I are both worried about your condition.
b. We think that you should start eating well for you to get stronger.
c. The nurses work hard to help you
d. They want you to get well too.

Who do you think is speaking in the sentences?
1. In sentence 1, who are worried about Gab’s condition?
2. In sentence 2, who are thinking that Gab should start eating well to get
stronger? How many are they? What word was used to replace Grandma and I?
3. In sentence 3, who are working hard to help Gab?
4. In sentence 4, who wants Gab to get well? How many are they? What word
is used to replace the noun nurses?
3. Generalization
Remember this:
The pronounweis used to replace names of persons speaking when there is
more than one.
Example: Your father and I are going to your school tomorrow.
We need to talk to your teacher.
The pronoun they is used to replace names of the people being talked about
in the sentence, who are more than one too.
Example: Tina’s classmates surprised her on her birthday.
They all wrote birthday messages to her.
The pronoun theycould also be used to replace names of objects and

animals being talked about.
Example: The sunflowers are now in bloom.
They are very pretty!
The pet puppies are very dirty.
They all need a bath.
C. Post Activities
1. Application
a. Group Sharing:
Work in small groups. Share about your family. Choose one member
of your family. Tell the group things that you like to do with him/her. Don’t forget to
use the pronoun we.
Example:
I like playing with my sister. We play hide and seek during summer.
I like feeding the chickens with Tatay. We feed the chickens in the morning.
2. Enrichment Activities
Class Sharing
I will show you pictures of different families different things. Choose one
picture and tell something about what the members of the family are doing. Don’t
forget to use the pronoun they.
IV. Evaluation
Look at the pictures. Complete the sentence by adding we and they.(Refer to p. 170 – 171 LM)
1. The pupils are having recess.___ are eating together.

2. Rob and Red are brothers. ___ like reading together.
3. My sister and I like to dance.___ dance every morning.
4. The kites are flying high. ___ are very colorful.
5. My friend and I like walking by the beach.___ also like to play there.
V. Assignment
Write 5 sentences each using the pronoun we and they.
Lesson 19
I. Objective
Reading Short Stories with Short a
II. Subject Matter
Topic: Read Short Stories with Short a
Reference: K-12 Curriculum Guide, Unit 2: I love My Family
Materials: short stories
Value: Love for Reading
III. Procedure
1. A Text A Day
Pam has a pan. She puts a ham in the pan.
She also made a bun. She puts jam and ham on the bun.
a. Who has a pan?
b. What did she cook in the pan?
c. What did she do to a bun?
d. What did she put in the bun?
2. Drill
Read the following words/phrases
Ham in the bun bag with a tag
Jam in the can0 bat on the car
3. Review
Write the pronoun We or They on the blank to complete the sentence.
1. Baby and I are watching the rain. ____ love to stay inside the house.
2. Sam and KC are siblings. ___ draw a lot.
3. My dresses are long. ___ are new and beautiful.
4. My friends and I like to go to the mall. ___ like to buy new shoes.
5. There are many butterflies in the garden. ___ have different colors.
4. Motivation
Show a picture of a rat….
1. Presentation
Let’s read the story together.
Gab’s Pet
Gab has a pet.
Gab’s pet is a rat. He has a fat rat.

Answer the following questions
1. Who has a pet?
2. What is Gab’s pet?
3. What is fat?
Try to read out loud the story of your own. Were you able to read all sentences?
Were you able to answer all questions?
3. Guided Practice
Read the story and answer the questions orally.
The Pet Hen
Pat has a pet hen.
The hen is red.
The hen is fat.
Pat’s hen has 10 eggs.
The eggs are I the nest.
1. Who has a pet?
2. What is his pet?
3. What color is the hen?
4. What is fat?
5. What does the hen have?
6. How many are the eggs?
4. Generalization
Read the story very well and understand it to answer the questions correctly.
C. Post Activities
1. Application
Read the short story. Answer the questions that follow.
Dan’s Bag
Dan has a bag.
The bag has a tag.
The tag is in the bag.
The bag is o the bed.
1.Who has a bag?
2. What does the bag have?
3. Where is the tag?
4. Where is the bag?
5. Draw Dan’s bag in your notebook.
Read the short story. Answer the questions that follow. Write the letter of the correct
answer.
The Fat Man
Dan is a man.
Dan is a fat man.
He has a hat.
Dan is in the car.
1. Who is the man?

a. Dan b. Jed c. Ram
2. What does Dan have?
a. ham b. hat c. hit
3. Where is Dan?
a. van b. car c. cat
4. Draw Dan in your notebook.
IV. Evaluation
a. Read the stories aloud. Choose the correct answer
Jack's Net
Jack has a net.The net fell.
Jack's net fell in the well.The net is wet.
1. Who has a net?
a. b. c.
Jack Len Gran
2. Where did the net fall?
a. b. c.
3. What happened to the net?
a. b. c.
b. Read the story and answer the questions
Ren's Cat
Ren has a cat.
The cat has a bell.
The cat is on the mat.
The cat ran after the rat
1. Who has a cat?
a. Ren b. Ben c. Den
2. What does the cat have?
a. pen b. hat c. bell
3. Where is the cat?
a. van b. car c. mat
4. What did the cat do?
a. sat b. ran c. fell
V. Assignment
Look at the picture. Write 3 sentences about thepicture. Write your sentences in your
notebook.
Week 5:
Lesson 1: Welcome Home
I. Objectives
Appreciate and welcome members of the family who are coming home
Read, understand and answer question about a story read.
II. Subject Matter

Topic: Family
References: K-12 Curriculum Guide, Welcome Home, Unit 2 L.21
Materials: pictures, charts, stories
Value Focus: Love for the family
III. Procedure
1. A Text A Day
Bambi has a wig. She has a black wig.
Bambi puts ribbons in her wig.
She puts two red ribbons in her wig.
1. Who has a wig?

2. What is the colour of her wig?
3. Where will Bambi put the ribbons?
4. How many ribbons will she put?
2. Review
Complete the sentencebyaddingwe and they.
1. The pupils are having recess. ____ are eating together.
2. Rob and Red are brothers.____ like reading together.
3. My sister and I like to dance. ____ dance every morning.
4. The kites are flying high. ____ are very colourful.
5. My friends and I like walking by the beach. ____ also like to play there.
3. Motivation
Choose the correct answer.
1. My cousin Joshua studies in a university. It is a big school with many
buildings. You see a lot of college students in a university. What do you do in a
university?
a. study b. play c. swim
2. Bambi is now a college student. One becomes a college student after
finishing high school. When do you become a college student?
a. after grade school c. after kinder
b. after high school
4. Motivation question:
Do you know somebody who is away from home?
Why is he/she away?
In our story today, we are going to find out, who is away for a long time.
1. Presentation
Story “Welcome Home”

1. Who is coming home after a long time?
2. What's the name of the mother?
3. What was she doing?
4. Why is she cooking?
5. Why was she cookingkare-kare?
6. What does this say about Nanay?
7. Why was Ate Adel away for a long time?
8. Why is she back?
9. What can you say about her decision to work in the province?
10. How did Tonio feel about his sister's decision?
11. What made you say that?
12. If you were Tonio, what gift can you give your big sister as a graduation gift? Draw
your answer in your notebook.
3. Generalization
c. A member of our family who was away for so long must be given a big
welcome.
C. Post Activities
1. Application
If you were Ate Adel will you come back after you have gone for so long in the city?
Why?
IV. Evaluation
Draw your favorite part in the story “Welcome Home”.
V. Assignment
Paste at least 3 pictures in your notebook of places you would like to visit together with your
family.
Lesson 2:
I. Objectives
Recognize the pronoun “Mine” and “Yours”
Use the pronouns “Mine” and “Yours” in a sentence
II. Subject Matter

Topic:Pronouns “Mine” and “Yours”
Materials: pictures, charts
Value Focus: Care for one’s possession
III. Procedure
1. A Text A Day
Gil digs a pit. He digs a deep pit.
Gil has a yellow shovel. He digs the pit with the shovel.
1. Who has a shovel?
2. What is he going to do with the shovel?
3. How deep is the pit?
4. What is the colour of his shovel?
2. Review
In our story yesterday, who owns the small school bag? Who owns the big bag??
3. Motivation
Work in pairs. Put four things that belong to youon a table. Your partner will do
the same. Each onewill speak one at a time by telling each other whomeach object
belongs to.
1. Presentation
Listen as I read some sentences that Adel said.
1. This bag belongs to me.
2. This bag is mine.
3. This school bag belongs to you.
4. This bag is yours.

Who is the one speaking here? Who is she speakingwith?
1. In sentence 1, to whom does the bag belongto?
2. In sentence 2, what word was used to show thatthe bag belongs to the
speaker?
3. In sentence 3, to whom does the school bagbelong to?
4. In sentence 4, what word was used to show thatthe bag belongs to the one
spoken to?
3. Generalization
The pronoun mine is used to show thatsomething belongs to the speaker.
Example: The pencil belongs to me.
The pencil is mine.
The pronoun yours is used to show thatsomething belongs to the one spoken to.
Example: The eraser belongs to you.
The eraser is yours.
C. Post Activities
1. Application
a. In front of the class, place two things that belongtoyou. Each one will go in front and
choose an object.If the object belongs to you, make a sentencestating that it belongs to
you. Don't forget to use thepronoun mine.
If the object does not belong to you, go to yourclassmate and make a sentence
stating that theobject belongs to your classmate. Don't forget touse the pronoun yours.
b. Enrichment Activity
Complete the sentences by adding mine or yours.
1. The new book belongs to me. This is ____.
2. The sandwich is given to you. That sandwiches _____.
3. I bought a red ballpen. This ballpen is ____.
4. Those socks belong to you. Those socksare ____.
VI. Evaluation
Look at the pictures. Listen as I read the sentences.Complete the sentence by adding
mine or yours.
1. My mother gave me this book.This book is ____.
2. Nanay, this flower is for you.This is ____.
3. This is my favorite dress.This dress is _____.
4. This is my test yesterday. This star is ____.
5. This milk is for you. This milk is _____.
VII. Assignment
Complete the sentences by writing mine or yours.Don't forget to look at the name of
the personwho is talking.
This perfume is ______. The chocolates are ____.
This belt is _________. This bag is ______.
Mother Father Peter Timmy
Lesson 3:
I. Objectives
Recognize words with short I
II. Subject Matter

Topic: Words with short I
Materials: pictures, flashcards, charts
Value Focus:
III. Procedure
1. A Text A Day
Billy hit his finger. He hit it with a hammer.
Billy cried for help. His father came.
a. Who hit a finger?
b. What did Billy do to his finger??
c. Who came to help him?
2. Review
When do we use the pronouns “Mine” and “Yours”?
3. Motivation
Each one of you will get a word card with shorti.Read the word card aloud. Look for
the picturethat shows the word in your card from the board.Post the word card beside its
correct picture.
1.Presentation
1. Tonio has a pin on his bag.
2. Adel threw her thrash in the bin.
3. Nanay gave the baby a bib.
4. There is a big bowl ofkare-kare on the table.
5. The baby is sick.

Answer the questions. Write your answersin your notebook.
1. What does Tonio have on his bag?
2. Where did Adel throw the trash?
3. What did Nanay give the baby?
4. How does the bowl look like?
5. What happened to the baby?
What do you notice with the words you wrote?
What sound do you hear in the middle of the letters?
Let us read some more words with shorti. Teacherwill discuss the meaning of the
words with you.
-it -in -ip -ill -ig -ick -ib
Bit bin rip bill dig sick rib
Fit fin sip gill jig lick bib
sit Pin tip Mill pig Pick
Tin Till Wick
win kill kick
3. Generalization
Words with short i
Example:
kick, bib, bin, sip, rib, tip, fin
C. Post Activities
1. Application
a. Group Game:
I will show you a picture one at a time.
Choose a group mate who will spell the wordson the board.
b. Read the word cards. Choose the correct picture of the word that you read from the
board.
Word cards: kick, bib, bin, sip, rib, tip, fin
1. bib dig bat
2. pat peg pig
3. tin tan ten
4. bat bet bit

5. rip sip tip
IV. Evaluation
a. Read the words with short i. Choose the correct picture.
1. sit
2. pig
3. bit
4. lick
5. pin
V. Assignment
Cut 3 pictures with short i. Paste it in a bond paper.
Lesson 3:
I .Objectives
Recognize words with short a, e, and i
II. Subject Matter

Topic: Words with short a, e, and i
Materials: pictures, flashcards, charts
Value Focus:
III. Procedure
1.A Text A Day
Weng feeds the hens. She feeds them everyday.
Weng has ten hens. She has ten white hens.
a. Who feeds the hen?
b. When does she feed the hens?
c. How many hen does she have?
2. Review
Complete the sentences by adding mine or yours.
1. The new book belongs to me. This is ____.
2. The sandwich is given to you. That sandwich is _____.
3. I bought a red ballpen. This ballpen is ____.
4. Those socks belong to you. Those socks are ____.
3. Motivation
List down words that have a short i. The most number of words wins.
D. Developmental Activities
1.Presentation
Look at the pictures. Provide the missing lettersof each word. Write the words in your
notebook. (Refer to LM p. 79 – 80)
Group the words in the proper column.
Words with Short a Words with short e Words with short i
bag rat Fin
bin rib fan
bell rip sick

3. Generalization
Give words with short a. What is the sound?
Give words with short e. What is the sound?
Give words with short i. What is the sound?
C. Post Activities
1. Application
Look at the pictures. Write the correct wordfor each picture. Choose your answer from
the box.Do this in your notebook.
IV. Evaluation
Look at the pictures. Provide the missing lettersof each word. Write the words in your
notebook.(Refer to LM p. 191)
V. Assignment
Look at the pictures. Write the correct wordinyour notebook. (Refer to LM p.192)
Week 6: Lesson 26
I. Objectives
Show appreciation and love for the new member of the family
Read, understand and answer question about a story read.
II. Subject Matter

Topic: Family
Materials: pictures, charts, stories
Value Focus: Love for the new family member
III. Procedure
1. A Text A Day
Dayve is a big dog. It likes to eat pods.
These pods are in the hot pot.
a. What is the name of the dog?
b. What kind of dog is it?
c. What does it like to eat?
d. Where is the pods?
2. Review
Do you have a younger brother or sister? What doyou do together?
Say: “I am ______. I have a younger brother / sister.
His / Her name is _____.
I like _____ with him / her.”
3. Motivation
Listen as I read the words. Match the wordwith the picture on the right.
Refer to LM Unit 2 p.85
Hospital
Watch over
Fold
3. Motivation Question
Do you remember how you felt when you sawyour younger brother / sister for
the first time?In the story that I will read, find out:
What Mateo and Andrea felt when they met the new baby
1. Presentation
Story A New Baby

1. Who came home from the hospital?
2. Who did they come home with?
3. Who saw the baby for the first time?
4. How did they feel when they saw the baby?
5. What did Mateo say?
6. Why do you think he said that?
7. What did Mang Paolo say about taking care of the baby?
8. Why do you think he said that?
9. How did Mateo want to help?
10. How did Andrea want to help?
11. Do you think they can do that?
12. Why is it important to help?
13. If you were the older brother or sister of Baby Micka, how would you help
Mother take care of the baby? Draw your answer.
3. Generalization
C. Post Activities
1. Application
If you were Mateo and Andrea, will you be willing to help in taking care of
Baby Micka? Why?
IV. Evaluation
Draw your favorite part in the story “A New Baby”.
V. Assignment
Paste at least 3 pictures in your notebook of big brother/sister taking care of their baby
brother/sister.
Lesson 2
I. Objectives
Predicting Outcomes
II. Subject Matter:

Topic: Predict Outcomes
Reference: K-12 Curriculum Guide, Unit 2
Materials: chart, pictures
Value:
III. Procedure
1. A text a Day
2. Review
In our story yesterday, do you remember how Mateo and Andrea wanted to
help take care of Baby Mika?
3. Motivation
Show a picture
1. Presentation
Listen as I read the sentences that happened in the story. Think of an answer to
the question that I will ask after every sentence.
a. Mateo will help by watching over Baby Mika while she is sleeping.
b. Andrea will help by folding the clothes of Baby Mika.

a. What other things can his mother do while Mateo is doing this?
What do you think will his father feel when Mateo is doing this?
b. How do you think will Baby Mika’s clothes look like when Andrea folds
them?
3. Generalization
Predicting outcomes is telling/ guessing what will happen next in a story.
You can make a guess by:
1. Looking for clues in the story.
2. Understanding events in the pictures.
C. Post Activities
1. Application
Read each story. Choose the letter of the sentence that shows what will happen
next.
1. Ted has a big piece of paper. HE has crayons too. What will happen
next?
a. Ted will ride on his bike.
b. Ted will draw a picture.
2. Amy rushes out of the door. “I forgot my books!” She goes back inside.
What will happen next?
a. Amy will get a pencil.
b. Amy will look for her books.
3. Jun gets a broom. Dina gets a dust pan. They go to the garden. What will
happen next?
a. They will clean the garden.
b. Jun and Dina will go home.
Draw a line to connect the idea on the left to the picture that will most likely to
happen.
The sky is dark.
Ryan eats a lot.

The pupils sturdy their lessons well.
The children keep their toys in proper places.
IV. Evaluation
Read each sentence. Choose the letter beside the best predictions. Write the letter.
1. The boy put on his uniform.
a. He will go swimming. b. He will go to school.
2. The woman wrote a letter to a friend.
a. She will call her friend on the phone. b. She will drop the letter in the mailbox.
3. A player asked for a glass of water.
a. She will drink. b. She will water the plants.
4. A boy turned on the television.
a. HE will watch a television show. b. He will listen to music.
5. The students went to the library.
a. They will read books. b. They will have snacks with their friends.
V. Assignment
Write the letter thattells what will happen next.
1. Joel jumped out of bed and looked at theclock. “Oh! I'm late,” he said. He dressed up asfast
as he could. Then he took his cap andbasketball and went out of the house.
a. Joel is late for the church. c. Joel was going to play basketball.
b. Joel was going to watch a baseball game.
2. Dandy knew that they will have a quiz inScience the next day. But instead of reviewing,he
watched TV until midnight.
a. Dandy forgot to turn off the TV. b. Dandy failed the Science test.
c. Dandy invited his classmates to watch TV.
3. Isabel likes eating candy. She eats candies inthe morning and at noon. Before going tosleep,
she still eats candies.
a. Isabel has perfectly white teeth. b. Isabel has a toothache.
c. Isabel is always hungry.
Lesson 3
I. Learning Objectives
 Use the possessive pronouns his-hers and our-ours
 Act out a short skit
 Show initiative to keep a place clean
II. Subject Matter

a. Topic: The Possessive Pronouns His-Hers and Our-Ours
b. References: PELC (Speaking) II. 5.2
Language in Action, pp. 36-40
English This Way 2 Worktext
Material: A chart with the written dialogue
Value Focus: Cleanliness

III. Procedure
1. A Text a Day
2. Review
What do you think will happen if all the trees are cut down and there came a
big typhoon?
3. Motivation
Ask the pupils if they have gone out for a picnic.
Tell them that the Lopez family is on a picnic in Tagaytay. They have a lot of fun
watching the beautiful scenery and swimming at the pool. When it is time to go home,
they begin to gather their things and put them away.
B. Development of the Lesson
1. Presentation
Let the pupils listen to the dialogue of the Lopez family. After listening, divide the class
into groups to present a skit using the dialogue.
Mr. Lopez: Okay, it’s time to go.

Please help Nanay in keeping our things.
Mrs. Lopez: Whose bathing cap is this?
Delia: It’s mine. This towel is yours, Danny.
Dina: Is this Tatay’s shirt?
Mrs. Lopez: It’s his. Are those Dino’s toys?
Dina: They’re ours.
Mrs. Lopez: We’re all done now. The place is all clean.
Mr. Lopez: Let’s go then.

a. Have the pupils answer the questions.
1. Where does the family go?
2. What does the family enjoy?
3. How does the family maintain the cleanliness of the place?
4. If you were one of the members of the family, what would you do to maintain the
cleanliness of a certain place?
b. 1. Let the pupils read some expressions used in the dialogue and notice the
underlined words.
- Is that Tatay’s shirt?
It is his.
- Are those Dino’s toys?
They are his.
2. Tell the pupils that his and ours are possessive pronouns. They are used to show
ownership or possession.
3. Provide more sentences using the possessive pronouns his-hers and our-ours.
a. Liza’s goat has four kids.
The goat is hers.
b. That is Jose’s bike.
That bike is his.
Explain to the class that hers is used when a thing is owned by a girl. When it is
owned by a boy, his is used. His and hers are found after the object owned.
3. Generalization
- Ask them when to use his and hers,
When a girl owns the object, we use hers.
When it is owned by a boy, we use his.
C. Post Activities
1. Application
Let the pupils use the correct possessive pronouns his-hers,
a. That is mother’s flower pot.
It’s (hers, his).
b. Mr. Chan has a new car.
That car is (his, her)..
c. Nena has a new pencil.
That pencil is (his, hers).
d. Lito brings a lunch box.
That is (his, hers).
e. That top belongs to Jon.
That top is (his, her).
f. The coat belongs to Rosa.
It’s (his, hers).
Let the pupils complete the sentences using the possessive pronouns
1. Mang Hector caught a big fish.
The big fish is (his, hers)
Mrs. E santos
2. This is the clean room of the principal.
This is (hers, his).
3. My younger sister owns this bag.

This is (her, hers)
4. Anna has a new pet dog.

It is (his, hers).
5. Maria owns the watch.

It is (his, hers).
IV. Evaluation
Underline the correct possessive pronoun.
1. Father drives a new car.

It is (his, hers).
2. She found her bracelet in the garden.
It is (his, hers).
3. Linda plays with her pussy cat.
It is (hers, his).
4. Kuya JR has a new favorite book..
That new book is (his, hers).
5. Inay has a big pan that she uses when she cooks.
That pan is (his, hers)
V. Assignment
Complete each sentence with the correct possessive pronouns using his, hers and our, ours.
1. Gary cuts hair. _____ pair of scissors is sharp.

2. The book belongs to Eduard. It’s ______.
3. Gwen likes the red shirt. The red shirt is ______.
4. Kevinhas new pair of shoes. ______ shoes is color blue.
5. Joe likes the brown one. Brown is ______ favorite color.
Lesson 4
 Use a possessive pronoun that agrees in gender with its
antecedent
 Write sentences using the possessive pronouns his, her and hers
II. Subject Matter

Topic: Using Possessive Pronouns That Agrees with the Gender of the
Antecedent (His, Her and Hers)
References: PELC Speaking 10.2
Learning English as A Second Language, Grade 2, p. 104
English Communication Arts Skillbook 2, pp. 66-67
Materials: charts, pictures,
Value: Perseverance
III. Procedure
1. Review
Write the correct pronoun for each word.
1. Miss Briones - ________ 6. trees - ________
2. dog - ________ 7. Mr. Padilla - ________
3. teachers - ________ 8. Remedios - ________
4. father - ________ 9. pencil - ________
5. Ana and I - ________ 10. children - ________
2. Motivation
(SONG)
BINGO
Once I had a little dog,

And Bingo was his name – O
B –I – N – G – O, (3X)
Tell the children to substitute the word Bingo to Cooky, and the pronoun his to her.
Ask: What can you say about Bingo? Cooky?
(Continue asking questions that will make pupils realize that Bingo is a male dog and
Cooky is a female.)
B. Development of the Lesson

1. Presentation
(Show the pictures to children and let them read the sentences under them.)
PICTURE A PICTURE B
Victor has a cap. Lita has a hairbrush.

It’s his cap. It’s her hairbrush.
It’s his. It’s hers
2. Analysis and Discussions

What does Victor own? Lita?
What pronoun is used to show that Victor owns the cap?
What does Lita own?
What pronoun is used to show that Lita owns the hairbrush?
When do we use his? hers?
Compare the use of her and hers.

(Her is used before the name of the thing owned; hers is used when the name is
omitted.)
* Practice (orally)
Look at the pictures. Make sentences using the possessive pronouns his, her and hers.
Follow the example in the pictures.
These are Oscar’s books.

1.
2.
It’s Lita’smeterstick.
1.
2.
Those are Maria’s dolls.
1.
2.
It’s Castor’s comb.

1.
2.
These are Tony’s kites.

1.
2.
3. Generalization
What possessive pronoun do we use for a boy/man?
What possessive pronouns do we use for a girl/woman?
Use his if the owner is a boy or man.
Use her/hers if the owner is a girl or a woman.
C. Post Activity
1. Application
Activity 1
Fill the blanks with the pronoun his, her or hers.
This is Fe’s spoon.
This is ______ spoon.
This is ______.
That’s Rody’s drum.
That’s ______ drum.
That’s ______.
This is Lita’s drinking glass.
This is ______ drinking glass.
This is ______.
This is Jay’s shirt.
This is ______ shirt.
This is ______.
Activity 2
Write your own sentences about each picture using the pronouns his, her and hers.
1.
2.
1.
2.
1.
2.
IV. Evaluation
Fill in the blanks with the correct pronoun his, her or hers.
a. It’s Andy’s top. It’s _____ top.

b. This is Judy’s pencil. It’s _____.
c. That is Lino’s house. It’s _____.
d. Those are Jinky’s notebooks. It’s _____ notebook.
e. The bottle of paste is Rita’s. It’s _____.
V. Assignment
Make two sentences each using the pronouns his, her/hers.
Lesson 5
I. Objectives
Reading phrases with short e, a andi.
II. Subject Matter

Topic: Read phrases with short e, a and i
Materials: phrases written on strips of cartolina, pictures, charts
Value:
III. Procedure
1. A text a day
2. Review
Listen as I read the phrases. Look at the picture beside the phrases.
Digs a pit
Rip a bib
Sick Tim
Ten pins

- What were the words that has short e? short a? shorti?
- Were you able to read all the phrases correctly?
3. Guided Practice
Read out loud the phrases. Answer the questions about the phrase.
1. six wet bibs what is wet?
2. pig on the mat where is the pig?
3. red lips what are red?
4. a red wig what is red?
5. a mad kid who is mad?
4. Generalization
Read the phrases with short e, a, and I correctly.
C. Post Activities
1. Application
a. Oral
Read the phrases. Choose the correct picture to each phrases.
Six bibs A fat pig A big bib wet lips Lid on a jar
b. Written
Look at the picture. Complete the phrases by writing the correct words on the
blank.
a big ____________
six _________
a lid on a ________
a big _______
IV. Evaluation
A. Read the phrases. Match the correct picture with each phrases. Write the letter only.
1. set of six bibs a.
2. ten tin cans b.
3. lid on a bin c.
4. dig a pit d.
5. rip on a mat e.
B. Look at the pictures. Write a phrase about each picture. Choose the answer from the box.
Tip of a pen In the pit Sit on the bed
A big wig Bib on the kid Hit the bin
A rat and a cat A sad kid Ten tin cans
Dig a pit Bin with a lid A bib with a pin
V. Assignment
A. Look at the pictures. Complete the phrases by givingthe missing words on the blanks. Write
the completephrases in your notebook.
A ______ and a ________
A _____ and a ________

A _____ and a ________
B. Look at each picture. Write a phrase abouteach picture. Do it in your notebook.
Week 7: A Different Family
Lesson 1
I. Objectives
Knowing how a family differs from another family.
Appreciating members of the family
II. Subject Matter

Topic: A Different Family
Reference: K – 12 Curriculum Guide, Unit 2
Materials: pictures , story
Value: Appreciation to each member of the Family
III. Procedure
1. A Text a Day
2. Review
Who are the members of your family. Which of the pictures are members of
your family?
3. Motivation
Do you know someone who has a different family form? For example, the
mother/father is out of the country and the grandparents takes care of the children,
Listen as I read the sentences. Choose the pictureof the correct answer.
1. We keep our pictures in a photo album. Which of the following is a picture
of a photo album?
2. Randy broke his leg in a terrible car accident .Which of the following is a
pictureof a car accident?
1. Presentation
Read the story “A Different Family”

Comprehension Check-up
3. Generalization
A family is still complete even if one member is missing as long as the
remaining members of it are still together and love each other.
C. Post Activity
1. Application
Draw and tell.
What is something that makes your family special? Draw it on a piece of paper.
Tell the class something about your drawing.
Say: “I am ______. My family is special because __________
IV. Evaluation
Draw your family portrait on a piece of paper. Put the names of each one of them.
V. Assignment
Paste a family picture on your notebook.
Lesson 2:
I. Objectives
Following Directions
II. Subject Matter

Topic: Follow Directions
Materials: book, picture
Value: Obedience
III. Procedure
1. A Text a Day
2. Review
In our story yesterday, do you remember what Ms. Cruz asked the class to
bring?
3. Motivation
Look at the picture
B. Developmental Activity
1. Presentation
Did the boy in the picture follow Ms. Cruz? How can you tell?
Game:
Everybody get your English book.
Line up by height.
Sit on the floor.
Stand beside your chair.
Keep your book inside your bag.
Divide the class in two groups. Group I will do an action, then group II will guess
what the action is from the word strips.
Group I Group II
They will close
a. a. Answer,
the door. Close the door.
They will stand

b. up. Stand up.
They will read

c.
a story.
Read a story
d. They will recite

a poem. Recite a poem.
e. They will sing

a song. Sing a song.

Read
Close the door.
Stand up.
Read the story.
Recite the poem.
Sing a song.
How many directions did you hear and follow when I say “Close the
door?”
Tell them that to be able to hear well, the ears should be taken care of properly.
Show and discuss “Caring for the Ears” with the children.
Caring for the Ears
Our ears are important.
Without our ears, we cannot hear.
We should keep our ears healthy.
What we should do.
Listen to soft music. Be in quiet places.
Clean only the outer ear. Ask an older person to clean

your ear canal.
What we should not do.
Listen to loud music.

Which of these should be done?
Which of these should not be done?
Why do we need to take good care of our ears?
How do we take good care of them?
3. Generalization
In school, it is very important to follow directions.
C. Post Activity
1. Application
Group Work
Each group will follow the directions in the activity card. The group that follow
the directions correctly wins.
Group Activities:
Do what is asked for.
Group I: Write the missing letters.
1. h s_
2. m ngo
3. b rd
4. l f
5. h rt
Group II
Color the drawings.
IV. Evaluation
A. Listen to the directions carefully. Do what is asked for.
1. Draw a smiling face.

2. Write your name under the smiling face.
3. Underline your first name.
4. Underline your last name two times.
5. Encircle your middle initial.
B. Read and follow the directions.

1. Draw a rectangle.
2. Write your father’s name inside the rectangle.
3. Draw a triangle.
4. Write your pet’s name inside the triangle.
5. Color the rectangle green.
V. Assignment
A. Read and follow the directions.
1. Write your mother’s name.

2. Draw three hearts.
3. Draw a line from your mother’s name to the first heart.
4. Color the second heart red.
5. Draw a flower inside the third heart.
Lesson 3
I. Objectives
Use of possessive pronouns Ours and Theirs
II. Subject Matter

Topic: Pronouns Ours and Theirs
Materials: book, chart
Value:
III. Procedure
1. A Text a Day
2. Review
Do the following on a sheet of paper.
1. Draw a big rectangle.
2. Inside the big rectangle, draw 3 triangles.
3. Under the rectangle, draw 2 circles.
4. On the left corner, above the rectangle draw a small rectangle.
5. Put a name to your drawing.
3. Motivation
Sing a Song
1. Presentation
Listen as I read some sentences.
1. This is a picture of my family and me in Bohol.
2. This is our picture.
3. These other picture belongs to my friend.
4. These pictures are their.

- In sentence 1, to whom does the picture belong?
- In sentence 2, to whom does the picture belong?
What word was used to show that the picture belongs to them?
- In sentence 3, to whom does the other picture belong?
- In sentence 4, what word was used to show that the other pictures belong to
friends?
3. Generalization
The pronoun ours is used to show that something belongs to the speaker,when the
speaker is more than one.
Example:
Father bought ice cream for my brothers and I.
The chocolate ice cream is ours.
The pronoun theirs is used to show that something belongs to people, animals, and
objects when they are more than one.
Example:
The pupils of grade have new chairs inside the classroom. The chairs are theirs.
C. Post Activities
1. Application
Look at the picture. Listen as I read the sentences. Complete the pictures by
adding ours and theirs.
We are Yumi and Yana. These bags are _____.
These are our puppies. The milk bowls are _____
The playground is for the children. The playground is ___
Father gave us flowers. These flowers are ______
Look at the pictures. Listen as I read the sentences. Complete the sentence by
adding his, hers, ours, and theirs.
1. Dad made my sister a sandwich. That sandwich is ____.
2. Jack received a gift for his birthday. That gift is ______.
3. The twins are looking at the album. The album is ______.
4. The man has a hat. That old hat is ________.
5. My brother and I share an umbrella. This umbrella is___
IV. Evaluation
Look at the pictures and listen as I read the sentences. Fill in the blanks with ours or theirs.
1. My sister and I wrote a nice story. That story is _____
2. The children got mangoes from the tree. The mangoes are __
3. We got a new cage for our pet rats. The cage is _______
4. My friend and I cooked pancakes for breakfast.

The pancakes are _____
5. Our neighbors have lots of plants. The plants are ____
V. Assignment
Write 5 sentences each using the pronoun Ours and Theirs
Lesson 4
I. Objectives
Reading sentences with Short i.
II. Subject Matter

Topic: Read sentences with short i
Materials: drawings, meta cards, LM
III. Procedure
1. A Text a Day
2. Review
Match the words with their pictures. Write the letter only
3. Motivation
Read the words with short i
pin
bit
kit
fin
rid
hid
1. Presentation
Jin’s Pins
Jin has pins. He has six pins. The pins are in the bag.

1. Who has pins?
2. How many pins does he have?
3. Where are the pins?
b. Read the words below.
Jin six pins
- What letter sound did you hear?
3. Generalization
What are the words with short i.
C. Post Activities
1. Application
a. Group Activity
Read the sentences together and answer the questions.
1. Tim’s bib has a rip. What has a rip?
What does the bib have?
2. The pig is on the hill. Where is the pig?
What is on the hill?
3. The wig is big. What is big?
Is the wig small?
4. Sam’s lips are red. What are red?
Whose lips are red?
5. The bin has a lid. What has a lid?
What does the bin have?
b. Individual Activity
Write the name of the pictures with short i.
1. 4.
2. 5.
3.
2. Enrichment activity
Read the sentences. Answer the questions on your notebook.
1. The cat is on the hill.
What is on the hill? Where is the cat?
2. The jar has a lid.
What has a lid? What does the jar have?
3. The wig is on the bed.
What is on the bed? Where is the wig?
4. Tom’s bag is big.
Who has a bag> What is big?
5. Pat digs a pit.
Who dis a pit? What does Pat dig?
IV. Evaluation
Read the sentences and choose the letter of the correct answer.
1. Sam is sick. Who is sick?
a. Sam b. Pam c. Sim
2. The bib has a pin. What has a pin?
a. lid b. bib c. pat
3. Len has six pens. Who has six pens?
a. Lina b. Len c. Ben
4. The cat is in the pit. Where is the cat?
a. pit b. mat c. pet
5. Jim has a pet rat. Who has a pet rat?
a. Jen b. Sam c. Jim
6. Min is a fat cat. Who is a fat cat?
a. fat b. cat c.Min
V. Assignment
Look at the pictures. Read the sentences.
Lesson 5
I. Objective
Reading Stories with a, e, and i
II. Subject Matter

Topic: Read sentences with a, e, and i
Materials: short stories, pictures, meta cards
III. Procedure
1. A Text a Day
2. Review
Look at the pictures. Read the sentences. Complete the sentences by writing the
correct word on the blank.
1. The ______ is big.
2. The _______ is on the bed.
3. The mat has a _________.
4. The ______ is wet.
5. A rat is in a ________.
3. Motivation
Look at the picture.
What can you see in the picture? Can you name them.
1. Presentation
Let’s read the short story together.
Tim
Tim is a kid. He has a bib. Tim is on the bed.

Answer the questions
a. Who is the kid? (Tim)
b. What does Tim have? (bib)
c. Where is Tim? (bed)
- What letters do the words Tim, bib and bed have?
- Were you able to read all sentences?
3. Generalization
Some words are have short a, e, and i.
C. Post Activity
1. Application
Read the story aloud. Choose the correct answer.
The Big Pig
Jig is a pig.
He is a big pig.
Jig fell in a pit.
1. What is Jig?
a. b. c.
2. What kind of pig is Jig?
a. b. c.
3. Where is Jig?
a. b. c.
Jin's Pins
Jin has pins.
He has six pins.
The pins are in the bag.
1. Who has pins?
______ has pins.
2. How many pins does he have?
He has _____ pins.
3. Where are the pins?
The pins are in the _____.
IV. Evaluation
Listen to my story. Try to follow directions that I givewhile reading the story.
Visit to the Zoo
One Saturday, my family and I went to the zoo.Joey and I were so excited for it
was our first time to go and visit the zoo. We saw different kinds of birds, monkeys
swinging on trees, and giraffes, the animal with the longest neck.
Can you fly like a bird?
Everybody, act like a monkey.
The zoo keeper was busy cleaning the cage of the elephant. After a while,
we went in front of the cage of the lion. Father told us how ferocious and strong lions
are. We listened to him attentively. It was such a wonderful day.
Can you walk like an elephant?
Everybody, roar like a lion.
We did not want to leave the zoo, but there were many more things that we
Had to do at home. Mother promised to take us again and see the beauty of the zoo.
1. Who went to the zoo?
2. What animals did they see?
3. How do you think the children feel while in the zoo?
4. What made you say that?
V. Assignment
Look at the picture. Write three sentences about the picture. Write your sentences in your
notebook.
Week 8: Brothers for Life
Lesson 1:
I. Objective
Note details on a story read.
Answer wh- questions
II. Subject Matter

Topic: Noting details
Answer wh- questions
Reference; K- 12 Curriculum Guide, Unit 2
Material: book, pictures, meta cards
Value: Love and Respect for Brothers/Sisters
III. Procedure
1. A Text a Day
2. Review
Read sentences with short a, e, and i.
a. Jim is a kid with a bat and a bib.
b. Tim has a small pig.
c. Din’s bag has a tag.
d. Ted sleeps on a bed with his cat.
e. Ken digs a pit.
Listen as I read the sentences. Choose the picture of the correct answer.
1. I always see my classmates quarrel. They often shout at each other when
they are quarrelling. Which of these pictures show children who quarrel?
2. The boys ride a boat while catching fish by the river.
4. Motivation
Show a picture of brothers and sisters
Do you sometimes fight with your brother or sister? What do you fight about?
1. Presentation
Listen as I read the story “Brothers for Life” pages 231 – 232, LM

a. Answer comprehension check-up pages 232-233.
3. Generalization
Even if siblings quarrel often, they will still love and respect each other at the
end.
C. Post Activity
1. Application
Group Sharing
Let's talk about your brothers and sisters. Do you like having brothers and
sisters? Why?
Say: “I like having brothers and sisters because ____.”
Draw a picture of you and your brother/sister playing. Write something about it.
IV. Evaluation
Make a card for your brother or sister.
V. Assignment
Bring a picture of you and your siblings.
Lesson 2
I. Objective
Use of This and That in a sentence
II. Subject Matter

Topic: This and That
Reference: k- 12 Curriculum Guide, Unit 2
Material: pictures, word cards, activity sheet
Value:
III. Procedure
1. A Text a Day
2. Review
In our story yesterday, who were always quarrelling?
3. Motivation
Read the poem.
Near or Far
by Elisa O. Cerveza
Near or far
Far or near
Here and there
There and here
One or two
Three or more
Want to know
What's here
And there
This or that
These or those
Please let me know
1. Presentation
Look at the pictures. Listen as I read the sentences about it.
1. This is our Father. He is Mang Oscar..
2. That is our house. I live there with my old father and

brothers.
In sentence 1, who is the lad referring to? How many is he pointing to?
Where is the old man? What word did he use to show that the old man is near
him?
In sentence 2, what is the lad referring to? How many is he pointing to?
Where the house? What word did he use to show that the house is far from
him?
3. Guided Practice
Choose a partner. Look around you. Tell something about an object that
catches your interest and don’t forget to use This and That.
4. Generalization
Remember This
We use this when the speaker is near one person, animal, or object.
We use that when pointing to one person, animal, or object.
C. Post Activity
1. Application
Get a thing in your bag. Tell something about it using This.
Point to an object/classmate and tell something about it using That.
IV. Evaluation
Look at the pictures. Listen as I read the sentences. Write this or that to complete the
sentences.
1. ______hat is big for me.
2. Look! _____ is a falling star.
3. Is ______ sandwich delicious?
4. ______ a heavy bag.
5. _____ boy will jump into the water.
V. Assignment
Write 5 sentences using This and That.
Lesson 3
 Use these are/those are with plural nouns
 Read sentences with these are/those are
 Appreciate the beauty of our surroundings
II. Subject Matter

A. Topic: These are/Those are with the Plural Form of Nouns
B. References: PELC – (Speaking) II. 5.1
Grammar in Focus II, p. 61
C. Materials: Real objects pictures, garden
D. Value Focus: Appreciation of the Beauty of Nature
III. Procedure
1. Motivation
Ask: Have you been to a market? What are the things sold or seen in the market?
Allow the pupils to enumerate the things sold in the market.
B. Preparatory Activities
1. Presentation
a.Show things or objects that are bought from the market such as flowers, toys,
oranges, etc. See to it that the pupils are far from the objects. Guide the pupils to
say:
Ex. Those are flowers.
Those are oranges.
Those are toys.
b. Allow the pupils to hold the objects then ask, “What are you holding?”
Guide them to say:
Ex. These are flowers.
These are oranges.
These are toys.
(The teacher may use other objects aside from the objects mentioned in the
examples above.)

a. Ask the following questions:
1. Where is the person talking (speaker) and the object when these are is used?
2. What is used when you are far from the object? (expected answer: those are)
3. How many objects are you talking about when using these are or those are? (expected
answer: two or more objects)
b. Post the chart with this story on the board. Ask them to read the story silently.
A Garden Day
Friday is a very busy day for the pupils of Mrs. Cely Aquino. Every child is busy
working in the school garden. You can hear the different conversations of the pupils in the
garden. “Those are the garden tools that we will use today. Come, let us get them so we
can start working,” Amie said. “Look, these are newly-bloomed flowers and those are
beautiful flowers with attractive colors,” Lily uttered.
These are the activities that they do. Some of them cultivate the soil, others remove the
grass. The rest water the plants. They are enjoying their work.
Ask the following questions:

1. Whose pupils were working one Friday?
2. What were the pupils doing?
3. Why is it good to enjoy your work?
4. How can you help maintain the beauty of our surroundings?
(Ask the pupils to read the underlined sentences and guide them on the correct use of
these are/those are.)
c. Let the pupils choose their partners. Using the objects found in the room, each partner
will supply the missing words in the dialogue.
Ex. Pupil 1: Liza, those are flashcards, aren’t they?
Pupil 2: No they aren’t. Those are books.
Pupil 1: These are crayons, aren’t they?
Pupil 2: Yes, they are. These are crayons.
(Call on three to five pairs to share their dialogues.)
3. Generalization
Ask: When do we use these are? those are?

- These are is used to show things that are near you or the speaker.
- Those are is used to show things that are far from you or far from the speaker.
- These are and Those areare used with two or more objects.
C. Post Activity
1. Application
a. Divide the pupils into groups and assign a leader in each group.
b. Remind them about the do’s and don’ts when they go out of the room.
Ex. 1. Fall in line quietly and in an orderly manner.
2. Don’t throw your garbage anywhere.
3. Don’t pick flowers and other plants in the garden.
c. Let the pupils go to the school garden or school playground.
d. Let the pupils describe orally and in writing the things/objects they see outside using
These are and Those are.
e. Ask some pupils to read their work then they go back to the room.
Let the pupils check the box with the correct answer.
a. These are Those are ducks swimming in the pond.
b. These are Those are my arms.
c. These are Those are lions in the last cage.
d. These are Those are my new shoes I am holding.
e. These are Those are wild ducks by the river bank.
IV. Evaluation
Use these are or those are to complete each sentence
1. _____________ my books.
2. _____________ flowers.
3. _____________ stars.
4. _____________ my brothers and sisters.
5. _____________ mountains
V. Assignment
Write four sentences using these are and those are.
Lesson 4
I. Objectives
Use the demonstrative pronoun (Those/ These)
II. Subject Matter

Topic: Use of Those are, These are
English For You and Me 2 Textbook
Materials: book, module, pictures, activity sheets
Value:
III. Procedure
1. A Text a Day
2. Review
When do we use This?
When do we use That?
3. Motivation
A. Look at the drawing on page 86 of your English for you and me.
B. Look at the drawings.
1. Presentation
A. Nora and Dina are talking about the rice cakes mother cooked
Nora: These rice cakes are delicious. These cakes are made of sticky rice.
Dina: Those rice cakes on the table are made by mother. They are sweet. I like
to eat those rice cakes.
Tina: Those boys outside are also eating rice cakes. They are going home now.
They live in those houses near the river.

a. 1. Where are the rice cakes Nora is talking about?
2. Are the cakes Dina is talking about near or far from her?
b. 1. In sentence 1, what is the girl referring to? How many is she pointing to?
Where are the barbecue sticks? What word did she use to show that the
barbecue sticks are near her?
2. In sentence 2, what is the lad referring to? How many is he pointing to?
Where are his brothers? What word did he use to show that his brothers are far
from him?
3. Guided Practice
Write Those are or These are to complete the pictures. Use the drawings to
guide you.
1. Are ______toys yours?
2. _______ toys are from my grandparents.
3. Are ________ dolls on top of the shelf yours?
4. Oh, ___________ are my sister’s dolls. She got them on her birthday.
5. ______ are small cars.
6. Oh, _______ are my father’s toy car collection.
7. ______ are new cars.
8. _____are my father’s favorite.
4. Generalization
Remember This:
We use these when the speaker is holding or near two or more persons,
animals, or objects.
We use those when the speaker is pointing to two or more persons,
animals, or objects.
C. Post Activity
1. Application
Look at the drawing. Say something about it using These are and Those are
Group Activity
Group 1: Do Activity 1 on page 87
Group 2: Do Activity 2 page 88
Group 3: Do Activity 3 page 88-89
Group 4: Do Activity 4 page 89 –90
IV. Evaluation
Look at the pictures. Listen as I read the sentences. Write these or those to complete
the sentences.
1. Are ___________ toys yours?
2. Oh, _________are my father’s toy car collection.
3. Are _______ dolls on top of the shelf yours?
4. ___________are my father’s favorite.
5. ________ are small cars.
V. Assignment
Write 5 sentences using These are and 5 sentences using Those are.
Lesson 5
I. Objective
Reading Short Stories
Answering Wh- questions
II. Subject Matter

Topic: Read Short Stories
References: K – 12 Curriculum Guide, Unit 2
Materials: module, stories
Value:
III. Procedure
1. A Text a Day
2. Review
When do we use These and Those?
3. Motivation
Who among like to read?
What kind of books do you like to read?
1. Presentation
Kim's Kittens
Kim has kittens.
She has six kittens.
The kittens are on her bed.
1. Who has kittens?
2. How many kittens does she have?
3. Where are the kittens?
Try to read the story on your own out loud. Were you able to read all
sentences?
Were you able to answer all questions?
3. Generalization
What are the things you should remember in reading stories?
C. Post Activity
1. Application
Read the story aloud. Check the correct answer.
Betty Helps
Betty helps Dad.
She helps set for dinner.
Dad is happy.
1. Who does Betty help?

a. Dad b. Betty c. Grandpa
2. How does Betty help?
a. fold clothes b. clean house c. set dinner
3. How does he feel?
a. angry b. sad c. happy
Lina's Bag
Lina has a bag.
She has a big red bag.
Lina's bag has a zipper.
1. Who has a bag? ______ has a bag.

2. What color is her bag? She has a _____ bag.
3. What does Lina's bag have? Lina's bag has a ______.
IV. Evaluation
Liz the Lizard
Liz is a lizard.
She is a big lizard.
Liz fell in a pit.
1. What is Liz?
2. What kind of lizard is she?
3. Where did Liz fall?
V. Assignment
Look at the picture. Write 3 sentences about the picture. Write your sentences in your
notebook.

ENGLISH 2 TG Let - S Begin Reading Unit II

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ENGLISH 2 TG Let - S Begin Reading Unit II

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UNIT II

Week 1: I Have A Family

II. Subject Matter

1. Who are twin sisters?

II. Subject Matter

2. Analysis and Discussion

1. I am _____ years old.

II. Subject Matter

What do we use when the speaker talks about himself?

What is the sound that you hear in all of the words?

2. Analysis and Discussion

II. Subject Matter

d. Who go up the hill?

What is the sound that you hear in all of the words?

2. Analysis and Discussion

II. Subject Matter

1. Who goes to my house?

What sounds did you hear from all the words?

Let us look at other words with –amand –ar.

ham ram jam

car far jar

Mat fan bag hat

Subject Matter: The Long / ā / Sound

Read: “An Enjoyable Party” (Refer to LM, p. 166).

II. Subject Matter

Value Focus: Loving family

4. Analysis and Discussion

Week 2: I share with My Brothers and Sisters

II. Subject Matter:

Mat fan bag hat

II. Subject Matter

2. Analysis and Discussion

“I like to _____ with my brothers and sisters.”

II. Subject Matter

Listen as I read the phrases.

2. Analysis and Discussion

II. Subject Matter

Value Focus: Industry

2. Analysis and Discussion

II. Subject Matter

2. Analysis and Discussion

1. men in the van

3. ham in the pan

4. bat in the car

II. Subject Matter

2. Analysis and Discussion

Week 3: I Have a Home

II. Subject Matter

Say: “I am _______. I live in a _______.”

b. Show pictures of different kind of houses

2. Analysis and Discussion

1. Who lives in Catbalogan, Samar?

II. Subject Matter

a. Who has a hat?

2. Analysis and Discussion

1. Mang Rudy is a jeepney driver. ______ is a hardworking father.

II. Subject Matter

1. The bag is on the mat? What is on the mat?

2. Dad has a hat. Who has a hat?

3. The ham is on the pan. Where is the ham?

4. Mama has a rag. Who has a rag?

Father likes to cook with a pan.

Say: “I am _. I live in a _.”