Lesson Plan

Science

I. Description
Date: May 14, 2019
Subject Area: Science
Topic: Functions of Different Parts of the Body
Grade Levels: For Grade 1 to 3
II. Objective
At the end of 60- minute discussion, the students should be able to:

A. Identify the different Parts of the Body

B. Appreciate the importance of each part
C. Give the function of the different Parts of the Body

III. Subject Matter:

A. Topic: Parts of the Body
B. Material: Body Illustration
C. Reference:
 Dorling Kindersly Limited. 2019. Science for Life. Retrieved from:
https://www.dkfindout.com/us/part/of.the/body/.
IV. Procedure

1. Reward System
The student who wins in the activity will get a reward.

2. Motivation:
The teachers will sing the song “My toes, my knees, my shoulder, my head”
and all the students will participate.

3. Activity:
“Simon Says”
Instructions: The students should follow what Simon would say. If a student
will fail, he/she will out of the game.
Simon says, touch your _____________________, (either of these)

*Face *Shoulder
*Nose *Toes
*Ears *Hand

4. Lesson Proper:

We have here an illustration of the Body Parts and we will going to tell the
functions of each. Afterwards, the students will going to answer the
following question.
Hair- the covering of hairs on a person’s head
Eye-sense of seeing
Ear-sense of hearing
Nose-sense of smelling
Tooth- used for biting and chewing
Tongue-sense of tasting
Mouth-opening through which the food passes into the body
Neck-part of the body between the head and the shoulders
Shoulder-it is where the arm connected
Chest-front part of the body between the neck and the stomach
Arm-part between shoulder and wrist
Elbow-joint where arms bends
Hand-body part at the end of the arm that includes fingers
Finger-used for holding things
Leg-used for standing, walking, and running
Knee-joint that bends at the middle of your leg
Foot-part of the leg on which a person stands and moves
Ankle-joint where the foot joins the leg
Toe- five separate parts at the end of the foot
 5. Application:

V. Evaluation

VI. Assignment
Read the next topic about the living and non-living things.
 I. Description
Date: May 15, 2019
Subject Area: Science
Topic: Things that Makes Up the surroundings
Grade Levels: For Grade 1 to 3

II. Objectives
After discussion, students will be able to:
1. Know what makes up surroundings
2. Understand why it is existed

III. Subject Matters

A. Topic: Things makes up surroundings
B. Materials: Paper, visual arts, lapis, chalk, chalkboard
C. References:
 Yaya Toure. (n.d.). AZQuotes.com. Retrieved May 16, 2019, from AZQuotes.com Web site:
https://www.azquotes.com/quote/1504475

IV. Procedure
1. Reward system
All students who will participate will have a reward.
2. Activity
The students are going to list down all the things in their surroundings. Then, they are going to
read all the things written in their pad.
3. Lesson Proper
The environment is everything that makes up our surroundings and affects our ability to live on
the earth - the air we breathe, the water that covers most of the earth's surface, the plants and animals
around us, the overall condition of our planet, and much more.
Living things and Non-living things
Characteristics of living things
1. Living things move
Birds fly. Fish swim. Kangaroos jump and horses run. Even plants, remarkably, show this
movement. If you touch the leaves of the mimosa plant, the leaves immediately close.
2. Living things grow
A human child grows into an adult. In the same way, a young plant will grow into an adult plant,
and a young animal grows into an adult animal.
3. Living things reproduce and have young
Many plants have seeds, and these seeds grow into new plants. Cows have calves. People have
babies. The adult chicken lays eggs. A chick hatches from an egg. The following table gives the young
and adult of some animals.

Non-living things
 Non-living things are things that are not alive. They do not need air, food or water. They do not
move. They do not grow and do not reproduce.

V. Evaluation

VII. Assignment
Read the next topic about the parts of a plant.

.
 I. Description
Date: May 16, 2019
Subject Area: Science
Topic: Kinds of Plants

II. Objective
At the end of this lesson, students will able to
 Identify and differentiate the kinds of plants;
 Know the needs of plants; and
 Define photosynthesis.

III. Subject Matter

A. Topic. Kinds of Plants
B. Material. Video showing from https;//youtu.be/X6TLFZUC9gi and
https://youtu.be/tkFPyue5X3Q
C. Reference.
 “All About Plants (n.d.)” Retrieve March 8, 2019 from https://www.discoveryeducation.com/all-
about-plants.cfm

IV. Procedure
1. Reward System.
After the discussion, the student who actively participate and best in the activity given will get
a token.
2. Motivation.
The teachers and students will sing the song Plants composed by Mrs. Shelley F. Meneses.
3. Activity.
The students will draw a plant and color it.
4. Lesson Proper.
The teachers will show an illustration of the plants and discuss their functions. Afterwards, the
student will do the assign activity.

Basic parts of most all plants are roots, stems, leaves, flowers, fruits, and seeds.

Plant Parts – Roots

The roots help provide support by anchoring the plant and absorbing water and
nutrients needed for growth. They can also store sugars and carbohydrates that the
plant uses to carry out other functions. Plants can have either a taproot system (such as
carrots) or a fibrous root system (such as turf grass). In both cases, the roots are what
carries the water and nutrients needed for plants to grow.

Plant Parts - Stems

Stems carry water and nutrients taken up by the roots to the leaves. Then the food
produced by the leaves moves to other parts of the plant. The cells that do this work
are called the xylem cells. They move water. The phloem cellsmove the food. Stems
also provide support for the plant allowing the leaves to reach the sunlight that they
need to produce food. Where the leaves join the stem is called the node. The space
between the leaves and the stem is called the internode. You'll find out why this is
so important as the mystery develops.

Plant Parts - Leaves

Leaves are the food making factories of green plants. Leaves come in many
different shapes and sizes. Leaves can be simple. They are made of a single leaf
blade connected by a petiole to the stem. An oak leaf or a maple leaf are examples.
A compound leaf is a leaf made up of separate leaflets attached by a petiole to the
stem like an ash or a locust.

Leaves are made to catch light and have openings to allow water and air to come and go. The outer
surface of the leaf has a waxy coating called a cuticle which protects the leaf. Veins carry water and
nutrients within the leaf.

Leaves are the site of the food making process called photosynthesis. In
this process, carbon dioxide and water in the presence of chlorophyll
(the green pigment) and light energy are changed into glucose (a
sugar). This energy rich sugar is the source of food used by most
plants.

Photosynthesis is unique to green plants! Photosynthesis supplies food

for the plant and oxygen for other forms of life.

A green plant helped make the oxygen you are breathing today.
 V. Evaluation

Answer Key:
1) Flower
2) Stem
3) Leaf
4) Seed
5) Roots

VI. Assignment
Read in advance the habitats of the animals.
I. Description
Date: May 17, 2019
Subject Area: Science
Topic: Habitats of the Animals
Grade Levels: For Grade 1 to 3

II. Objective
At the end of the lesson, the students should be able to:
A. Distinguish the different habitats of animals
B. Take care of animals

III. Subject Matter:

A. Topic: Kinds of Animals
B. Material: Animal Illustration
C. Reference:

IV. Procedure
A. Reward System
The student who gets the highest in the quiz will get a reward.
B. Motivation:
The teachers will show a video containing different kinds of animals.
C. Lesson Proper:
We have here an illustration of different Kinds of Animals.
The teachers will explain manually where the animals normally lived.
V. Evaluation

1. 2. 3.

4. 5.

VI. Assignment
Read the next topic about the cycle of butterfly
 I. Description
Date: May 18, 2019
Subject Area: Science
Topic: Life Cycle of a Butterfly
Grade Levels: For Grade 1 to 3

II. Objective
At the end of the discussion, the students will be able to:
1. Name the stages of the life cycle of the butterfly
2. Know the sequence; paste and color each cycle in the worksheet

III. Subject Matter

A. Topic: Life Cycle
B. Material: Image of a life cycle of a butterfly
C. Reference:
 Enchanted Learning. (n.d.). The Life-Cycle Of A Butterfly. Retrieved from
https://www.enchantedlearning.com/subjects/butterfly/lifecycle/
IV. Procedure
1. Reward System
The student who will identify the life cycle of a butterfly will have a cookie reward.
2. Motivation
The students will watched a video about the life of a butterfly
3. Activity
Instruction: The teacher is going to show a picture and students are going to identify if it is 1st,
2nd, 3rd or 4th stage of a cycle.
4. Lesson proper
Butterflies and moths undergo complete metamorphosis in which they go through four different
life stages.

Egg - A butterfly starts its life as an egg.

Larva - The larva (caterpillar) hatches from an egg and eats leaves or flowers almost
constantly. The caterpillar molts (loses its old skin) many times as it grows.
Pupa - It turns into a pupa (chrysalis); this is a resting stage.
Adult - A beautiful, flying adult emerges. There is no growth during this stage. This adult
will continue the cycle and reproduce.
V. Evaluation

VII. Assignment
Read in advance about the topic Properties of Matter
 I. Description
Date: May 19, 2019
Subject Area: Science
Topic: Properties of Matter
Grade Levels: For Grade 1 to 3

II. Objective
At the end of this lesson, students will able to
 Define matter;
 Identify things if solid, liquid or gas; and
 Differentiate if volume of mass.

III. Subject Matter

A. Topic. Properties of Matter
B. Materials. Tangible things (bottle, vinegar, balloon, etc.)
C. Reference:
 Arrington (n.d.) Physical Properties of Matter: Definition and Examples. Retrieve March 8, 2019
from https://study.com/academy/lesson/physical-property-of-matter-definition-examples-
quiz.html

IV. Procedure
1. Reward System.
The student who will perform best the experiment activity will be exempt in quiz on the next
lesson.
2. Motivation.
The teachers and students will sing the song Matter composed by Mrs. Shelley F. Meneses.
3. Activity.
Students will have a quiz
4. Lesson Proper:

Matter is everything around us

Matter can be a confusing word because it has several meanings. We often hear phrases like “What is the
matter?” or “It doesn’t matter”. Scientists have a different meaning for matter – matter is anything that
occupies space and has mass.

Matter is made up of tiny particles. These can be atoms or groups of atoms called molecules. Atoms are
like individual LEGO blocks. They are the smallest unit that anything can be broken down into without
doing something extreme. If atoms are like LEGO blocks, molecules are the structures you build with
them. The physical characteristics of atoms and molecules decide the form or state the matter is in.

Water in its three states of matter

Water behaves differently to most other substances because, in its solid state (ice), its particles are less
densely packed than in its liquid state. This is why ice floats.
Solid

Right now, you are probably sitting on a chair, using a mouse or a keyboard that is resting on a desk – all
these things are solids. Something is usually described as a solid if it can hold its own shape and is hard to
compress (squash). The particles in most solids are closely packed together. Even though the particles are
locked into place and cannot move or slide past each other, they still vibrate a tiny bit.

Ice is water in its solid form or state. Ice keeps its shape when frozen, even if it is removed from its container.
However, ice is different from most solids: its molecules are less densely packed than in liquid water. This
is why ice floats.

Liquid

The simplest way to determine if something is a liquid is to ask this question: If I try and move it from one
container to another (i.e. by pouring), will it conform to (take on the shape of) the new container?

Water is a liquid

We can pour liquid water from one container into another. Liquid water takes on the shape of its container.

If you have a glass of water and pour it into another glass, it clearly conforms – it takes on the shape of the
glass. If you spill the water, it will go everywhere. Because it isn’t in a container, it conforms to the shape
of the floor, making a big puddle!

In most liquids, the particles are less densely packed, giving them the ability to move around and slide past
each other. While a liquid is easier to compress than a solid, it is still quite difficult – imagine trying to
compress water in a confined container!

Water is an example of a liquid, and so are milk, juice and lemonade.

Water is everywhere

Water is all around us. Water can be a liquid – like rain or in rivers, lakes and oceans. Snow and ice are
solid water. Water can even be a gas. Most things on Earth need water to live.

Find out more about water by looking at our wide range of resources under the water topic.

Gas

The atoms and molecules in gases are much more spread out than in solids or liquids. They vibrate and
move freely at high speeds. A gas will fill any container, but if the container is not sealed, the gas will
escape. Gas can be compressed much more easily than a liquid or solid. (Think about a diving tank – 600
L of gas is compressed into a 3 L cylinder.) Right now, you are breathing in air – a mixture of gases
containing many elements such as oxygen and nitrogen.

V. Evaluation
Tell whether the mentioned item is a solid, liquid, or gas.
1) Ice
2) Oxygen
 3) Mirror
4) Pin
5) Juice
6) Fart
7) Book
8) Pencil
9) Soft drinks
10) Plants

Answer key:
1) Solid
2) Gas
3) Solid
4) Solid
5) Liquid
6) Gas
7) Solid
8) Solid
9) Liquid
10) Solid

VI. Assignment
Read about the topic kinds of weather.
 I. Description
Date: May 20, 2019
Subject Area: Science
Topic: Kinds of Weather
Grade Levels: For Grade 1 to 3

II. Objective
At the end of this lesson, students will able to
 Observe the weather; and
 Know what appropriate clothes to wear for different weather.

III. Subject Matter

A. Topic. Kinds of Weather
B. Materials. Slide share of the pictures of weather.
C. Reference.
 Fennel (n.d.) Weather: Definition and Types. Retrieve March 8, 2019 from
https://study.com/academy/lesson/weather-definition-types-quiz.html

IV. Procedure
1. Reward System.
The student who will get a high score on the quiz will get additional points to the next lesson’s
activity.
2. Motivation.
The teachers will show will bring a rotten log on class and allow the students for a minute of
interaction.
3. Lesson Proper.
The teachers will flash pictures of weather for oral participation.
V. Evaluation

VI. Assignment
Read all the topics discussed
 Lesson Plan
English
I. Description
Date: May 14, 2019
Subject Area: English
Topic: Pretest: Reading and Writing
Grade Levels: For Grade 1 to 3

II. Objectives
1) To let the teachers have an understanding on the pre-established knowledge of children in
the field of English
2) To measure the extent of the knowledge of the children before and after the NSTP-
English Program.

III. Subject matter

1) Topic: Pretest: Reading and Writing
2) Resources:
https://www.scribd.com/document/316740664/Pretest-in-Grade-10-English-First-Quarter
https://study.com/academy/exam/course/10th-grade-english.html

IV. Procedure
The students will be first tested if they know how to pronounce the 5 vowels. This is to test how well
the children can pronounce. After the activity the students will then be shown the whole alphabet so that
they may recall their ABC’s. They all may answer in chorus to encourage class participation. To test how
well they can write they will be given an activity that they could write on and answer simultaneously.
And to test how well they can read, the teacher will show common magic words that children should use.
The teacher will explain how to use these words and how to read them through text.
V. Write and answer the following
Aa Ee Ii Oo Uu
Hi, my name is ________________
I am ____ years old
5 Common Magic Words
1) Thank you- a form of gratitude
2) Sorry- something one should say when you offended them
3) Excuse me- to ask to pass something or some place
4) Please- to ask politely
5) God Bless you- to ask God to Bless you

VI. Use these words more often in your everyday lives, inside or outside the classroom.
 I. DESCRIPTION

Date: May 15, 2019

Subject Area: English
Topic: Reading
Grade Levels: 1 to 3

II. OBJECTIVES

1. Enhance the pupils’ reading skills.

2. Help the pupils’ comprehension.
3. Understand how they read with expressions.
4. Learn correct pronunciation.

III. SUBJECT MATTER

Topic: Reading Basics

Sources: http://www.readingrockets.org/teaching/reading-basics
https://m.k5learning.com/reading-comprehension-worksheets/first-grade-1
https://www.understood.org/en/school-learning/partnering-with-childs-
school/instructional-strategies/11-methods-for-teaching-reading?view=slideview
https://www.teacherspayteachers.com/Product/First-Grade-Reading-Passages-
Identifying-Long-and-Short-Vowel-Words-1815844

IV. PROCEDURE

a. Motivation: The teachers would ask pupils if how they are good in reading
and give a reward to those who read at their best.
b. Activity: The children will be individually asked to read a short story and answer
the questions to see how a pupil can understand an English story.

V. LESSON PROPER
The students will be shown a passage. They may answer in chorus to promote teamwork and class
participation. The teacher will help the children read the text. Slowly but surely the whole class will read
the text. To evaluate the children on how well they understanding of the text, there will be a set of questions
the teacher will ask
Read the passage. Answer each question.(ORAL)

THE NEW BICYCLE

Emma has a new bicycle. It is bright pink

It was a gift from her uncle he hid it behind a bush to surprise her.
When Emma looked behind the bush and saw the bicycle, she jumped for joy and said thank
you!
VI. EVALUATION

Each pupil will be given an activity to test their understandings from the discussion. The
activities contain a short story and a few questions to answer orally and written.

Answer the following questions in complete sentence.

1. What was the name of the girl who received the new bike?
2. What color was the bike?
3. Who was it from?
4. What did Emma said when she saw the bicycle?

VII. The teacher will task everyone to get ready for a spelling quiz for the next meeting. There
might be a surprised spelling quiz bee.
I. DESCRIPTION

Date: May 16, 2019

Subject Area: English
Topic: Spelling
Grade Levels: 1 to 3

II. OBJECTIVES

1) Enhance their knowledge in spelling correctly.

2) Widen their vocabulary.
3) Deepen their vocabulary words.
4) Use their collected knowledge in writing essays, and the like, rightly.

III. SUBJECT MATTER

Topic: Spelling and Vocabulary

Sources: N/A (none)

IV. PROCEDURE

i. Motivation: The teachers will give an activity to the pupils where they will be
having a game of spelling. A fastest pupil who wrote the correct spelling will be
given a reward. After that, we will check their previous activity before proceeding
to basics discussion.
ii. Activity: The children will be having a quiz in spelling to test their vocabulary.

V. LESSON PROPER/EVALUATION

Vocabulary plays an important role in reading and writing. Beginning readers and writers
must use the words to hear orally to make sense of the words on the print. Learning spelling,
on the other hand, is built on a child's understanding that words are made up of sounds
(phonemes) and that letters represent those sounds. As a test to children's knowledge of
vocabulary and spelling, we are going to give a quiz in spelling using the following words.

1) Bottle 4) Flower
2) Baby 5) Wood
3) Cat

VI. From one to five the teacher will explain one by one what the meaning of these words the other
half the teacher will task the children to figure out themselves the meaning of these words.
 I. DESCRIPTION
Date: May 17, 2019
Subject Area: English
Topic: Types of Sentences
Grade Levels: 1 to 3

I. Objective

At the end of this lesson:

 Students will be able to identify the different types of sentences
 Students will be able to understand more the purpose of a sentence
 To give them an opportunity to become critical thinkers.

II. Subject Mater

A. Topic: Types of sentence

B. Material: Carolina and marker
C. Reference: http://plato.algonquincollege.com/applications/guideToGrammar/?page_id=3243
III. Procedure
1. Rewards System. Students who get the correct answers will be given stamps of stars on their wrist
as a proof of their participation.
2. Activity. Students will be given a quiz after the activity regarding the identification of the different
types of sentences.
3. Lesson Proper. The types of sentences will be elaborated one by one for in depth understanding

Procedure
The teacher will discuss first what is a sentence, what it is composed of and show different examples
of sentences. Afterwards the teacher will then proceed to the discussion about the different types. The
teacher will first read the instructional material first then the whole class could then later chime in to read
it together. After reading the teacher will then illiterate to the students what they just read. After repeating
the discussion the class will then proceed to take the quiz. The teacher will read the sentence and the students
will identify what type of sentence is it.

Types of Sentence
a) Declarative- declares a statement
Ex: You look good today.

b) Interrogative- asks a question

Ex: What color is that?
c) Imperative- commands
Ex: Please get the ball.

d) Exclamative- ends with (!)

 Ex: Ouch! Wow!

IV. Evaluation

Write (A) for Declarative, (B) for Interrogative, (C) Imperative, (D) for Exclamative. Write the letter
only.

1) Do your homework.
2) Hi my name is Pat.
3) Are you okay?
4) Wow this is amazing!
5) Red is my color.
6) Please throw your trash.
7) Ouch you hurt me!
8) Do you need help?

Answer Key:

1) C
2) A
3) B
4) D
5) A
6) C
7) D
8) B

V. The teacher will ask the students to research what a subject is and what a predicate is. The
teacher will ask the students to recite orally the meaning of these words.
 I. DESCRIPTION
Date: May 18, 2019
Subject Area: English
Topic: Parts of the Sentence
Grade Levels: 1 to 3

II. Objective
At the end of a 30-minute discussion, the students should be able to attain a level on mastery on
how to identify subject and predicate.
III. Subject Matter
A. Topic: Parts of the sentence
B. Reference: https://grammar.yourdictionary.com/sentences/different-parts-sentence.html

Procedure

A. Motivation
Whoever wins the game will be given a food (sweets or snack).
1. Activity: Quiz bee
2. Description: This game is designed in order to measure the teamwork and learn on each
other.
3. Mechanics:
1. The lecturer will ask a question about the topic. The students will recite orally.
2. The groups who got the correct answer will get 1 point.
3. The group who has the highest score will receive the prize.

Developmental Activities
Subject
In general, the subject refers to the part of the sentence that tells who or what the sentence is about. The
subject is a noun, pronoun or noun phrase.
For example:
Kelly walked down the street.
They went to school.
The black cat is sleeping.
While "Kelly" and "They" are single-word subjects, "The black cat" is a noun phrase that includes an
adjective to provide additional information about the subject.

Predicate
The predicate of a sentence includes the verb and everything that follows it. This typically tells what the
subject does with an action verb or describes the subject using a linking verb and a complement
Let's return to the first example sentence:
Kelly walked down the street.
In this sentence, "walked" is the action verb that tells the reader what Kelly is doing, and "down the
street" is an adverb phrase that modifies the verb by describing where she walked. All of these words
make up the complete predicate of the sentence. The verb alone is the simple predicate.
As with subjects, it's also possible to have a compound predicate that consists of two different actions.
Take a look at the examples below to note the differences:
Simple predicate: Harry cried.
Complete predicate: The mouse slowly ran towards the food.
Compound predicate: She laughed at the dog's tricks and decided to adopt him.
Predicates can contain a good deal of information and may be quite long. Predicates often have several
parts in addition to the verb, including objects and complements.

IV. Evaluation
Students will be given a quiz to answer within 30 minutes and the problem is 10 items. The students
are tasked to write S for subject and P for predicate.
1. Owey is my friend.
2. Princess wears a lot of pink shirts.
3. How are you?
4. Wow this day is amazing!
5. Can you get my book please?
Answer Key
1) S
2) P
3) S
4) S
5) P

V. The students are tasked what to think up 3 Common nouns and three Proper Nouns.
These examples will be part of the discussion next meeting.
 I. DESCRIPTION
Date: May 19, 2019
Subject Area: English
Topic: Proper or Common Nouns
Grade Levels: 1 to 3

II. Objective
At the end of a 30-minute discussion, the students should be able to attain a level on mastery on
how to identify Proper and Common Nouns within a sentence.

III. Subject Matter

A. Topic: Common or Proper Noun
B. Reference: http://www.chompchomp.com/terms/commonnoun.htm

Procedure

1) Motivation: The teacher will ask the class what is a proper noun and what is a common
noun. The student that recites will be given a star on his/her wrist.
2) Activity: Quiz after the discussion

The teacher will first let the students collect their thoughts and share what they think is a proper
noun or a common noun. After that the teacher will begin to discuss the lesson proper. She will
discuss the definition of a noun and how to differentiate a common noun from a proper noun.

Nouns name people, places, and things. Every noun can further be classified as common or
proper. A common noun names general items.

Two types:
1) Proper- starts with a big letter. It is specific. It identifies a specific noun.
Ex: Aevril, Mangaldan, Guilig, Carlo, CSI

2) Common- starts with a small letter. General not specified.

Ex: students, teacher, food, town, store, shoes

IV. Evaluation

The students will be shown 5 nouns they should identify if it is a proper or a common noun by writing
P for Proper and C for Common.
1) Reniel Answer Key:
2) pencil
3) Magic Store 1) P
4) phone 2) C
5) paper 3) P
4) C
5) C
VI. Is it a Sentence or is it a Fragment? The students are tasked to learn more about what makes a
sentence. What they have learned will then be shared to the class next meeting.
 I. Description
Date: May 20, 2019
Subject Area: English
Topic: Pretest: Sentence or Fragment
Grade Levels: For Grade 1 to 3

II. Objectives
1) So the students will know what makes a sentence
2) To let the students identify what is a sentence and what is a fragment.
3) To make constructing a sentence easier for students.

III. Subject matter

3) Topic: Sentence or Fragment
4) Resources: https://study.com/academy/lesson/what-is-a-sentence-fragment-definition-
examples-quiz.html
Procedure
The teacher will first discuss what a sentences is and what a fragment is. After she will then show
a set of sentences that the whole class will identify whether it is a sentence or a fragment.
Sentence is a group of words that has meaning or complete thought. Ends with (.)(?)(!)
Ex: I have many friends.
We all live in barangay Guilig.
Ate Pat has short hair.

Fragment group of words that has no meaning or no complete thought.

Ex: running to class
I am wearing
She is a

IV. Evaluation. The students will be sown a series of words they will be ask to write S if those
words form a complete thought and F if they don’t.
1) She is my friend. Answer Key:
2) My favorite color is
3) Please will you come and help 1) S
me? 2) F
4) Chester is 3) S
5) Thank you for everything! 4) F
5) S
V. Bring coloring materials for the last activity tomorrow.
I. DESCRIPTION

Date: May 21, 2019

Subject Area: English
Topic: Writing your own sentence
Grade Levels: 1 to 3

II. OBJECTIVES

a. To let the students know how to write a sentence for themselves.

b. So the students could use everything they learned in one activity.
c. To let the students use the English language at their own.
d. So that they will have a further understanding of the things they have learned.

III. SUBJECT MATTER

Topic: Writing Basics

Sources: http://www.readingrockets.org/teaching/reading-basics
https://m.k5learning.com/reading-comprehension-worksheets/first-grade-1

IV. PROCEDURE

i. Motivation: The teachers would ask pupils if how they are good in writing and
check their previous activity before the discussion of the topic. We will give a
reward to those who wrote at their best.
ii. Activity: The children will be individually asked to write their own letter. The
students are encouraged to write a letter to one of their teachers as a form of
gratitude. These letters will be recited orally during the graduation.

The students will be given materials to create their own letter. They can be creative as they want.
They should be able to write and form their own sentences. I this activity the students are able to
utilize everything that they have learned during the program to make a great letter foe their teachers.
It may serve as a form of reflection to not only the students but the teachers themselves.
 Lesson Plan
Mathematics
I. Description

Date: May 14, 2019

Subject Area: Mathematics
Topic: Basic Addition
Grade Levels: 1-3

II. Objectives
1. Specifically, to help children have a background on the basic operations mainly addition that is used in
mathematics
2. To measure the extent of the knowledge of the children before and after the lessons
3. To set a good foundation of mathematics to the children for good future learning

III. Subject Matter

1. Topic: Basic Addition
2. Resources: https://www.mathteacher.com.au/year8/.ch0arithmetic/01basic/operations
https://www.mathemania.com/lesson/basic-math-operations
https://www.homeschoolmath.net/worksheets/basic-operations-worksheets.php

IV. Procedure
A. Motivation
The teachers would ask question if the children have background knowledge with regards to
addition. To make it more engaging, a group game is prepared which is called “group yourselves”. The
teacher would ask to group their selves into five plus 2, four plus 1, three plus 3, and so on. By that, they
can stimulate their minds and be familiar with addition and at the same time enjoying what they are
doing. The group that will be left will receive a reward.
C. Teaching Strategies
The children will be shown flashcards of easy addition wherein the whole class can participate.
Sometimes the children would ask to call on specific students to answer the problems while other times
the teacher would ask the whole class to recite the answers in chorus. The teacher will compliment those
who are participating in the discussion to attract the attention of those who are not listening and
participating to listen as well.
D. Lesson Proper:
 Adding two (or more) numbers means to find their sum (or total). The symbol used for addition is
(+).
For example, 5+10 = 15
This is read as five plus ten is equal to fifteen or simply, five plus ten is fifteen.
Example 1
Find the sum of 9 and 8.
9 + 8 = 17

Addition of Large Numbers

To add large numbers, list them in columns and then add only those digits that have the same
place value.
Example 2
Find the sum of 589, 787, and 856.
Solution:
52 82 9
7 8 7
+ 8 5 6
2 2 3 2

Note:
 Write the numbers in columns with the thousands, hundreds, tens, and units lined up.
 9 + 7 + 6 = 22. Thus, the sum of the digits in the unit’s column is 22. So, we place 2 in the units
place and carry the 2 to the tens place.
 The sum of the digits in the tens column after adding 2 is 23. So, we place 3 in the tens place and
carry the 2 to the hundreds place.
 The sum of the digits in the hundreds column after adding 2 is 22. So, we come with the answer of
2 232.
 IV. Evaluation
Each student will be given an activity which will not be recorded to solve on their own for 30
minutes. The student that will get the highest point will receive a reward and will receive a happy clap
from the whole class.
Directions:
Fill in what is required in each given number.

1
. 4
.

5
.

6
.
2
.

7
.

3
8
.

9
I. Description
Date: May 15, 2019
Subject Area: Mathematics
Topic: Activity on Addition
Grade Levels: 1-3

II. Objectives
1. The students will be able to solve numbers involving addition to further understand and help them in
application to real life situations
2. To evaluate the extent of the knowledge of the children before and after the lessons
3. To assess their understanding and analyze the areas in which they need to improve to

III. Subject Matter

1. Topic: Activity on Addition
2. Resources:

IV. Procedure
A. Meaningful Activities:
 Relate math learning to everyday situations
 Draw a picture to show the situations in which they use addition
 Write addition equations on the board and ask the children to solve it in front to overcome their
fears socially and mentally
 The children will undergo different activities that will test their understanding, willingness, and
capacity

B. Activating Strategy
Through the activities, the students will be given a piece of paper containing problems that they
need to answer. Those 3 fastest students that will pass their work and will got the perfect score will be
given an incentive and a reward.
C. Teaching Strategies
The piece of paper that will be given to the students will have ten items in total. The first five
items will be solved by the whole class. The teachers will teach the students how to solve the first two
items. The remaining three items will be solved by those students who will participate in the activity. The
students can ask questions regarding the activity in which they have experienced difficulty; the teachers in
turn are willing to entertain different questions.
D. Activity Proper:
For the items number one and two:
  Write the numbers in columns with the hundreds, tens, and units lined up.
 8 + 1 = 9. Thus, the sum of the digits in the unit’s column is 9.
1. 438  The sum of the digits in the tens column after adding is 3. So, we place 3
+ 501 in the tens place.
939  The sum of the digits in the hundreds column is 9, 4 + 5.
 The answer to item no. 1 is 939.


 Write the numbers in columns with the hundreds, tens, and units lined up.
 0 + 9 = 9. Thus, the sum of the digits in the unit’s column is 9.
2. 420  The sum of the digits in the tens column after adding is 7. So, we place 7
in the tens place.
+ 459  The sum of the digits in the hundreds column is 8, 4 + 4.
879  The answer to item no. 2 is 879.

IV. Evaluation
Each student will continue to answer those required in the piece of paper given to them. They are
only required to answer the numbers six to ten.

1. 438 3. 223 5. 120 7. 122 9. 421

+ 501 + 605 + 459 + 857 + 658

2. 420 4. 420 6. 210 8. 360 10. 403

+ 459 to learn more about kinds+of746
+ 349
V. Each student is tasked + our
fractions since it will be 424next topic. + 459
I. Description

Date: May 16, 2019

Subject Area: Mathematics
Topic: Basic Subtraction
Grade Levels: 1-3

II. Objectives
1. To help children have a background on the basic operations mainly subtraction that is used in
mathematics.
2. To measure the extent of the knowledge of the children before and after the lessons and to be able to
use in their daily life.
3. To set a good foundation of mathematics to the children for good future learning.

III. Subject Matter

1. Topic: Basic Addition
2. Resources: https://www.mathteacher.com.au/year8/.ch0arithmetic/01basic/operations
https://www.mathemania.com/lesson/basic-math-operations
https://www.homeschoolmath.net/worksheets/basic-operations-worksheets.php

IV. Procedure
A. Motivation
The teachers would ask question if the children have background knowledge with regards to
subtraction. The teachers will give a pre-test to asses in which areas they need to improve.
C. Teaching Strategies
The children will be shown flashcards of easy subtraction wherein the whole class can participate.
Sometimes the children would ask to call on specific students to answer the problems while other times
the teacher would ask the whole class to recite the answers in chorus. The teacher will compliment those
who are participating in the discussion to attract the attention of those who are not listening and
participating to listen as well.

D. Lesson Proper

Subtracting one number from another number is to find the difference between them. The symbol
used for subtraction is '–'. This is known as the minus sign.

For example, 17 – 8 = 9
 This is read as seventeen take away eight is equal to nine (or seventeen take away eight is
nine). Also, we can say that 17 minus 8 is 9.

Example 3

Subtract 9 from 16.

Solution:

16 – 9 = 7

Subtraction of Large Numbers

To subtract large numbers, list them in columns and then subtract only those digits that have the
same place value.

Example 4

Find the difference between 7064 and 489.

Solution:

Note:

 Use the equals addition method or the decomposition method.

 Line up the thousands, hundreds, tens and units place values for the two numbers when placing
the smaller number below the larger number as shown above.

V. Evaluation: Each student will be given an activity to solve on their own for 30 minutes. The activity
will contain 10 problems for the student to solve.
 1 4
a. 60 – 30 = _______ a. 10 – 10 = _______

2 5
a. 60 – 10 = _______ a. 100 – 90 = _______

3 6
a. 80 + 70 = _______ a. 40 + 90 = _______

675 438 717 420

- 387 + 605 - 163 + 459

VI. Each student are tasked to learn more about multiplication since it will be one of our next topics. The
activity below will help them test their prior knowledge about the topic.

Answer Key:
1) 30
2) 50
3) 150
4) 0
5) 10
6) 130
7) 288
8) 1034
9) 554
10) 879
I. Description
Date: May 17, 2019
Subject Area: Mathematics
Topic: Quiz on Addition and Subtraction
Grade Levels: 1-3

II. Objectives
1. To assess the learning of students with regards to addition and subtraction
2. To evaluate how students apply the learning they got
3. To enable them to scrutinize and think thoroughly about the answers to each questions through the use
of different figures
III. Subject Matter
1. Topic: Quiz on Addition and Subtraction
2. Resources: Math Word Problems Worksheets. Retrieved from: https://m.k5learning.com/free-math-
worksheets/topics/word/problems
3. Procedure
 The students will be given worksheets individually
 They need to apply their learnings about how to add and subtract
 Through the use of different figures, they will find the answer to what is asked in each item
 The scores will be recorded, and those who will got the highest score will be given a reward and at
the same time the teachers will encourage those who did not get the highest score to do better next
time

4. Quiz Proper
The students are not allowed to talk to their seatmates. Any question must be asked directly to the
teacher in charge. Cheating is strictly prohibited.
11. 12. 13. 14. 15.

IV. Evaluation
Each student is tasked to make an advance reading with regards to fractions and its type.
I. Description
Date: May 18, 2019
Subject Area: Mathematics
Topic: Introduction to Fractions
Grade Levels: 1-3

II. Objectives
1. Identify the numerator and denominator of various fractions
2. Identify types of fractions
3. Compare and contrast different types of fractions

III. Subject Matter

1. Topic: Introduction to Fractions (Proper, Improper, and Mixed)
2. Resources: Math Word Problems Worksheets. Retrieved from: https://m.k5learning.com/free-math-
worksheets/topics/word/problems
3. Procedure
A. Starting Point
 Ask students about their prior knowledge about fractions
 Draw a picture of a square on the board. Divide this shape into four equal parts, shading in 1 section.
Ask the students how many parts are shaded (1/4). Explain that this is a fraction because 1 of 4
equal parts is shaded. Stress to the students that the parts must be equal. Do a few more examples
using different shapes.
 Demonstrate how to write a fraction and identify the numerator and the denominator

B. Activity
 Divide the class into groups of two. Explain to the students that each pair will be given a set of
crayons and coupon bond. It is the job of the students to create visual representations of fractions.
 Allot time for students to complete the activity.
 Once adequate time has been allowed the class will come together as a group. At this time, call out
various fractions to see which team can visually represent the fraction first.

C. Teaching Strategies
Write plenty of word problems on the board or on a chart paper to help the students through the
process of solving the problems.

D. Lesson Proper:
Definition
 A fraction names part of a region or part of a group. The top number of a fraction is called the
numerator and the bottom part is the denominator.
So, a fraction is the number of shaded parts divided by the number of equal parts as shown below:
Number of shaded parts= numerator
Number of equal parts= denominator

There are 2 equal parts, giving a denominator of 2. One of the parts is shaded,
giving a numerator of 1.
½ 1= numerator 2= denominator
There are 4 equal parts, giving a denominator of 4.
One of the parts is shaded, giving a numerator of 1. ¼

Types of Fractions
1. Proper Fraction
Fractions whose numerators are less than the denominator are called proper fractions. For example:
2/4, 3/4, 4/5, 5/6, 6/7, 2/9, 5/8, 2/5, etc. are proper fractions.
2. Improper Fraction
Fractions with the numerator either equal to or greater than the denominator are called improper
fraction. For example:
5/4, 17/5, 5/2, 10/3, 20/13, 12/12, 14/11, etc. are improper fractions.
3. Mixed Fraction
A combination of a proper and a whole number is called a mixed fraction. For example:
1 1/3, 2 1/3, 3 2/5, 4 ¾, 11 1/ 10, etc are mixed fraction.

IV. Evaluation
Each student will be given a quiz to test if they really understand the lesson. They will be given
30 minutes to identify what type of fraction is stated in each number. The activity will contain 10 items.
1. 3/4
2. 2/5
3. 10/3
4. 1 2/5
5. 5/5
Answers:
1. Proper Fraction
2. Proper Fraction
3. Improper Fraction
4. Mixed Fraction
5. Improper Fraction

V. Each student is tasked to learn more about operations on fractions since it will be our next topic.
I. Description
Date: May 19, 2019
Subject Area: Mathematics
Topic: Quiz on Fractions
Grade Levels: 1-3

II. Objectives
1. To apply what they have learned about the different types of fractions.
2. For them to answer the following activity properly.
3. To relate fractions to real life scenarios

III. Subject Matter

1. Topic: Activity on Fractions
2. Resources:

IV. Procedure
 Distribute a worksheet to each student which they need to answer.
 Students are required to follow the instructions written on the worksheet.

V. Evaluation
Each student will be given a quiz to test if they really understand the lesson. They will be given
30 minutes to identify what type of fraction is stated in each number.

A.) Shade the following: B.)

1.)
6.) 6/7
7.) 18/9
8.) 1 5/6
9.) 10/14
10.) 1/5

2.)
 2/5

3.)

4/6
4.)

5/4

5.)

4/7