2016 03 31 Basa Pilipinas Quarter 3 Grade 1 English Teacher's Guide (Second Edition) PDF

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BASA PILIPINAS
TEACHER’S GUIDE
GRADE 1 ENGLISH
QUARTER 3
Developed based on DepEd’s K–12 Curriculum Guide

in English, July 2015
MARCH 2016
This learning resource was produced with the generous support of the American people through the
United States Agency for International Development (USAID) under the Basa Pilipinas Project and
the Department of Education.
TEACHER’S GUIDE GRADE 1 ENGLISH
Grade 1 Quarter 3
Teacher’s Guide - English
Second Edition, 2016
Published by U.S. Agency for International Development (USAID)
Produced under USAID/Basa Pilipinas with support from the Department of Education (DepEd)
Technical Director: Nancy Clark-Chiarelli, EdD
Author: Maria Beatriz Davalos
DepEd Reviewer: Galileo Go
Content Reviewer: Maria Louella Tampinco-Lunas
Language Reviewer: Eleanor Villanueva
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Layout Artist: Harry James Creo
Non-text materials, i.e., songs, stories, poems, pictures, photos, brand names, etc. included in this
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Teacher’s Guide are copyright to their respective owners. The publisher and authors claim no credit
or ownership over them. Every effort has been exerted to locate and seek permission to use these
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materials from their respective copyright owners.
A selection of stories from Adarna House and Tahanan Books were used with permission from the
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publishers.
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No part of this material may be reproduced or transmitted in any form or by any means, electronic
or mechanical, including photocopy, or any information storage and retrieval system without
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permission from the publisher.

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Ground Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City
Telefax: +63 (02) 634-1027; 634-1054; 631-4985
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DEPED COPY. All rights reserved. No part of this learning resource may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
GRADE 1 ENGLISH TEACHER’S GUIDE
CONTENTS
Week 21: Interesting Things About My Culture . . . . . . . . . . . . . . . . . . . . . . . . 1
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Week 22: Interesting Things About My Culture . . . . . . . . . . . . . . . . . . . . . . . 21
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Week 23: Places in My Community. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
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Week 24: Places in My Community. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
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Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
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Week 25: Local Arts and Crafts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
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Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
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Week 26: Local Arts and Crafts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

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Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
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Week 27: Things I Can Do to Help My Community - Good Citizenship. . . 127
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
QUARTER 3 WEEK 21
WEEK
21
TEACHER’S GUIDE
GRADE 1
PY ENGLISH
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THEME: INTERESTING THINGS ABOUT MY CULTURE

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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016. 1
OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1

ENGLISH
QUARTER 3, WEEK 21 (50 MINUTES PER DAY)
Theme: Interesting Things About My Culture

Day Domain Objectives Subject Matter
PA • EN1PA-IIIa-e-2.2 • Songs/Poems
Recognize rhyming words in
• Personal Information/Experiences
nursery rhymes, poems,
songs heard
Daily
V • EN1V-IIIa-e-5
Use words that are related to self,
family, school, community, and
concepts such as the names for
colors, shapes, and numbers
PA • EN1PA-IIIa-e-2.2 • Rhyming Words
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nursery rhymes, poems, songs
heard
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DOMAINS: OL – Oral Language PA – Phonological Awareness

G – Grammar Awareness and Structure V – Vocabulary Development
2 electronic or mechanical including photocopying – without written permission from the DepEd Central Office. Second Edition, 2016.
QUARTER 3 WEEK 21
Teacher Activities Learner Activities

Routine Routine
1. Sing a Song/Recite a Song 1. Sing a Song/Recite a Song
• Teacher asks pupils to sing a song/recite a • Pupils sing a song/recite a poem/play a game
poem/play a game
2. Sharing Information
• Pupils share some information about
• Teacher asks pupils to share some themselves or their work/output
information about themselves or their
work/output
1. Sing a Song 1. Sing a Song
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poem/play a game
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information about themselves or their
3. Rhyming Words
work/output
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• Pupils point out the rhyming words in the

3. Rhyming Words
given song
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• Teacher asks pupils to point out the rhyming

4. Concluding the Session
words in the given song
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• Homework: Pupils cut and paste pictures of

rhyming words from old periodicals at home
• Teacher gives homework
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LC – Listening Comprehension * – Basa-added objective

V • EN1V-IIIa-e-5 • Song: “Finger Family Song”
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OL • EN1OL-IIIa-e-1.5 • Polite Expressions:
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Use/Respond appropriately to polite Greetings and Leave-takings
expressions
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• EN1OL-IIIa-1.5.1
Greetings
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• EN1OL-IIIb-1.5.2
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Leave-takings
3
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QUARTER 3 WEEK 21

poem/play a game
information about themselves or their work/
3. Unlocking of New Words
output
• Pupils unlock the meaning of new words
3. Unlocking of New Words
4. Practice
• Teacher guides pupils as they unlock the
meaning of new words • Pupils use the words they learned
4. Practice 5. Concluding the Session
• Teacher asks pupils to use the words they
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learned
• Teacher thanks the pupils for their

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participation in class
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poem/play a game
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2. Polite Expressions: Greetings and Leave-

2. Polite Expressions: Greetings and Leave- takings
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takings
• Pupils use the polite expressions
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• Teacher introduces polite expressions

3. Practice
to the pupils
• Pupils practice using the polite expressions
3. Practice
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discussed in class
• Teacher asks pupils to use the appropriate
expressions
• Homework: Pupils choose a greeting or
leave-taking from the ones studied in class,
• Teacher gives homework and draw a picture showing a situation when
such expression is used

G • EN1G-IIIa-1.1 • Sentences and Phrases
Recognize sentences and phrases
• Recognize similarities and

differences in the way sentences
are formed/structured in Mother
Tongue (MT), Filipino, and English*
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LC • EN1LC-IIIa-j-1.1 • Story: “Polite Cora”
Listen to short stories/poems and
note important details pertaining to
character, setting, and events
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5
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NOTE
The Read Aloud Stories for this quarter were already discussed in Quarter 2 Grade 1 Filipino.
Therefore, the stories are not related to the weekly themes. This was done to strengthen the
instruction of the target language.
QUARTER 3 WEEK 21

poem/play a game
2. Sentences and Phrases
2. Sentences and Phrases
• Pupils practice identifying sentences and
• Teacher introduces the concept of sentences phrases
and phrases to the pupils
3. Practice
3. Practice
• Pupils distinguish which ones are sentences
• Teacher asks pupils to distinguish which ones and phrases
are sentences and phrases
• Teacher thanks the pupils for their active

participation
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poem/play a game
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2. Listening Activity
2. Listening Activity
Pre-Listening Activities
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Pre-Listening Activities
• Activating Prior Knowledge
• Activating Prior Knowledge
Pupils answer the teacher’s questions
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Teacher asks pupils questions to stimulate

During Listening Activities
interest
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• Pupils listen to the story

During Listening Activities
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After Listening Activities

• Teacher reads the short story
• Pupils answer questions about the story
After Listening Activities
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• Teacher asks questions about the story

NOTES
DAY OBJECTIVE
EN1PA-IIIa-3-2.2 Recognize rhyming words in nursery rhymes, poems,
1
and songs heard
Aa B
b
Cc D
d
1 INTRODUCE A SONG
h
Gg H
• Teacher introduces the song, “Hello, How Do You Do?” in class.

f
Ee F
MATERIAL The lyrics of the song are written on the board or in a manila
paper. Teacher sings with the pupils as he or she points at the
• Lyrics of the song “Hello, words of the song.
How Do You Do?”
“Hello, How Do You Do?”
Hello, hello, hello

Hello, how do you do?
I’m glad to be with you
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And you, and you, and you
La la la la la la la
(Repeat Twice)
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2 SHARING INFORMATION
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d
Cc D
• Teacher divides the class into small groups with 4-6 members.
b
Aa B
h
Gg H
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f
Ee F
Each group forms a circle. Members of the group pass around

MATERIAL a special microphone and introduce themselves to their group
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• A microphone (real or mates. Teacher moves around the room as the pupils do the
made of paper mache) activity.
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Teacher says: We are going to have a short activity. Your class will be
divided into groups. Each group will form a circle and each member of the
group will introduce himself or herself. I will give a special microphone for you
NOTE to use when you are introducing yourself. After introducing yourself, you pass
the microphone to the next member of your group.
You may speak in Mother
Tongue or Filipino in the I will show you how to do it. Then, when I give you the signal, you start with
first and second weeks of the activity.
instruction for English 1.
However, make sure that My name is (teacher’s name). What’s your name?
a transition from Mother
Tongue/Filipino to
English as the medium
of instruction is done
3 RHYMING WORDS
because pupils at this stage • Teacher reads the song, “How Do You Do?” while pointing at the
need to get used to the words. Pupils then identify the rhyming words in it.
latter.
QUARTER 3 WEEK 21
NOTES
Hello, hello, hello

Hello, how do you do?
I’m glad to be with you
(Repeat Twice)
Teacher says: Listen carefully as I read the lyrics of the song

“Hello, How Do You Do.” What words in the song sound the same?
That’s right. The words do and you have the same sound. Both words
end with the /oo/ sound. Say the /oo/ sound.
Always remember that two or more words that have the same ending sounds
are called rhyming words. Let’s look at these examples.
d
Cc D
b
Aa B
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h
Gg H
f
Ee F
MATERIAL
• Pictures and labels

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nun
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sun
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mat hat
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• Teacher shows pictures of rhyming words in class. He or she then

reads the names of the picture. Pupils say the name of the pictures
after the teacher reads each one
4 CONCLUDING THE SESSION
• Teacher asks pupils to cut and paste pictures of rhyming words

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

them to review the things they learned today.
NOTES
DAY OBJECTIVE
EN1V-IIIa-e-5 Use words that are related to self, family, school, community,
2
and concepts such as the names for colors, shapes, and numbers
1 INTRODUCE A SONG
Aa B
b
Cc D
d
h
• Teacher introduces the action song “Finger Family Song” in class.
Gg H
Ee F
f
The lyrics of the song are written on the board or in a manila
MATERIAL
paper. Pupils sing while doing the actions of the song.
• Lyrics of “Finger Family “Finger Family Song”

Song”
Father Finger, Father Finger Sister Finger, Sister Finger
Where are you? Where are you?
Here I am, here I am Here I am, here I am
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How do you do? How do you do?
Mother Finger, Mother Finger Baby Finger, Baby Finger

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C
Brother Finger, Brother Finger (Repeat once)

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Where are you?

Here I am, here I am
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How do you do?

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The Finger Family Medley

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NOTE
You may listen to the tune

of the “Finger Family Song”
on YouTube (Website link:
goo.gl/yJOxSZ).
• Teacher gasks pupils to bring out their homework. Pupils show

their work to their seatmates. Teacher gives pupils 1-2 minutes
to discuss.
QUARTER 3 WEEK 21
Teacher says: Bring out your homework and show it to your NOTES
seatmate. Tell your seatmate the names of the pictures you pasted in your
notebook.
BRIDGING
• Teacher calls 3-5 pupils to show their work in class. Pupils also
share who in their family helped them do their homework. Allow pupils to express
themselves in their
Mother Tongue or in
3 UNLOCKING OF NEW WORDS

Filipino to help them
feel comfortable in
sharing their ideas. Then,
• Teacher shows pictures of family and separate pictures of father, model how to say their
mother, brother, sister, baby, and grandparents in class. He or responses in English.
she posts the picture of the family first before posting the other
pictures. He or she also puts labels under each picture. Pupils then
say who are in the pictures. Teacher explains to the pupils that the
concept of family has been taught in Mother Tongue and Filipino.
Teacher says: Let’s look at the picture on the board. What do you
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see? That’s right, what we see is a family. One of the interesting things
about being a Filipino is our strong love for our family. We studied the
family before in our Mother Tongue and Filipino subjects. What do we
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call the members of our family in Mother Tongue? What do we call them d
Cc D
in Filipino? We also have names for the members of our family in English. Aa B
b
f
Gg H
h
Ee F
Can you guess what they are?
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MATERIAL
• Pictures of a family and

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Picture shows a Filipino family labels

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Family
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D
Father Mother Brother Sister
Baby Grandfather Grandmother
4 PRACTICE
• Teacher divides the class into five groups. He or she assigns a

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

then reminds the class to review at home the things they learned
today.
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DAY OBJECTIVES
• EN1OL-IIIa-e-1.5 Use/Respond appropriately to polite expressions
3
• EN1OL-IIIa-1.5.1 Greetings
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• EN1OL-IIIb-1.5.2 Leave-takings
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1 SING A SONG
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• Teacher sings the songs, “Hello, How Do You Do?” and “Finger
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Family Song,” with the pupils. The lyrics of the songs are written
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b
Cc D
d on the board or in a manila paper.
Aa B
h
Gg H
f
Ee F

MATERIAL
D
• Lyrics of “Hello, How Do Hello, hello, hello

You Do?” and “Finger Hello, how do you do?
Family Song” I’m glad to be with you
(Repeat Twice)
QUARTER 3 WEEK 21
NOTES
“Finger Family Song”
Father Finger, Father Finger Sister Finger, Sister Finger

Mother Finger, Mother Finger Baby Finger, Baby Finger

Brother Finger, Brother Finger (Repeat once)

Where are you?
Here I am, here I am
How do you do?
NOTE
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The Finger Family Medley
You may listen to the tune
of the “Finger Family Song”
on YouTube (Website link:
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goo.gl/yJOxSZ).
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E D
EP
2 POLITE EXPRESSIONS:
D
GREETINGS AND LEAVE-TAKINGS
• Teacher shows pictures of situation when greetings and leave-

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

Picture shows a girl
greeting his teacher
greeting her friend
in the morning
Hello/Hi!
Good morning!
How are you?
Picture shows father Picture shows sister

greeting grandfather greeting the neighbor
in the afternoon in the evening
Good afternoon! Good evening!
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• Teacher posts the greetings in English for each picture on the
board and reads them to the class. Pupils say each greeting.
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Teacher then introduces leave-takings to the class.
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Teacher says: Now, let’s talk about leave-takings. A leave-taking is
what we say to people before we leave them or before we go to sleep. Can you
still remember the leave-takings we learned in Mother Tongue and Filipino?
D
Again, I have pictures to help you recall them. Tell me the leave-taking in
Mother Tongue and Filipino for the situation shown in the pictures.
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LEAVE-TAKINGS
D
Picture of a mother Picture of a teacher

saying “Good night!” saying “Goodbye!”
to her son who is in bed to the pupils
Good Night! Goodbye!
Picture of a brother See you!

waving goodbye See you later.
to his friends See you soon!
• Teacher posts the leave-takings in English for each picture on the

board and reads them to the class. Pupils then say each leave-
taking.
QUARTER 3 WEEK 21
NOTES
3 PRACTICE
• Teacher asks pupils to practice saying greetings and leave-takings

by group and by pairs.
Teacher says: Let’s practice using the polite expressions we learned

today as a class. Later, practice saying the expressions with your
seatmate. I will give you enough time to do this.
• Teacher posts a list of greetings and leave-takings for pupils to

copy in their notebooks. At home, pupils choose a greeting or
leave-taking and draw a situation when their chosen greeting or
leave-taking is used.
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Teacher says: Copy the greetings and leave-takings in your notebook.
Later at home, choose a greeting or a leave-taking and draw a picture
showing when your chosen greeting or leave-taking is used. You may use
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crayons to make your work colorful. Write the greeting or leave-taking under
your drawing.
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DAY
D
OBJECTIVES
• EN1G-IIIa-1.1 Recognize sentences and phrases
E
• Recognize similarities and differences in the way sentences are formed/

4
EP
structured in MT, Filipino, and English
1
D
RECITING A POEM
d
Cc D
b
Aa B
h
Gg H
f
Ee F
• Teacher introduces the poem, “Clap Your Hands,” in class.

The poem is written on the board or in a manila paper. Teacher MATERIAL
reads while pointing at the words of the poem. Pupils then recite
• Poem “Clap Your Hands”
while doing the actions in the poem.
“Clap Your Hands”
Clap your hands

Touch your toes
Turn around
Put your finger on your nose
Flap your arms
Jump up high
Wiggle your fingers
And reach for the sky.
NOTES
2 SENTENCES AND PHRASES
• Teacher posts a sentence and a phrase on the board.

Pupils study the examples. Teacher reads the examples and
explains the difference between a sentence and a phrase.
Teacher says: I have here a sentence and a phrase on the board.

Let’s find out which one is the sentence and which one is the phrase.
Let’s look at the examples. Listen as I read them.
Elsa goes to school. notebook and pencil
Teacher says: Which do you think is the sentence? Which do you think
is the phrase?
How did you know that the first one is the sentence while the other one
is the phrase?
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The first one I read is called a sentence. A sentence is a group of words
that has a complete thought. Its first word begins with a big letter.
It also ends with a punctuation mark like a period or question mark.
Another example is “Celia dances.”
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The second one I read is called a phrase. A phrase is a group of words that
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do not have a complete thought. For example: in your bag.
We studied sentences in Mother Tongue and Filipino classes before.

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What do we call a sentence in Mother Tongue? What do we call it in

Filipino?
E
• Teacher posts a table on the board. Pupils read the sentences in

the table and study each one. Teacher explains that sentences
EP
in Mother Tongue, Filipino, and English have similarities and

differences.
D
Teacher says: I posted a table on the board. Let’s read the sentences
in it. What do you notice about the sentences? Is there an action done in the
sentence in Mother Tongue/Filipino/English? Is there a doer in Mother
Tongue/Filipino/English?
Mother Tongue Filipino English

Sinugbuanong Kumakain ang The mouse eats.
Binisaya: Mikaon daga.
ang ilaga.
Ilokano:
Mangmangan ti bao.
Teacher says: The sentences in Mother Tongue, Filipino, and English

are similar because all of them have a doer or subject and action done by
the doer. However, they are also different. The actions done in the sentences
in Mother Tongue and Filipino are usually stated in the first part of the
QUARTER 3 WEEK 21
sentence and the doers are usually found in the last part of the sentence, while NOTES
in English, it is the other way around.
3 PRACTICE
• Teacher reads sample sentences and phrases posted on the board.

Pupils then say whether what the teacher read is a sentence
or a phrase.
Teacher says: Listen carefully to what I will read. Tell me if what I

read is a sentence by sounding the letter /S/. Tell me if what I read is a
phrase by sounding the letter /P/.
a. Families watched the parade.

b. chairs and tables
c. Children are dancing.
d. buys cotton candy
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e. The mayor is speaking.

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C
• Teacher thanks the pupils for their active participation in class. He
or she then reminds them to review the day’s lesson at home.
E D
OBJECTIVES DAY
EP
EN1OL-IIIa-j- 1.1 Listen to short stories/poems and note important details
5
pertaining to character, setting, events
D
1 RECITING A POEM
• Teacher introduces the poem, “Clap Your Hands” in class. Aa B

b
Cc D
d
h
Gg H
The poem is written on the board or in a manila paper. Teacher Ee F
f
reads while pointing at the words of the poem. Pupils then recite MATERIAL
while doing the actions in the poem.
• Poem “Clap Your Hands”
“Clap Your Hands”
Clap your hands

Touch your toes
Turn around
Put your finger on your nose
Flap your arms
Jump up high
Wiggle your fingers
And reach for the sky.
NOTES
2 LISTENING ACTIVITY
PRE-LISTENING ACTIVITIES
• Teacher shows a picture of a Grade 1 pupil receiving a ribbon

from her teacher. Pupils study the picture.
Teacher says: Look at the picture on the board. What do you see?
That’s right, we see a little girl in the picture. This little girl is Cora.
She is a Grade 1 pupil like you. People call her “Polite Cora.” Why do you
think people call her “Polite Cora”? Let’s find out in the story we are going
read today. Are you ready to listen?
b
Cc D
d
DURING LISTENING ACTIVITIES
Aa B
h
Gg H
f
Ee F
• Teacher uses pictures to tell the story “Polite Cora.” Pupils listen
MATERIAL and answer the teacher’s questions about the story.
PY
• Pictures showing events of Picture of Cora
the story, “Polite Cora” Picture of Cora at the school’s gate
smiling brightly greeting the guard
O “Good Morning.”
C
Picture of Cora Picture of Cora
returning to the classroom saying goodbye
and greeting the principal to her teacher
D
“Good Afternoon.” and classmates.

E
Picture of Cora greeting Picture of Cora saying

EP
her father who is at the door, “Good Night” to her mother

“Good Evening.” before she goes to sleep
D
“Polite Cora”
Everyone likes Cora.

She greets everyone with a smile.
She greets the guard in school “Good Morning!”

She greets the principal “Good Afternoon!”
when she sees him.
And when classes are over,
she says goodbye to everyone.
At night, she greets father “Good Evening!”

and gives him a kiss on the cheek.
She hugs mother and says “Good Night!”
before she goes to sleep.
Everyone likes Cora because she is polite.
QUARTER 3 WEEK 21
AFTER LISTENING ACTIVITIES NOTES
• Teacher asks the following questions about the story.

Pupils answer the teacher’s questions.
Questions:
a. Who are the characters in the story?
b. Where can we find Cora and the guard/principal/classmates?
Where can we find Cora and Father/Mother?
c. What happened when Cora saw the guard at school?
d. What happened when Cora saw the principal?
e. What did Cora say to Father when he came home?
f. What did Cora tell Mother before she goes to sleep?
g. Why does everyone like Cora?
PY
• Teacher thanks the class for their active participation in class.
He or she reminds pupils to review the day’s lesson. O
C
E D
EP
D
QUARTER 3 WEEK 22
WEEK
22
TEACHER’S GUIDE
GRADE 1
PY ENGLISH
O
C
D
THEME: INTERESTING THINGS ABOUT MY CULTURE

E
READ ALOUD STORY: SAMPUNG MAGKAKAIBIGAN (TEN FRIENDS)

EP
D

ENGLISH
Theme: Interesting Things About My Culture

Read Aloud Story: Sampung Magkakaibigan (Ten Friends)
(Author: Kristine Canon; Illustrator: Ruben de Jesus)
PA • EN1PA-IIIa-e-2.2 • Songs/Poems
• Sharing Information
nursery rhymes, poems, songs
heard
Daily
V • EN1V-IIIa-e-5 • Read Aloud Story:
PY
Use words that are related to self, Sampung Magkakaibigan
family, school, community, and (Ten Friends)
O
LC • EN1LC-IIIa-j-1.1
C
give the correct sequence of three
events
E D
1
EP
D

QUARTER 3 WEEK 22

Routine Routine
1. Sing a Song/Recite a Poem 1. Sing a Song/Recite a Poem
• Teacher introduces song/poem to the class • Pupils sing song/recite poem in class
2. Sharing Information 2. Sharing Information
• Teacher asks pupils to share information • Pupils share information about themselves or
about themselves or their work their work
1. Sing a Song (refer to the Daily Activities) 1. Sing a Song (refer to the Daily Activities)
PY
(refer to the Daily Activities) O (refer to the Daily Activities)
3. Read Aloud Story: Sampung Magkakaibigan 3. Read Aloud Story: Sampung Magkakaibigan
(Ten Friends) (Ten Friends)
C
Pre-Reading Activities Pre-Reading Activities
• Teacher asks questions to stimulate pupils’ • Pupils answer teacher’s questions

D
interest
During Reading Activities
E
• Pupils listen as teacher reads the story

• Teacher reads the first part of the story
EP
• Pupils answer teacher’s questions

• Teacher asks questions while reading the
After Reading Activities
story
D
• Pupils answer teacher’s questions about the

story
• Teacher asks pupils questions about the story
read
• Homework: Pupils will tell their families the
story they heard. They will ask their families
• Teacher gives homework to tell them a story in return. Pupils will share
that story in class.

OL • EN1OL-IIIa-j-1.3.1 • Read Aloud Story:
Talk about stories heard; when and Sampung Magkakaibigan
where it took place the characters (Ten Friends)
and some important details of the
story
events
PY
O
C
E D
EP

D
QUARTER 3 WEEK 22

(refer to the Daily Activities) (refer to the Daily Activities)

• Teacher asks pupils to share homework to • Pupils share their homework to their
their seatmates and/or in class seatmates and/or in class
• Teacher asks pupils to recall the events of the • Pupils recall the events of the story read on
story read on Day 1 Day 1
During Reading Activities During Reading Activities
PY
• Teacher reads the second part of the story • Pupils listen to the second part of the story
• Teacher asks questions while reading the • Pupils answer the teacher’s questions
story
O
C
read
• Pupils copy the words written on the board
D
• Teacher asks pupils to copy the words

E
written on the board, and thanks the class for

EP
their participation
D

Talk about stories heard; when and Sampung Magkakaibigan
where it took place, the characters, (Ten Friends)
story
events
PY
O
C
OL • EN1OL-IIIc-1.5.3 • Polite Expressions: Thank you and
Use appropriate expressions for I’m sorry
expressing gratitude and apology
E D
EP
D

QUARTER 3 WEEK 22

(Same as above under Daily Activities (refer to the Daily Activities)

• Teacher asks pupils to recall the events of the • Pupils recall the events of the story read on
story read on Day 2 Day 2
During Reading Activities During Reading Activities
• Teacher reads the third part of the story • Pupils read the third part of the story
After Reading Activities After Reading Activities
PY
• Teacher asks pupils questions about the story • Pupils answer questions about the story
read
O
• Homework: Pupils draw three events they
• Teacher gives homework liked most in the story
C
D
• Teacher asks pupils to show their homework • Pupils to share homework to their seatmates
E
to their seatmates and classmates and classmates

EP
3. Polite Expressions: “Thank you.” 3. Polite Expressions: “Thank you.”

and “I’m sorry.” and “I’m sorry.”
D
• Teacher introduces “Thank you.” • Pupils say/use “Thank you.” and “I’m sorry.”
and “I’m sorry.” to the pupils
4. Practice: Role Play
4. Practice: Role Play
a. Pupils act out situations when “Thank you.”
• Teacher asks pupils to act out situations when and “I’m sorry.” are used
“Thank you.” and “I’m sorry.” are used
• Pupils copy the polite expressions written on
• Teacher asks pupils to copy the polite the board
expressions on the board

G • EN1G-IIIb.1.4 • Simple Sentences
Recognize simple sentences,
similarities and differences in
the way sentences are formed/
structured in MT, Filipino, and
English
PY
G – Grammar Awareness and Structure V – Vocabulary Development O
NOTE
C
E D
EP
D
QUARTER 3 WEEK 22


3. Simple Sentences 3. Simple Sentences
• Teacher asks pupils to point out the • Pupils point out the sentences in a list
sentences in a list
4. Practice
4. Practice
• Pupils give their own examples of a simple
• Teacher introduces simple sentences and sentence
guides pupils as they give their own examples
• Homework: Pupils asks their parents or any
• Teacher gives homework member of their families to help them write
PY
two sentences
O
C
E D
EP
D
NOTES
DAY OBJECTIVES
• EN1V-IIIa-e-5 Use words that are related to self, family, school, community,
1
• EN1LC-IIIa-j-1.1 Listen to short stories/poems and give the correct

sequence of three events
Aa B
b
Cc D
Gg H
d
h
1 SING A SONG
f
Ee F
• Teacher introduces the song, “Ten Little Fingers,” in class.

• Lyrics of “Ten Little paper. Pupils then sing the song and do the actions.
Fingers”
“Ten Little Fingers”
NOTE
One little, two little, three little fingers
PY
You may listen to the Four little, five little, six little fingers
song on this website: Seven little, eight little, nine little fingers
http://www.youtube.com/ Ten little fingers in our hands
watch?v=ldibzs0jB6I.
O
(Repeat twice)
C
Cc D
d
D
b
Aa B
h
Gg H
f
Ee F
• Teacher divides the class in small groups with 3-5 members.

MATERIAL
E
Each group forms a circle. Members of the group pass around

• Real microphones or ones a special microphone and introduce themselves to their group
EP
made of paper mache mates. Teacher moves around the room as the pupils do the
activity.
NOTE Teacher says: We are going to have a short activity. Your class will be
D
Teacher makes sure that divided into groups. Each group will form a circle, and each member of the
pupils mingle with all their group will introduce himself or herself. I will give a special microphone for you
classmates and puts them in to use when you are introducing yourself. After introducing yourself, you pass
different groups during this the microphone to the next member of your group.
kind of activity. I will show you how to do it. Then when I give you the signal, you start with
the activity.
Hi I’m ________. I’m ____ years old. How old are you?
3 READ ALOUD STORY: SAMPUNG MAGKAKAIBIGAN

(TEN FRIENDS)
PRE-READING ACTIVITIES
Activating Prior Knowledge

Teacher shows the cover of the Read Aloud Book, Ten Friends,
in class. Pupils then recall information about the book.
QUARTER 3 WEEK 22
Teacher says: Do you still remember the stories we read in Filipino? NOTES
We are going to read them again. But this time, we’ll read them in
English. Also, we are going to learn new English words from the story.
Can you guess which book we are going to read today?
To find out, let’s look at the cover of our book. What is the title
of this book? That’s right. The title of this book is, Sampung
Magkakaibigan. In English, the book is called Ten Friends. The
author of the book is Kristine Canon and the illustrator is Ruben De Jesus.
Are you ready to listen? Great! Let’s begin.
DURING READING ACTIVITIES
• Teacher reads the story by chunks in class. He or she reads pages

1-13 of the book. Pupils then listen and answer a few questions
about the story.
• Teacher explains the meaning of difficult words in the story using

gestures, facial expressions, pictures, etc.
PY
• Teacher writes the new words on the board.
On Pages 2-3
O
Teacher says: Look at the picture on these pages. What do you see?
Who are in the pictures? That’s right, we see Karlo and his friends.
C
Let’s count them.
On Pages 4-5
D
Teacher comments: The word overtook (p. 4) means to

get ahead of someone in front of you. It is the same as the word
E
“inunahan” in Filipino.
EP
Teacher says: What do you see in the picture? Can you see Karlo
and Ben? Where are they? Can you point where they are?
D
On Pages 6-7
Teacher comments: The word noticed (p. 7) means see.

It is the same as the word “napansin” in Filipino. The expression
“Serves you right” is similar to the expressions “Buti nga” or
“Buti nga sa’yo” in Filipino.
Teacher says: Who are in the picture? What did Karlo do to shabby
Sussie and Leo?
On Pages 8-9
Teacher comments: The word grabbed means to take or pull

something from someone with force. In Filipino, we say it as “inagaw.”
Teacher says: What did Karlo do to Lara’s toy? What did Karlo do
to Joo-chan’s noodles?
NOTES On Pages 10-11
Teacher comments: The word join (p. 10) is similar to the word
“sumali” in Filipino. Hide-and-seek (p. 10) is a game kids play.
It is called “taguan” in Filipino. Do you play taguan?
Teacher says: Did Karlo, Eric and Ella play hide-and-seek?

That’s right. They did not play hide-and-seek because Karlo did not want to
join. Did Karlo and Anton play together? That’s right. They did not play
together because Anton was sleeping.
On Pages 12-13
Teacher comments: The word alone (p. 12) means nobody is with
you. In Filipino, it means “mag-isa.”
Teacher says: Who do you see in the picture? Are Karlo’s friends with
him? That’s right. Karlo is alone in the classroom. Where did his friends go?
We will find out tomorrow. We will continue reading the story tomorrow.
For now, I want you to answer some questions about the story.
PY
AFTER READING ACTIVITIES
O
• Teacher asks pupils a few questions about the story.
Teacher says: Who are Karlo’s friends? Can you tell me their names?
C
Do they like playing with Karlo? What did Karlo do to them?
• Teacher posts three pictures on the board showing events of the

D
story. Pupils arrange the pictures according to the events in the

story.
E
Teacher says: I have three pictures on the board. The pictures show the
EP
events of the story. I want you to help me arrange the pictures based on what
happened in the story.
D
Picture of Karlo Picture of Karlo

Picture of Karlo
knocking over grabbing Lara’s
waking Anton up
Leo’s tower suman
Teacher says: Let’s look at the pictures in the book and see if the
pictures we arranged match the sequence of events in the story.
• Teacher asks pupils to copy the new words written on the board.
He or she reminds pupils to review the words at home.
QUARTER 3 WEEK 22
NOTES
Homework: Teacher asks pupils to tell their families about the
story they heard. Pupils then ask their families to tell them a story in
return. Teacher reminds pupils to remember the characters of the
story and the events of the story heard.
Teacher says: Later at home, I want you to tell your family about
Karlo and his friends’ story. Then, ask them to tell you a story they
know. Tomorrow, you will share your story to your classmates.
OBJECTIVES DAY
• EN1OL-IIIa-j-1.3.1 Talk about stories heard; when and where it took place,
2
the characters, and some important details of the story
• EN1LC-IIIa-j-1.1 Listen to short stories/poems and give the correct
PY
sequence of three events
1 SING A SONG
O
d
Cc D
b
Aa B
h
Gg H
f
Ee F
C
• Teacher sings the song, “Ten Little Fingers,” with the pupils.
MATERIAL
paper. Pupils sing while doing the action for the song. • Lyrics of “Ten Little
D
Fingers”
“Ten Little Fingers”
E
NOTE
EP
One little, two little, three little fingers

Four little, five little, six little fingers You may listen to the
Seven little, eight little, nine little fingers song on this website:
Ten little fingers in our hands http://www.youtube.com/
D
watch?v=ldibzs0jB6I.
(Repeat twice)
• Teacher asks pupils to share the story they heard from their
families. Pupils talk about the story’s characters, setting, and events
with their seatmates.
Teacher says: Are you ready to share the story you heard? Face your
seatmate and exchange stories with him or her. When I give you the
signal,
you may begin telling your story. I will give you a few minutes to talk.
Later, I will call some of you to share the story you heard to the
whole class.
NOTES • Teacher calls 3-5 pupils to share their stories in class. Pupils may
also share their seatmates’ stories instead. Teacher guides pupils
and gives them enough time to share.
BRIDGING
Allow pupils to
express themselves
3 READ ALOUD STORY: SAMPUNG MAGKAKAIBIGAN
(TEN FRIENDS)
in their Mother Tongue PRE-READING ACTIVITIES
or in Filipino to help Activating Prior Knowledge

them feel comfortable in Teacher asks pupils to retell the part of the story they heard.
model how to say their Teacher says: Yesterday, we read the story “Sampung Magkakaibigan”
responses in English. (“Ten Friends”). Today, we are going to continue reading the story.
But before we do that, let’s recall the events of the story we heard. Very good,
class! You have a really good memory.
d
• Teacher reads pages 14-19 of the story. Pupils listen and answer a
Cc D
few questions about it.
PY
b
Aa B
h
Gg H
f
Ee F

MATERIALS
1. Sampung Magkakaibigan
O
(Ten Friends) by Kristine
Canon
C
On Pages 14-15
2. Pictures
Teacher comments: The word wonder (p. 15) means
“pagtataka” in Filipino. It happens when we are thinking of question but
D
are not sure or do not know the answer.

E
Teacher says: What do you see in the picture? That’s right.

We see Karlo. Where did Karlo’s friends go? Are they in the canteen?
EP
On Pages 16-17
Teacher comments: The word invite (p. 17) means to ask someone
D
to do something with you. For example, inviting someone to play, inviting

someone to a party. In Filipino, we use the word “inimbita.”
Teacher says: Did Karlo find his friends? Where did he find them?
That’s right. He found them in the school yard or “bakuran.”
On Pages 18-19
Teacher comments: The word realized (p. 19) means to understand.

In Filipino, the word means “naisip.” Also, the word painful means
“masakit” in Filipino. The word fought means hurting or arguing with
someone. In Filipino, we say it as “inaway.”
Teacher says: What did Karlo feel when he found his friends?
Look at him in the picture. Does he look happy? What is he doing?
That’s right. Karlo is crying because he is sad. He realized that nobody
wanted to play with him. What do you think will Karlo do now? Will he
still be friends with his classmates? We will find out tomorrow.
QUARTER 3 WEEK 22
AFTER READING ACTIVITIES NOTES
• Teacher posts three pictures on the board showing events of the

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

Picture of
Karlo crying finding his
Karlo looking
friends in the
for his friends
school yard
Teacher says: Let’s look at the pictures in the book and see if the
pictures we arranged match the sequence of events in the story.

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

E
EP
D
NOTES
DAY OBJECTIVE
EN1LC-IIIa-j-1.1 Listen to short stories/poems and give the correct
3 sequence of three events
Aa B
b
f
Cc D
d
Gg H
h
1 SING A SONG
Ee F
MATERIALS • Teacher introduces the “Rainbow Song” in class. The lyrics of the
song are written on the board or in a manila paper. Pupils then
• Lyrics of the “Rainbow sing the song by pair or by group.
Song”
“Rainbow Song”
• Picture of a rainbow
I’m watching the rainbow after the morning rain
NOTE
I’m watching the rainbow over the green terrain
You may listen to the tune Shall we learn its colors?
PY
of the song at https://www.
youtube.com/watch?v Red
=Q2uYNiaw9qE&feature= Orange
O Yellow
youtube_gdata_player.
Green
C
Blue
Indigo
And one more is Violet
D
(Repeat stanza)
(Repeat song once)
E
• Teacher shows a picture of a rainbow. He or she uses the song and

EP
the picture to introduce the concept of colors in class.
2
D
SHARING INFORMATION
d
Cc D
b
Aa B
h
Gg H
f
Ee F

MATERIAL Each group forms a circle. The members of the group pass around
• Real microphones or ones a special microphone and introduce themselves to their group
made of paper mache mates. Teacher moves around the room as the pupils do the
activity.
NOTE Teacher says: We are going to have a short activity. Your class will be
divided into groups. Each group will form a circle. All of you will have to tell
Make sure that pupils
your group mates your favorite color. I will give a special microphone for you
mingle with all their
to use and share. After sharing, you pass the microphone to the next member
classmates. Put them in
of your group.
different groups during this
kind of activity. I will show you how to do it. Then, when I give you the signal, you start with
the activity.
Hello everyone! My favorite color/s is/are ______________.
QUARTER 3 WEEK 22
NOTES
3 READ ALOUD STORY:

SAMPUNG MAGKAKAIBIGAN (TEN FRIENDS)

Teacher shows the pages of the book read to the pupils yesterday.
Pupils retell the events of the story using the pictures.
Teacher says: Let’s look at the pages of the book we read yesterday.
Tell me what happened in the story.
• Teacher reads pages 20-29 of the story. Pupils listen and answer a
few questions about it.
PY
On Pages 20-21
O
Teacher says: Who are in the picture? (p. 20) That’s right.
C
We see Karlo, slow Ben, Lara, Anton, and Eric. Below the page, we
also see Karlo and shabby Sussie. On the next page, we see Karlo with
Karen and Joo-chan. Let’s find out what they are doing.
D
Teacher comments: The word approached (p. 21) means to go

E
or move near someone or something. In Filipino, it means “lumapit.”

The word share means to have or use something with others.
EP
In Filipino, it means “maghati sa isang bagay.”
Teacher says: What did Karlo do for slow Ben? What did he do for
shabby Sussie? What did he do for Karen and Joo-chan?
D
On Pages 22-23
Teacher says: What do you see in the picture? What did Karlo give
to Lara?
On Pages 24-25
Teacher says: Who are in the picture? What are Karlo and Leo
doing? What are Eric and Ella doing? What does Karlo want to do?
On Pages 26-27
Teacher comments: The word noise (p. 26) means loud,

unwanted sound. In Filipino, it means “ingay.”
NOTES Teacher says: Where is Karlo and his friends? What are they doing?
What did Karlo do for sleepy Anton?
On Pages 28-29
Teacher says: Let’s look at the pictures. Where is Karlo and his friends?
What are they doing? Are they happy or sad? Do you have friends?
Are you also happy when you’re with them?
• Teacher reads the questions about the story written on the board.
Pupils then answer the teacher’s questions.
Teacher says: That’s the end of the story. Did you enjoy hearing it again?
Did you learn new words today? What are those words? Great!
Now, let’s look at the pictures posted on the board. Let’s arrange the pictures
based on the events on the story, similar to what we did yesterday.
Are you ready? Good!
PY
Picture shows
Karlo and his Picture shows Picture shows
friends having Karlo hugging playing with
O shabby Sussie Karlo and Ella
their picture
taken
C

E D
Homework: Teacher asks pupils to draw pictures. The first picture

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

Karlo is nicest to his friends.
D
Teacher says: At home, I want you to draw a picture showing Karlo

being mean/bad to his friends, and another picture showing him being nice
to his friends. Draw your pictures in your notebook. You may use crayons
to make your drawing colorful. Tomorrow, we will talk about your work in
class.
QUARTER 3 WEEK 22
NOTES
OBJECTIVE DAY
EN1OL-IIIc-1.5.3 Use appropriate expressions for expressing gratitude
4
and apology
1 SING A SONG
Aa B
b
Ee F
f
Cc D
d
Gg H
h
• Teacher and pupils sing the song, “Thank you.” The lyrics of the MATERIAL
song are written on the board or in a manila paper. • Lyrics of the “Thank You”
“Thank You”
(To the tune of Happy Birthday)
Thank you for the world so sweet,
PY
Thank you for the food we eat,
Thank you for the birds that sing,
Thank you for everything. O
(Repeat song)
C
D
• Teacher asks the pupils to bring out their homework. Pupils show
E
their work to their seatmates.

BRIDGING
EP
Teacher says: Please bring out your homework. Show your work and
talk about it with your seatmate. Later, I will call some of you to come to Allow pupils to express
the front and show your work in class. themselves in their
Mother Tongue or in
D
3 POLITE EXPRESSIONS:
THANK YOU AND I’M SORRY
feel comfortable in
• Teacher shows pupils two pictures. The first picture shows a little sharing their ideas. Then,
girl receiving a gift from her mother. The other picture shows model how to say their
a little boy who bumped into his classmate. Pupils describe the responses in English.
picture and say the appropriate expression for those situations.
Teacher says: Let’s look at the pictures on the board. What do you see in
the pictures? Let’s have the first one. Who are in the picture? What is she
doing? What is she holding? Who gave her the gift? What do you think
should she say to the giver? That’s right. She should say “Thank you!”
We say “Thank you!” when someone gives us something like gifts or food,
when someone does something for us like opening the door, and when someone
says something nice about us.
Let’s now look at the second picture. Who are in the picture?
NOTES What are they doing? What do you think the boy on the left feel (the one
who was hurt)? Is he happy or angry? What should the little boy say to
his classmate? That’s correct. He should say,“I’m sorry.” Class, when do you
BRIDGING think should we say,“I’m sorry”?
Allow pupils to express We say“I’m sorry” when we do or say something that hurt someone.
themselves in their
Mother Tongue or in
Picture of a boy who
feel comfortable in
Picture of a girl receiving a bumped into his classmate
present from her mother (the boy is on the right,
model how to say their
the classmate is
responses in English.
on the left)
4 ROLE PLAY
PY
• Teacher asks the class to act out situations when “Thank you”
and “I’m sorry” are used. Pupils discuss with their seatmates the
situation they will act out.
O
Teacher says: Now, I want you to pretend like the characters in a story.
With your seatmate, you have to think of a situation when polite expressions
C
like “Thank you” and “I’m sorry” are used. You and your partner have to
act out the situation. I will give you time to plan. Later, I will call some of
you to come to the front to show us what you prepared.
D
• Teacher goes around the room to listen to pupils’ conversation

E
and to help those pupils who are having difficulty with the activity.
EP

D
• Teacher asks pupils to copy the expressions “Thank you” and

“I’m sorry” in their notebooks.
• Teacher says “Thank you” to the pupils for their active

participation in class.
QUARTER 3 WEEK 22
NOTES
OBJECTIVE DAY
EN1G-IIIb-1.4 Recognize simple sentences and recognize similarities
5
and differences in the way sentences are formed/structured in MT, Filipino,
and English
1 SING A SONG
Aa B
b
Ee F
f
Cc D
d
Gg H
h
• Teacher and pupils sing the song, “Thank you.” The lyrics of the
MATERIAL
song are written on the board or in a manila paper.
• Lyrics of the song
“Thank You” “Thank You”
(To the tune of Happy Birthday)
Thank you for the world so sweet,

Thank you for the food we eat,
PY
Thank you for the birds that sing,
Thank you for everything.
(Repeat song)
O
C
NOTE
D
• Teacher divides the class into small groups with 3-5 members. Teacher makes sure that
Each group forms a circle. Members of the group pass around pupils mingle with all of their
E
a special microphone and introduce themselves to their group classmates and puts them in
mates. Teacher moves around the room as pupils do the activity.
EP
different groups during this

kind of activity.
Teacher says: We are going to have a short activity. Your class will
be divided into groups. Each group will form a circle, and each member of
D
the group will introduce himself or herself. I will give a special microphone
for you to use when you are introducing yourself. After introducing yourself,
you need to pass the microphone to the next member of your group.
I will show you how to do it. Then when I give you the signal, you start with
the activity.
Hi I’m ________. I’m ____ years old.

My favorite color is __________. How about you?
• Teacher calls 3-5 pupils to introduce themselves in front of the

class.
Teacher says: Now, I will call some of you to introduce yourself

in front of the class. Who would like to give it a try?
NOTES
3 SIMPLE SENTENCES
• Teacher brings out the picture of a fiesta and posts it on the board.
Then, he or she shows the class a list of sentences and phrases
about the poster. Pupils point out the sentences in the list.
Teacher says: I have a picture on the board. It is picture of a fiesta.

Filipinos love fiestas. We celebrate them in different places in our country.
Beside the picture are sentences and phrases. Do you still remember our lesson
about it? I will read the sentences and phrases on the board. I want you to
tell me which ones are sentences and which ones are not.
Fiestas are colorful.
Picture shows lechon and rice

a fiesta
PY
The food is delicious.
O watching the parade
• After reading the sentences and phrases, teacher encircles the

sentences and asks the pupils the following questions.
C
BRIDGING
Teacher says: Which ones are the sentences? How did you know that
Reinforce teaching of they are sentences? That’s right. We know that they are sentences because
D
the similarities and they start with a capital letter and end with a period.
differences in the way
Now, these sentences are examples of simple sentences. They have a subject and
E
sentences are formed/

a predicate. A subject is the doer or topic in the sentence. The predicate
structured in Mother
EP
tells us something about the topic or the action of the doer.

Tongue, Filipino, and
English. Teacher may For example: “The chick is yellow.” “The chick chirps.”
provide another set of
D
examples, while pupils • Teacher calls 3-5 pupils to introduce themselves in front of the
read and study them. class.
Teacher says: Now, I will call some of you to introduce yourself in front
of the class. Who would like to give it a try?
4 PRACTICE
• Teacher shows pupils pictures of people and things from the

poster. Pupils then give examples of simple sentences using the
pictures. Teacher provides a model sentence for pupils to follow.
Teacher says: We are going to make our own simple sentences using
the pictures I posted on the board. Let’s look at each one. What is in the
picture? How many are in the picture? What color is it?
QUARTER 3 WEEK 22
NOTES
Picture of a red
apple
Picture of a blue
bag
PY
O
Homework: Teacher asks the pupils to write two sentences in their
notebooks. Pupils can ask their families to help them write their
C
sentences.
D
Teacher says: Ask your mother, father, or any member of your

family to help you write two simple sentences. Write your sentences in
E
your notebook.
EP
• Teacher thanks the pupils for their active participation in the

discussion.
D
QUARTER 3 WEEK 23
WEEK
23
TEACHER’S GUIDE
GRADE 1
PY ENGLISH
O
C
D
THEME: PLACES IN MY COMMUNITY

E
READ ALOUD STORY: THE TALE OF LADY CABBAGE

EP
D

ENGLISH
Theme: Places in My Community

Read Aloud Story: The Tale of Lady Cabbage (Author: Serene Wee; Illustrator: Conrad Raquel)
V • EN1V-IIIa-e-5 • Songs/Poems/Games
concepts, shapes, and numbers
OL • EN1OL-IIIa-j-1.3.1
Daily
Talk about stories heard; when and
where it took place the characters
story
PY
V • EN1V-IIIa-e-5 • Places in the community
O
C
1
E D
EP
D

QUARTER 3 WEEK 23

Routine Routine
• Teacher asks pupils to sing a song/recite a • Pupils sing the song/recite the poem the
poem/play game teacher taught
• Teacher asks pupils to share some • Pupils share some information about
information about themselves or their themselves or their work/output
work/output
PY

O
3. Unlocking of New Words 3. Unlocking of New Words

C
• Teacher guides pupils as they unlock the • Pupils unlock the meaning of new words
meaning of new words
D

• Homework: Pupils draw a comic strip that
E
• Teacher gives homework shows a story of a place in their community.

EP
Pupils will ask their family members to tell

them a story about a place in their province/
town/village.
D

V • EN1V-IIIa-e-5 • Read Aloud Story:
Use words that are related to self, The Tale of Lady Cabbage
infer the character’s feelings and
traits
2
PA • EN1PA-IIIa-b-3.1
Give the number of syllables of
given words
PY
O
LC • EN1LC-IIIa-j-1.1 • Read Aloud Story:
Listen to short stories/poems and The Tale of Lady Cabbage
C
traits
E D
EP
3
D

QUARTER 3 WEEK 23


3. Read Aloud Story: The Tale of Lady Cabbage 3. Read Aloud Story: The Tale of Lady Cabbage
• Unlocking of New Words • Unlocking of New Words
Teacher guides pupils as they unlock the Pupils unlock the meaning of new words
4. Counting Syllables
• Pupils count the number of syllables in the
• Teacher guides pupils as they count the given words
number of syllables in the given words
PY
• Teacher reminds pupils to review the words
• Teacher reminds pupils to review the words learned in class
learned in class
O
C
D
E

EP
Activating Prior Knowledge Activating Prior Knowledge

• Teacher asks pupils questions to stimulate • Pupils answer teacher’s questions
D
their interest in the story

• Pupils listen as the teacher reads the story
• Teacher reads the story and introduces new
words found in it
• Homework: Pupils cut a picture of a cabbage
from old periodicals and draw Lady Cabbage’s
• Teacher gives homework face on it

traits
G • EN1G-IIIb-1.4
Recognize simple sentences
• Identify action words in sentences*
PY
O
OL • EN1OL-IIId-1.5.4 • Polite Expressions:
Use appropriate expressions for Asking for Permission
C
asking permission
E D
5
EP
D

NOTE
QUARTER 3 WEEK 23


• Teacher asks pupils to answer questions • Pupils answer teacher’s questions

about the story
4. Simple Sentences
4. Simple Sentences
• Pupils identify the sentences in a list given.
• Teacher asks pupils to identify sentences in a They also determine whether the sentences
given list. He or she asks pupils to determine given are true or false.
whether the sentences are true or false.
PY
• Pupils share what they think about the lesson
• Teacher asks pupils what they think about the
lesson and thanks them for their participation
O
C
D
3. Polite Expressions: Asking for Permission 3. Polite Expressions: Asking for Permission
E
• Teacher introduces the expressions for asking • Pupils learn how to ask permission
permission
EP

• Teacher reminds the class to review the
D
things they learned and thanks them for their

participation
NOTES
DAY OBJECTIVE
1
Aa B
b
Cc D
d
Gg H
h
1 SING A SONG
f
Ee F
• Teacher introduces the song, “London Bridge” in class. The lyrics

MATERIAL of the song are written on the board or in a manila paper. Pupils
sing on their own and then by pairs.
• Lyrics of the “London
Bridge” “London Bridge”
NOTE
London Bridge is falling down
You may listen to the song Falling down, falling down
at http://www.bbc.co.uk/ London Bridge is falling down
PY
learning/schoolradio/subjects/ My fair lady
earlylearning/nurserysongs/K-O/
london_bridge. Build it up with wood and clay,
OWood and clay, wood and clay,
Build it up with wood and clay,
C
My fair lady.
Wood and clay will wash away,

D
Wash away, wash away,

E
My fair lady.
EP
London Bridge is falling down,

Falling down, falling down,
D
My fair lady.
Build it up with silver and gold,

Silver and gold, silver and gold,
My fair lady
d
Cc D
b
Aa B
h
Gg H
f
Ee F
MATERIAL Each group forms a circle. Members of the group pass around
a special microphone and introduce themselves to their group
• Real microphones or ones mates. Teacher moves around the room as the pupils do the
made of paper mache activity.
QUARTER 3 WEEK 23
Teacher says: We are going to have a short activity. Your class will NOTES
NOTE
be divided into groups. Each group will form a circle. All of you will tell
your group mates where you live. I will give a special microphone for you Make sure that pupils mingle
to use when you are introducing yourself. After introducing yourself, you pass with all of their classmates
the microphone to the next member of your group. and put them in different
groups during this kind of
I will show you how to do it. Then when I give you the signal, you start with
activity.
the activity.
Hi! I’m ________. I live in _________________.

Where do you live?

Aa B
b
Cc D
d
Gg H
h
f
Ee F
• Teacher posts pictures of different places in their community.

The labels for each picture are posted on the right side of the MATERIAL
board. Pupils identify the places and say a simple description of • Pictures and labels
the place. Teacher writes pupils’ descriptions on the board.
PY
Teacher says: I have some pictures on the board. They show the NOTE
different places in our community. I also have their names on the right.
Use pictures of places in
Let’s study each picture. Then, we will match the names on the right to
O your province or town.
the correct picture. Are you ready?
Discussion will be more
C
engaging if pupils are familiar
market with the places in the
Picture of a Picture of a pictures.
D
school church
school
E
EP
park
Picture of a
Picture of a park
bank
D
church
post office
Picture of a Picture of a
market post office
bank
Teacher says: What do you see in the picture? Do you know this
place? Where do we see it? How do we call this place in Mother Tongue
and Filipino? We also have a name for this place in English. Let’s study
them one by one.
NOTES
Homework: Teacher asks pupils to draw a comic strip that shows

a story of a place in their community. Pupils will ask their family
members to tell them a story about a place in their province/town/
village.
Teacher says: When you go home later, I want you to ask your family,
your parents, or siblings, to tell you a story of a place in our province/town/
village. The story can be a legend about the place or a scary story.
After listening to the story, I want you to make a comic strip showing the
characters, the place where the story happened and the events of the story.
DAY OBJECTIVES
PY
2
O
• EN1LC-IIIa-j-1.1 Listen to short stories/poems and infer the character’s
feelings and traits
C
• EN1PA-IIIa-b-3.1 Give the number of syllables of given words
E D
1 SING A SONG
EP
d
Cc D
b
Aa B
h
Gg H
f
Ee F
• Teacher sings the song, “London Bridge” with the pupils.

MATERIAL
D
• Lyrics of the “London “London Bridge”

Bridge”
NOTE Falling down, falling down
You may listen to the My fair lady
song at http://www.bbc.
co.uk/learning/schoolradio/ Build it up with wood and clay,
subjects/earlylearning/ Wood and clay, wood and clay,
urserysongs/K-O/london_ Build it up with wood and clay,
bridge. My fair lady.

Wash away, wash away,
My fair lady.
QUARTER 3 WEEK 23
NOTES
Falling down, falling down,
My fair lady.

Silver and gold, silver and gold,
My fair lady
BRIDGING
• Teacher divides the class into groups with three members. Each Allow pupils to express
group forms a circle. Pupils show their comic strip to their group themselves in their
mates and talk about it. Mother Tongue or in
PY
Teacher says: I will divide your class into groups. Each group will
feel comfortable in
have three members. You and your group mates will form a circle and
sharing their ideas.
talk about your comic strips. I will give you five minutes to talk. Later, I
Then, model how to say
O
will call some of you to show your work in front of the class.
their responses in English.
C
3 READ ALOUD STORY:

THE TALE OF LADY CABBAGE
D
E
Unlocking of New Words

EP
Teacher shows real vegetables/picture of real vegetables

mentioned in the story. Pupils may touch or look at the vegetables.
Teacher tells the class the English names of each vegetable.
He or she posts the name of the vegetables on the board.
D
Teacher says: I have here some vegetables. Do you know what these
vegetables are? What are they called in Mother Tongue and Filipino?
These vegetables also have names in English. Do you have any idea what
each one is called?
Kangkong Yam
NOTES
Potatoes Peas
PY
BroccoliO Kale
C
E D
Spinach Beans
EP
D
Zucchini Parsley
Lettuce Soybeans
QUARTER 3 WEEK 23
NOTES
4 COUNTING SYLLABLES
• Teacher directs pupils’ attention to the first row of vegetables:

kangkong, yam, and potato. Pupils listen as the teacher reads the
names of the vegetables. Teacher then asks pupils to count the
number of syllables in the vegetables’ names.
Teacher says: Today, we learned a lot of new words. Aside from

learning new words, we are also going to count syllables in words.
We already learned how to count syllables in Mother Tongue and
Filipino. Remember the word “pagpapantig” in Filipino. It is the same
as counting syllables. Now, let’s try counting the syllables in the words
kangkong, yam, and potato. Are you ready?
Kang + kong = Kangkong
Teacher says: How many syllables do we have in Kangkong?
PY
That’s right. We have two syllables in Kangkong.
Yam O
Teacher says: How many syllables are there in Yam? That’s right!
There is only one syllable in Yam.
C
Po + ta + to = Potato
D
Teacher says: How many syllables are there in Potato?

E
That’s right. There are three syllables in Potato.

EP

D
• Teacher reminds pupils to review the words they learned,

and thank them for their active participation in class.
NOTES
DAY OBJECTIVE
EN1LC-IIIa-j-1.1 Listen to short stories/poems and infer the character’s
3
feelings and traits
Aa B
b
Cc D
d
Gg H
h
1 SING A SONG
f
Ee F
• Teacher introduces the song, “Jack and Jill” in class. The lyrics of
MATERIAL the song are written on the board or in a manila paper.
• Lyrics of the “Jack and Jill”
“Jack and Jill”
Jack and Jill went up the hill

To fetch a pail of water
Jack fell down and broke his crown
PY
And Jill came tumbling after
O (Repeat song twice)
C
• Teacher shows the pupils the vegetables/pictures of the vegetables

discussed yesterday. Pupils choose the vegetable they eat or like
D
BRIDGING among the ones on the table/posted on the board. They then tell
their seatmates why they eat or like that vegetable.
E
Allow pupils to express

themselves in their Teacher says: Which vegetable do you eat? Which one/s do you like?
EP
Mother Tongue or in Why do you like it/them?

feel comfortable in I like _____________ because _________________
D

responses in English. 3 READ ALOUD STORY:
a. Activating Prior Knowledge
• Teacher shows the cover of the book. Pupils say the title of the
book in Filipino.
Teacher says: Do you remember this book? We read this book in our
Filipino class last quarter. We are going to read it again but this time in
English. Do you still remember the title of this book? That’s right. It’s called
“Ang Kuwento ni Binibining Repolyo” in Filipino. In English,
it’s entitled “The Tale of Lady Cabbage.” The author of the book
is Serene Wee and the illustrator is Conrad Raquel.
Are you ready to listen to the story?
QUARTER 3 WEEK 23
DURING READING ACTIVITIES NOTES
• Teacher reads the story in class. Pupils then listen and answer a
few questions about the story.

On Page 2
Teacher comments: The word fable is a story about animals

or things that teaches a lesson. An example of this is the story of “The
Hare and the Tortoise” or “Ang Kuneho at ang Pagong” in Filipino.
The word boastful means “mayabang” in Filipino.
On Page 3
Teacher comments: A Lady is a woman who behaves in a

polite way or a woman in a high position. In Filipino, we call a Lady
PY
“Binibini”. Garbage, on the other hand, is something we think are
not important. In Filipino, we see them as “mga walang sinabi” o
“hindi importante.”
O
Teacher says: What did the cabbage call herself?
C
On Page 4
Teacher says: What does the story tell us about Lady Cabbage?
Is she quiet? That’s right. She is not quiet. She is loud.
D
On Page 5
E
Teacher comments: Do you know President Aquino and Jose

EP
Rizal? You know them because they are famous.
Teacher says: Let’s look at this picture. Do you think Lady

Cabbage is famous? Do you think those who are carrying her are happy?
D
On Page 6
Teacher comments: The expression “Nothing can compare

with me” is similar with the expression “Sa akin walang
makakaparis!” in Filipino.
On Page 7
Teacher comments: Calcium is something we get from food that

makes our bones strong. We can get it from milk and cheese.
On Page 8
Teacher comments: Veggie is another way to call vegetables.
NOTES On Page 9
Teacher says: What is Lady Cabbage queen of?
On Page 10
Teacher comments: Tamed means to be put under control. In

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

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

EP
Homework: Teacher asks pupils to cut a picture of a cabbage from

D
old periodicals and paste it on their notebooks. Pupils will draw on

the picture they pasted to make it look like Lady Cabbage.
• Teacher thanks the pupils for their active participation in class.
QUARTER 3 WEEK 23
NOTES
OBJECTIVES DAY
• EN1LC-IIIa-j-1.1 Listen to short stories/poems and infer the character’s
4
feelings and traits
• EN1G-IIIb-1.4 Recognize simple sentences
• Identify action words in sentences*
*Basa-added objective
1 SING A SONG
Aa B
b
e Ff
Cc D
d
Gg H
h
• Teacher sings the song, “Jack and Jill” with the pupils while MATERIAL
pointing at the lyrics.
• Lyrics of the song “Jack
and Jill”
“Jack and Jill”
PY
O
C
(Repeat song twice)
2
D
SHARING INFORMATION
E
• Teacher asks pupils to show and talk about their picture of Lady
Cabbage to their seatmates. Pupils have five minutes to talk. After
EP
five minutes, pupils post their picture on the board. Teacher calls BRIDGING
2-3 pupils to talk about their work in front of the class. Allow pupils to express
themselves in their
D
Mother Tongue or in
3 READ ALOUD STORY:

feel comfortable in
AFTER READING ACTIVITIES model how to say their
Teacher uses pupil’s pictures and the book to discuss the story.
Pupils answer the teacher’s questions.
Teacher says: Your pictures of Lady Cabbage are really good.

Can you remember who Lady Cabbage is? Who can tell me who she is?
That’s right. Lady Cabbage is a character in our story.
Do you like Lady Cabbage? Is she nice? What we can we say about her?
Let’s look at some of the pictures in the book. Look at the vegetables.
NOTES Do they look happy? No, they’re not happy. Do they like Lady Cabbage?
No, they do not like Lady Cabbage. Let’s look at Farmer Tong. Is he
happy? Does he like Lady Cabbage? What did he do to her? Why does
Farmer Tong like Lady Cabbage?
4 SIMPLE SENTENCES
• Teacher posts a list of sentences about Lady Cabbage. Pupils then

say if the statement is true or false. Teacher draws a happy face or
sad face beside the sentences.
Teacher says: Look at the list I posted on the board. Are they sentences
or phrases? That’s right. They are sentences. How do you know they are
sentences? That’s right! The first words start with capital letters and they all
end with periods. They also have a complete thought.
PY
These sentences are about the characters in the story we read yesterday.
I will read each one. You have to tell me if the sentence is true or false.
When we say true, it means “totoo” in Filipino. False means “hindi totoo” in
Filipino. Are we clear on what we are going to do? Good! Let’s begin.
O
Direction: Draw a happy face if the sentence is true and a sad face
NOTE if the sentence is false.
C
Post a sentence in your a. Lady Cabbage’s head grew and grew.
Mother Tongue as well as its b. Other vegetables like Lady Cabbage.
D
Filipino translation. c. Lady Cabbage is nice.

d. Farmer Tong cuts off Lady Cabbage’s head.
E
e. Lady Cabbage is boastful.

EP
• Teacher posts sentences in Mother Tongue and Filipino on the

board. Pupils identify the action words in the sentences.
D
Teacher then asks pupils to identify the action words in the first
two sentences in the exercise.
Teacher says: Do you still remember our lesson about action words in
Mother Tongue and Filipino? Let’s have a short review today.
I have sentences in Mother Tongue and Filipino on the board.
Let’s identify the action words in the sentences.
• Teacher asks the pupils what they think about today’s lesson, and
thanks them for their active participation in class.
QUARTER 3 WEEK 23
NOTES
OBJECTIVE DAY
EN1OL-IIId-1.5.4 Use appropriate expressions for asking permission
5
1 SING A SONG
Aa B
b
Cc D
d
Gg H
h
f
Ee F
• Teacher sings the song, “Jack and Jill” with the pupils while MATERIAL
pointing at the lyrics.
• Lyrics of the “Jack and Jill”
“Jack and Jill”

PY
(Repeat song twice)

O
C
D
• Teacher posts the pictures of places in their community. Pupils

choose the place/s that they always visit/see and talk about it with BRIDGING
E
their seatmates. Teacher gives pupils a few minutes to talk. Then,

he or she calls 2-3 pupils to share in front of the class. Allow pupils to express
EP
themselves in their
Teacher says: Remember these pictures. Can you remember what Mother Tongue or in
each place is called? Have you been to any of these places? Where do Filipino to help them
D
you usually go? I want you to tell your seatmates about the place in feel comfortable in
our community that you always visit or see. I will give you a few minutes to sharing their ideas. Then,
discuss. Later, I will call some of you to share in front of the class. But before model how to say their
you talk with your seatmate, let me tell you the place I always go to. responses in English.
Example: I always go to the market. I go there to buy food.
3 POLITE EXPRESSIONS: ASKING PERMISSION
• Teacher posts pictures on the board showing different situations.

Pupils study the pictures and listen while the teacher reads the
situation for each picture. Then, they say the polite expression in
Mother Tongue or Filipino for each situation.
NOTES • Teacher explains that asking permission can also be done in

English. Polite expressions for each picture are posted on the right
side of the board. Teacher posts the polite expression under each
picture after discussing each picture.
Teacher says: Today, we are going to talk about polite expressions.

We are going to learn how to ask permission. We ask permission from
other people before we do something. Look at the board. I have some
pictures posted there. Each picture shows a situation when one needs to ask
permission. Listen as I read some sentences about each picture. I want you to
tell me the polite expression in Mother Tongue or Filipino that we use to ask
permission. Are you ready?
Situation 1: A boy wants to go outside the room, but he needs to ask

permission first. What should he say to his teacher?
Situation 2: A girl wants to wear her red dress, but she needs to ask
permission first. What should she say to her mother?
Situation 3: Two children want to sit on the bench in the park but a man is
PY
already sitting there. They need to ask permission before they can sit.
What should they say to the man?
O
Picture of a boy talking
C
NOTE to his teacher and
May I go out?
pointing at the door of
You may show pupils more the room
D
examples using pictures to

help them practice.
E
Picture of a girl talking

EP
to her mother while May I wear this

showing her mother a dress?
red dress
D
Picture of two
children asking a man May we sit on
if they can sit on the the bench?
bench in the park
Teacher says: That is how we ask permission in Mother Tongue and

Filipino. We can also ask permission using English. I posted sentences on
the right side of the board. Listen as I read each one. You will notice that the
sentences begin with “May I…” This is how we usually begin our sentence
when we are asking permission. For example, I want to use your pencil.
It is not my pencil. It is your pencil, so I need to ask your permission to use
the pencil. I will say, “May I borrow your pencil?”
QUARTER 3 WEEK 23
NOTES
• Teacher reminds the pupils to review their lessons at home.

He or she then thanks the pupils for their active participation in
class.
PY
O
C
E D
EP
D
QUARTER 3 WEEK 24
WEEK
24
TEACHER’S GUIDE
GRADE 1
PY ENGLISH
O
C
D
THEME: PLACES IN MY COMMUNITY

E
READ ALOUD STORY: THE TALE OF LADY CABBAGE

EP
D

ENGLISH

Read Aloud Story: The Tale of Lady Cabbage
V • EN1V-IIIa-e-5 • Songs/Poems/Games
OL • EN1OL-IIIa-j-1.3.1
Daily
Talk about stories heard when and
where it took place the characters
story
PY
OL • EN1OL-IIId-1.5.4 • Polite Expressions for Asking
Use appropriate expressions for Permission
asking permission
O
C
1
E D
EP

D

identify cause and/or effect
of events

QUARTER 3 WEEK 24

Routine Routine
information about themselves or their work/ themselves or their work/output
output
PY

O
C
3. Group Activity: Role Play 3. Group Activity: Role Play
• Teacher guides pupils as they act out • Pupils act out situations when polite
D
situations when polite expressions for asking expressions for asking permission are used
permission are used
E

• Homework: Pupils ask permission from
EP
• Teacher gives homework their parents to do something they want this

weekend
D

3. Rereading of the Read Aloud Story: 3. Rereading of the Read Aloud Story:
The Tale of Lady Cabbage The Tale of Lady Cabbage
• Activating Prior Knowledge • Activating Prior Knowledge
Teacher asks pupils to identify the cause and Pupils identify the cause and effect between
effect between events depicted in pictures events depicted in pictures
4. Concluding the Session 4. Concluding the Session
• Teacher thanks the pupils for participating in

class

identify cause and/or effect
of events
PY
O
C
G • EN1G-IIIc-1.3; • Telling and Asking Sentences

D
EN1G-IIId-1.3;
EN1G-IIIe-1.3
E
Recognize telling and asking

sentences
EP
• Identify the action word in telling

4 and asking sentences*
D

QUARTER 3 WEEK 24


Teacher asks pupils questions to stimulate Pupils answer teacher’s questions

• Pupils listen to the story and answer
• Teacher rereads the story and asks questions questions about it
about it
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• Pupils identify the cause and effect of events
• Teacher asks pupils to identify the cause and in the story
effect of events in the story
O
• Homework: Pupils draw two pictures that
C
• Teacher gives homework show “cause and effect” in their notebook
D

E

EP
3. Telling and Asking Sentences 3. Telling and Asking Sentences

• Teacher asks pupils to distinguish between • Pupils distinguish between telling sentences
D
telling sentences and asking sentences and asking sentences
• Teacher reminds pupils to review their

lesson at home and thanks them for their

V • EN1V-IIIa-e-5 • Places in the Community
PA • EN1PA-IIIa-b-3.1
Give the number of syllables of
given words
5

PY
NOTE
O
C
E D
EP
D
QUARTER 3 WEEK 24


4. Counting Syllables 4. Counting Syllables
• Teacher asks pupils to count the number of • Pupils count the number of syllables in given
syllables in given words words

PY
O
C
E D
EP
D
NOTES
DAY OBJECTIVE
EN1OL-IIId-1.5.4 Use appropriate expressions for asking permission
Aa B
b
f
Cc D
d
Gg H
h
1 SING A SONG
Ee F
• Teacher introduces the song, “Down at the Station” in class.

MATERIAL
• Lyrics of the paper. Pupils sing along while they pass around three balls. The
“Down at the Station” pupils who hold the balls when the song ends will be called to
share information later.
NOTE “Down at the Station”

Listen to the tune of the
PY
Down at the station,
song at http://www.youtube.
Early in the morning,
com/watch?v=1xBrSzaV34w.
See the little puffer trains,
All in a row.
O
Here comes the driver
To start up the engine
C
Puff! Puff! Peep! Peep!
Off we go!
(Repeat song twice)
D
d
Cc D
b
Aa B
h
E
Gg H
2
f
Ee F
SHARING INFORMATION
MATERIALS
EP
• Map of the province

• Teacher asks pupils to think about the place they want to visit and
• Sample statement posted
D
the reason why they want to visit it. Teacher gives pupils time to
on the board
think about it. After five minutes, pupils share their thoughts in
front of the class.
Teacher says: Today, I want you to think about the place you really
BRIDGING want to visit here in our town or province. I have here a map of our province
posted on the board. You may come in front and look at the map. You may
Allow pupils to express check the name of the place you want to visit there. If you have a question
themselves in their about the places on the map, you may ask me. After a few minutes, I will
Mother Tongue or in call our sharers of the day to talk about the place they want to visit. Those
Filipino to help them who will not be called to share may ask the sharers questions. Before you
feel comfortable in start with your sharing, listen as I read the sentence on the board. You may
sharing their ideas. Then, use this sentence as a guide when you share.
responses in English. Example: I want to visit Boracay because I love to swim.
QUARTER 3 WEEK 24
NOTES
3 GROUP ACTIVITY: ROLE PLAY
• Teacher asks pupils to recall the expression used to ask for

permission. Pupils share what they know about it. Teacher asks
questions to facilitate discussion.
Teacher says: Can you still remember the expression we say when we
need to ask for permission? Who can tell me what it is? That’s right.
We say “May I…” when we ask permission. If there are two or more of
you asking, you say “May we…”
• Teacher divides the class into eight groups. He or she then assigns
a situation in which pupils need to use the polite expression for
asking permission to each group. Pupils act out the situation and
say the appropriate expression. Teacher gives pupils 5-8 minutes
to prepare.
PY
Teacher says: I will divide your class into eight groups. Each group
will have to act out a given situation. I will give you enough time to
practice before you present your work in class. I will also go around the
room to help you prepare. Now, listen to your group assignment.
O
Group 1
C
Situation: You and your friends want to borrow your neighbor’s
can so you can play “tumbang preso.” What will you say to your
neighbor so he will let you borrow his can?
D
Group 2
E
Situation: A tree is bearing fruit outside your classroom. You and

your classmates want to see it. What will you say to your teacher so
EP
he or she will let you go outside?
Group 4
Situation: You and your friends want to eat the boiled bananas on
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the table. What will you tell your grandmother so she will let you
eat the boiled bananas?
Group 5
Situation: You and your classmates want to play basketball in the
playground. What will you tell the school principal so he or she
will let you play?
Group 6
Situation: You and your brothers/sisters want to play in the rain.
What will you tell your father so he will let you play in the rain?
Group 7
Situation: You and your friends want to borrow your sister’s
blanket. What will you tell your sister so that she will allow you to
borrow her blanket?
NOTES Group 8
Situation: You and your classmates need to use the computer.

What will you tell your teacher so he or she will let you use the
computer?
4 GROUP ACTIVITY: ROLE PLAY
Homework: Teacher asks pupils to think of something they want to

do this weekend. Pupils ask permission from their parents to allow
them to do what they asked. They then write the expression they
used to ask for permission in their notebooks.
Teacher says: At home, I want you to think of something you want to

do this weekend. Then, I want you to ask permission from your parents so
they will let you do it. Make sure that you ask permission in English. After
asking permission, ask them to help you write the polite expression you said
in your notebook.
PY
O
DAY
C
OBJECTIVE
EN1LC-IIIa-j-1.1 Listen to short stories/poems and identify cause and/or
2
effect of events
E D
1
EP
SING A SONG
d
Cc D
b
Aa B
h
Gg H
f
Ee F
• Teacher and pupils sing the song “Down at the Station.”

D
MATERIAL
• Lyrics of the paper. Pupils sing while they pass around three balls. The pupils
“Down at the Station” who hold the balls when the song ends will be called to share
information later.
NOTE “Down at the Station”

Listen to the tune of the
Down at the station,
song at http://www.youtube.
Early in the morning,
com/watch?v=1xBrSzaV34w.
See the little puffer trains,
All in a row.
Here comes the driver
To start up the engine,
Puff! Puff! Peep! Peep!
Off we go!
(Repeat song twice)
QUARTER 3 WEEK 24
NOTES
• Teacher asks pupils to share with their seatmates their homework.

He or she then calls the pupils assigned to share to come in front
and talk about their homework.
Teacher says: Class, bring out your homework. I will give you a few
minutes to talk to your seatmate about your homework. Tell them what
you wanted to do this weekend and the polite expression you said when
you asked permission from your parents. I have some sentences here on the BRIDGING
board to help you in your sharing. Allow pupils to express
I want to ______________ (e.g. play, watch television, etc.) themselves in their
this weekend. Mother Tongue or in
May I _____________________ this weekend? Filipino to help them feel
comfortable in sharing
their ideas. Then,
PY
Teacher says: After you talk to your seatmate, I will call our model how to say their
sharers of the day to talk about their homework. Don’t forget to tell your responses in English.
seatmates and classmates if your parents let you do what you want this
weekend.
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3 REREADING OF READ ALOUD STORY:
C
PRE-READING ACTIVITIES Cc D
d
D
b
Aa B
h
Gg H
f
Ee F

E
MATERIALS
• Teacher posts three related pictures on the board.
Pupils identify the connection between the pictures. • Map of the province
EP
• Teacher explains the concept of “cause and effect” to the pupils. • Sample statement posted
on the board
Teacher says: I have three pictures on the board. These pictures are
D
connected. They tell us something. Let’s look at the pictures closely and
find out how the pictures are connected.
BRIDGING
Picture shows a man Allow pupils to express

Picture shows a man themselves in their
leaving the house without
walking hurriedly in the Mother Tongue or in
his umbrella (umbrella is
rain (picture’s background Filipino to help them
obviously left on the chair
is a town hall) feel comfortable in
in the living room)
Picture shows a man responses in English.
lying in bed looking
sick or feverish
NOTES Teacher says: What can we see in the first picture? That’s right we see a
man leaving the house. What other things do you see in the picture?
That’s correct. There is an umbrella on the chair. What do you think
BRIDGING happened in the picture? That’s right. The man left his umbrella.
Allow pupils to express Let’s look at the second picture. What do you see? That’s right. It’s raining in
themselves in their the picture. What else do you see? Yes, we see a man. What is happening to
Mother Tongue or in him? That’s correct. He is walking really fast because it is raining.
feel comfortable in Finally, let’s look at the last picture. What do you see? That’s right.
sharing their ideas. Then, We see the man on the bed. What does he look like? That’s correct! He looks
model how to say their sick. Why did the man get sick?
responses in English. After looking at the pictures, can we say that the pictures are connected?
That’s right. They are connected.
PY
O
C
DAY OBJECTIVE
EN1LC-IIIa-j-1.1 Listen to short stories/poems and identify cause
3
and/or effect of events
E D
EP
Aa B
b
f
Cc D
d
Gg H
h
1 SING A SONG
Ee F
D
• Teacher introduces the song, “Old MacDonald Had a Farm” in

MATERIAL
class. The lyrics of the song are written on the board or in a manila
• Lyrics of the paper. Pupils sing and dance while they pass around three balls.
“Old MacDonald Had a Those pupils holding the balls at the end of the song will be the
Farm” sharers for the day.
NOTE “Old Macdonald Had a Farm”
You may listen to the song Old MacDonald had a farm

at http://www.youtube.com/ E-I-E-I-O
watch?v=O4RNIUrLLH0. And on his farm he had a cow
E-I-E-I-O
With a moo moo here
And a moo moo there
Here a moo, there a moo
QUARTER 3 WEEK 24
NOTES
Everywhere a moo moo
Old MacDonald had a farm
E-I-E-I-O

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

E-I-E-I-O
And on his farm he had a duck
PY
E-I-E-I-O
With a quack quack here
And a quack quack there
O
Here a quack, there a quack
Everywhere a quack quack
C
E-I-E-I-O
D
• Pupils form three groups. Each group represents a farm animal

in the song. All pupils will sing the song, but will only sound the
E
animal assigned to them.

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

• Teacher tells the class that they are going to reread The Tale of Lady
Cabbage. Teacher tells the class to listen and remember the events
in the story.
Teacher says: Do you still remember our activity yesterday? Good.

Today we are going to do something similar to what we did yesterday.
We are going to find connections in the events of the story “The Tale of Lady
Cabbage.” That’s why I want you to listen carefully while I read the story.
Can you do that? Great!
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• Teacher rereads the story. He or she highlights the events of the

story that show cause and effect. Pupils listen and answer the
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teacher’s questions about the story.
On Page 4-5
C
Teacher says: Who is proud and loud? That’s right. It’s Lady Cabbage.
Who said that she is famous and the best? That’s correct. It’s Lady
Cabbage.
D
On Page 7
E
Teacher says: Who said that she is the Queen of Calcium? That’s right.
It’s Lady Cabbage.
EP
On Page 9
Teacher says: Who said that she is the one and only Queen of Greens?
That’s right. It’s Lady Cabbage.
D
On Page 10
Teacher says: What happened to Lady Cabbage? That’s correct.
Her head grew and grew.
On Page 12
Teacher says: What did Farmer Tong do with Lady Cabbage’s head?
That’s right. He cut off her head.
On Pages 13-14
Teacher says: Where did Farmer Tong bring Lady Cabbage?
That’s correct. He brought her to a store.
• Teacher posts pictures of events in the story. Pupils arrange the

pictures according to the events of the story. Teacher guides pupils
as they identify the “cause and effect” of the events.
QUARTER 3 WEEK 24
Teacher says: I posted pictures of five events in the story on the board. NOTES
They are not arranged properly. Let’s arrange them according to the
events in the story. Let’s put numbers 1-5 under each picture to tell us
which event happened first. Are you ready?
This shows the picture This shows the picture

on page 11 of the book. on page 13-14 of the book.
This shows picture This shows picture

on page 4 of the book. on page 12 of the book.
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This shows picture
on page 10 of the book.
C
D
Teacher says: Good job, everyone! Now, let’s look at each picture.
What do we see in the first picture? That’s right. We see Lady Cabbage.
E
She is being proud and loud.

EP
What do we see in the second picture? That’s right we see Lady Cabbage’s
head grow. Why did Lady Cabbage’s head grow? If Lady Cabbage was
not boastful, do you think her head will grow? No, her head will not grow
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and grow.
Now, let’s look at the third picture. What do you see? That’s right.
We see Farmer Tong looking at Lady Cabbage.
What do you see in the fourth picture? That’s right. We see Lady Cabbage
on Farmer Tong’s wheel barrow. Again, what did Farmer Tong do to Lady
Cabbage? That’s right. He cuts off her head. Why did cut her head off?
He cuts her head off because it is big.
Now, let’s look at the last picture. What do you see? That’s right.
We see Lady Cabbage in a store. Why did Farmer Tong leave Lady Cabbage
in the store? That’s right. He left her there because she is now for sale.
As you can see in our activity yesterday and today, each event results to
another event. That is what we call cause and effect. Cause and effect also
happens in real life that is why we need to be careful with our actions because
we never know what will happen next.
NOTES
Homework: Teacher posts a picture on the board. Then, he or

she asks pupils to draw a picture showing a possible effect of the
scenario shown in the first picture.
Teacher says: I have a picture on the board. Copy it on your notebook.

Later at home, I want you to draw a picture showing a possible effect of the
situation shown in the picture you copied.
PY
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DAY OBJECTIVE
C
• EN1G-IIIc-1.3; EN1G-IIId-1.3; EN1G-IIIe-1.3 Recognize telling and asking
4
questions
D
• Identify action words in telling and asking sentences*

E
EP
Aa B
b
Cc D
d
Gg H
h
1 SING A SONG
f
Ee F
D
• Teacher sings the song, “Old MacDonald Had a Farm” in class.

• Lyrics of the “Old paper. Pupils sing and dance while they pass around three balls.
MacDonald Had a Farm” Those pupils holding the balls at the end of the song will be the
sharers for the day.
“Old Macdonald Had a Farm”

NOTE
You may listen to the song Old MacDonald had a farm

at http://www.youtube.com/ E-I-E-I-O
watch?v=O4RNIUrLLH0. And on his farm he had a cow
E-I-E-I-O
With a moo moo here
And a moo moo there
QUARTER 3 WEEK 24
NOTES
E-I-E-I-O

E-I-E-I-O
E-I-E-I-O
E-I-E-I-O

E-I-E-I-O
PY
E-I-E-I-O
O
C
E-I-E-I-O
D
2
E
SHARING INFORMATION
EP
• Teacher asks pupils to bring out their drawing. Pupils show their BRIDGING
drawings and talk about them with their seatmates. Afterwards,
sharers for the day show their work in front of the class. Allow pupils to express
D
themselves in their
Teacher says: Bring out your homework. I want you to show your Mother Tongue or in
drawing to your seatmate. Tell him or her what it is. Tell your seatmate Filipino to help them
how your pictures are connected. Later, I will call our sharers to show feel comfortable in
their work in front of the class. sharing their ideas. Then,
3 TELLING AND ASKING SENTENCES
• Teacher shows the class two lists of sentences. The first is a list
of telling sentences, and the other is a list of asking sentences.
Teacher asks pupils to identify which are telling sentences and
which are asking sentences.
NOTES Teacher says: Class, I have two lists on the board. Using your
Mr. Pointman, I want you to tell me which ones are telling sentences.
BRIDGING List 1 List 2
The skill of identifying I go to school every day. Where do you go every day?
action words in sentences I like mangoes. What do you like?
has been taught in Mother
Tongue and Filipino. Teacher says: Good. Those under List 1 are sentences. They are called
It was also discussed telling sentences. Telling sentences tell us information. They tell us
in the previous week. something about people, animals, things, etc. Also, their first words start
Practice pupils’ skill of with a capital letter and end with a period. Listen carefully as I read the
identifying action words examples
in given sentences. Ask on the board.
them to identify the
But did you know that those under List 2 are also sentences? We call them
action words in the
asking sentences or questions. We say them when we want to know
sentences under List 1
something. They start with a capital letter and end with a question mark.
and 2.
Do you know how to write a question mark? I’ll show you how. I’ll write
PY
one on the board. Then, I want you to draw one in the air. Can you do that?
Great! Now, listen as I read the asking sentences on the board.
• Teacher shows pupils a new list of sentences. Pupils say if the

O
sentences in the list are telling sentences or asking sentences.
Teacher says: Now that we know the difference between telling and
C
asking sentences. Let’s have a short exercise. I will show you a new list of
sentences. I will read each sentence. You have to tell me if the sentences are
D
NOTE telling or asking sentences.
If there is still time, ask Directions: Sound the letter “t” if the sentence is a telling
E
pupils to identify the action sentence. Sound the letter “a” if the sentence is an asking sentence.
EP
words in sentences 1-3.

a. Lady Cabbage basked in her bed.
b. Do you like cabbage?
c. Farmer Tong cuts off her head.
D
d. Is she proud and loud?

e. Is Farmer Tong happy?
• Teacher reminds the pupils to review the lesson at home,

and thanks them for their active participation in class.
QUARTER 3 WEEK 24
NOTES
OBJECTIVES DAY
and concepts, shapes, and numbers
• EN1PA-IIIa-b-3.1 Give the number of syllables of given words 5
1 SING A SONG
Aa B
b
f
Cc D
d
Gg H
h
Ee F
• Teacher introduces the song, “Old MacDonald Had a Farm” in

MATERIAL
paper. Pupils sing and dance while they pass around three balls. • Lyrics of the “Old
Those pupils holding the balls at the end of the song will be the MacDonald Had a Farm”
sharers for the day.
“Old Macdonald Had a Farm” NOTE
PY
Old MacDonald had a farm You may listen to the song
E-I-E-I-O at http://www.youtube.com/
And on his farm he had a cow watch?v=O4RNIUrLLH0.
E-I-E-I-O
O
With a moo moo here
C
And a moo moo there
D

E-I-E-I-O
E

EP
E-I-E-I-O
E-I-E-I-O
D

E-I-E-I-O

E-I-E-I-O
E-I-E-I-O
E-I-E-I-O
NOTES
the reason why they want to visit it. Teacher gives pupils time to
think about it. After five minutes, pupils share their thoughts in
front of the class.
Teacher says: Today, I want you to think about the place you really
want to visit here in our town or province. I have here a map of our province
posted on the board. You may come in front and look at the map. You may
check the name of the place you want to visit there. If you have a question
about the places on the map, you may ask me. After a few minutes, I will
call our sharers of the day to talk about the place they want to visit. Those
who will not be called to share may ask the sharers questions. Before you
start with your sharing, listen as I read the sentence on the board. You may
use this sentence as a guide when you share.
PY
Example: I want to visit Boracay because I love to swim.
3
O
UNLOCKING OF NEW WORDS
d
Cc D
b
Aa B
h
Gg H
f
Ee F
C
MATERIAL • Teacher shows pupils pictures of places in the community.
The labels for each picture are posted on the right side of the
• Pictures and labels
D
board. Pupils identify the places and say a simple description of

the place.
E
NOTE
Teacher says: Last week, we learned many new words. Today, we are
EP
Explain to the pupils that going to learn new ones. Let’s look at the board. I have posted some pictures.
some of the places in the On the right side of the board, I have also posted the names of the places.
picture are not found in Let’s match the pictures with their names. Are you ready?
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your town or village, but

may be seen in other towns/ Picture shows a
cities/provinces. Picture shows a mall
museum
Picture shows a
Picture town hall
hospital
hospital mall
museum town hall
QUARTER 3 WEEK 24
Teacher says: What do you see in the pictures? That’s right. NOTES
The pictures show places in the community. What do we call these places?
What do people usually do when they go there?
4 COUNTING SYLLABLES
• Teacher asks pupils to count the number of syllables in the words

below.
Teacher says: It’s time to count syllables again. I chose two words
from the new words we studied today. I want you to tell me how many
syllables there are in the words. How many syllables are there in the word
“hospital”?
hos +pi+ tal = hospital three syllables

mu + se + um = museum three syllables
PY
• Teacher thanks the pupils for their active participation.

O
C
E D
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QUARTER 3 WEEK 25
WEEK
25
TEACHER’S GUIDE
GRADE 1
PY ENGLISH
O
C
D
THEME: LOCAL ARTS AND CRAFTS

READ ALOUD STORY: ANG KAMATIS NI PELES
E
(PELES’ TOMATOES)
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ENGLISH
QUARTER 3, WEEK 25(50 MINUTES PER DAY)

Read Aloud Story: Ang Kamatis ni Peles (Peles’ Tomatoes)
OL • EN1OL-IIIa-j-1.2.9 • Songs/Poems
Participate in some sharing activities
• Pupil’s ideas and personal
–– News sharing experiences
–– Show and tell
–– “I Spy” games
Daily –– Recite rhymes, poems
V • EN1V-IIIa-e-5
PY
LC • EN1LC-IIIa-j-1.1 • Read Aloud Story: Ang Kamatis ni
Listen to short stories/poems and Peles (Peles’ Tomatoes)
O
Identify the speaker in the story or
poem
C
E D
1
EP
D

QUARTER 3 WEEK 25

Routine Routine
1. Sing a Song/Recite a Poem 1. Sing A Song/Recite a Poem
• Teacher asks pupils to sing a song/recite a • Pupils sing a song/recite a poem introduced
poem by the teacher
output
PY
O
C
3. Read Aloud Story: 3. Read Aloud Story:
Ang Kamatis ni Peles (Peles’ Tomatoes) Ang Kamatis ni Peles (Peles’ Tomatoes)
D

E

EP
Teacher asks pupils questions to stimulate Pupils answer the teacher’s questions
their interests
D

• Teacher reads the first part of the story
and unlocks difficult words in it
• Homework: Pupils draw a square object,
a round object, and rectangular object in their
• Teacher gives homework notebooks

Listen to short stories/poems and Ang Kamatis ni Peles (Peles’ Tomatoes)
Identify the speaker in the story or
poem
PY
O
Listen to short stories/poems and Ang Kamatis ni Peles (Peles’ Tomatoes)
C
identify the speaker in the story or
poem
E D
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D

QUARTER 3 WEEK 25

1. Recite a Poem 1. Recite a Poem


Teacher asks pupils to recall the first part of Pupils recall the first part of the story
the story
• Pupils listen as the teacher reads the second
• Teacher reads the second part of the story part of the story
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• Homework: Pupils listen to the news on the
• Teacher gives homework radio or watch it on the television
O
C
D

E
EP

D
Teacher asks pupils to recall the second part Pupils recall the second part of the story
of the story
• Pupils listen as the teacher reads the third
• Teacher reads the third part of the story and part of the story
unlocks difficult words in it
• Teacher thanks pupils for participating in class


LC • EN1LC-IIIa-j-1.1 • Polite Expressions for Offering Help
identify the speaker in the story or
poem
OL • EN1OL-IIIe-1.5.5 • Telling and Asking Sentences
PY
Use appropriate expressions for
• Counting Syllables
offering help
G • EN1G-IIIc-1.3; EN1G-IIId-1.3;
EN1G-IIIe-1.3
O
Recognize telling and asking
sentences and identify the action
C
words in telling and asking
5 sentences
D
PA • EN1PA-IIIb-3.1
Give the number of syllables in
E
given words
EP
D

NOTE
QUARTER 3 WEEK 25


3. Polite Expressions for Offering Help 3. Polite Expressions for Offering Help
• Teacher introduces the polite expressions for • Pupils use the polite expressions for offering
offering help help
• Teacher gives homework • Homework: Pupils find out the crafts

made in their neighborhood/village/town.
Pupils then draw two pictures of those crafts
in their notebooks.
1.Recite a Poem 1. Recite a Poem
PY

O
3. Telling and Asking Sentences 3. Telling and Asking Sentences
C
• Teacher asks pupils to identify telling and • Pupils identify telling and asking sentences
asking sentences
D
• Pupils count the syllables in given words
• Teacher asks pupils to count the syllables in
E

given words
EP

• Teacher asks pupils to review the lesson
at home and thanks them for participating
D
LCin–class
Listening Comprehension * – Basa-added objective
NOTES
DAY OBJECTIVE
EN1LC-IIIa-j-1.1 Listen to short stories/poems and identify the speaker in
1
the story or poem
Aa B
b
f
Cc D
d
Gg H
h
1 SING A SONG
Ee F
• Teacher introduces the “Shape Song” in class. The lyrics of the

MATERIAL
song are written on the board or in a manila paper. Pupils sing
• Lyrics of the “Shape Song” the song in pairs or as a class. Teacher introduces the concept of
shapes using the song.
NOTE “Shape Song”
Visit this site for more (to the tune of: “The Farmer in the Dell”)
songs and rhymes about
PY
shapes http://www.canteach. A circle’s like a ball,
ca/elementary/songspoems82. A circle’s like a ball,
html. Round and round
It never stops.
O
A circle’s like a ball!
C
A square is like a box,
It has four sides,
D
They are the same.

A square is like a box!
E
EP
A triangle has three sides,

Up the mountain,
Down, and back.
D
A triangle has three sides!
A rectangle has four sides,

Two are long,
And two are short.
A rectangle has four sides!
QUARTER 3 WEEK 25
NOTES
Aa B
b
f
Cc D
d
Gg H
h
Ee F
• Teacher divides the class into small groups. Each group forms
a small circle. Teacher asks pupils to show and tell about their MATERIAL
favorite objects in their bags or in the classroom. Pupils describe • Real microphones or ones
the color and shape of their favorite objects. made of paper mache
Teacher says: Today, we are going to do “Show and Tell.” I will
divide our class into groups. All of you will get your favorite thing inside
your bag or in the classroom. You will describe your favorite thing to your
group mates. Tell them about its color and shape. You will also use our
special microphone when you “Show and Tell.” When you are done sharing,
pass the microphone to the next member of your group. Listen as I read the
example on the board. You may follow the example when you share.
My favorite thing is my notebook. The shape of my notebook

is rectangle. The color of my notebook is violet.
3
PY
(PELES’ TOMATOES)
O
C
Teacher shows a real tomato/picture of a tomato in class.
D
Pupils examine the tomato/picture of tomato. Teacher asks pupils

questions about the tomato.
E
Teacher says: Class, look what I have here. What is this?

EP
That’s right. This is a tomato. Who among you likes tomatoes? In what
food or dish do we see tomatoes? (Possible answers: sinigang/soup,
food with tomato sauce, or matched with salted egg) Do you know
D
where tomatoes come from? That’s right. We plant them. Do you remember
the story we read about tomatoes last quarter in Filipino? What is the title
of the story? That’s right. The title of the story is Ang Kamatis ni Peles.
Today, we are going to hear that story in English. NOTE
DURING READING ACTIVITIES Show pupils what strength
• Teacher reads pages 2-7 of the story in class. Pupils then listen and and brawn mean through
answer a few questions about the story. action/movement.

NOTES On Pages 2-3
Teacher comments: The word wandering means a slow, pointless

movement.
The word exert means to use strength.
Teacher says: Who is tired of walking and wandering? That’s right.

Peles is tired of walking and wandering.
On Pages 4-5
Teacher comments: You are impressed when you think a person

is doing something great. For example: If you are always doing your
homework, then I will be impressed.
You praise someone when you are impressed. You say or write good things
about them.
You are healthy when you are not sick. You are not coughing.
You do not have a cold. You do not have a fever.
PY
Teacher says: Who was impressed with the healthy plants?
Who did Peles praise?
O
On Pages 6-7
Teacher comments: The word industry means the habit of working

C
hard. In Filipino, it means “kasipagan.”
When you have patience, it means that you do not easily get angry when
D
you are waiting for something or when someone is annoying. In Filipino,

it is “pasensiya.”
E
When you grow and take care of plants, you are gardening.
EP
Turn a new leaf means to start again. In Filipino, it means

“magbagong-buhay.”
D
Teacher says: Who was impressed with the healthy plants?

Who did Peles praise?
Homework: Teacher asks pupils to draw a square object, a round

object, and a rectangular object in their notebooks.
Teacher says: Later at home, I want you to draw a square object, a

round object, and a rectangle object object in your notebook. You may use
crayons to make your work colorful. You will pass your homework tomorrow.
QUARTER 3 WEEK 25
NOTES
OBJECTIVE DAY
2
the story or poem
Aa B
b
Cc D
d
h
Gg H
f
Ee F
• Teacher sings the “Shape Song” with the pupils. The lyrics of the
song are written on the board or in a manila paper. MATERIAL
• Pupils sing the song in pairs or as a class. • Lyrics of the “Shape Song”
“Shape Song” NOTE

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

They are the same.
E

EP

Up the mountain,
D
Down, and back.

A triangle has three sides!

Two are long,
And two are short.
A rectangle has four sides!
NOTES
Aa B
b
Cc D
d
Gg H
h
f
Ee F
• “I Spy”
MATERIALS
Teacher puts objects of different shape in the classroom.
• Baskets He or she then divides the class into groups with four members.
• Round/Square/Rectangular Each group needs to collect objects and put them in their baskets.
objects Teacher tells the pupils the object they need to collect.
Teacher says: We are going to play a game. It’s called “I Spy.” I will
NOTE divide the class into groups. Each group will have four members. I will give
each group a basket where you will put the things I will ask you to look for.
The mechanics of the game To play the game, you have to listen to what I will say. You have to look
were changed. If you wish, around the classroom and get the thing I spied and put it in your basket.
you may follow the original The group that gets the most number of things in their basket wins the game.
mechanics of the game.
For example: When I say, “I spy with my two little eyes something round/
circle.” You may put a ball in your basket.
PY
Are you ready to play?
• Teacher checks the basket of each group. Pupils say the name of
O
the things their group put in their basket. Teacher says the name
of the things that pupils do not know.
C
3 READ ALOUD STORY: ANG KAMATIS NI PELES

(PELES’ TOMATOES)
E D
EP

Teacher asks pupils to recall the events of the story they heard
yesterday.
D
Teacher says: Today, we are going to read the second part of Peles’ story.
But before we read, can you still remember what happened in the first part of
the story? Who would like to share what they remember?
• Teacher reads pages 8-15 of the story in class. Pupils then listen
and answer a few questions about the story.

On Pages 2-3
Teacher comments: Laze around means to do nothing but relax
to pass time. In Filipino, it means “pagpapalipas ng oras nang
walang ginagawa.”
QUARTER 3 WEEK 25
Busied means you are doing something. It is the opposite of laze around. NOTES
On Pages 10-11
Teacher says: Could Peles sleep that night? No, he could not sleep. NOTE
What was he counting? That’s right. He was counting growing tomatoes. Use pictures in the story
On Pages 12-13 to explain these words.
If a vegetable patch can
Teacher comments: The word patch means a small space of land be seen through the
where one plants. classroom window,
just point at it and ask pupils
Sprout means to produce new leaves or buds. In Filipino, it means
to look at it during recess or
“tumubo.”
after class.
Teacher says: What did Peles visit? That’s right. He visited his
patch. Did his seeds sprout? No, his seeds did not sprout.
On Pages 14-15
Teacher comments: You confided when you tell someone a
PY
secret or something private. In Filipino, we say “nagkuwento,”
“nagsabi,” or “nagsumbong.”
Do you still remember the meaning of the word patient? Well, impatient is
O
the opposite of patient. This means that one easily gets angry or annoyed.
In Filipino, it means “maiksi ang pasensiya.” NOTE
C
When someone is close to tears, he or she is about to cry. Use movement to explain
Teacher says: Was Peles close to tears? Yes, he was. Was he happy the phrase close to
D
or sad when he confided to Hugo? That’s right! He was sad. tears.

E
4
EP
CONCLUDING THE SESSION
Homework: Teacher asks pupils to listen to the news on the radio

D
or watch news on the television. Pupils will share their news the
next day.
NOTES
DAY OBJECTIVE
3
the story or poem
Aa B
b
Cc D
d
Gg H
h
1 SING A SONG
f
Ee F
• Teacher sings the “Shape Song” with the pupils. The lyrics of the
MATERIAL song are written on the board or in a manila paper. Pupils sing the
• Lyrics of the “Shape Song” song in pairs or as a class.
“Shape Song”
NOTE (to the tune of: “The Farmer in the Dell”)
Visit this site for more
A circle’s like a ball,
songs and rhymes about
PY
A circle’s like a ball,
shapes http://www.canteach.
Round and round
ca/elementary/songspoems82.
It never stops.
html.
O
C
It has four sides,
They are the same.
D

E
A triangle has 3 sides,

EP
A triangle has 3 sides,

Up the mountain,
Down, and back.
A triangle has 3 sides!
D
A rectangle has 4 sides,

A rectangle has 4 sides,
Two are long, and
Two are short.
A rectangle has 4 sides!
QUARTER 3 WEEK 25
NOTES
BRIDGING
• Teacher asks pupils to share the news they heard last night to their
seatmates. After a few minutes, teacher calls 3-5 pupils to share
themselves in their
their news in front of the class.
Mother Tongue or in
Teacher says: Did you listen to the news last night? Very good! Filipino to help them
Now, I want you to share the news you heard to your seatmate. feel comfortable in
Later, I will call some of you to share your stories in front of the class. sharing their ideas. Then,
3 READ ALOUD STORY: ANG KAMATIS NI PELES
(PELES’ TOMATOES)
PY
yesterday.
Teacher says: Today, we are going to read the third part of Peles’
O
story. But before we read, can you still remember what happened in the
second part of the story? Who would like to share what they remember?
C
D
NOTE
Show pupils what strength
E
• Teacher explains the meaning of difficult words in the story using and brawn mean through
EP
action/movement.
On Pages 16-17
D
Teacher comments: You are afraid when you are nervous that
something bad will happen.
You pour water onto something when you are watering something.
On Pages 18-19
Teacher comments: Fertilizers are something added to the plants

to help them grow. In Filipino, we call it “pataba” or “abono.”
The word energized means to have more energy.
You are healthy when you are not sick. You are not coughing.
You do not have a cold. You do not have a fever.
Teacher says: Who did Peles invite to sing to the tomato seeds
on Wednesday? That’s right. He invited his frog friends to sing to the
tomato seeds.
Teacher comments: When you are lonely, you are sad.
Teacher says: Did Peles read stories and poems to the tomatoes?
That’s right. He did. He read stories and poems all day.
On Pages 22-23
Teacher comments: Makeshift means temporary. In Filipino,

it means “pansamantalang gamit.”
You are weeding when you are pulling out weeds around your plant.
Weeds, in Filipino, are called “damo.” They are bad for plants.
On Pages 24-25
Teacher comments: Rejoiced means to feel or show that you

are happy. In Filipino, it means “nagsaya.”
Teacher says: Did Peles’ tomatoes sprout? Was Peles happy when he
PY
saw his tomatoes sprout?
On Pages 24-25
Teacher comments: Bore is the past tense of the word bear, which
O
means give. In Filipino, it means “namunga.”
C
The word ripening means to grow. In Filipino, it means “lumalaki.”
Teacher says: Did Peles’ tomatoes grow and bear fruit? Who praised
D
Peles? Is Peles sick? What makes you think he is sick?

E
• Teacher posts three pictures on the board. Then, he or she reads

EP
some lines of the characters in the story. Pupils then identify who
is the speaker of the given line.
D
Teacher says: I have pictures of Peles, Hugo, and a question mark.

Listen as I read some lines from the story. I want you to tell me who said
them. If you think it is Peles, raise your arms. If you think it is Hugo,
stomp your feet. If it not Peles or Hugo, shake your head.
Picture of
Picture of Peles Picture of Hugo
a question mark
Lines
“Your plants are so healthy,”… “What is your secret?”
“I have no secrets…except for industry, patience, and a little hard work.”
“That night, Peles could not sleep as he counted growing tomatoes.”
QUARTER 3 WEEK 25
Teacher says: Peles said the first line. Hugo said the second line. NOTES
A narrator said the last line. A narrator is someone who tells the
events of a story, but he or she is not a character in the story.
OBJECTIVE DAY
EN1OL-IIIe-1.5.5 Use appropriate expressions for offering help
1 SING A SONG
PY
O b
Cc D
d
Aa B
h
Gg H
f
Ee F
C
• Teacher introduces the song, “Baa Baa Black Sheep” in class. MATERIAL
• Lyrics of “Baa Baa Black
paper. Pupils sing along with the teacher.
D
Sheep”
“Baa Baa Black Sheep”
E
NOTE
EP
Baa, baa, black sheep, You may watch the

Have you any wool? video of the song at
Yes sir, yes sir, http://www.youtube.com/
Three bags full.
D
watch?v=rZm9imuAp6o
One for the master,

One for the dame,
And one for the little boy
Who lives down the lane
Baa, baa, black sheep,

Have you any wool?
Yes sir, yes sir,
Three bags full.
NOTES
• Teacher shows pictures in class. The pictures show the

“Kundiman” and the “Tinikling Dance.” Teacher explains what
the pictures are to the pupils. Pupils think of the art form seen in
their village, town, or province.
Teacher says: Class, I have some pictures on the board. The first one
shows a “Kundiman.” It is a Filipino love song popular in the old days.
The second picture shows the “Tinikling.” It is a popular folk dance.
These are what we call art. We also have art here in our province. Do you
know what that is? I want you and your seatmate to think about a dance
or song that we have here in our village, town, or province. Later, I will call
some of you to share about what you have discussed in front of the class.
PY
Picture of a Picture of a
Kundiman O Tinikling
C
3 POLITE EXPRESSIONS FOR OFFERING HELP
D
• Teacher shows a picture in class. Pupils observe the picture

BRIDGING and enumerate the things they see there. Teacher directs pupils’
E
Allow pupils to express attention to the characters in the picture and asks pupils what they
EP
themselves in their will do if they are in the situation.

Mother Tongue or in Teacher says: I have posted a picture on the board. Tell me what you see
Filipino to help them in the picture. (Possible answers: store, chairs, tables, bags, an old
D
feel comfortable in lady and a boy) What place is shown in the picture? That’s right. It is a
sharing their ideas. market.
Then, model how to say Let’s look at the old lady. What is she doing? That’s right. She is carrying
their responses in English. many bags. What is the boy doing? That’s right. He is about to help the old
lady. Are you like the boy in the picture? Are you helpful? What do you say
to someone when you want to help him or her?
Picture of a marketplace
Crafts like tables, chairs, bags, accessories
An old lady is carrying many bags.
A boy is about to help her carry her bags.
QUARTER 3 WEEK 25
Teacher says: That’s right. We offer help when we see someone who is NOTES
having a hard time, and we use polite expressions when we offer help.
In English, we use these expressions. Listen as I read the expressions on
NOTE
the board.
When pupils say the objects
Can I help you?
they see in the picture,
May I help you?
ask them to point at them.
It will also be good if you will
Teacher says: When someone offers your help, what do we say? explain to them that those
We say, “Yes, thank you!” If you do not want their help, you say, are examples of crafts.
“No, thank you!”
• Teacher asks pupils to practice saying the expression for offering

help.
Teacher says: I want you to face your seatmate and practice saying
the polite expressions. One of you will offer help while the other will say
the response. Then, you will change roles so that both of you will be able
to practice.

PY
O
Homework: Teacher asks pupils to find out the crafts made in their
C
neighborhood/village/town. Pupils then draw two pictures of those
crafts in their notebooks.
D
Teacher says: Later at home, I want you to ask your parents,

E
brother, or sister, about the crafts made in your neighborhood/village or

town.
EP
Then, I want you to draw two pictures of those crafts in your notebook.
Tomorrow, we are going to talk about them.
D
NOTES
DAY OBJECTIVES
• EN1G-IIIc-1.3; EN1G-IIId-1.3; EN1G-IIIe-1.3 Recognize telling
5
and asking sentences
• Identify the action words in sentences*
• EN1PA-IIIa-b-3.1 Give the number of syllables of given words
Aa B
E
b
e Ff
Cc D
d
Gg H
h
1 RECITE A POEM
MATERIAL • Teacher recites the lyrics of the song, “Baa Baa Black Sheep” with
the pupils.
• Lyrics of “Baa Baa Black
Sheep” “Baa Baa Black Sheep”
NOTE Baa, baa, black sheep,
PY
Have you any wool?
You may watch the Yes sir, yes sir,
video of the song at Three bags full.
http://www.youtube.com/
O
watch?v=rZm9imuAp6o. One for the master,
One for the dame,
C
And one for the little boy
Who lives down the lane
D
Baa, baa, black sheep,

E
Have you any wool?

Yes sir, yes sir,
EP
Three bags full.
• Teacher explains that a sheep belongs to the same family as goats.

He or she then explains that the wool from a sheep is used to
D
make crafts in other countries.
BRIDGING
Allow pupils to express • Teacher asks pupils to show and tell their homework to their
themselves in their seatmates. After a few minutes, teacher calls some pupils to share
Mother Tongue or in their homework in front of the class.
Filipino to help them Teacher says: Bring out your homework. I want you to show your work
feel comfortable in and talk about it with your seatmate. Later, I will call some of you to share
sharing their ideas. Then, your work in front of the class. Before you start sharing, let me tell you about
model how to say their the craft which is made here in our province that I like the most. I wrote a
responses in English. sentence about it on the board. Later, you may use this sentence as a guide
when sharing your work to your seatmate.
I found out that we make baskets here in our province.
QUARTER 3 WEEK 25
NOTES
3 TELLING AND ASKING SENTENCES
• Teacher asks pupils to recall the polite expressions they learned

yesterday. Pupils say the expression for offering help and the
polite responses to the offer. Teacher posts the expressions on the
board.
Can I help you? Yes, thank you.
May I help you? No, thank you.
• Teacher reads the sentences on the board. Pupils listen as the

teacher reads and identifies asking sentences and telling sentences.
Once pupils have identified the sentences, teacher will point out
the difference in the manner how one say/read the sentences.
PY
He or she also models the correct way of saying the sentences.
Teacher says: Listen as I read the sentences on the board.

Tell me which ones are asking sentences and which ones are telling
O
sentences. If you listened carefully, you will notice that saying or reading
an asking sentence is different from how we say or read a telling sentence.
C
Listen as I read the asking sentence; then repeat after me. This time, I will
read a telling sentence. Listen carefully; then say the sentence.
D
4
E
COUNTING SYLLABLES
EP
• Teacher asks pupils to count the number of syllables in the given

words. Pupils clap their hands while counting the syllables.
D
Teacher says: Today, we are going to count syllables. I posted on the

board some words. Listen as I read them. Then, let’s count the syllables
together. Let’s clap our hands for each syllable we count.
bag market table
• Teacher asks pupils to review the topics they discussed this week.
He or she then thanks the pupils for their active participation
in class.
QUARTER 3 WEEK 26
WEEK
26
TEACHER’S GUIDE
GRADE 1
PY ENGLISH
O
C
D
THEME: LOCAL ARTS AND CRAFTS

E
(PELES’ TOMATOES)
EP
D

ENGLISH
Theme: Local Arts and Crafts

Read Aloud Story: Ang Kamatis ni Peles (Peles’ Tomatoes)
OL • EN1OL-IIIa-b-1.17 • Songs/Poems/Games
Talk about oneself and one’s family
V • EN1V-IIIa-e-5
Daily
PY
G • Recognize names of persons, places, • Naming Words
things, and animals*
O
C
1
E D
EP

D
Talk about stories heard when and Ang Kamatis ni Peles (Peles’ Tomatoes)
where it took place, the characters
story

QUARTER 3 WEEK 26

Routine Routine
work/output
PY

O
3. Naming Words 3. Naming Words

C
• Teacher asks pupils to group words into four: • Pupils group words into four: persons, places,
persons, places, things, and animals things, and animals
D

E
• Teacher gives homework • Homework: Pupils draw or cut and paste

EP
a picture of their fathers and make a short

feature in their notebooks
D

3. Retelling of Read Aloud Story: 3. Retelling of Read Aloud Story:
• Teacher asks pupils to retell the story and • Pupils retell the story and answer some
answer some questions about it questions about it
• Teacher gives homework • Homework: Pupils interview their mothers

and make a feature in their notebooks

LC • EN1LC-IIIa-j-1.1 • Nursery Rhyme:
Listen to short stories/poems and “Humpty Dumpty”
predict possible ending of a story
read
LC • EN1LC-IIIa-j-1.1 • Nursery Rhyme:
PY
Listen to short stories/poems and “Humpty Dumpty”
predict possible ending of a story
read O
4
C
E D
EP

D

NOTE
QUARTER 3 WEEK 26


3. Nursery Rhymes: “Humpty Dumpty” 3. Nursery Rhymes: “Humpty Dumpty”
• Teacher introduces the rhyme and asks pupils • Pupils draw a picture showing a possible
to draw a picture showing a possible ending ending to the rhyme
to the rhyme
• Homework: Pupils think of the game they
• Teacher gives homework always play with their brothers/sisters.
They will have to remember the rules or
mechanics of the game
PY

O
3. Nursery Rhymes: “Humpty Dumpty” 3. Nursery Rhymes: “Humpty Dumpty”
C
• Teacher asks pupils to show their drawing • Pupils show their drawings and share their
and share their possible ending to the rhyme possible ending to the rhyme in class
in class
D

• Homework: Pupils will interview their
E
• Teacher gives homework grandparents/parents and ask them about

EP
their favorite song

D

• Teacher asks pupils to identify if a word is a • Pupils identify if a word is a name of a person,
name of a person, thing, place, or animal thing, place, or animal
• Teacher thanks the pupils for participating

in class
NOTES
DAY OBJECTIVE
Recognize names of persons, places, things, and animals*
1 *Basa-added objective
Aa B
b
Cc D
d
Gg H
h
1 RECITE A POEM
f
Ee F
• Teacher introduces the poem, “A Family Fingerplay” in class.

MATERIAL The words of the poem are written on the board or in a manila
• Poem “A Family paper. Pupils recite the poem while doing the action.
Fingerplay”
“A Family Fingerplay”
NOTE This is a family (hold up one hand, fingers spread)

Let’s count them and see,
You may visit this site for
PY
How many there are,
more nursery rhymes/poems
And who they can be (count 1, 2, 3, 4, 5)
http://www.preschoolrainbow.
org/family-rhymes.htm
This is the mother (touch pointer finger)
O
Who loves everyone
And this is the father (touch big finger)
C
Who is lots of fun.
This is my sister (touch ring finger)

D
She helps and she plays,

And this is the baby (touch little finger)
E
He’s growing each day.

EP
But who is this one? (touch thumb)

He’s out there alone,
Why it’s Jackie, the dog,
D
And he’s chewing a bone. (wiggle thumb.)
• Teacher divides the class into 5-7 groups. Each group forms a
circle. Members of the group pass around a special microphone
and share something about their family. Teacher moves around
the room as the pupils do the activity.
divided into groups. Each group will form a circle. All of you will tell your
group mates something about your family. I will give a special microphone
for you to use when you are sharing. When you’re done sharing, you pass the
microphone to the next member of your group.
QUARTER 3 WEEK 26
Before you begin sharing, I will tell you something about my family. Cc D
d
NOTES
You may also follow my example as a guide for your sharing.
b
Aa B
h
Gg H
f
Ee F
Example: There are seven of us in the family. MATERIAL

There is my father, my mother, my brother, my sister, my
grandfather, my grandmother, and me. How about you? • Real microphones or ones
made of paper mache
3 NAMING WORDS
NOTE
Make sure that pupils mingle

• Teacher posts pictures of people, places, things, and animals on
with all their classmates and
the board. The names of the pictures are posted on the right side
put them in different groups
of the board. Pupils match the names to the pictures.
during this kind of activity.
boy
Picture of a cow Picture of a bag
pencil
PY
O cow
Picture of a boy Picture of a church
grandmother
C
park
D
Picture of a
Picture of a pencil
grandmother
E
bag
EP
church
Picture of a park Picture of a goat
D
goat
Teacher says: I have posted pictures on the board. Let’s match them
with their names. I have also posted their names on the right side of the
board.
• Teacher reads the words on the board. Pupils group the words
according to four categories, namely, person, place, thing, and
animal; and complete the table in the next page.
NOTES
Persons Places Things Animals
Teacher says: Now that we know the names of the pictures on the board,
let’s try to group them. I have here a table. We will put the names of the
pictures under each column. In the first column, we will put the names of
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persons. In the second column, we will put the names of places. In the third
column, we will put the names of things, and in the last column, we will put
the names of animals. Are you ready to complete the table? Good. Let’s
O
begin.
C
D
Homework: Teacher asks pupils to draw or cut and paste a picture

of their fathers on their notebooks. Pupils make a short feature about
E
their fathers. Teacher asks them to complete the table below.

EP
Father’s Name:
D
Father’s Favorite Color: Father’s Favorite Food:
Father’s Favorite Place: Father’s Favorite Shape:
Teacher says: Copy the table I posted on the board. When you go home
later, I want you to draw or cut and paste a picture of your father on your
notebook. Then, you will complete the table you copied. Ask your father to
help you with your homework.
QUARTER 3 WEEK 26
NOTES
OBJECTIVE DAY
EN1OL-IIIa-j-1.3.1 Talk about stories heard when and where it took place
2
the characters and some important details of the story
1 RECITE A POEM
Aa B
b
Cc D
d
Gg H
h
f
Ee F
• Teacher recites the poem, “A Family Fingerplay” with the pupils. MATERIAL
The poem is written on the board or in a manila paper.
• Poem “A Family
“A Family Fingerplay” Fingerplay”
This is a family (hold up one hand, fingers spread) NOTE

You may visit this site for
PY
How many there are,
And who they can be (count 1, 2, 3, 4, 5) more nursery rhymes/
poems http://www.
This is the mother (touch pointer finger) preschoolrainbow.org/family-
O
Who loves everyone rhymes.htm
C
Who is lots of fun.

D

E

EP

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

His favorite color is ___________.
His favorite food is ___________.
His favorite place is ___________.
His favorite shape is ___________.
3 RETELLING OF READ ALOUD STORY:

ANG KAMATIS NI PELES (PELES’ TOMATOES)
• Teacher divides the class into groups with three members.

He or she then asks pupils to retell the story, Peles’ Tomatoes.
Each member of the group will retell only a part of it.
Teacher says: Today, we are going to hear the story Peles’ Tomatoes,
but today you won’t hear the story from me. You will hear the story from
each other. You will go to your group, the same one as earlier, and form a
circle. You will take turns in telling the story. Member 1 will tell the first
part of the story. Member 2 will tell the second part of the story, and Member
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3 will tell the last part of the story. Later, I will ask questions about the
story.
Are you ready? Let’s begin.
O
• Teacher asks the following questions after the pupils retell the
story.
C
Questions:
–– Who are the characters in the story?

D
–– What animal is Peles? How about Hugo?

–– What did Hugo give Peles?
E
–– What did Peles do with the tomato seeds?

EP
–– Did Peles’ tomatoes grow easily? What did he do to grow them?

–– Was Peles happy with his tomatoes?
–– Do you want to be like Peles?
–– Would you also plant tomatoes?
D
Homework: Teacher asks pupils to talk to their mothers and find

out their favorite color, food, shape, and place. They will draw
objects representing their mother’s favorite things.
Teacher says: When you go home later, I want you to talk to your
mother and ask her about her favorite color, food, shape, and place. Then,
draw her favorite things in your notebook. You may use a crayon to show us
your mother’s favorite color. Let me show you an example. You may do the
same thing in your notebook.
QUARTER 3 WEEK 26
NOTES
Favorite Favorite
shape food
Mother’s
Picture
Favorite Favorite
place color
OBJECTIVE DAY
EN1LC-IIIa-j-1.1 Listen to short stories/poems and predict possible ending
3
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of a story read
O
1 RECITE A POEM
C
d
Cc D
b
Aa B
h
Gg H
f
Ee F
• Teacher recites the poem, “A Family Fingerplay” with the pupils.

MATERIAL
D

• Poem “A Family
“A Family Fingerplay”
E
Fingerplay”
EP
This is a family (hold up one hand, fingers spread)

NOTE
How many there are, You may visit this site for
D
And who they can be (count 1, 2, 3, 4, 5) more nursery rhymes/poems

http://www.preschoolrainbow.
This is the mother (touch pointer finger) org/family-rhymes.htm
Who loves everyone
Who is lots of fun.


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

“Humpty Dumpty.” Words of the rhyme are posted under each
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picture. Teacher asks pupils to look at the pictures and to listen to
the lines of the rhyme. Pupils predict the ending of the rhyme.
Teacher says: I have some pictures on the board. The pictures tell us the
O
story of Humpty Dumpty. Who do you think is Humpty in the picture?
Can you point at Humpty? That’s right! Humpty Dumpty is the big egg in
C
the picture. Now, let’s look at the pictures and find out what happened to
him.
D
Picture of Humpty Picture shows

E
sitting on a wall Humpty falling

EP
Humpty Dumpty Humpty Dumpty

sat on a wall
D
had a great fall
Picture shows the

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

and all the king’s men
Teacher says: What will happen to Humpty Dumpty? I want you to

draw a picture showing what will happen to Humpty. I want you to draw
your picture on the piece of paper I’m going to give you. You may use crayons
to make your drawing colorful. Once you are done with your drawing, pass
your paper to me.
QUARTER 3 WEEK 26
NOTES
Homework: Teacher asks the pupils to think of a simple game that

they play with their brothers or sisters. They have to remember the
rules of the game.
Teacher says: Do you have a brother or a sister? What game do you

play with them? When you go home later, think of the game you usually
play with your brother or sister. Remember the rules because tomorrow we
are going to talk about them.
OBJECTIVE DAY
PY
EN1LC-IIIa-j-1.1 Listen to short stories/poems and predict possible ending
of a story read
O 4
C
1 SING A SONG
Aa B
b
Cc D
d
D
h
Gg H
f
Ee F
• Teacher introduces the “Barney Song” in class. The lyrics of the

MATERIAL
song are written on the board or in a manila paper. Pupils then
E
sing and act out the action. • Poem “Barney Song”

EP
“Barney Song”
NOTE
I love you, you love me.
D
You may listen to the

We’re a happy family. tune of the song at https://
With a great big hug and a kiss from me to you, www.youtube.com/
Won’t you say you love me too? watch?v=KmpMO2dJQ6Q
(Repeat song)
NOTES
• Teacher divides the class into groups with 3–4 members.

Pupils tell their group mates the game that they usually play with
their brothers or sisters, and teach them how to play it. After a few
minutes, teacher calls 1–2 pupils to share about the game and to
show them how to play it.
Teacher says: I will divide the class into groups. I want you to tell your
group mates the game you and your brothers/sisters play. You also have to
show them how the game is played. Later, I will call 1–2 pupils to share a
game in class. Then, we will play that game.
NURSERY RHYMES: “HUMPTY DUMPTY”

3 • Teacher shows the pictures of Humpty Dumpty and reads
the lines of the rhyme in class. He or she gives back the pupils’
PY
drawing to them. Pupils show and tell their drawing to their
seatmates. They talk about the possible ending to the rhyme.
O
Teacher says: Today, we will find out what happened to Humpty
Dumpty. But before I tell you, I want you to tell me about your ending for
the rhyme. I will give you back your drawing. Show your drawing to your
C
seatmate. When you are done talking, I will call some of you to talk about
your ending.
D
• Teacher posts a picture showing the ending of the rhyme.

He or she then recites the rhyme together with the pupils.
E
EP
Picture shows
a Humpty Dumpty Couldn’t put
fixed only with adhesive tape Humpty Dumpty
D
sitting on the ground together again

and leaning on the wall
Homework: Teacher asks pupils to find out the names of their

grandparents on both their mother and father side. Then, they have
to find out their grandparents’ favorite song. They can ask their
parents to help them with the homework.
Teacher says: When you go home later, I want you to ask your
grandparents about their favorite songs. If they are not around, ask your
parents about them. Ask your parents to sing your grandparents’ favorite
songs. Tomorrow, I will ask you to sing in class.
QUARTER 3 WEEK 26
NOTES
OBJECTIVE DAY
Recognize names of persons, places, things, and animals*
5
1 SING A SONG
Aa B
b
f
Cc D
d
Gg H
h
Ee F
• Teacher sings the “Barney Song” in class. The lyrics of the song
MATERIAL
are written on the board or in a manila paper. Pupils sing and act
out parts of the song. • Lyrics of “Barney Song”
“Barney Song”
NOTE
I love you, you love me.
You may listen to the
We’re a happy family
tune of the song at
With a great big hug and a kiss from me to you,
PY
https://www.youtube.com/
Won’t you say you love me too?
watch?v=KmpMO2dJQ6Q
(Repeat song)
O
C
D
• Teacher asks pupils to share their homework with their seatmates.

Before pupils talk to their seatmates, he or she sings and shares his
E
or her grandparents’ favorite song.

EP
Teacher says: I want you to share what you found out about your
grandparents to your seatmate; but before you start sharing let me tell you
something about my grandparents.
D
Example: My grandparents are Jose and Maria.

Their favorite song is Kundiman. It is a love song.
• Teacher sings a part of the song. He or she then tells the class that
they may use his or her example as a guide for their sharing.
3 GROUP WORK: NAMING WORDS
• Teacher divides the class into groups with four members.

Each group identifies if the word the teacher said is a name of a
person, place, thing, or animal.
NOTES Teacher says: Today, we are going to play a short game. I will divide the
class into groups. Each group will have four members. The members of the
group will have four pictures: a picture of person, place, thing, and animal.
Each of you will hold one of those pictures. I will say a word. You will tell
the class if it is a name of a person, a place, a thing, or an animal, by raising
the picture you are holding. You will get a point if you raise the right picture.
The group that gets the most number of correct answers will get a prize.
PY
O
C
Words: mother, mat, dog, school, father, hospital, chair, teacher,
hat, market
D
• Teacher posts a table showing the answer. He or she reads the

E
words, and the pupils repeat after him or her.

EP

D
QUARTER 3 WEEK 27
WEEK
27
TEACHER’S GUIDE
GRADE 1
PY ENGLISH
O
C
D
THEME: THINGS I CAN DO TO HELP MY COMMUNITY - GOOD

CITIZENSHIP
E
READ ALOUD STORY: SI PILONG PATAGO-TAGO (PILO IS HIDING)

EP
D

ENGLISH
Theme: Things I Can Do to Help my Community - Good Citizenship

Read Aloud Story: Si Pilong Patago-tago (Pilo is Hiding)
OL • EN1OL-IVd- 1.3.4 • Songs/Poems
Talk about topics of interest
(likes and dislikes)
• EN1OL-IIIa-b – 1.17
Daily Talk about oneself and one’s family
V • EN1V-IIIa-e-5
PY
LC • EN1LC-IIIa-j- 1.1 • Read Aloud Story:
Listen to short stories/poems Si Pilong Patago-tago (Pilo is Hiding)
and relate story events to one’s
O
experience
C
E D
EP
1
D

QUARTER 3 WEEK 27

Routine Routine
output
PY

O
C
Si Pilong Patago-tago (Pilo is Hiding) Si Pilong Patago-tago (Pilo is Hiding)
D

E
Teacher asks pupils questions to stimulate Pupils answer the teacher’s question
EP
interest
• Pupils listen to the story and unlock the
D
• Teacher reads the story and unlocks the meaning of new words in the story


LC • EN1LC-IIIa-j- 1.1 • Read Aloud Story:
Listen to short stories/poems Si Pilong Patago-tago (Pilo is Hiding)
and relate story events to one’s
experience
PY
O
C
PA • EN1PA-IIIa-e-2.2 • Rhyming Words

D
Recognize rhyming words in poems,

songs, nursery rhymes, chants
E
EP
3
D

QUARTER 3 WEEK 27



interest
• Pupils listen to the story and unlock the
• Teacher reads the story and unlocks the meaning of new words in the story
PY
O
• Homework: Pupils bring two of their favorite
C
• Teacher gives homework things to class
1. Recite a Poem 1. Recite a Poem
D

E

EP
3. Rhyming Words 3. Rhyming Words

• Teacher asks pupils to point out the rhyming • Pupils point out the rhyming words in the
D
words in the poem poem
• Teacher thanks the pupils for participating

in class

• State possible actions/action words

that persons or animals can do*
V • EN1V-IIIa-e-5 • Community Helpers

PY
5
O
C

D

E
NOTE
EP
D
QUARTER 3 WEEK 27


• Teacher and pupils play a game about naming • Pupils play a game
words
• Homework: Pupils think of their most
• Teacher gives homework unforgettable weekend with their families

PY
O
C
E D
EP
D
NOTES
DAY OBJECTIVE
EN1LC-IIIa-j- 1.1 Listen to short stories/poems and relate story events to
1 one’s experience
b
Cc D
d
1 SING A SONG
Aa B
h
Gg H
Ee F
f
• Teacher introduces the first stanza of the song, “Da Coconut
MATERIAL Nut” in class. The lyrics of the song are written on the board or in
a manila paper. Pupils sing while dancing to the tune of the song.
• Lyrics of
“Da Coconut Nut” “Da Coconut Nut”
NOTE The coconut nut is a giant nut

If you eat too much you’ll get very fat
You may teach the song
PY
Now, the coconut is a big, big nut
to the class by chunks
But its delicious nut is not a nut
so that pupils can sing
the entire song after a
It’s the coco fruit (it’s the coco fruit)
week or so. Also, you
O
Of the coco tree (of the coco tree)
may listen to the tune of
From the coco palm family
C
the song at https://www.
youtube.com/watch?v=
SKusccsfg61&feature=
2
D
youtube_gdata_player SHARING INFORMATION

E
• Teacher shows an actual coconut fruit or posts a picture of it on

EP
the board. He or she then asks pupils if they have seen/touched/

tasted a coconut. Pupils list cooked food with coconut as an
ingredient. They also talk about their favorite dish with coconut.
D
Teacher says: I have here a real coconut/a picture of a coconut.

Who among you have seen or touched a coconut before? Raise your hand.
That’s great. Have you tasted it? With your seatmates, answer the following
questions about the coconut.
What foods have coconut as an ingredient? When we say ingredient, we mean

to say a part of something. In food, it means that something we put or add to
make it delicious. What is your favorite food that has coconut in it?
I will give you a few minutes to talk and share ideas with your seatmate.
Later, I will call some of you to come in front and share your answers in class.
You may follow the example on the board as a guide for your sharing.
Listen carefully as I read the example.
Example: “Bukayo” (sweetened coconut meat) has coconut in it.

It is my favorite dessert.
QUARTER 3 WEEK 27
NOTES
3 READ ALOUD STORY: SI PILONG PATAGO-TAGO

(PILO IS HIDING)
a. Activating Prior Knowledge
• Teacher shows the pupils the cover of the book. Pupils recall and
say the title of the story. Teacher supplies other information such
as the name of the author and illustrator.
Teacher says: Look what I have here. Do you remember this book?
We read this book in our Filipino class last quarter. Do you still know
its title? What is it then? That’s right. This book is entitled Si Pilong
Patago-tago. It was written by Kristine Canon and illustrated by Leo
Alvarado. Today, we are going to read again the story but this time in
English.
PY
• Teacher asks questions while reading the story. Pupils listen and
answer the teachers’ questions.
O
• Teacher explains or unlocks the meaning of new words in the
story.
C
• Teacher writes/posts the new words on the board.
D
After Reading Pages 2-3

Teacher comments: A person is hiding when he or she does not
E
want to be seen.
EP
Teacher says: Who is the lady looking for? That’s right.

He is looking for Pilo. Did the woman find him? No, she did not because
Pilo is hiding. Who do you think is the lady looking for Pilo? Where can
Pilo be?
D
On Pages 4-5
Teacher says: Where did Pilo hide? What did he say when he
showed himself to his mother? That’s right! Pilo hid behind the post.
He said, “Bulaga!”
On Pages 6-7
Teacher comments: We give someone or something food when we
feed them. An office is a place or a room where people work.
Teacher says: Who do you think is looking for Pilo? Where is he

going? That’s right. He is Pilo’s father. He is going to the office.
NOTE
On Pages 8-9
Teacher comments: A cabinet is where we put or keep our Show the picture of the
things. cabinet in the story.
Teacher says: Where is Pilo hiding? That’s right! Pilo is hiding in

the cabinet. What did he say to his father? He said, “Bulaga!”

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

the words they encountered.
Teacher says: I listed the new words we saw in the story. I will read the
words. Say the words after I read each one.
PY
a. hiding
b. feed
c. office
O
d. cabinet
e. pile
C
• Teacher asks questions about the story.
Questions:
D
–– Who are Mother, Father, and Ate Bebeng looking for?

E
–– What does Pilo like to do?

–– In what places did he hide?
EP
–– What did Pilo suddenly say to Mother, Father, and Ate Bebeng?
–– Do you also like to hide?
–– Where do you hide?
D
–– What happens when you hide?
• Teacher thanks pupils for their active participation in class.
QUARTER 3 WEEK 27
NOTES
OBJECTIVE DAY
EN1LC-IIIa-j- 1.1 Listen to short stories/poems and relate story events to
2
one’s experience
1 SING A SONG
Aa B
b
f
Cc D
d
Gg H
h
Ee F
• Teacher sings the first stanza of the song, “Da Coconut Nut” in
MATERIAL
paper. Pupils sing along while dancing to the tune of the song. • Lyrics of
“Da Coconut Nut”
“Da Coconut Nut”
NOTE
The coconut nut is a giant nut
If you eat too much you’ll get very fat You may teach the song
PY
Now, the coconut is a big, big nut to the class by chunks
But its delicious nut is not a nut so that pupils can sing
the entire song after a
O week or so. Also, you
It’s the coco fruit (it’s the coco fruit)
Of the coco tree (of the coco tree) may listen to the tune of
C
From the coco palm family the song at https://www.
youtube.com/watch?v=
SKusccsfg61&feature=
D
2
youtube_gdata_player.
SHARING INFORMATION
E
EP
• Teacher posts a picture of his or her favorite food. He or she then

tells the class about his or her favorite food. Pupils then think
about their favorite food and talk about it with their seatmates.
D
Teacher says: I posted a picture on the board. What do you see

in the picture? That’s right. It is _________ (teacher’s favorite
food).
It is my favorite food. I like it because it is delicious. What is
your favorite food? Why do you like it?
Talk about your favorite food with your seatmate. Tell him or her why you
like that food. You may follow the example I wrote on the board as guide for
your sharing. I will give you a few minutes to talk. Later, I will call some of
you to talk about your favorite food in front of the class.
NOTES
3 READ ALOUD STORY: SI PILONG PATAGO-TAGO

(PILO IS HIDING)
• Teacher asks pupils to recall the events of the story that they
heard.
Teacher says: We will continue reading Pilo’s story today; but before we
start reading the next part of the story, let’s recall the events of the story you
heard yesterday.
• Teacher asks questions while reading the story. Pupils listen and
answer the teacher’s questions.
PY
• Teacher explains or unlocks the meaning of new words in the
story.
• Teacher writes/posts the new words on the board.

O
After Reading Pages 14-15
C
Teacher comments: A person is late when he or she does not come
on time. For example, our class starts at ________. If you do not come at
exactly __________, then you are late.
D
Teacher says: Who do you think is looking for Pilo? Where is he

E
looking for Pilo? That’s right. He is looking for Pilo under the bed.
On Pages 16-17
EP
Teacher says: What did Pilo say to Kuya Rey? Where is Pilo hiding?
On Pages 18-19
D
Teacher comments: We wear pants to protect our legs from the heat
or the cold. The word pants have the same meaning and beginning sound as
“pantalon.”
Teacher says: What will Pilo and his mother buy? Where do you think
will they go to buy pants? Did Mother see Pilo in the room? Where is Pilo
hiding? What did he say to his mother?
On Pages 20-21
Teacher comments: Mother is worried about Pilo. She is afraid that
something bad might happen to Pilo. For example, if you do not go home
early, your mother and father will be worried.
Teacher says: What do you see in the picture? Where do you think
Mother and Pilo are? Can you see Pilo in the picture? What is he doing?
Where could Pilo be?
QUARTER 3 WEEK 27
On Pages 22-27 NOTES

Teacher says: Where was Pilo hiding? Does Mother know where
Pilo is hiding? How long has Pilo been hiding in the clothes rack? What
did Pilo do when he didn’t see his mother? What do you think Pilo felt
when he couldn’t find his mother?
On Pages 28-29
Teacher says: What did Mother say when she saw Pilo? What do
you think Pilo felt when he saw his mother?
• Teacher reviews the pupils on the words they encountered,

and asks questions about the story.
Teacher says: I listed the new words we saw in the story. I will read
the words. Say the words after I read each one.
–– pants
PY
–– worried
Teacher says: I also have here on the board questions about the story.
Let’s answer each one.
O
Questions:
C
–– Where did Mother and Pilo go to buy pants?
–– What did Pilo do when they were at the store?
D
–– What happened when Pilo came out of the clothes rack?

–– What did he feel when he couldn’t find Mother?
E
–– If you were Pilo, what would you feel if you can’t find your
mother? What would you do?
EP
–– Are you like Pilo? Do you also love to hide? Or have you been
lost before?
D
Homework: Teacher asks pupils to bring two of their favorite things

from home.
NOTES
DAY OBJECTIVE
EN1PA-IIIa-e-2.2 Recognize rhyming words in poems, songs, nursery
3
rhymes, chants
Aa B
b
f
Cc D
d
Gg H
h
1 RECITE A POEM
Ee F
• Teacher introduces the poem, “All Things Bright and Beautiful”

MATERIAL in class. The poem is written on the board or in a manila paper.
• Poem “All Things Bright
“All Things Bright and Beautiful”
and Beautiful”
By: Cecil Frances Alexander
All things bright and beautiful,

All creatures great and small,
PY
All things wise and wonderful,
The Lord God made them all.
Each little flower that opens,

O
Each little bird that sings,
He made their glowing colors,
C
He made their tiny wings.
The purple-headed mountain,

D
The river running by,

The sunset and the morning,
E
That brightens up the sky:

EP
The cold wind in the winter,

The pleasant summer sun,
The ripe fruits in the garden,
D
He made them for everyone.
He gave us eyes to see them,

And lips that we might tell,
How great is God Almighty,
Who has made all things well.
• Teacher asks pupils to bring out their favorite things.

Pupils show and talk about their favorite things to their seatmates.
QUARTER 3 WEEK 27
Teacher says: Yesterday, I asked you to bring your favorite things NOTES
for today’s class. We are really excited to find out what those are. Before
you show the whole class your favorite things, show them first to your
seatmate. Tell him or her what your favorite things are and tell him or her BRIDGING
why you like them. I wrote some sentences on the board that you can use as a
guide when you share. Listen as I read them.
themselves in their
Example: My favorite things are __________________. Mother Tongue or in
I like them because______________. Filipino to help them
feel comfortable in
3
RHYMING WORDS model how to say their
• Teacher reads again the poem, “All Things Bright and Beautiful.”
Pupils point out the rhyming words in the poem.
Teacher says: I will read again the poem we recited earlier. Listen
carefully. Clap your hands when you hear rhyming words. Then, tell me
what the rhyming words are.
PY
Stanza Rhyming words
1 beautiful-full; small-all
2 sings-wings
O
3 by-sky
C
4 sun-everyone
5 tell-well
D

E
EP

D
NOTES
DAY OBJECTIVE
• Recognize names of persons, places, things, and animals*
4 • State possible actions/action words that persons or animals can do*
Aa B
b
f
Cc D
d
Gg H
h
1 SING A SONG
Ee F
• Teacher introduces the song, “I’m a Little Tea Pot” in class.

MATERIAL
• Lyrics of paper. Pupils sing and do the actions for the song.
“I’m a Little Tea Pot”
NOTE
I’m a little tea pot
You may listen or watch Short and stout
PY
the video of the song at Here is my handle
https://www.youtube.com/ Here is my spout
watch? When I get all steamed up
v=3eYcHmg5ZzA&feature Hear me shout
O
=youtube_gdata_player. Tip me over and pour me out
C
I’m a little clever tea pot
Yes, it’s true
Here let me show you
D
What I can do
I can change my handle
E
And my spout
EP
Just tip me over and pour me out
(Repeat first stanza)

D
• Teacher plays his or her favorite song. He or she then asks pupils
to share their favorite song in class. Pupils then sing their favorite
songs to their seatmates and explain why they like that song.
Teacher says: This is my favorite song. I love listening to it especially

when I want to relax. What is your favorite song? Tell your seatmate about
your favorite song. You can also sing it to your seatmate. Then, tell him or
her why you like it. I will give you a few minutes to talk. Later, I will call
some of you to share in front of the class.
QUARTER 3 WEEK 27
NOTES
3 NAMING WORDS
NOTE
• Teacher posts a list of words on the board. Pupils listen as the You may reuse the pictures
teacher reads each one and say if the word is a name of a person, used in Week 26 Day 5.
thing, place, or animal.
Teacher says: Today, we are going to play a game. I have here four NOTE
chairs in front with pictures of persons, places, animals, and things posted You may add more words
on them. I will read some words. Tell me if the word is a name of a to your list as the game
person, place, thing, or animal. Go stand behind the chair with the picture of progresses. However, make
a person if the word I said is a person’s name. Stand behind the chair with sure that words added are
the picture of a place if the word is a name of a place. Stand behind the chair familiar to the pupils.
with the picture of a thing if the word is a name of a thing. Lastly, stand
behind the chair with the picture of an animal if the word is an animal’s
name. Pupils who stand behind the wrong chair are eliminated from the
game.
BRIDGING
PY
• Teacher asks pupils to give actions that the animals or persons
mentioned in the previous activity can do. The concept of action
words and the skills in
• Teacher reads the words: ice cream, Melissa, post office, table,
O identifying them have
mouse, Karlo, classroom, ball.
been taught in Mother
Tongue and Filipino. Link
C
4 CONCLUDING THE SESSION learned skill in Mother
Tongue and Filipino
D
to English. Ask pupils

Homework: Teacher asks pupils to think about their unforgettable
to say an action word
weekend with their families. Pupils draw a picture showing their
E
that persons or animals

unforgettable weekend.
mentioned in the game
EP
can do.
D
NOTES
DAY OBJECTIVE
5
Aa B
b
f
Cc D
d
Gg H
h
1 SING A SONG
Ee F
• Teacher sings the song, “I’m a Little Tea Pot” with the pupils.
MATERIAL
• Lyrics of
I’m a little tea pot
Short and stout
NOTE Here is my handle
You may listen or watch Here is my spout
PY
the video of the song at When I get all steamed up
https://www.youtube.com/ Hear me shout
watch? Tip me over and pour me out
v=3eYcHmg5ZzA&feature
O
=youtube_gdata_player. I’m a little clever tea pot
Yes, it’s true
C
Here let me show you
What I can do
I can change my handle
D
And my spout
Just tip me over and pour me out
E
EP
(Repeat first stanza)
2
D
SHARING INFORMATION
• Teacher tells the class about his or her most unforgettable

weekend with his or her family. Pupils then share about their own
BRIDGING
experiences with their seatmates and other classmates.
Teacher says: Today, we’ll talk about our most unforgettable weekend
themselves in their
with our family. Let me tell you mine. My most unforgettable weekend with
Mother Tongue or in
my family was when we went to Baguio. I was with my mother, cousin, and
niece. It was cold in Baguio. We had so much fun.
feel comfortable in
sharing their ideas. Then, Tell us about your most unforgettable weekend with your family. Share your
model how to say their experience with your seatmate. Talk to him or her about it. Show him or her
responses in English. your picture too. I will give you time to talk about it. I have a guide you can
use when you share.
QUARTER 3 WEEK 27
My most unforgettable experience is NOTES

____________________________.
We did/went to __________________________.
I was with _____________________. It was so much fun.
Later, I will call some of you to come in front to share.
• Teacher posts a picture of a community on the board. Pupils study

the picture and identify the things they see in it. Teacher then asks
pupils to share about the people they see in their community.
Teacher says: Let’s look at the picture on the board?

What do you see? That’s right. We see different people in the picture.
Can you guess who they are?
PY
Picture shows a community.
In it are people (nurse, teachers,
police officers, vendors, fishermen).
The picture should show them
O
interacting or greeting each other.
C
Teacher says: Do we have people like them in our community?
Of course, we also have them in our community. Can you tell me the
D
people you see in your community?
• Teacher shows a set of pictures. Pupils identify the people in the

E
picture.
EP
Teacher says: I posted other pictures on the board. Can you tell me
who they are and what they do? On the board, I also posted the names of
these people. Let’s match the names with the pictures.
D
Picture of a
Picture of a peace Picture of a man Barangay Captain
keeper/barangay nurse in a health listening to two
tanod center people quarrelling
Barangay Captain Peace Keeper/

Nurse
Barangay Tanod
NOTES Teacher says: These are the people we usually see in our barangay/
village. We call them community helpers.
A nurse is someone who takes care of the sick and injured.
A peace keeper is someone who guards the community.
A Barangay Captain is someone who leads the people in your community.
PY
O
C
E D
EP
D
QUARTER 3 WEEK 28
WEEK
28
TEACHER’S GUIDE
GRADE 1
PY ENGLISH
O
C
D
THEME: THINGS I CAN DO TO HELP MY COMMUNITY–

GOOD CITIZENSHIP
E
READ ALOUD STORY: SI PILONG PATAGO-TAGO (PILO IS HIDING)

EP
D

ENGLISH
Theme: Things I Can Do to Help My Community–Good Citizenship

Read Aloud Story: Si Pilong Patago-tago (Pilo is Hiding)
OL • EN1OL-IIIb-c-1.3.3 • Songs/Poems
Talk about one’s personal
experiences pertaining to the family,
one’s pet, and personal experiences
V • EN1V-IIIa-e-5
Daily
PY
Listen to short stories/poems and Si Pilong Patago-tago (Pilo is Hiding)
discuss, illustrate, dramatize specific
events
O
C
E D
1
EP
D

QUARTER 3 WEEK 28

Routine Routine
work/output
PY

O
3. Rereading the Read Aloud Story: 3. Rereading the Read Aloud Story:
C

D

E

EP
interest
D
• Teacher rereads the first half of the story

• Teacher asks pupils questions about the story story
• Teacher gives homework • Homework: Pupils draw places where they

think it is best to hide

discuss, illustrate, dramatize specific
events
PY
O
C

D

discuss, illustrate, and dramatize
E
specific events
EP
D

QUARTER 3 WEEK 28


3. Rereading the Read Aloud Story: 3. Rereading of Read Aloud Story:


interest
• Pupils listen as teacher reads the story
• Teacher rereads the second half of the story
PY
• Teacher asks pupils questions about the story story
O

C
class
D

E

EP
3. Rereading of Read Aloud Story: 3. Rereading of Read Aloud Story:

D
• Teacher divides the class into small groups. • Pupils do group work
He or she, then, asks the pupils to do
different activities
• Homework: Pupils ask their parents about
• Teacher asks pupils to present their work in
their jobs
class
• Teacher gives homework


V • EN1V-IIIa-e-5 • Community Helpers
OL • EN1OL-IIIc-1.17.1
Relate one’s activities/
4
responsibilities at home

PY
• Identify action words in sentences
and tell whether the action is in the
present, past, or future*
O
C
5
E D
EP

D
NOTE
QUARTER 3 WEEK 28


meaning of new words.
• Pupils tell the class about their chores at
• Teacher asks pupils to tell the class about home
their chores at home

classa Song
1. Sing 1. Sing a Song
PY
(refer to the Daily Activities) O (refer to the Daily Activities)
• Teacher asks pupils to identify if the given • Pupils identify if the given word is a name of a
C
word is a name of a person, place, thing, or person, place, thing, or animal
animal in given sentences
D
• Teacher asks pupils to identify the action

words in the given sentences
E

EP

D
NOTES
DAY OBJECTIVE
EN1LC-IIIa-j-1.1 Listen to short stories/poems and discuss, illustrate, and
1
dramatize specific events
Aa B
b
Ee F
f
Cc D
G
d
g Hh
1 RECITE A POEM
• Teacher introduces the poem, “Little Miss Muffet” in class.

MATERIAL
The poem is written on the board or in a manila paper. Pupils
• Poem “Little Miss Muffet” recite the poem.
“Little Miss Muffet”

NOTE
You may listen to an audio Little Miss Muffet

recording of the poem at Sat on a tuffet,
PY
http://etc.usf.edu/lit2go/74/ Eating her curds and whey;
nursery-rhymes-and- Then came a big spider;
traditional-poems/5268/little- Who sat down beside her;
miss-muffet/. And frightened Miss Muffet away
O
C
• Teacher asks pupils to talk about their pets or the animals they
D
want to have as pets. Pupils share their experiences about having a

pet or their feelings of not having one.
E
Teacher says: Pets are also part of our families. Do you have a pet?
EP
What is your pet? Does your pet have a name? If you do not have a pet,
what pet would you want to have? I want you to talk about your pet with
your seatmate. I will give you a few minutes to talk. Later, I will call some of
D
you to come in front and talk about your pet. But before you start sharing, I
would like to tell you about my pet.
I have a pet cat. His name is Kobe. He loves to eat fish.
You may follow my example as your guide when you talk about your pet.
Now you may begin.
3 REREADING THE READ ALOUD STORY:

PILONG PATAGO-TAGO (PILO IS HIDING)
• Teacher tells the class that they will listen to the story Si Pilong
Patago-tago again.
QUARTER 3 WEEK 28
Teacher says: Today, we are going to read again the story Si Pilong NOTES
Patago-tago (Pilo is Hiding). Can you still remember the main
character in our story? Would you like to hear his story again? Great!
• Teacher rereads pages 2-17 of the book as pupils listen.
• Teacher reviews the words learned in the text.
–– hiding
–– feed
–– office
–– cabinet
–– pile
–– late
PY
• Teacher asks pupils questions about the story.
Teacher says: Who were looking for Pilo? Why can’t they find Pilo?
Where was he hiding?
O
4
C
D
Homework: Teacher asks pupils to draw places in their homes or

neighborhood where they think it is best to hide.
E
EP
Teacher says: Later at home, I want you to draw places in your

house or neighborhood where you think it is best to hide. Draw your
pictures in your notebooks.
D
NOTES
DAY OBJECTIVE
EN1LC-IIIa-j-1.1 Listen to short stories/poems and discuss, illustrate, and
2
dramatize specific events
Aa B
b
Ee F
f
Cc D
d
Gg H
h
1 RECITE A POEM
• Teacher recites the poem, “Little Miss Muffet” with the pupils.
MATERIAL
• Poem “Little Miss Muffet”
“Little Miss Muffet”
NOTE
Little Miss Muffet
You may listen to an audio Sat on a tuffet,
recording of the poem at Eating her curds and whey;
PY
http://etc.usf.edu/lit2go/74/ Then came a big spider;
nursery-rhymes-and-traditional- Who sat down beside her;
poems/5268/little-miss-muffet/. And frightened Miss Muffet away
O
C
• Teacher divides the class into groups. Each group forms a small
circle. Pupils show and tell their drawings to their group mates.
D
Teacher says: I will divide your class into groups. You and your
E
group mates will form a small circle. Show and tell your drawings to your
group mates. Later, I will call some of you to show your pictures in front
EP
of the class.
3
D
REREADING THE READ ALOUD STORY:

SI PILONG PATAGO-TAGO (PILO IS HIDING)

yesterday.
Teacher says: We are going to continue rereading the story today. But
before we do that, let’s recall the events of the story that we heard yesterday.
• Teacher rereads pages 18-29 of the story as the pupils listen.
• Teacher reviews the words learned in the text.

–– pants
–– worried
QUARTER 3 WEEK 28
NOTES
• Teacher discusses the events of the story. He or she asks pupils NOTE
to fill up the poster below by looking at the events and details in
Guide pupils in filling up the
the story.
poster by going back to the
Teacher says: I have here a “Missing Person’s poster.” Let’s fill up events of the story.
the poster with details from the story.
MISSING
Name: _____________________________
Age: _____________
PY
Address: ___________________________
Last place seen: _____________________
He was wearing _____________________.
Please contact this person _____________
O
on this number _________________.
C
Reward for those who will find him:
__________________________________
D
4
E

EP

D
NOTES
DAY OBJECTIVE
EN1LC-IIIa-j-1.1 Listen to short stories/poems and discuss, illustrate,
3
and dramatize specific events
Aa B
b
Ee F
f
Cc D
d
Gg H
h
1 SING A SONG
MATERIAL • Teacher introduces the song, “Itsy Bitsy Spider” in class. The lyrics
of the song are written on the board or in a manila paper. Pupils
• Lyrics of “Itsy Bitsy sing and do the actions for the song.
Spider”
“Itsy Bitsy Spider”
Itsy bitsy spider

Went up the water spout
PY
Down came the rain
And washed the spider out
Up came the sun
O And dried up all the rain
And the itsy bitsy spider
Went up the spout again
C
E D
BRIDGING • Teacher asks pupils to answer some questions. Pupils share their
EP
answers with their seatmates and later with their classmates.

themselves in their Teacher says: Did you like hearing the story Si Pilong Patago-tago
Mother Tongue or in again? Which part of the story did you like best? Do you like to play hide-
D
Filipino to help them and-seek? Who do you usually play with? Where do you usually hide?
feel comfortable in
3
model how to say their REREADING THE READ ALOUD STORY:
responses in English. SI PILONG PATAGO-TAGO (PILO IS HIDING)

Teacher divides the class into six groups. Each group does a
different activity related to the story read in class. Pupils work with
their group mates to show a specific event in the story. Teacher
goes around the room to help the pupils with the activity.
QUARTER 3 WEEK 28
Teacher says: Class, today we are going to do a group activity. NOTES

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

to their classmates.
O
4
C
D
Homework: Teacher asks pupils to find out their parents’ jobs.

Pupils interview their parents about their responsibilities in their job.
E
EP
Teacher says: For your homework, I want you to ask your parents
about their jobs. Ask them what they do when they are working.
Tomorrow, you are going to share what you found out with the class.
D
NOTES
DAY OBJECTIVES
4
• EN1OL-IIIc-1.17.1 Relate one’s activities/responsibilities at home
Aa B
b
f
Cc D
G g Hh
d
1 SING A SONG
Ee F
• Teacher sings the song, “Itsy Bitsy Spider” with the pupils.
MATERIAL
• Lyrics of “Itsy Bitsy “Itsy Bitsy Spider”

Spider”
Itsy bitsy spider
PY
Down came the rain
Up came the sun
And dried up all the rain
O
And the itsy bitsy spider
C
D
d
Cc D
b
Aa B
E
h
Gg H
f
Ee F
• Teacher divides the class into groups with three members.

MATERIAL
EP
Each triad will form a circle. Pupils talk about their parents’ jobs
• Real microphone or a to their group mates.
microphone made of Teacher says: Tell two of your seatmates sitting closest to you about your
D
paper mache parents’ jobs. I will give you a special microphone to use when sharing. Make
sure you pass the microphone to your group mate when you are done talking.
Return the microphone when your group is done with the sharing. When all
groups are done, I will call some of you to share in front of the class. But
before you begin, let me first tell you what my parents’ jobs were. You may
use my example as a guide when you share.
My father is a fisherman. He catches fish. My mother is a vendor.

She sells fish in the market.
• Teacher shows pictures of community helpers. Pupils identify each

community helper and what they do for the community.
QUARTER 3 WEEK 28
NOTES
Picture
Picture shows shows a lady Picture shows Picture shows
BRIDGING
a farmer engineer a male teacher a lady doctor
themselves in their
Mother Tongue or in
doctor feel comfortable in
farmer sharing their ideas. Then,
teacher model how to say their
engineer responses in English.
Teacher says: I posted some pictures on the board. Let’s look at each
one. What do you see in the pictures? That’s right. These are pictures
of community helpers. They are people who do their work to help the
PY
community. Let’s identify each one. I have a box below the pictures.
Let’s match the names with the correct picture.
A farmer plants rice, corn, fruits, and vegetables. Without them, we won’t
O
have food to eat.
An engineer builds buildings and makes sure that they are strong.
C
Without engineers, we won’t have strong houses, banks, churches, etc.
A teacher teaches pupils to read and write. Without teachers, no one will
D
know how to read and write.

E
A doctor cures the sick and makes them healthy. Without doctors, many
people will get sick and die.
EP
They are important in our community.

• Teacher explains that everyone has an important role in our
D
community, and that even young people like the pupils can help
the community. Pupils then talk about their responsibilities at
home.
Teacher says: Everyone is important in the community. Even young

people like you are important. When you do your homework, listen
to your teacher, or do your chores at home, you are already helping the
community. Tell us how you help the community. What are the things you do
at home to help your parents?
NOTES
DAY OBJECTIVES
5 • Identify action words in sentences and whether the action is in the present,
past, or future*
Aa Bb
Cc D
d
Gg H
h
1 SING A SONG
f
Ee F
• Teacher sings the song, “Itsy Bitsy Spider,” with the pupils.
MATERIAL
• Lyrics of “Itsy Bitsy “Itsy Bitsy Spider”

Spider”
Itsy bitsy spider
Down came the rain
PY
Up came the sun
And dried up all the rain
O And the itsy bitsy spider
C
D
• Teacher posts the pictures of community helpers discussed

E
yesterday. Pupils choose the community helpers they like best

among the given ones. They tell their seatmates who they chose
EP
and why.
Teacher says: I have posted on the board the community helpers we

D
studied yesterday. I want you to choose one community helper. Choose the
one you like best. Then, talk about him or her with your seatmate. Tell your
seatmate which community helper you like and why you like him or her.
Later, I will call some of you to come in front and share.
3 NAMING WORDS
• Teacher posts sentences on the board. Pupils identify the names in

the sentences. Then, they will say if those are names of a person,
a place, a thing, or an animal.
a. Anna eats oranges.

b. Mother bought Tooth Cleaner.
c. She will visit Luneta Park.
d. Blackie runs fast.
e. He stayed in Manila.
QUARTER 3 WEEK 28
• Teacher asks pupils to identify the action words in the sentences. NOTES
Pupils then say if the action word is present, past, or future tense.
Teacher underlines the action words in the sentences.
BRIDGING
Teacher says: Listen as I read the sentences again. This time I want
you to tell me the action words in each one. Do you remember our lesson The concept of verb
in Mother Tongue and Filipino about action words? How do we know tenses was taught
when an action is happening in the present? How will we know if it in Mother Tongue in
happened in the past? How will we know if it will happen in the future? Quarter 3 Weeks 23-25.
Can you give me examples in Mother Tongue and Filipino? This concept is It was also introduced
similar in English. Action words in sentences may be in the present, past, in Filipino in Quarter 3
or future. Let’s look at the actions words you identified earlier and see which Week 26. Link learned
ones are in the present, concept in Mother
in the past, and in the future. Tongue and Filipino to
English.
• Teacher asks pupils to work in triads. Pupils complete a table
by giving three names of persons, places, things, and animals.
They draw the examples in the table. Teacher gives each group a
worksheet. He or she also asks the class to think of actions that
PY
the persons and animals in their table can do.
NOTE
O
You may explain the concept
of tenses in Mother Tongue
C
or Filipino if pupils are having
a hard time understanding
the link among the three
D

languages. Give more
examples when necessary.
E
EP
D
Teacher says: I have here a table. You will complete the table by
drawing in three examples of names of persons, places, things, and
animals. Don’t worry. You will not do this by yourself. Your seatmates
who are sitting closest to you are going to help you. You have the rest
of the period to draw. Also, I want you and your group mates to think of
actions that persons and animals in your table can do. When you are done,
pass your work to me.
QUARTER 3 WEEK 29
WEEK
29
TEACHER’S GUIDE
GRADE 1
PY ENGLISH
O
C
D
THEME: THINGS I CAN DO TO HELP MY COMMUNITY–

GOOD CITIZENSHIP
E
READ ALOUD STORY: MA ME MI MUMU!

EP
D

ENGLISH
Theme: Things I Can Do to Help My Community–Good Citizenship

Read Aloud Story: MA ME MI MUMU!
OL • EN1OL-IIIb-c-1.3.3 • Songs/Poems
Talk about one’s personal
experiences pertaining to the family,
one’s pet, and personal experiences
V • EN1V-IIIa-e-5
Daily
family, school, community, and con-
cepts, shapes, and numbers
PY
• Identify action words in sentences

O
and whether the action is in the
C
D
1
E
EP
D

QUARTER 3 WEEK 29

Routine Routine
work/output
PY

O
C
• Teacher asks pupils to give examples of • Pupils give examples of naming words
naming words
D
• Pupils give action words and determine if

• Teacher asked pupils to give action words and those action words are in the present, past,
E
to determine if those action words are in the or future

present, past, or future
EP

• Teacher reminds the class to review the

D
lesson and thanks them for participating


LC • EN1LC-IIIa-j-1.1 • Community Helpers
identify the problem and solution
PY
O • Read Aloud Story:
Listen to short stories/poems and MA ME MI MUMU!
C
E D
EP
3
D

QUARTER 3 WEEK 29


3. Read Aloud Story: MA ME MI MUMU! 3. Read Aloud Story: MA ME MI MUMU!
• Teacher reads the first part of the story and
unlocks difficult words in it
PY
• Homework: Pupils think and recall a good
deed they did for their families, friends, or
• Teacher gives homework classmates
1. Sing a Song
O
1. Sing a Song
C
D
3. Read Aloud Story: MA ME MI MUMU! 3. Read Aloud Story: MA ME MI MUMU!

E

EP

Teacher asks pupils to recall the first part of Pupils answer the teacher’s questions
the story
D

• Teacher reads the second part of the story
story
• Teacher asks pupils questions to stimulate
their interest
• Homework: Pupils draw the picture of a
monster in the story they like best on a piece
• Teacher gives homework of bond paper

Listen to short stories/poems and MA ME MI MUMU!
• EN1OL-IIIa-j-1.3.1 • Read Aloud Story:

Talk about stories heard when and MA ME MI MUMU!
PY
where it took place, the characters,
story O
5
C
D

E

EP
NOTE
D
QUARTER 3 WEEK 29


3. Retelling of Read Aloud Story: 3. Retelling of Read Aloud Story:

MA ME MI MUMU! MA ME MI MUMU!
• Teacher asks pupils to do a group activity • Pupils do a group activity
• Teacher gives homework • Homework: Pupils ask their parents/

grandparents to tell them a story on how to
scare away a monster
PY
2. Campfire Stories 2. Campfire Stories
• Teacher asks pupils to share the stories they • Pupils share the stories they heard from their
heard from their parents/grandparents
O parents/grandparents

C
• Teacher reminds the class to review their
lesson and thanks them for participating in
D
class
E
EP
D
NOTES
DAY OBJECTIVE
1 • Identify action words in sentences and whether the action is happening in the
Aa B
b
f
Cc D
d
Gg H
h
1 RECITE A POEM
Ee F
• Teacher introduces the round song, “Sit Down, You’re Rocking

MATERIAL
the Boat” in class. The lyrics of the song are written on the board
• Lyrics of “Sit Down, or in a manila paper. Pupils sing by group.
You’re Rocking the Boat”
“Sit Down,
NOTE
PY
You may watch the video Sit down, sit down
of the song at https://www. You’re rocking the boat
youtube.com/watch? (Repeat 4 times)
v=7dCrN-OAaCl&feature=
O
youtube_gdata-player. Rock, rock
You’re rocking the boat
C
(Repeat 4 times)
D
2
E
SHARING INFORMATION
d
Cc D
b
Aa B
EP
h
Gg H
f
Ee F
• Teacher divides the class into seven groups. Each group forms a
MATERIAL small circle. Pupils share their experiences of doing a chore they
do not like. Teacher goes around the classroom as pupils do the
D
• Real microphones or ones

made of paper mache activity.
NOTE divided into groups. Each group will form a circle. All of you will tell your
Make sure that pupils group mates a story about a time when you have to do a chore you do not
mingle with all of their like. Tell them what happened. Who asked you to do it? Did you do it even
classmates and put them in if you do not like it? What did you feel after you did the chore? I will give
different groups during this you a special microphone for you to use when you are sharing. When you’re
kind of activity. done sharing,
you pass the microphone to the next member of your group. Later, I will call
some of you to share in front of the class.
3 NAMING WORDS
• Teacher posts an empty table on the board. He or she then returns

the pupils’ worksheets (the one they accomplished last week).
QUARTER 3 WEEK 29
Pupils say the names of the things they drew on their worksheets NOTES
and complete the table on the board. Teacher writes pupils’
examples on the board.
BRIDGING
Teacher says: Today, we are going to talk about your examples in
the worksheets you answered last week. I have posted an empty table on Allow pupils to express
the board. This is where we are going to write your examples. I am giving themselves in their
you back your worksheets. Tell me the examples you drew there. Are you Mother Tongue or in
ready? Filipino to help them
feel comfortable in
NOTE
PY
If there is still time, ask
pupils to copy the table in
their notebooks. Go around
O the classroom to help pupils
who are having difficulty
copying the table in their
C
• Teacher reads the examples under each group. Pupils say each
word after the teacher reads them. Teacher then asks pupils to notebooks.
recall the actions they thought of yesterday that the persons and
D
animals in their table can do.

E
Teacher says: Say the words after I read each one. Good job,
everyone! Now, I want you to recall the actions you thought of yesterday
EP
that the persons and animals in your table can do. What are those
actions?
Are they happening in the present, past, or future? BRIDGING
D
The concept of verb

4 CONCLUDING THE SESSION tenses was taught in
Mother Tongue in
Quarter 3 Weeks 23-25.
• Teacher reminds the pupils to review the lesson at home. It was also introduced
He or she also thanks them for their active participation in class. in Filipino in Quarter 3
Week 26 and in English
in Week 28. Practice
pupil’s skill of determining
the tenses of the action
words.
NOTES
DAY OBJECTIVE
EN1LC-IIIa-j-1.1 Listen to short stories/poems and identify the problem
2
and solution
Aa B
b
Ee F
f
Cc D
d
Gg H
h
1 RECITE A POEM
• Teacher introduces the round song, “Sit Down, You’re Rocking

MATERIAL
the Boat” in class. The lyrics of the song are written on the board
• Lyrics of “Sit Down, or in a manila paper. Pupils sing by group.
“Sit Down,
NOTE You’re Rocking the Boat”
You may watch the video Sit down, sit down
PY
of the song at https://www. You’re rocking the boat
youtube.com/watch? (Repeat 4 times)
v=7dCrN-OAaCl&feature=
youtube_gdata-player.
O
Rock, rock
C
(Repeat 4 times)
D
E
• Teacher asks pupils to form a triad with their seatmates.

EP
Pupils form a small circle and share with their group mates their
BRIDGING experiences when somebody helped them.
D
Teacher says: Has someone helped you before? Can you remember who
themselves in their that person is? How did he or she help you? Form a small circle with your
Mother Tongue or in two seatmates and tell each other the story when someone helped you.
Filipino to help them Later, I will call some of you to come in front and share.
feel comfortable in
sharing their ideas. Then, Before you start with the activity, listen as I read the sentences on the board.
model how to say their You may use this as a guide when you are sharing your story.
3 READ ALOUD STORY: MA ME MI MUMU!

Teacher shares about the things that he or she is afraid of
(e.g. insects, monsters, etc.). Pupils, then, say the things that they
are afraid of.
QUARTER 3 WEEK 29
Teacher says: I do not like spiders and cockroaches. I am afraid of NOTES

them. Are you afraid of them too? What things are you afraid of?
• Teacher shows the book in class and prepares pupils to listen

to the story.
Last quarter, we read a scary story in our Filipino class. Can you still
remember the title of that story? That’s right. The title of the story
is “Ma Me Mi Mumu!” Like the other books we’ve read in this class,
we are going to read “Ma Me Mi Mumu!” again but this time in English.
“Ma Me Mi Mumu!” was written and illustrated by Jomike Tejido.
Are you ready to listen?
PY
On Pages 4-5
O
Teacher comments: A monster is a big scary creature.
C
Teacher says: Who is the main character in our story? That’s right.
The little girl is our main character in the story. Where does a monster
live? That’s right. They live in the dark.
D
On Pages 6-7
E
Teacher says: Where can monsters be? That’s right. They can be
everywhere.
EP
On Pages 8-9
Teacher says: Who told the little girl not to be frightened? That’s
right. It was Lolo. What did Lolo do when he sat on his chair? Correct!
D
He spoke rhymes.
On Pages 10-11
Teacher comments: A guest is someone who comes to our house
to visit. In Filipino, we call them “bisita.” Hay is dry grass that
horses like to eat. We call it “dayami” in Filipino. When we brush
our teeth, we freshen our breath.
Teacher says: What would the little girl do if a “tikbalang” visits

her? That’s right. The little girl would give him hay and tea.
On Pages 12-13
Teacher comments: The word delight means something that
makes a person happy. For example, ice cream brings me delight.
NOTES Teacher says: What would the little girl do when a “tiyanak” visits her?
That’s right. The little girl would teach him how to speak and to make him
happy. What would the little girl do when a “tiktik” visits her? That’s right!
The little girl would borrow her tongue.
Homework: Teacher asks pupils to think about a good deed they

did for their family, friends, or classmates. Pupils recall the details of
that experience.
Teacher says: When you go home later, I want you to think really hard
about a good deed you did for your family, friends or classmates. Try to
remember how you did your good deed. Tomorrow, we are going to listen
and talk about it.
PY
O
DAY OBJECTIVE
C
3
and solution
E D
1 SING A SONG
EP
d
Cc D
Aa Bb
h
Gg H
f
Ee F
• Teacher introduces the song, “Jack and Jill” in class. The lyrics of
MATERIAL the song are written on the board or in a manila paper. Pupils sing
D
• Lyrics of “Jack and Jill” and do the actions for the song.
“Jack and Jill”

Jack fell down
And broke his crown
And Jill came tumbling after.
(Repeat song twice)
QUARTER 3 WEEK 29
NOTES
• Teacher asks pupils to share their stories about their good deed
BRIDGING
with their seatmates. After pupils share, teacher calls some pupils
to share their stories in class. Allow pupils to express
themselves in their
Teacher says: I want you to tell your story about your good deed to
Mother Tongue or in
your seatmates. Tell them who you helped, what happened to him or her,
and what made you helped her. I will give you time to exchange stories.
feel comfortable in
Later, I will call some of you to come to the front and share.
3 READ ALOUD STORY: MA ME MI MUMU! responses in English.
PY
• Teacher asks pupils to recall the events of the story they heard
yesterday. O
Teacher says: We are going to continue reading the story today.
But before we do that, let’s recall the events of the story that we heard
C
yesterday.
D
E

EP

D
On Pages 14-15
Teacher comments: When you dump something, you are throwing
it away. Cigar is what men smoke. They are made of tobacco. We call
cigars “tabako” in Filipino.
Teacher says: What would the little girl do when a “kapre” visits
her? That’s right. The little girl would give him candy.
On Pages 16-17
Teacher comments: Sewing is what we do when our clothes are
torn. Look at what the little girl in the picture is doing. She is sewing.
We use needle and thread to sew. Let’s look at the picture (p 17).
You wet someone with large drop of water when you splash. You cheer
when you are happy.
Teacher says: What would the little girl do when a “manananggal”

visits her? That’s right. The little girl would start a sewing contest.
What would the little girl do when a “siyokoy” visits her?
NOTES That’s correct. The little girl would splash him with water.
On Pages 18-19
Teacher comments: Tag is a game. Someone runs after another
person and tries to catch him or her.
You were cheated when you didn’t win a game because your playmate did
something unfair to win. In Filipino, we call that “nadaya.”
Teacher says: What would the little girl do when a “multo” visits her?
That’s right. The little girl would play tag with him. Why shouldn’t the little
girl feel cheated when she hits a “multo?” That’s right, because a “multo”
does not have a body.
On Pages 18-19
Teacher says: What would the little girl do when an “aswang” visits her?
The little girl would sing karaoke with her, and hop on her back and fly.
On Pages 22-23
Teacher comments: You have jitters when you feel nervous.
PY
Banana fritters are a favorite treat here in our country. They are bananas
dipped in flour and water, and are fried. We call it “maruya” in Filipino.
Teacher says: What would the little girl do when a “bungisngis”

O
visits her? That’s right. The little girl would give him sweets.
C
On Pages 24-25
Teacher comments: The word path means a place in front of someone.
When you are cursed, something bad may happen to you. Wrath means
D
anger. In Filipino, it is “galit.”
Teacher says: What would the little girl do so the “nuno” won’t get
E
angry? That’s right. The little girl would show respect. What should she say
EP
to show respect?
On Pages 26-27
Teacher says: What would the little girl offer Lolo when he tells rhymes?
D
That’s correct. We give him fruit and tea. What is Lolo’s name? Yes.
His name is Lolo Nanding. What is the little girl’s name? That’s right.
Her name is Sophia.
• Teacher asks pupils questions about the story.
Questions:
–– Who is afraid of monsters?

–– What is the little girl’s name?
–– Who told her not to be afraid of monsters?
–– What did Lolo do to help Sophia?
–– What were the monsters in the story?
–– What should Sophia do when she meets them?
QUARTER 3 WEEK 29
NOTES
Homework: Teacher asks pupils to draw the picture of a monster in

the story they like best on a piece of bond paper.
Teacher says: When you get home later, I want you to draw a picture
of a monster in the story we read that you like best. Draw your picture in
a bond paper. You may use crayons to make your picture more colorful.
Tomorrow, we are going to have a small poll to see which monster is the
most popular among the class.
OBJECTIVE DAY
4
and solution
1 PY
O
SING A SONG
d
Cc D
C
b
Aa B
h
Gg H
f
Ee F
• Teacher sings the song, “Jack and Jill” in class. The lyrics of the
MATERIAL
song are written on the board or in a manila paper. Pupils sing
D
along • Lyrics of “Jack and Jill”

and do the actions for the song.
E
EP
“Jack and Jill”

D
Jack fell down

And broke his crown
(Repeat song twice)
• Teacher asks pupils to bring out their homework. Pupils post their
pictures on the board. Teacher helps pupils group together the
same pictures.
Teacher says: Please bring out your homework. Let’s post your
pictures on the board and group together the same pictures.
NOTES • Teacher asks pupils to count the pictures. The monster with the
most number of pictures is considered the most popular. Teacher
asks pupils to share their reason for choosing their monster.
BRIDGING
Teacher says: Let’s count the pictures. Which monster has the most
Allow pupils to express number of pictures? Which one has the second most number of pictures?
themselves in their Which one has the least number of pictures? Do you think this monster is
Mother Tongue or the most popular (pertaining to the monster with the most number
in Filipino to help them of pictures)? What do you think makes this monster the most popular?
feel comfortable in How about this one (referring to the monster with the least number
sharing their ideas. Then, of pictures)? Why do you think it’s the least popular?
3 RETELLING OF THE STORY: MA ME MI MUMU!
• Teacher divides the class into four groups. Each group gets a
different set of pictures showing the events of the story. Pupils
use the pictures to retell the events of the story assigned to their
PY
NOTE group. Teacher asks each group to come to the front and retell the
story.
You may have the pictures
in the book drawn in Teacher says: I will divide our class into four groups. I will give each
separate illustration boards
O
group a set of pictures. The pictures show events of the story Ma Me Mi
for the group work. Mumu! You will use the pictures to tell your classmates the events of the
C
story.
Group 1 will retell the first part of the story.

(First part: pages 2-9 of book)
D
Group 2 will retell the second part of the story.

E
(Second part: pages 10-15 of book)

EP
Group 3 will retell the third part of the story.

(Third part: pages 16-21 of the book)
Group 4 will retell the last part of the story.

D
(Fourth part: pages 22-27 of the book)
Homework: Teacher asks the pupils to ask their parents or

grandparents stories how to scare monsters away. Pupils draw things
that they can use to scare the monsters away.
Teacher says: When you get home later, I want you to ask your parents
or grandparents to tell you a story about monsters. The story should have
characters, a place where it happens, and events. It also has to tell us how to
scare a monster away. Draw the characters of the story in your notebook and
the things that we can use to scare the monsters away.
QUARTER 3 WEEK 29
NOTES
OBJECTIVE DAY
EN1OL-IIIa-j-1.3 Talk about stories heard and when and where it took
5
place, the characters, and some important details of the story
1 SING A SONG
Aa B
b
Cc D
d
Gg H
h
f
Ee F
• Teacher sings the songs, “Sit Down, You’re Rocking the Boat”
and “Jack and Jill” with the pupils. The lyrics of the songs are MATERIAL
posted on the board. • Lyrics of “Sit Down,
“Sit Down, You’re Rocking the Boat”
and “Jack and Jill”
Sit down, sit down
PY
(Repeat 4 times)
Rock, rock
O
(Repeat 4 times)
C
“Jack and Jill”

D

Jack fell down
E
And broke his crown

EP
(Repeat song twice)

D
2 CAMPFIRE STORIES BRIDGING

• Teacher asks the class to form a big circle and sit on the floor. themselves in their
In the middle of the circle is a small lamp. Pupils bring out their Mother Tongue or in
notebooks and get ready to share. Teacher facilitates the activity. Filipino to help them feel
Teacher says: Let’s pretend that we are camping. We are going to comfortable in sharing
form a big circle and sit on the floor. This is how we are going to share their ideas. Then,
stories. Bring out your notebook and get ready to tell your story. model how to say their
NOTES
• Teacher reminds the class to review their past lessons this quarter.
He or she then thanks them for their active participation in class.
PY
O
C
E D
EP
D

2016 03 31 Basa Pilipinas Quarter 3 Grade 1 English Teacher's Guide (Second Edition) PDF

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2016 03 31 Basa Pilipinas Quarter 3 Grade 1 English Teacher's Guide (Second Edition) PDF

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A ty

Developed based on DepEd’s K–12 Curriculum Guide

Teacher’s Guide - English

Second Edition, 2016

Published by U.S. Agency for International Development (USAID)

Technical Director: Nancy Clark-Chiarelli, EdD

Author: Maria Beatriz Davalos

DepEd Reviewer: Galileo Go

Content Reviewer: Maria Louella Tampinco-Lunas

Language Reviewer: Eleanor Villanueva

permission from the publisher.

GOVERNMENT PROPERTY. NOT FOR SALE.

Printed in the Philippines

Department of Education - Bureau of Learning Resources (DepEd - BLR)

Week 22: Interesting Things About My Culture . . . . . . . . . . . . . . . . . . . . . . . 21

Week 23: Places in My Community. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Week 26: Local Arts and Crafts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Week 27: Things I Can Do to Help My Community - Good Citizenship. . . 127

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

Week 28: Things I Can Do to Help My Community - Good Citizenship. . . 147

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Week 29: Things I Can Do to Help My Community - Good Citizenship. . . 165

Weekly Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

THEME: INTERESTING THINGS ABOUT MY CULTURE

OUTLINE OF WEEKLY TEACHER’S GUIDE FOR GRADE 1

Theme: Interesting Things About My Culture

PA • EN1PA-IIIa-e-2.2 • Rhyming Words

DOMAINS: OL – Oral Language PA – Phonological Awareness

Teacher Activities Learner Activities

1. Sing a Song/Recite a Song 1. Sing a Song/Recite a Song

• Pupils point out the rhyming words in the

• Teacher asks pupils to point out the rhyming

• Homework: Pupils cut and paste pictures of

LC – Listening Comprehension * – Basa-added objective

Day Domain Objectives Subject Matter

DOMAINS: OL – Oral Language PA – Phonological Awareness

Teacher Activities Learner Activities

5. Concluding the Session

• Teacher thanks the pupils for their

2. Polite Expressions: Greetings and Leave-

• Teacher introduces polite expressions

Day Domain Objectives Subject Matter

• Recognize similarities and

DOMAINS: OL – Oral Language PA – Phonological Awareness

Teacher Activities Learner Activities

• Teacher thanks the pupils for their active

Teacher asks pupils questions to stimulate

• Pupils listen to the story

After Listening Activities

3. Concluding the Session

3. Concluding the Session

• Teacher thanks the pupils for their

• Teacher introduces the song, “Hello, How Do You Do?” in class.

Hello, hello, hello

Each group forms a circle. Members of the group pass around

Hello, hello, hello

Teacher says: Listen carefully as I read the lyrics of the song

• Pictures and labels

• Teacher shows pictures of rhyming words in class. He or she then

4 CONCLUDING THE SESSION

• Teacher asks pupils to cut and paste pictures of rhyming words

• Teacher thanks the pupils for their participation, and reminds