FOURTH QUARTER

(Unit 4)
Core Tasks/Objectives:
1. Read with automaticity first grade high-frequency words. 4. Recognize rhyming words.
2. Use the glossary to get the meaning of the words. 5. Make simple conclusions.
3. Recognize words with the digraph sh as in ship. 6. Give one’s opinions on situations.
TOPIC MATERIALS TRANSFER LEARNING STRATEGIES
GOALS
Lesson 1: I want my pupils to: A. INTRODUCTION:
Draw pupils’ attention to the lesson title and the big idea. Ask the pupils if they agree to the
message of the big idea or not. Let them justify their answers.
Happy Birthday Read, comprehend and B. PROCEDURE:
Pupils’ Worktext:
Across Borders evaluate texts  Start with What You Know: Call on several pupils to tell about their birthdays and how they
Through Reading, K to autonomously for celebrate this occasion.
12 Series, Grade One information and  Add to What You Know: Have the pupils say something about the picture on page 255. Let
enjoyment. them read the rhyme and sing it.
Reading selection:  Look and Say: Present the boxed words on page 255 using word chart. Pronounce each
Story, Hannah’s word and have the pupils repeat it. Have the pupils read the words by themselves. Unlock the
Birthday (An Interact socially with meanings of unfamiliar words for them.
Adaptation); confidence and become
Words with consonants  Read:
Teacher’s Manual involved culturally and
digraph sh as in ship; o Hannah’s Birthday (An Adaptation): Have the pupils read the story title and look at
Using glossary
and Resource civically.
Materials: the picture on page 256. Ask them what they want to know about the story. Read
Hannah’s Birthday orally. Model to the pupils how to read it with expressions,
phrasing, attention to punctuation and accuracy.
With effectively to o Reading for fluency: Read aloud the high-frequency words on page 257 to the class.
explain and to entertain The let the pupils read the words aloud by themselves.
people in their immediate
 Share Your Ideas: Have the pupils answer the motive questions on page 256. The
High-frequency environment.
Word/Phrase comprehension questions on page 258.
words:
Little, naughty, lost, Cards:  Sharpen Your Reading Skills:
you, them, said Birthday, prepared, o Recognizing words with the sound of sh as in ship: Direct the pupils to page 258
balloons, candles, and have them read the verse aloud. Let them note the underlined words. Ask: What
mittens, pie, kittens,
purr, naughty, meow,
common or same sound do the words have? Can you sound it again? What letters
poem, hush spell the sound? Tell the pupils that sh is a consonant digraph. It may be found in the
beginning, in the middle, or at the end of the word.
o Recognizing rhyming words: Recall with the pupils what rhyming words are by
 presenting the following rhyme: Have the pupils identify the words that rhyme in each
Pictures/Realia: pair of lines. Then let them do Exercise 2 on page 259.
Celebrations, o Finding meaning of words in the glossary: Explain to the pupils that aside from the
occasions, birthday
celebration
dictionary, they can find the meanings of the words in a glossary found in their English
Viewing: books. Have them do Exercise 3 on page 260.
Picture study, Special o Making simple conclusions: Present the passage on page 261, either written on the
Occasions
board or on sentence cards placed in a chart. Have the class read it aloud. Tell the
pupils that they have made conclusion by deciding on what may happen or on the
result an event might have. Complete Exercise 4 on page 261.
Others: o Giving one’s opinions: Show the class a picture similar to the one on page 256.
Word chart Elicit comments on the details of the birthday celebration. Explain to them that
whatever they think and express about, it is just an opinion-neither right nor wrong.
Valuing: For more practice in giving one’s opinions, facilitate Exercise 5 on page 262.
Politeness and C. VIEW IT:
thoughtfulness o Special Occasions: Direct the pupils to page 263 and have them look closely at the
pictures. Ask which pictures celebrating special occasions. Let the pupils tell
something about each occasion.
D. WRAP UP: Have the pupils recall the lesson title and the big idea. Ask the pupils to think of
one occasion or family celebration they like best and tell why. They may start with I like
_________ because...

Core Tasks/Objectives:
 Decode words, phrases, and sentences at sight. 4. Recognize compound words.
 Identify the topic of a given text. 5. Use context clues to understand the meaning of the words.
 Recognize words with the digraph ch as in church. 6. Note details in visual images and relate them with personal experiences.
TOPIC MATERIALS TRANSFER LEARNING STRATEGIES
GOALS
Lesson 2: A. INTRODUCTION:
Draw pupils’ attention to the lesson title. Have them read it aloud, together with the big idea.
Ask: What do you about town fiestas? Have you attended one? Where and when?
B. PROCEDURE:
Town Fiestas  Start with What You Know: Have the pupils look at the picture on pages 266 to 267 and
describe what they see. Ask what the questions on page 266.
Pupils’ Worktext:  Add to What You Know: Let the pupils read the paragraph on page 267. Explain the
Across Borders reasons for having fiestas. Let them realize that fiestas are part of our customs and tradition
Through Reading, K to
12 Series, Grade One as Filipinos.
  Look and Say: Present ot the class the boxed words on page 267 using word cards and
word chart. Pronounce each word and have the pupils repeat it. Unlock the meaning of
Reading selection: Teacher’s Manual unfamiliar words through pictures or illustrations and sentence clues. Have the class read the
Informational text, and Resource word aloud.
Pahiyas; Materials:  Read:
Words with the
consonant digraph ch o Pahiyas: Show Philippine map and point to where the Quezon Province is. Next,
as in church; Context show a blown-up map of Quezon Province and point to the town of Lucban and
clues; Sariaya. Then direct the pupils to the picture on pages 268 to 269. Elicit their
Compound words observations. Call two or three individual pupils to read the text aloud again while the
Word Cards: rest follow silently.
Special, offering,
fiesta, blessings, o Reading for fluency: Have the pupils read the high-frequency words aloud on page
celebration, colourful, 269 row by row or group by group. Then have all the pupils read aloud the words bby
decorations, soaked, themselves.
High-frequency wafers, dried, giant,
words: candles, roast,
 Share Your Ideas: Have the pupils answer the motive questions on page 268 and the
Them, you, ways, like, curtains, province, comprehension questions on page 269.
with, their, grains, eggshells, vegetables,  Sharpen Your Reading Skills:
these processions, image, o Recognizing words with the sound of ch as in church: Direct pupils’ attention to
doorways
page 270. Have them read the verse aloud twice. Ask: What do the underlined words
have in common? Can you make the ch sound again? Have the pupils read the words
they wrote in the chart. Then facilitate Exercise 1 on page 270.
o More on using context clues to get meaning: Have the pupils recall how context
Viewing: clues can help them understand the meanings of unfamiliar words. Let them do
Picture study, Festivals Pictures/Realia:
in Different Places Objects in the look and Exercise 2 on page 271.
Say box o Recognizing compound words: Using the word card, present the word DOORWAY
to the class. Ask: What can you say about this word? How many words make up this
word? What does each word mean? What does this whole word doorway mean?
Explain to the pupils that two or more small words make up a compound word. Have
Valuing: Others: the pupils work on Exercise 3 on page 272.
Respect for customs Word Chart; Philippine C. VIEW IT:
and traditions map; map of Quezon Festivals in Different Places: Direct pupils’ attention to page 274. Let them look closely at
Province; slides/videos
of fiestas the pictures and the names of famous fiestas or festivals in the different provinces of the
Philippines. Ask the pupils which of those they have experienced and have them talk about it.
You may show the class slides or videos of more famous fiestas or festivals held in the
Philippines.

Core Tasks/Objectives:
1. Decode words, phrases, and sentences at sight. 4. Identify synonyms of words through the use of configuration clues.
2. Evaluate statements as true or false. 5. Interpret information from maps and appy to personal needs.
 3. Recognize words with the consonant digraph [th] as in thin.

TOPIC MATERIALS TRANSFER LEARNING STRATEGIES

GOALS
Lesson 3: A. INTRODUCTION:
Focus pupils’ attention to the lesson title and to the big idea. Have them read these aloud.
Pupils’ Worktext: Ask what the pupils know about Muslims. Explain that they are Filipino Muslims who have
One Muslim Across Borders different language, a different way of worshipping and different holidays.
Holiday Through Reading, K to B. PROCEDURE:
12 Series, Grade One
 Start with What You Know: Show a big Map of the Philippines. Have the pupils point in the
map the region and province they are living in. Call on some pupils to point the places in the
Reading selection: map.
Informational text,
 Add to What You Know: Explain that the Philippines is composed of several regions, that
Ramadan;
Words with the Teacher’s Manual each region is composed of provinces. At this juncture, you may use a map which shows the
consonant digraph th and Resource different regions of the country.
as in thin;
Materials:  Look and Say: Present the boxed words on page 278 using word cards and word chart.
Using configuration Pronounce each word and have the pupils repeat it.
clues;
Evaluating statements  Read:
as true or false o Ramadan: Have the pupils read the motive questions on page 279. Ask three
Word/Phrase volunteers to read orally the text while the rest of the class follow in their books
Cards: silently.
Sacred, worship,
temple, Allah, mosque, o Reading for fluency: have the whole class read aloud the high-frequency words on
High-frequency fasting, forgiveness, page 280.
words: spic and span, feast;  Share Your Ideas: Have the pupils work in pairs. Let them agree on the answers to the
Day, only, one, for, Reading for fluency
comprehension questions on page 280. Call on volunteers to give their answers.
see, by words, phrases, and
sentences; words on  Sharpen Your Reading Skills:
page 281 of the o Recognizing words with the sound of th as in thin: Present boxed words on page
worktext 281 using word cards and word chart. Let the pupils repeat each word after you. Then
ask: What common sound do the words have? Facilitate Exercise 1 on page 281. Let
Viewing: the pupils exaggerate the sound of voiceless th as in thin.
Picture study, Luzon,
Pictures/Realia: o Using shapes of letters to identify meaning of words: Let the pupils recall the
Map of the Philippines
Visayas and Mindanao
showing the different importance of letter shapes or configuration clues as help in identifying synonyms or
regions; Look and Say meanings of words. Ask: Which letters of the alphabet are tall? Which are short?
words Which have tails? Have the pupils work On Exercise 2 on page 282.
o Determining true or false statements: Ask: When can a statement be true? When
can a statement be false? Have them point out true statements about Ramadan. Have
Valuing: the pupils do Exercise 3 on page 283.
Respect for practices Others:
Word chart, alphabet C. VIEW IT:
and beliefs
 chart Luzon, Visayas, and Mindanao: Draw pupils’ attention to the map of the Philippines on page
284 and have them note once again where Luzon, Visayas and Mindanao are. Let the pupils
point out the island or group of islands where their hometown is.
Core Tasks/Objectives:
1. Read aloud with accuracy, expressions, appropriate phrasing, attention to punctuation, and comprehension.
2. Infer what has happened before the event. 4. Identify words that rhyme.
3. Recognize words with the digraph th as in then. 5. Identify the antonyms of the given words.
TOPIC MATERIALS TRANSFER LEARNING STRATEGIES
GOALS
Lesson 4: A. INTRODUCTION:
Draw pupils’ attention to the lesson title and to the big idea. Ask a volunteer to read aloud the
big idea. Ask further: What does Christmas mean to you? Let the pupils explain their
The Joy of answers. You may them to sing a popular Christmas song they are familiar with.
Christmas Pupils’ Worktext: B. PROCEDURE:
Across Borders  Start with What You Know: Have the pupils look at the picture on page 288 and describe
Through Reading, K to
12 Series, Grade One
what they see. Ask if they observe such tradition during Christmas.
 Add to What You Know: Ask: Among the Christmas traditions we Filipinos practice, which
Reading selection: do you enjoy most? Explain the gifts in Christmas day represent God’s gift to us-Jesus.
Poem, Away in a  Look and Say: Present the boxed words on page 288 using word cards and word chart.
Manger;
Words with the Pronounce each word and let the pupils repeat it after you. Then have them repeat the words
consonant digraph th Teacher’s Manual by themselves.
as in then; and Resource  Read:
Antonyms o Away in a Manger: Read the poem orally to the children. Then tell them to share in
Materials:
reading the lines alternately.
o Reading for fluency: Read aloud the poem Away in a Manger to the class again. Let
the pupils note how the poem is read with expression, appropriate phrasing and
attention to punctuation. Call on some individual pupils to read the poem and then the
High-frequency
class read it simultaneously.
words:
Little, down till, away, Word Cards:  Share Your Ideas: Have the pupils answer the motive questions on page 289 and the
these, where Manger, cattle, bright, comprehension questions on page 290.
nigh, lowing, away,  Sharpen Your Reading Skills:
cradle, Lord
o Recognizing words with the sound of th as in then: Focus pupils’ attention to the
poem on page 290. Ask the volunteer to read it aloud. Then the rest of the pupils
follow silently in their books. Facilitate Exercise 1 on page 290.
o More on rhyming words: Have the pupils recall that rhyming words are words with
Viewing: the same ending sound. Have the pupils work on Exercise 2 on page 291.
Picture study, In The
Pictures/ Realia:
Pictures of manger, o More on recognizing antonyms: Ask the pupils what antonyms are and have them
Sky During Daytime
and Night time
cattle, cradle give examples of these words. As further drill before the pupils do Exercise 3 on page
 291.
o Inferring events: Explain again that to infer is to make guesses about people, places,
things, and events based on what is said in a selection. Exercise 4 on page 293
allows pupils to infer events that happened before an event-the night before Jesus
Valuing: was born.
Love for the poor C. VIEW IT:
In the Sky During Daytime and Night time: Ask: What appeared in the night sky when
Others: Jesus was born? Draw pupils’ attention to the pictures on page 294. Facilitate the activity.
Word chart Display pupils’ work on the bulletin board.

Core Tasks/Objectives:
1. Read sigh word and have the puilt words automatically. 4. Recognize words with the digraph wh as in when.
2. Recall details in a selection. 5. Use the dictionary to get meanings of unfamiliar words.
3. Locate specific information in a text. 6. Use visual image to communicate information or ideas.
TOPIC MATERIALS TRANSFER LEARNING STRATEGIES
GOALS
Lesson 5: A. INTRODUCTION:
Draw the pupils’ attention to the lesson title and to the big idea on page 296. Ask: What do
Pupils’ Worktext: you think is the lesson about? Why is flying kites so much fun? How many among you have
Across Borders already flown kites?
Flying Kites Through Reading, K to B. PROCEDURE:
12 Series, Grade One
 Share with What You Know: Have the pupils describe what is going on in the picture on
pages 296-297. Ask the questions on page 296. Show a real kite or pictures of several kinds
of kites.
Teacher’s Manual  Add to What You Know: Have the pupils read the text on page 297. Explain to them why
Reading selection: and Resource flying kites is better done in open fields, or you may elicit reasons from them.
Informational text, All Materials:  Look and Say: Present the boxed words on page 297 using word cards and word chart.
About Kites; Pronounce each word and have the pupils repeat it.
Words with consonant
digraph wh as in when;  Read:
Using dictionary o All About Kites: Have the pupils give comments to the picture on page 298. First,
read the article to the class. Instruct them to follow silently in their books. Next, call on
Word Cards: volunteers to read the paragraphs aloud one after another.
Unique, playthings, o Reading for fluency: Have the whole class read the high-frequency words on page
grown, strongest,
festivals, dives, darts, 299 aloud. Make sure that they pronounce the words correctly and clearly. Have them
High-frequency string, crescent, read twice or thrice.
words: imaginative, familiar,  Share Your Ideas: Have the pupils answer the comprehension questions on page 299.
Belong. Over, who, shaped, beautiful,  Sharpen Your Reading Skills:
 come, usually, each, flapping, floating o Recognizing words with the sound of wh as in when: Present the picture cards on
would
page 300. Pronounce each name words and have the pupils repeat it. Exaggerate the
sound of wh in each word. Ask: What common sound do the words have? Can you
give other words with this sound? Have the pupils do Exercise 1 on page 300.
o Using dictionary to get meaning: Show a dictionary to the class. Ask what it is for,
Viewing:
Picture study, Indoor Pictures/REalia: what it contains, and what names of dictionaries they are familiar with. Explain that the
Games Different types of kites; dictionary is a book that lists words and their meanings.
Look and Say words; o Noting important details in a selection: Have the pupils recall details of the
words on page 300 of
the worktext selection about kites. Facilitate a question-and-answer session among pupils before
having them work on Exercise 3 on page 302.
o Locating specific information in a text: Have the pupils do Exercise 4 on page 303
Valuing: in pairs.
Love for Filipino games C. VIEW IT:
Others: Indoor Games: Ask: When is the best time to fly kites? What do you do to enjoy cloudy and
Word chart; dictionary rainy days when you can’t fly kites or go outside to play? Direct pupils to page 304 and have
them identify the indoor games being played or shown in the pictures.

Core Tasks/Objectives:
1. Demonstrate fluency in reading extended texts. 4. Give the meaning of words with the prefixes re- and un-.
2. Recall important details in a selection read. 5. Express and support personal reactions and values found in visual images.
3. Recognize words with r-controlled vowel sounds [ἃr] as in ark and [ốr] as in or.
TOPIC MATERIALS TRANSFER LEARNING STRATEGIES
GOALS
Lesson 6: A. INTRODUCTION:
Ask: Do you agree with what the big idea says? Why or why not? When do we celebrate
Pupils’ Worktext: National Heroes’ Day? Who are these heroes that we honor? You may show pictures of
Honouring a Across Borders Philippine heroes and ask the pupils to identify them.
Hero Through Reading, K to B. PROCEDURE:
12 Series, Grade One
 Start with What You Know: Ask the pupil to read the questions on page 306 aloud. Have
the pupils discuss the answers. Show picture of Dr. Jose Rizal. Let the pupils tell what they
know about him.
Reading selection:  Add to What You Know: Have the pupils read the statements on page 306. Ask them what
Informational text, they suppose the selection they will read is about.
Rizal day;
Words with r-controlled Teacher’s Manual  Look and Say: Unlock the meanings of unfamiliar words. Model the pronunciation of these
vowel sounds [ἃr] as in and Resource words through word cards. Have the pupils repeat each word after you. Then have them read
ark and [ốr] as in or; Materials: the words by themselves.
Prefixes un- and re-  Read:
 o Rizal Day: Read the selection orally to the class while the pupils follow silently in their
books. Then ask two or three volunteers to read the selection aloud. Have the pupils
read the article orally in unison.
o Reading for fluency: Have the whole class read the high-frequency read the high-
High-frequency frequency words on page 308 aloud. Make sure that the pupils pronounce the words
words: clearly and correctly.
Does, went, also,
Word/Phrase  Share Your Ideas: Have the pupils answer the motive questions and the comprehension
every, almost, another
Cards: questions on page 308.
Honour, plaza, town,  Sharpen Your Reading Skills:
change, articles, o Recognizing words with the sounds [ἃr] as in ark and [ốr] as in or: Present the two
community, La
Solidaridad, words on page 309 using word cards and word chart. Let the pupils repeat each
Viewing: Bagumbayan Field, picture word after you. Facilitate Exercise 1 on page 309.
Picture study, Filipino harsh, Rizal Park, o Using the prefixes un- and re-: Present the table on page 310. Let the pupils point
Heroes newspaper, national out the base or root word of each pre-fixed word. Explain that un- and re- are
hero, monument,
program, country; examples of prefixes or word parts that are added at the beginning of a word to
words on page 309 of change its meaning. Have the pupils work on Exercise 2 on page 310.
the worktext o Noting important details: Say: Let’s find out how well you recall details in the
selection you have read. Let the pupils answer Exercise 3 on pages 311 and 312.
Valuing: C. VIEW IT:
Heroism
Filipino Heroes: Direct pupils’ attention to the pictures on page 311. Ask the pupils the
questions. You may show pictures of more Filipino heroes and tell something about each.

Core Tasks/Objectives:
1. Read words by sight automatically. 4. Identify synonyms.
2. Answer wh- questions based on pictures. 5. Express and support personal reactions and values found in what is seen.
3. Recognize words with the r-controlled vowel sound [ir] as in ear.
TOPIC MATERIALS TRANSFER LEARNING STRATEGIES
GOALS
Lesson 7: A. INTRODUCTION:
Have the pupils read the lesson title and to the big idea aloud. Explain that native games refer
to Filipino games that originated from or created by our great, great grandparents.
B. PROCEDURE:
Filipino Games Pupils’ Worktext:  Start with What You Know: Draw pupils’ attention to the picture on pages 316 and 317.
Across Borders Have the pupils identify the native games played by the children. Ask: Do you know how this
Through Reading, K to
12 Series, Grade One
game is played? What other native games do you know? How are they played?
 Add to What You Know: Have the pupils read the paragraph on page 316 that goes with the
 section. Tell them that the selection key they will read is about a Filipino game illustrated on
pages 316 and 317.
 Look and Say: Present the boxed words on page 316 using word cards and word chart.
Pronounce each word and have the pupils repeat it after you. Them have them read all words
by themselves.
Reading selection:  Read:
Informational text, o Luksong-tinik: Have the pupils read the title of the selection and the motive question
Luksong-tinik; Teacher’s Manual on page 317. Ask three pupils to read the paragraphs aloud one after the other while
Words with r-controlled and Resource the rest follow silently in their books.
vowel [ir] as in ear; Materials:
Synonyms o Reading for fluency: Have the pupils read aloud the high-frequency words on page
317. Break the class into groups of five. Have them practice reading the text orally in
unison. Call on the different groups to do the oral reading of the text in front of the
class.
High-frequency  Share Your Ideas: Have the pupils answer the motive question on page 317 and the
words: comprehension questions on page 318.
To, take, did, for, no, Word Cards:  Sharpen Your Reading Skills:
yes Contests, barriers,
obstacle, leap, player, o Recognizing words with the sound [ir] as in ear: Present the poem on page 318
common, fingers, using a poem chart. Read it to the class aloud. Then have the class read it together.
spikes, equal Facilitate Exercise 1 on page 318.
o Identifying synonyms: Explain to the pupils that their knowledge or ability to
Viewing:
Picture study, More
recognize synonyms enables them to understand the meanings of words easily Let
Filipino Games the pupils do Exercise 2 on page 319.
o Answering wh- questions based on pictures: Elicit examples of wh- questions as you
show the pupils a picture of children playing the native game Taguan. Direct the pupils
Pictures/Realia: to the picture on page 320 and have them do Exercise 3.
Picture study, More
Filipino Games C. VIEW IT:
Valuing: More Filipino Games: Have the pupils look at the pictures on pages 321 and 322. Let them
Nationalism describe how each game is played. If they have played any or some of these games, ask if
they liked them and why.