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Toaz - Info DLP English 1 PR
Toaz - Info DLP English 1 PR
Toaz - Info DLP English 1 PR
LESSON PLAN IN
ENGLISH 1
(Third Quarter)
DETAILED LESSON PLAN (DLP) DEVELOPMENT TEAM
ii
TABLE OF CONTENTS
CONTENT PAGE
Day 1 --------------------------- 1
Day 2 --------------------------- 12
Week 1 Day 3 ---------------------------
Day 4 ---------------------------
Day 5 ---------------------------
Day 1 ---------------------------
Day 2 ---------------------------
Week 2 Day 3 ---------------------------
Day 4 ---------------------------
Day 5 ---------------------------
Day 1 ---------------------------
Day 2 ---------------------------
Week 3 Day 3 ---------------------------
Day 4 ---------------------------
Day 5 ---------------------------
Day 1 ---------------------------
Day 2 ---------------------------
Week 4 Day 3 ---------------------------
Day 4 ---------------------------
Day 5 ---------------------------
Day 1 ---------------------------
Day 2 ---------------------------
Week 5 Day 3 ---------------------------
Day 4 ---------------------------
Day 5 ---------------------------
Day 1 ---------------------------
Day 2 ---------------------------
Week 6 Day 3 ---------------------------
Day 4 ---------------------------
Day 5 ---------------------------
Day 1 ---------------------------
Day 2 ---------------------------
Week 7 Day 3 ---------------------------
Day 4 ---------------------------
Day 5 ---------------------------
iii
Day 1 ---------------------------
Day 2 ---------------------------
Week 8 Day 3 ---------------------------
Day 4 ---------------------------
Day 5 ---------------------------
iv
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 1 – Day 1)
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of useful
strategies for purposeful literacy learning.
B. Performance The learner uses strategies independently in
Standard accomplishing literacy related task.
C. Learning Recognize Rhyming words in Nursery Rhymes ,
Competencies Poems, Song heard ENIPA-IIIa-3-2.2
II. CONTENT
Personal Information
Recognizing Rhyming words in songs/poems
Take care of our surroundings
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages K to 12 C.G. p.18
Basa Pilipinas T.G. p.8
2. Learner’s Materials pages Activity Sheets G.1 p.1
pictures
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources Pictures, strips, labels,
microphone
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous The teacher introduces the The teacher introduces
lesson or presenting the song “Hello, How Do You the song “Hello, How
new lesson Do? Do You Do?
1
B. Establishing a The teacher divides the The teacher divides the class
purpose for the lesson class into small groups into the small groups with 6
with 6 members. members. Each group forms
Each group forms a circle. a circle. Members of the
Members of the group pass group pass around a special
around a special microphone microphone and introduce
and introduce themselves to themselves to their group
their group mates. The mates. The teacher moves
teacher moves around the around the room as the
room as the pupils do their pupils do their activity.
activity.
Pupils group themselves
Pupils group themselves into six members.
into six members.
The teacher leads the
The teacher leads the pupils to introduce
pupils to introduce themselves.
themselves. My name is (Teacher’s
My name is (Teacher’s name).
name). What is your name?
What is your name?
My name is Sofia A.
My name is Sofia A. Martinez
Martinez What is your name? next
What is your name? next pupil
pupil
C. Presenting examples / Teacher reads the song Teacher reads the song
instances of the new lesson “Hello, How Do You Do?” “Hello, How Do You Do?”
while pointing at the words. while pointing at the words.
Pupil then identifies the Pupil then identifies the
rhyming words in it. rhyming words in it.
2
the teacher read each after the teacher read
one. each one.
Picture of Picture of Picture of Picture of
Nun Sun Nun Sun
E. Discussing new Teacher groups her pupils to List the words from the
concepts and practicing answer the activity. box that rhyme.
new skills # 2 Teacher gives an instruction
or group norms.
Hair pen lip
Match the picture that
rhymes. fan chair grass
Picture Picture
of Hair of Pen leg hen hip
glass
F. Developing mastery Teacher checks the pupils Teacher checks the pupils
(leads to formative output. Let all pupils check output. Let all pupils check
assessment 3) the answer of his/her the answer of his/her
classmate if the answer is classmate if the answer is
correct. correct.
Let the pupils read the Let the pupils read the
answer by rows or by answer by rows or by
group. group.
G. Finding practical Teacher asks pupils to give Teacher asks pupils to give
applications of concepts words that rhyme found in words that rhyme found in
our surroundings, our surroundings,
classroom,. home classroom
,,home.
Can you give examples of
words that rhyme inside our Can you give examples of
classroom? word that rhyme inside
door floor (Aid pupils with pictures)
Home? Our classroom?
pillow window door floor
Surroundings? Home?
sand hand pillow window
Surroundings?
sand hand
H. Making The Teacher will provide The Teacher will provide
generalizations and pictures of rhyming words. pictures of rhyming
3
abstractions about the Paste it on the board. The words. Paste it on the board.
lesson teacher reads the names of The teacher reads the names
the pictures. Let the pupils of the pictures. Let the
match the words that pupils match the words that
rhyme. rhyme.
I. Evaluating Learning Color the pictures that Color the pictures that
rhyme. rhyme.
J. Additional activities Teacher asks pupils to cut Teacher asks pupils to cut
for application or and paste pictures of and paste pictures of
recommendation rhyming words from old rhyming words from old
Assignment magazines on their magazines on their
notebook. notebook.
/Agreement (
minutes). Teacher will say: Teacher will say:
Cut and paste pictures of Cut and paste pictures of
rhyming words from old rhyming words from old
magazines. magazines.
V. REMARKS
4
VI. REFLECTION
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
5
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 1 – Day 2)
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of useful
strategies for literacy learning.
B. Performance The learner uses strategies independently in
Standard accomplishing related task.
C. Learning ENIV-IIIa-E-5
Competencies Use words that are related to yourself, family, school and
concepts such as the names of colors, shapes and
numbers.
II. CONTENT
Using words and concepts Poem – Finger Family Song
Respect our family
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages C.G. K to 12 p. 18
T.G. Basa Pilipinas p.10-
12
2. Learner’s Materials pages Activity Book p. 2
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources Pictures, Labels, Picture
of Family
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous The Teacher introduces Pupils song while doing
lesson or presenting the the action song the actions of the song.
new lesson “Finger Family song” in the
class written on a manila “Finger Family Song”
paper
Father Finger, Father
Pupils song while doing finger
the actions of the song. Where are you? Here I
am, Here I am How do
“Finger Family Song” you do?
Mother finger, Mother
Father Finger, Father finger
finger Where are you? Here I
Where are you? am, Here I am How do
Here I am, Here I am How you do?
do you do? Brother finger, Brother
Mother finger, Mother finger
finger Where are you? Here I
Where are you? am, Here I am How do
Here I am, Here I am How you do?
do you do? Sister finger, Sister finger
Brother finger, Brother Where are you?
finger Here I am, Here I am
6
Where are you? How do you do?
Here I am, Here I am Baby finger, Baby finger
How do you do? Where are you?
Sister finger, Sister finger Here I am, Here I am
Where are you? How do you do?
Here I am, Here I am
How do you do?
Baby finger, Baby finger
Where are you?
Here I am, Here I am
How do you do?
B. Establishing a The Teacher collects and The Teacher collects and
purpose for the lesson checks the homework and checks the homework and
call a pupil to show his/her call a pupil to show his/her
work in the class. Pupils also work in the class. Pupils also
share who in their family share who in their family
helped do their helped do their
homework. homework.
C. Presenting examples / The teacher introduces/ The teacher introduces/
instances of the new lesson Shows pictures of family Shows pictures of family
Picture Picture Picture Picture Picture Picture
of of of of of of
Father Mother Brother Father Mother Brother
E. Discussing new Call a pupil to share about Call a pupil to share about
concepts and practicing his/her family members. his/her family members.
new skills # 2
Pupils share about his/her Pupils share about his/her
family. family.
7
My Father is a vendor. My Father is a vendor.
My Mother cooks food My Mother cooks food
and cleans our house. and cleans our house.
My brother waters the My brother waters the
plants. plants.
F. Developing mastery Pupils will write or list the Sing all the parts of a
(leads to formative family members mentioned song in front of your
assessment 3) in the song classmate. (Sing the
“Finger Family Song” “Finger Family Song”)
G. Finding practical Teacher gives an activity Teacher gives an activity to
applications of concepts to the pupils. the pupils.
Select the correct answer in Select the correct answer in
the strips and write your the strips and write your
answer in the blank. answer in the blank.
Baby Baby
She cooks the food in the She cooks the food in the
morning. morning.
She is . She is .
He fixes the broken He fixes the broken
windows. windows.
He is . She He is . She
Washes the plates. Washes the plates.
She is . She is .
H. Making We need to follow and We need to follow and
generalizations and help our family. Respect help our family. Respect
abstractions about the our family members. our family members.
lesson
I. Evaluating Learning Teacher gives worksheets. Teacher gives worksheets.
Answer p.2 Answer p.2
Name and color the
Name and color the
members of your family.
members of your family.
Picture of
Picture of
Mother
Mother
Picture of
Picture of
Father
Father
Picture of
Picture of
Brother
Brother
Picture of
Picture of
Sister
Sister
Picture of
Picture of
Baby
Baby
8
J. Additional activities for Paste a picture of your Paste a picture of your
application or family in your notebook. family in your notebook.
recommendation Assignment
/Agreement (
minutes). Fill in below any
of the four purposes Reinforcing /
Strengthening the day’s lesson
Enriching/ Inspiring the day’s
lesson Enhancing / Improving the
day’s lesson Preparing for new
the new lesson
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
9
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 1 – Day 3)
I. OBJECTIVES
A. Content Standard The learners demonstrate of useful strategies for
purposeful literacy related task.
B. Performance The learners uses strategies independently in
Standard accomplishing literacy related task.
C. Learning Use/ Respond appropriately to polite expression
Competencies ENIOL-IIIb-1.5.2
Greetings ENIOL-III-1.5.1
Leave-takings ENIOL-IIIc-1.5.2
II. CONTENT
Using /responding appropriately to polite expressions.
Be polite and respectful.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages C.G. K to 12 p. 18
T.G. Basa Pilipinas p.12-
15
2. Learner’s Materials pages Activity book p. 5
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous The pupils will sing the The teacher sing the song
lesson or presenting the song “Hello, How Do You “Hello, How Do You Do?”
new lesson Do?” and “Finger Family and allow the children to
song” join him/her
B. Establishing a The teacher greets his/her The teacher greets
purpose for the lesson pupils his/her pupils
Good Morning Children? Good Morning Children?
How are you today? How are you today?
Pupils will respond: Good Pupils will respond: Good
morning/afternoon, morning/afternoon,
Teacher. We are all fine Teacher. We are all fine
today. today.
C. Presenting examples / The teacher asks his/her The teacher will model
instances of the new lesson pupils answering this question.
What did your family do
What did your family do yesterday?
yesterday? My Family visited the
mall.
Did you greet your Yes, we greet our Father
Mother? Father? When and Mother.
you wake up today?
10
How about if you go to What did you do before
school, what did you do leaving home?
before leaving home? I kiss my mother and
father then I say,”
Goodbye, mother and
father.”
D. Discussing new The teacher shows a The teacher shows a
concepts and practicing pictures of situation when pictures of situation when
new skill # 1 greeting and leave taking greeting and leave taking
for each picture Greeting: for each picture
Picture of a Picture shows a Greeting:
girl greeting pupil greeting Picture of a Picture shows a
her friend. her teacher girl greeting pupil greeting
in the her friend. her teacher in
morning the morning
Hello/Hi Good Hello/Hi Good
Morning, Morning,
How Are you? Teacher How Are you? Teacher
Picture of Picture shows Picture of Picture shows
Father greeting sister greeting Father greeting sister greeting
grandfather in the neighbor in grandfather in the neighbor in
the afternoon the evening the afternoon the evening
Good Afternoon Good Evening
Good Afternoon Good Evening
11
What is the polite What is the polite
expression used? expression used?
Picture of a boy going to school Picture of a boy going to school
Goodbye! Goodbye!
Picture of Picture of
Children meet Children meet
the principal the principal
Good night .
Picture of a
baby going to
bed
Good night .
F. Developing mastery Teacher gives a situation Teacher gives a situation
(leads to formative by group. by group.
assessment 3)
Write the polite expression Group 1- What do we say
in the blank. when we have a visitor in
the morning?
Good bye. Good
night. Good Group 2- What do you
morning. say when your friend
goes home after you
1. I say when I played?
meet the principal in the
morning.
2. We say to my
teacher when we leave.
Greetings: Greetings:
Good morning. Good morning.
Good afternoon. Good afternoon.
How are you? How are you?
Good evening. Good evening.
Hi! Hi!
Hello! Hello!
12
Leave takings: Leave takings:
Goodbye! See Goodbye!
you later! See See you later!
you! See you!
See you soon! See you soon!
H. Making Teacher asks: Teacher asks:
generalizations and How can you show How can you show
abstractions about the respect to everyone? respect to everyone?
lesson
Pupils will say: Pupils will say:
We need to be polite every We need to be polite every
day. Follow and be respectful day. Follow and be
to everyone respectful to everyone
Goodbye Goodbye
13
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
14
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 1 – Day 4)
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of useful
strategies for purposeful literary learning.
B. Performance The learners use strategies independently in
Standard accomplishing related task.
C. Learning Recognize sentences and non-sentences. ENIG-IIIa- 1.1
Competencies
II. CONTENT
Recognizing sentences and non-sentences
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Sentences and Phrases
2. Learner’s Materials pages C.G. K to 12 p. 18 T.G.
Basa Pilipinas
15-19
3. Textbook Pages Activity Sheets p. 4
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources Picture, Charts, strips
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Teacher introduces the Pupils recite the song
lesson or presenting the poem, “Clap your hands” while doing the action
new lesson in the class (written in a
manila paper)
Teacher reads while
pointing at the words of “Clap Your Hands”
the poem.
“Clap Your Hands” Clap your hands
Touch your toes
Clap your hands Turn around
Touch your toes Put your finger on your
Turn around nose
Put your finger on your Flap your arms
nose Jump up high
Flap your arms Wiggle your finger
Jump up high And reach for the sky
Wiggle your finger
And reach for the sky
B. Establishing a Teacher posts a sentence and Teacher posts a sentence
purpose for the lesson non-sentence on the board. and non-sentence on the
board.
15
C. Presenting examples / Teacher reads the examples Teacher reads the examples
instances of the new lesson and explain the difference and explain the difference
between a sentence and a between a sentence and a
non- sentence. non- sentence.
D. Discussing new Teacher posts a table on the Teacher posts a table on the
concepts and practicing board. Pupils read the board. Pupils read the
new skill # 1 sentences in the table and sentences in the table and
study each one. study each one.
Teacher explains what is a Teacher explains what is a
sentence and non- sentence. sentence and non-
sentence.
The dog ran. dog ran
The dog ran. dog ran
The rat eats. the rat
The rat eats. the rat
The birds fly. the bird
The birds fly. the bird
16
sentence and non- Write the word S in the
sentence if it is a non- blank if it is a sentence
sentence. and NS if it is a non-
1. Families watch the sentence.
movie. 1. Families watch the
2. Bed and pillow parade.
3. Buys biscuits 2. Chair and table
4. The mayor visits
the fire victims. 3. Buys cotton candy
4. The mayor is
speaking
17
J. Additional activities for Write Sentence or Non- Write Sentence or Phrase on
application or Sentence on the blank. the blank.
recommendation
Assignment /Agreement ( Put your finger on Put your hand on
minutes). your nose. your head.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I use/discover
which I wish to share with other teachers?
H. No. of learners who earned 80% on the formative
assessment
18
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 1 – Day 5)
I.
OBJECTIVES
A. Content The learners demonstrate understanding of useful strategies for
Standard purposefully literacy learning.
B. Performance The learner uses strategies independently in accomplishing
Standard literacy related task.
C. Learning Listen to short stories/ poems and note important details
Competencies pertaining to the character, setting and events.
ENILC-IIIa-j1.1
II. CONTENT
Listening to short stories/poems and noting important details
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages K to 12 T.G. p. 6 Basa
Pilipinas p.17-19
K to 12 C.G. p.18
2. Learner’s Materials pages Activity sheets p.5
3. Textbook Pages
4. Additional Materials from Learning Resource
(LR) Portal
B. Oher Learning Resources Picture of story “ Polite Cora”
Poems – “Clap your hands”
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing Teacher introduces the poem Teacher introduces the poem
previous lesson “Clap Your Hands” in the class. “Clap Your Hands” in the class.
or presenting the The poem is written in a manila The poem is written in a manila
new lesson paper. Teacher reads while paper. Teacher reads while
pointing at the words of the poem. pointing at the words of the
Pupils then recite while doing the poem. Pupils then recite while
action in the poem doing the action in the
“Clap your hands” poem “Clap your hands”
B. Establishing Listening Activity Listening Activity
a purpose for Teacher shows a picture of Grade 1 Teacher shows a picture of
the lesson pupil receiving a ribbon from her Grade 1 pupil receiving a
teacher ribbon from her teacher
Picture Picture
of a girl of a girl
19
Let’s find out in the story we are Why do you think people call
going to read today. her “Polite Cora”?
Let’s find out in the story we
are going to read today
C. Presenting During listening activities Teacher During listening activities
examples / uses pictures to tell the story- Teacher uses pictures to tell
instances of the Polite Cora, the story- Polite Cora,
new lesson Pupils listen and answer the Pupils listen and answer the
teacher’s questions about the story. teacher’s questions about the
Picture of
story.
Cora smiling Picture of
brightly Cora smiling
brightly
Picture of Cora Returning
to the classroom and Picture of Cora Returning
greeting the principal to the classroom and
“Good Afternoon” greeting the principal
“Good Afternoon”
Picture of Cora greeting
her father who is at the Picture of Cora greeting
door “Good Evening” her father who is at the
door “Good Evening”
20
a. Who are the characters in a. Who are the
the story? characters in the
b. Where can we find Cora story?
and the b. Where can we find Cora
Guard/principal/classma and the
te? Where can we Find Guard/principal/classm
Cora and Father and ate? Where can we Find
Mother? Cora and Father and
c. What happened when Mother?
Cora saw the guard at c. What happened when
the school? Cora saw the guard at
d. What happened when the school?
Cora saw the Principal? d. What happened when
e. What did Cora say to Cora saw the Principal?
Father when he came e. What did Cora say to
home? Father when he come
f. What did Cora tell mother home?
before she goes to sleep? f. What did Cora tell
g. Why does everyone like mother before she
Cora? goes to sleep?
g. Why does everyone
like Cora?
F. Developing Fill the missing word in the Write the missing word on the
mastery (leads story. blank to complete the sentence.
to formative 1. And when the classes are
assessment 3) over, she says 1. Everyone likes Cora. She
. greets everyone with a .
2. A night, she and gives 2.She greets the guard in school,.
him a kiss on the cheek. 3. She greets the principal
3. She hugs before she when she sees
goes to sleep. him.
G. Finding Do you like Cora? What is the Do you like Cora? What is the
practical attitude of Cora that you like the attitude of Cora that you like the
applications of most? most?
concepts
The attitude of Cora that I like The attitude of Cora that I like
the most is being polite to the most is being polite to
everyone. everyone.
H. Making Why do we need to be polite to Why do we need to be polite to
generalizations everyone? everyone?
and abstractions
about the lesson
I. Evaluating Write the name of someone you Write the name of someone you
Learning know who is polite. Then color the know who is polite. Then color
ribbon with your favorite color the ribbon with your favorite
Activity Sheets p.5 color
Activity Sheets p.5
21
J. Additional
Activities for Write names of the other Write names of the other
application or members of your family. members of your family.
remediation
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the
formative assessment
22
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 2 – Day 1)
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of useful
strategies for purposeful literacy-learning
B. Performance Uses strategies independently in accomplishing
Standard literacy-related tasks
C. Learning EN1PA-IIIa-e-2.2
Competencies Recognize rhyming words in nursery rhymes, poems,
songs heard
EN1-IIIa-e-5
Use words that are related to self, family, school,
community, and concepts such as the names of colors,
shapes, and numbers
EN1LC-IIIa-j-1.1
Listen to short stories/poems and give the correct
sequence of three events
II. CONTENT
Recognizing rhyming words/using words/giving the correct sequence of events
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Wk. 22, p.26-47
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources Story ”Ten Friends”
Song “Ten little Fingers
pictures
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous 1. Sing a song 1.Sing a song
lesson or presenting the Introduce the song “Ten Introduce the song “Ten
new lesson Little Fingers “ to the Little Fingers “ to the
class. Pupils will do the class. Pupils will do the
action. action.
23
Group the pupils into 2.Sharing Information
three. Each group will Call 3-5 pupils in front to
form a circle. introduce themselves.
Let the pupils introduce Following these patterns.
themselves . Hi! I’m .
I’m years old.
*Note: Teacher makes
sure that pupils mingle with
their classmates, and put Note: Teacher guides
them in different groups those pupils who can’t
during this activity. introduce themselves
especially the struggling
pupils.
C. Presenting examples / Introduce the big book: Introduce the big book:
instances of the new lesson Say: Say:
Our story for today is Our story for today is
entitled “Ten Friends entitled “Ten Friends”
(Sampung (Sampung
Magkakaibigan) Magkakaibigan)
The story is written by The story is written by
Kristine Canon and Kristine Canon and
illustrated by Ruben De illustrated by Ruben De
Jesus. Jesus.
24
D. Discussing new During Reading Activities: During Reading Activities:
concepts and practicing Teacher reads the story ” Teacher reads the story ”
new skill # 1 Ten Friends”, in chunks. Ten Friends”, in chunks.
Reads pages 1- 10 of the Reads pages 1- 10 of the
book. book.
25
G. Finding practical Arrange the events based on Arrange the pictures based
applications of concepts what happened in the story. on what happened in the
Karlo is waking Anton up. story.
Picture 1: Picture of Karlo
Karlo is knocking over waking Anton up
Leo’s tower
Picture 2: Picture of Karlo
Karlo is grabbing Lara’s knocking over Leo’s tower
suman. Picture 3: Picture of Karlo
grabbing Lara’s suman.
H. Making Do you have a friend/s? Do you have a friend/s?
generalizations and How do you treat your How do you treat your
abstractions about the friends? friends?
lesson The importance of having The importance of having
friends. friends.
I. Evaluating Learning Can you describe Karlo’s Can you describe Karlo’s
friends? friends?
Connect column A with Connect column A with
column B column B
A B A B
1. Susie slow 1. Susie slow
2. Ben Korean 2. Ben Korean
3. Anton sleepy 3. Anton sleepy
4.Eric 4.Eric
and Ella twins and Ella twins
5.Joo-chan shabby 5.Joo-chan shabby
J. .Additional activities At home, tell your family At home, tell your family
for application or about the story “Ten about the story “Ten
remediation Friends”. Then ask them to Friends”. Then ask them to
tell you the story they know. tell you the story they know.
Tomorrow you will share Tomorrow you will share
your story with your your story with your
classmates. Remember the classmates. Remember the
characters and the characters and the
events of the story. events of the story.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
26
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
27
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 2 – Day 2)
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of useful
strategies for purposeful literacy-learning
B. Performance Uses strategies independently in accomplishing
Standard literacy-related tasks
C. Learning EN1OL-IIIa-j-1.3.1
Competencies Talk about stories heard; when and where it took place,
the characters, and some important details of the story
EN1OL-IIIa-j-1.1
Listen to short stories/poems and give the correct
sequence of the events
II. CONTENT
Talking about stories heard/listening to short stories/poems/giving correct sequence
of events
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Wk. 22, p.26-47
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources Story ”Ten Friends”
Song: Ten Little Fingers
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous 1. Sing the song “Ten Little 1. Sing the song “Ten
lesson or presenting the Fingers” with the Little Fingers” with the
new lesson pupils. pupils.
2. Sharing Information 2. Sharing Information
Ask the pupils to share the Ask the pupils to share
story they heard from their the story they heard from
family members. their family members.
Talk about the characters, Talk about the characters,
settings, and events of the settings, and events of the
story. story.
Say: Say:
Are you ready to share Are you ready to share
with your classmates the with your classmates
story you heard? the story you heard?
28
Say: Yesterday we read heard guided by the
the story “Ten Friends”. following questions:
Let’s recall the events of
the story we heard. Who are Karlo’s friends?
Who can retell the story? What did Karlo do to
Shabby Sussie?
Call anybody to retell the What did Karlo do to
story. sleepy Anton?
What did Karlo do to
Joo-chan’s noodles?
29
E. Discussing new During Reading - Teacher During Reading - Teacher
concepts and practicing asks questions to arouse asks questions to arouse
new skills # 2 pupils’ interest and pupils’ interest and
monitor pupils’ monitor pupils’
comprehension while comprehension while
reading the story. reading the story.
Look at the pictures on Look at the pictures on
these pages. What do these pages. What do
you see? Where did you see? Where did
Karlo’s friends go? Karlo’s friends go?
Did Karlo find his Did Karlo find his
friends? friends?
What did Karlo feel What did Karlo feel
when he found his when he found his
friends? friends?
*Teacher could modify and *Teacher could modify
make more questions. and make more
questions.
F. Developing mastery After Reading: After Reading:
(leads to formative Ask questions about the Ask questions about the
assessment 3) story read. story read.
Where did Karlo’s Where did Karlo’s
friends go? friends go?
Are they in the canteen? Are they in the
Did Karlo find his canteen?
friends? Did Karlo find his
Where did he find his friends?
friends? Where did he find his
What did Karlo do when friends?
he finds his friend? What did Karlo do
*Teacher could modify and when he finds his
make more questions. friend?
*Teacher could modify
and make more
questions.
G. Finding practical Arrange the events based on Arrange the pictures based
applications of concepts what happened in the story. on what happened in the
story.
Karlo is crying.
Picture 1: Picture of Karlo
Karlo looks for his friends. crying
30
I. Evaluating Learning Put a / if the sentence Put a / if the sentence
happened in the story and X happened in the story and X
if not. if not.
1. Karlo did not look 1. Karlo did not look
for his friends. for his friends.
2. Karlo teased slow 2. Karlo teased slow
Ben in the line. Ben in the line.
3. Karlo felt happy 3. Karlo felt happy
when nobody wanted to when nobody wanted to
play with him. play with him.
4. Karlo was invited 4. Karlo was invited
by his friends to join the by his friends to join the
game. game.
5. Nobody wanted to 5. Nobody wanted to
play with Karlo. play with Karlo.
J. .Additional activities Write the name of your Write the name of your
for application or friends in your notebook. friends in your notebook.
remediation Write as many as you can. Write as many as you
Be ready to describe your can. Be ready to describe
friends tomorrow. your friends tomorrow.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
31
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 2 – Day 3)
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of useful
strategies for purposeful literacy-learning
B. Performance Uses strategies independently in accomplishing
Standard literacy-related tasks
C. Learning EN1OL-IIIa-j-1.1
Competencies Listen to short stories/poems and give the correct
sequence of events
II. CONTENT
Listening to short stories/poems and giving the correct sequence of events
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Wk. 22, p.26-47
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources Story ”Ten Friends”
Song “Rainbow Song”
Pictures
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous 1.Sing a song Shows picture of a
lesson or presenting the Introduce the “Rainbow rainbow.
new lesson Song” in the class Asks: What do you see?
Teacher shows picture of How many colors do you
a rainbow. He or she uses see? What are the colors?
the song in the picture to -Introduce the rainbow
introduce the concepts of song.
colors.
Rainbow Song
Rainbow Song I’m watching the rainbow
I’m watching the rainbow after the morning rain I’m
after the morning rain I’m watching the rainbow over
watching the rainbow over the green terrain Shall we
the green terrain Shall we learn its colors?
learn its colors? Red
Red Orange
Orange Yellow
Yellow Green
Green Blue
Blue Indigo
Indigo And more is violet
And more is violet (Repeat stanza)
(Repeat stanza)
32
2. Sharing Information 2. Call 2-3 pupils to
Teacher divides the class introduce their favorite
into three groups. Each colors.
group forms a circle. Each Hello everyone! My
member will introduce favorite color is
his/her favorite color. Hello Hello everyone! My
everyone! My favorite color favorite colors are
is
Hello everyone! My favorite *Teacher guides those
colors are struggling pupils in
introducing their favorite
colors.
B. Establishing a Pre-reading activities: Pre-reading activities:
purpose for the lesson -Teacher shows pages of -Teacher shows pages of
the book that were read the book that were read
already to the pupils. already to the pupils.
-Pupils retell the events of -Pupils retell the events of
the story using the pictures. the story using the pictures.
Say: Say:
Let’s look at the pages of Let’s look at the pages of
the book we read the book we read
yesterday. Tell me what yesterday. Tell me what
happened in the story. happened in the story.
Ask: Ask:
What should Karlo do to What should Karlo do to
win the trust of his friends win the trust of his friends
again? Can you guess? again? Can you guess?
D. Discussing new During Reading During Reading Activities:
concepts and practicing Activities:-Teacher reads Teacher
new skill # 1 the last part of the story “ reads the last part of the
Ten Friends”, pages 14-19 story “ Ten Friends”,
Teacher explains the pages 14-19
meaning of the difficult Teacher explains the
words in the story using meaning of the difficult
gestures, facial words in the story using
expressions, pictures,etc. gestures, facial
Write the new words on expressions, pictures,etc.
the board. Write the new words on
(Please refer to the the board.
attached story) (Please refer to the
attached story)
33
comprehension while comprehension while
reading the story. reading the story.
Who are they in the Who are they in the
picture? picture?
What did Karlo do for What did Karlo do for
slow Ben? slow Ben?
*Teacher could modify and *Teacher could modify
make more questions. and make more
questions.
F. Developing mastery After Reading the last part of After Reading the last part of
(leads to formative the story the story
assessment 3) Ask questions written on Ask questions written on
the board. the board.
Who are they in the Who are they in the
picture? picture?
What did Karlo do to What did Karlo do to
slow Ben? slow Ben?
What did Karlo give to What did Karlo give to
Lara? Lara?
What were Karlo and What were Karlo and
Leo doing? Leo doing?
*Teacher could modify and *Teacher could modify
make more questions. and make more
questions.
G. Finding practical Arrange the events based on Arrange the pictures based
applications of concepts what happened in the story. on what happened in the
1. Karlo and his friends story.
having their picture taken. Picture 1: Picture shows
Karlo and his friends having
2. Karlo is hugging their picture taken. Picture
shabby Sussie. 2: Picture shows Karlo
3. Karlo invited Leo to hugging shabby
make a tall tower of Sussie.
blocks. Picture 3: Picture shows
Karlo is playing with Eric
and Ella.
H. Making How do you treat your How do you treat your
generalizations and friend? friend?
abstractions about the The importance of having The importance of having
lesson friends. friends.
I. Evaluating Learning Match the new words
learned with the correct
pictures shown.
A B
Share Alone
34
grabbed
Hide- and- seek
Alone share
Waking up Waking up
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
35
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 2 – Day 4)
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of useful strategies
for purposeful literacy-learning
B. Performance Uses strategies independently in accomplishing
Standard literacy-related tasks
C. Learning EN1OL-IIIc-1.5.3
Competencies Use appropriate expressions for gratitude and apology
II. CONTENT
Songs/Poems Sharing
Information
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Wk. 22, p.26-47
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources Story ”Ten Friends”
Song “Thank You”
pictures
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous 1. Sing a song: 1. Sing a song:
lesson or presenting the Teacher and Pupils sing the Teacher and Pupils sing the
new lesson song “ Thank You” ,to the song “ Thank You” ,to the
class. class.
36
Picture 1: Shows a little Picture 1: Shows a little
girl receiving a gift from girl receiving a gift from
her mother. her mother.
C. Presenting examples / Let pupils describe each Let pupils describe each
instances of the new lesson picture. picture.
Asks: What do you see in Asks: What do you see
the picture? Let’s have the in the picture? Let’s have
first one. the first one.
Who are in the picture? Who are in the picture?
What do you see in the What do you see in the
second picture? What are second picture? What are
they doing? they doing?
What does the boy on What does the boy on
the left feel? the left feel?
Is he hurt? Is he hurt?
D. Discussing new Discuss the appropriate Discuss the appropriate
concepts and practicing expressions used in different expressions used in different
new skill # 1 situations. ” Thank you and situations. ” Thank you and
I’m sorry”. Let pupils I’m sorry”. Let pupils
understand the importance understand the importance
of polite of polite
expressions. expressions.
E. Discussing new Teacher cites situations to Shows picture of a boy
concepts and practicing the class that need polite helping his teacher in
new skills # 2 appropriate expressions. Ex: cleaning the room.
One Morning, Mrs. Romano Ask:
lost her umbrella. Suddenly What do you see in the
Ana went to their classroom picture?
with an umbrella. ” Teacher, Is it right to help the
I found this umbrella.” What teacher? Or even other
will the teacher say? people?
*Teacher could give What do you think the
more examples. teacher will tell the boy
who helps her in cleaning
their classroom?
37
II. I’m sorry group Your best friend gives you a
III. Thank you group gift on your birthday.
What will you say to her?
Group III
Your Mother came from the
city and gives you her
pasalubong. What will you
say to her?
G. Finding practical Ask 2-3 pupils to tell their Show pictures that Thank
applications of concepts own experiences using “I’m you and I’m sorry needs to
Sorry and Thank You” be used.
Let pupils answer.
Say: What do you see in
the picture?
What appropriate polite
expressions is needed in
each picture? (Thank you,
I’m sorry)
Grandma Mamita
takes care of Nita
38
Choose the appropriate Choose the appropriate
polite expressions (Thank polite expressions (Thank
you, I’m sorry) 1.While you, I’m sorry) 1.While
walking hurriedly, you walking hurriedly, you
stepped on Ana’s right foot. stepped on Ana’s right foot.
What will you say to her? What will you say to her?
2.Yesterday was your 2.Yesterday was your
birthday. This morning your birthday. This morning
Mom gives you a gift. What your Mom gives you a gift.
will you say? 3.Your sister What will you say? 3.Your
gives a doll for your sister gives a doll for your
birthday. What will you say? birthday. What will you
4. You accidentally spill say?
someone’s glass of water. 4. You accidentally spill
What will you say? someone’s glass of water.
5. Your big sister helps you What will you say?
with your assignment. 5. Your big sister helps
What will you say? you with your assignment.
What will you say?
J. Additional activities for Practice saying thank you Practice saying thank you
application or and I’m sorry at home. and I’m sorry at home.
remediation
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
39
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 2 – Day 5)
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of useful
strategies for purposeful literacy-learning.
B. Performance Uses strategies independently in accomplishing
Standard literacy-related tasks
C. Learning EN1G-IIIb-1.4
Competencies Recognize simple sentences.
II. CONTENT
Recognizing Simple Sentences
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Wk. 22, p.26-47
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources Story ”Ten Friends”
Song “Thank You
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous 1. Sing a song 1. Sing a song
lesson or presenting the Teacher introduces the Teacher introduces the
new lesson song “Thank You”, to the song “Thank You”, to the
class. class.
40
Ask: Ask:
What do you see in the What do you see in the
picture? picture?
Who wants to describe In your barangay do you
it? celebrate this occasion?
Have you attended
Fiesta? *Teacher could modify
*Teacher could modify and make more
and make more questions. questions.
Tap the locality Tap the locality
41
Let the pupils read the board and let pupils read
sentences written on the after
board.
Teacher guides those
pupils who can’t read
yet.
5. Dina is a Picture
of a girl
F. Developing mastery
Show pictures. Let pupils Show pictures. Let pupils
(leads to formative
make sentences using the supply the missing word in
assessment 3)
pictures. every sentence.
Provide a model sentence Provide model sentences for
for pupils to follow. pupils to follow.
e is red.
Ex: The apple is red. Picture
Ex:of
The bag is blue. The is
an apple
blue.
umbrella flower
ball
Teacher could show
more pictures for the Teacher could show more
pupils to understand the pictures for the pupils to
lesson understand the lesson
The dog
barks.
I. Evaluating Learning Say a simple sentence for Say a simple sentence for
each picture. each picture.
cat apple bag cat apple bag
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I use/discover
which I wish to share with other teachers?
H. No. of learners who earned 80% on the formative
assessment.
43
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 3 – Day 1)
I. OBJECTIVES
A. Content Standard The Learner…
V - demonstrates understanding of familiar English words
for effective communication
OL - demonstrates understanding of familiar words used to
communicate personal experiences, ideas, thoughts, actions,
and feelings
PA – demonstrates understanding of sounds and
sound patterns for production of words
B. Performance The Learner…
Standard V - uses basic vocabulary to independently
express ideas about personal, home, school, and
community experiences
OL – shares/express personal ideas, thoughts,
actions, and feelings using familiar words
PA – manipulates skillfully the speech sounds
through simple meaningful guided conversation
C. Learning ENIV-IIIa-e-5
Competencies Use words that are related to self, family, school,
community and concepts such as the names for colors,
shapes and numbers
II. CONTENT
Using words related to self, family, school, community and concepts such as names
for colors , shapes and numbers
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages pp.56-58
2. Learner’s Materials pages p. 12
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources Lyrics of the song “London
Bridge”; Real microphone
or one made
of paper maché.
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous
lesson or presenting the Teacher introduces the song Teacher introduces the song
new lesson “London Bridge” to the class. “ London Bridge” to the
The lyrics of the song are class. The lyrics of the song
written on the board/manila are written on the
paper. Pupils board/manila paper.
sing on their own and then Pupils sing on their own
by pairs. and then by pairs.
B. Establishing a Teacher divides the class in Teacher divides the class in
purpose for the lesson small groups with 3-5 small groups with 3-5
members. Each group members. Each group
44
forms a circle. Members of forms a circle. Members of
the group pass around a the group pass around a
special microphone and special microphone and
introduce themselves to their introduce themselves to
group mates. their group mates.
Teacher moves around the Teacher moves around the
room as the pupils do the room as the pupils do the
activity. activity.
C. Presenting examples / Teacher says: We are going Teacher says: We are going
instances of the new lesson to have a short activity. Your to have a short activity.
class will be divided into Your class will be divided
two groups. Each group will into two groups. Each group
form a circle. All of you will will form a circle. All of you
tell your group mates where will tell your group mates
you live. I will give you a where you live. I will give
special microphone to use you a special microphone to
when introducing yourself. use when introducing
After you introduced yourself. After you
yourself, pass the introduced yourself, pass the
microphone to the next microphone to the next
member of your group. I will member of your group. I
show you how to do it. Then will show you how to do it.
I will give you the signal. Then I will give you the
You may start the activity. signal. You may start the
activity.
45
on the right to the correct
picture.
Picture of Picture of
church
a church a church
Picture of a
Teacher says: I have here cut grocery store church
pictures of different places.
Each group will assemble
the cut pictures. The first Picture of a park
group to finish wins. school
Picture of a
park school
46
G. Finding practical Ask the following What is your favorite place
applications of concepts questions: in our community? How do
you make it clean?
Your mother wakes you up
early in the morning on a
Sunday because you will
go to church, but you are
too sleepy. What will you
do?
Picture Picture
Picture of a Picture of a
of a of a
beach beach beach beach
market market market market
47
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
48
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 3 – Day 2)
I. OBJECTIVES
A. Content Standard The Learners…
V – demonstrate understanding of familiar English words
for effective communication
LC – demonstrate understanding of the elements of
literary and informational texts for effective oral expression
PA - demonstrate understanding of sounds and sound
patterns for production of words
3. Textbook Pages
49
forms a circle. Pupils show forms a circle. Pupils
map to their group mates and show their map to their
talk about it. group mates and talk
about it.
Teacher says: I will divide
your class into groups. Teacher says: I will divide
Each group will have three your class into groups.
members. You and your Each group will have three
group mates will form a members. You and your
circle and talk about your group mates will form a
maps. I will give you five circle and talk about your
minutes to discuss with the maps. I will give you five
members. Later, I will call minutes to discuss with the
some of you to show your members. Later, I will call
work in front of the class. some of you to show your
( The teacher may let work in front of the class.
some pupils from the ( The teacher may let
advanced group lead the some pupils from the
average group) advanced group lead
the average group)
D. Discussing new Teacher says: I have here Teacher says: I have here
concepts and practicing pictures of some vegetables. pictures of some vegetables.
new skill # 1 Can you name them? Can you name them?
kangkong yam kangkong yam
50
E. Discussing new Game :
concepts and practicing The pupils in the Average
new skills # 2 The pupils in the Advanced Group will clap their hands
Group will say the name of after the other group name
each vegetable in the the vegetables.
picture.
Po + ta + to = Potato Po + ta + to = Potato
F. Developing mastery
(leads to formative The teacher will paste the The teacher will show
assessment 3) name of the vegetable and pictures of vegetables
the pupils will clap their and have the pupils tell the
hands as they syllabicate number of the syllables each
them. name has.
G. Finding practical Game: Teacher says: You Game: Teacher says: You
applications of concepts will have a game. It is called will have a game. It is called
“Syllable Race “. “Syllable Race “.
You will form a line and you You will form a line and you
will take turn to read the will take turn to identify the
name of the vegetables that I name of the vegetables that I
will show you and write the will show you and write the
number of the syllable on the number of the syllable on the
board. The group who board. The group who
finishes first is the winner. finishes first is the winner.
51
H. Making generalizations How do we count the How do we count the
and syllables of each word? syllables of each word?
abstractions about the
lesson
I. Evaluating Learning This activity is on page 13 This activity is on page 13
of Activity Sheet in English. of Activity Sheet in English.
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
52
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 3 – Day 3)
I. OBJECTIVES
A. Content The Learners…
Standard LC – demonstrate understanding of story elements and text
structures for
effective oral expression
B. Performance The Learner…
Standard LC – uses elements of literary and informational texts to
sufficiently extend
meaning and understanding
C. Learning ENILC-IIIa-J-I.l Listen to short stories/poems and infer the
Competencies character’s feelings and traits
II. CONTENT
Listening to short stories/poems and inferring character’s feelings and traits
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
pp.62-64
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from Learning Resource Lyrics of the song “ Jack and
(LR) Portal Jill “ ; picture of cabbage ;
Book: The Tale of the Lady
Cabbage, strips of cartolina,
pictures.
B. Oher Learning Resources
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing
previous lesson or Teacher introduces the song Teacher introduces the song
presenting the new “Jack and Jill” to the class. “Jack and Jill” to the class.
lesson The lyrics of the song are The lyrics of the song are
written on the board/manila written on the board/manila
paper. paper.
B. Establishing a Teacher shows the pupils the Teacher shows the pupils the
purpose for the vegetables/pictures of the vegetables/pictures of the
lesson vegetables discussed yesterday. vegetables discussed yesterday.
Pupils choose the vegetables Pupils choose the vegetables
they like to eat among the ones they like to eat among the ones
on the table/posted on the board. on the table/posted on the
Then they tell their seatmates board.
why they like that vegetable. Then they tell their seatmates
why they like that vegetable.
53
Teacher says: Which vegetable Teacher says: Which vegetable
do you eat? Which one/s do you do you eat? Which one/s do you
like? Why do you like to eat like? Why do you like to eat
them? them?
On page 2 On page 2
Teacher comments: The Teacher comments: The
word “fable” is a story about word “fable” is a story about
animals or things that teaches a animals or things that teaches a
lesson. An example of this is lesson. An example of this is
the story of the story
“Hare ant the Tortoise” or of “Hare ant the Tortoise” or
“Ang Kuneho at ang Pagong “Ang Kuneho at ang Pagong
54
in Filipino”. The word in Filipino”. The word
“boastful” means “boastful” means
“mayabang” in Filipino. “mayabang” in Filipino.
On Page 3 On Page 3
Teacher comments: A Teacher comments: A
“Lady” is a woman who “Lady” is a woman who
behaves in a polite way or a behaves in a polite way or a
woman in a high position. In woman in a high position. In
Filipino, we call a lady Filipino, we call a lady
“Binibini”. Garbage, on the “Binibini”. Garbage, on the
other hand, is something we other hand, is something we
think are not important. In think are not important. In
Filipino, “mga walang sinabi” Filipino, “mga walang sinabi”
o “hindi importante.” o “hindi importante.”
Teacher says: What did the Teacher says: What did the
cabbage call herself? cabbage call herself?
On Page 4 On Page 4
Teacher says: What does Teacher says: What does
the story tell us about Lady the story tell us about Lady
cabbage? Is she Quiet? cabbage? Is she Quiet?
That’s right. She is not quiet. That’s right. She is not quiet.
She is loud. She is loud.
On Page 5 On Page 5
Teacher comments: Do Teacher comments: Do
you know President Aquino you know President Aquino
and Jose Rizal? You know and Jose Rizal? You know
them because they are them because they are
famous. famous.
On Page 6 On Page 6
Teacher comments: The Teacher comments: The
expression “Nothing can expression “Nothing can
compare with me” is similar compare with me” is similar
with the expression “Sa akin with the expression “Sa akin
walang makakaparis!” in walang makakaparis!” in
Filipino. Filipino.
On Page 7 On Page 7
Teacher comments: Teacher comments:
Calcium is something we get Calcium is something we get
from food that makes our bones from food that makes our bones
strong. We can get it from strong. We can get it from
milk, cheese, etc. milk, cheese, etc.
55
On Page 8 On Page 8
Teacher comments: Teacher comments:
Veggie is another way to call Veggie is another way to call
vegetables. vegetables.
On Page 9 On Page 9
Teacher says: What is Teacher says: What is
Lady Cabbage queen of? Lady Cabbage queen of?
On Page 10 On Page 10
Teacher comments : Teacher comments :
“Tamed “ means ‘ to be put “Tamed “ means ‘ to be put
under control” In Filipino, it under control” In Filipino, it
means “mapigilan.” means “mapigilan.”
On Page 11 On Page 11
Teacher comments: Teacher comments:
Shame is a feeling one feels Shame is a feeling one feels
when they know they did when they know they did
something wrong. It is similar something wrong. It is similar
to the word “kahihiyan” in to the word “kahihiyan” in
Filipino. Filipino.
On Page 12 On Page 12
Teacher comments: The Teacher comments: The
word “basking” means word “basking” means
“nakabilad “ in Filipino. “nakabilad “ in Filipino.
56
practicing new pupils. The teacher may character traits of each of
skills # 2 ask these questions: them.
57
H. Making How do we infer character How do we infer character
generalizations and traits? traits?
abstractions about
the lesson
I. Evaluating Select the letter of the Select the letter of the
Learning correct answer. correct answer.
1. We need to eat vegetables 1. We need to eat
because vegetables because
a. They help our bodies fight a. They help our bodies fight
infection. infection.
b. They make us sick. b. They make us sick.
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for remediation.
C. Did the remedial lessons work? No. of learners who have caught up
with the lesson.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I use/discover which I
wish to share with other teachers?
H. No. of learners who earned 80% on the formative
assessment
58
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 3 – Day 4)
I. OBJECTIVES
A. Content Standard The Learner…
LC – demonstrates understanding of story elements and
text structures for effective oral expression
59
answer the teacher’s answer the teacher’s
questions. questions.
The sentences are about the The sentences are about the
characters in the story we characters in the story we
read yesterday. I will read read yesterday. I will read
each one again. You have to each one again. You have to
tell me if the sentence is true tell me if the sentence is true
or false . “When we say or false . “When we say
true, it means “totoo” in true, it means “totoo” in
Filipino. False means “hindi Filipino. False means “hindi
totoo” in Filipino. Is that totoo” in Filipino. Is that
clear? clear?
Good! Let’s all begin. Good! Let’s all begin.
Lady Cabbage’s
head.
e. Lady Cabbage is
boastful.
E. Discussing new Teacher says: Look at the Teacher says: Look at the
concepts and practicing list I posted on the board.. list I posted on the board..
new skills # 2 Are they sentences or Are they sentences or
phrases? How do you know phrases? How do you know
they are sentences? That’s they are sentences? That’s
right! The first words start right! The first words start
with capital letters and they with capital letters and they
all end with periods. They all end with periods. They
also also
have a complete thought. have a complete thought.
60
Teacher posts sentences on
the board. Pupils identify the
action words in the Teacher posts pictures that
sentences.. show action words on the
board. Say,
Teacher says: Do you still “ Do you still remember
our lesson about action
remember our lesson about words in Mother Tongue
action words in Mother and Filipino? “ Here are
Tongue and Filipino? Let’s the pictures that show
have a short review today. I action words”.
have sentences in Mother
Tongue and Filipino on the Color the pictures that
show what you like to do.
board. Let’s identify the Picture of Picture of a boy
action words in the family eating painting
sentences. dinner
1. Ted is sleeping.
2. The boy is praying. Picture of Picture of a boy
children playing walking
3. Tom is playing. hide and seek
4. Ann is eating.
5. The children are Picture of a boy Picture of a girl
reading. crying hopping
61
2. wants to go 2. little girl
VI. REFLECTION
A. No. of learners who earned 80% on the formative assessment
B. No. of learners who require additional activities for remediation.
C. Did the remedial lessons work? No. of learners who have caught
up with the lesson.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well? Why did these work?
62
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 3 – Day 5)
I. OBJECTIVES
A. Content Standard The Learner…
OL – demonstrates understanding of familiar literary forms
and concept of words in English for effective expression
C. Learning EN I OL-IIID-I.5.4
Competencies Use appropriate expressions when asking permission.
II. CONTENT
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Teacher sings the song “Jack Teacher sings the song
lesson or presenting the and Jill” with the pupils “Jack and Jill” with the
new lesson while pointing at the lyrics. pupils while pointing
at the lyrics.
“Jack and Jill”
“Jack and Jill”
Jack and Jill went up the
hill Jack and Jill went up the
To fetch a pail of water hill
Jack fell down and broke To fetch a pail of water
his crown Jack fell down and broke
And Jill came tumbling his crown
after. And Jill came tumbling
after
Teacher says, “Do you
remember what action Teacher says, “Do you
words are? What action remember what action
words were used in the words are? What action
song “ Jack and Jill?” words were used in the
song “ Jack and Jill?”
B. Establishing a Teacher posts pictures of Teacher posts pictures of
purpose for the lesson places in their community. places in their community.
63
Pupils choose the places that Pupils choose the places that
they always visit and talk they always visit and talk
about them with their about them with their
seatmates. Teacher gives the seatmates. Teacher gives the
pupils a few minutes to talk. pupils a few minutes to talk.
Then, he or she calls 2-3 Then, he or she calls 2-3
pupils to share in front of the pupils to share in front of
class. the class.
Example: I always go to
the market. I go there to Example: I always go to
buy food. the market. I go there to
buy food.
C. Presenting examples / Teacher posts some pictures Teacher posts some pictures
instances of the new lesson on the board showing on the board showing
situations. Pupils study the situations. Pupils study the
pictures and listen to the pictures and listen to the
teacher as she/he reads the teacher as she/he reads the
situation for each picture. situation for each picture.
Situation 2- A girl
Situation 2- A girl
wants to wear her red
wants to wear her
dress, but she needs
red dress, but she
to ask
permission first.
64
What should she say needs to ask
to her mother? permission first.
What should she
say to her mother?
( The teacher will show
pictures of the given
situation.)
D. Discussing new The teacher discusses the The teacher discusses the
concepts and practicing situations presented. situations presented.
new skill # 1
Teacher says: Look at the Teacher says: Look at the
first picture. Which first picture. Which
statement on right should be statement on right should be
used? That’s right. “ May I used? That’s right. “ May I
go out should be said if you go out should be said if you
are asking permission to go are asking permission to go
out.” How about the second out.” How about the second
picture? picture?
That’s right. “ May I wear That’s right. “ May I wear
this? “ should be used this? “ should be used
when you are asking when you are asking
permission to wear permission to wear
something.. something.
65
E. Discussing new Teacher gives situations in Teacher gives situations in
concepts and practicing order for the skill to be order for the skill to be
new skills # 2 mastered. He/ She may post mastered. He/ She may post
pictures showing different pictures showing different
situations asking permission situations asking permission
as shown above. Let the as shown above. Let the
pupils answer in Filipino and pupils answer in Filipino
the teacher will translate and the teacher will
their translate their
answers in English. answers in English.
F. Developing mastery Role Play Role Play
(leads to formative
assessment 3) Teacher says: I will group Teacher says: I will group
you into 5’s. Each group will you into 5’s. Each group
be given situations asking will be given situations
permission. You will act out asking permission. You will
the situation assigned to you. act out the situation
Use the correct polite assigned to you using your
expression. ( The pupils may stick puppet.. Use the
be allowed to speak in correct polite expression.
Filipino and later the teacher ( The pupils may be
should translate them in allowed to speak
English during discussion.) in Mother Tongue and
later the teacher should
translate them in English
during discussion.
G. Finding practical Say the correct polite Teacher says: You are
applications of concepts expression for the going the do the activity on
following situations. you Activity Sheet page 17.
Look at the pictures. I am
going to read each
1. You want to wash sentence. You are going
your hands in the draw a line to match each
washing area. picture with the correct
polite expression.
66
H. Making generalizations What are polite What are polite
and expressions used in expressions used in
abstractions about the asking permission? asking permission?
lesson
I. Evaluating Learning Choose the letter of the Choose the letter of the
correct polite expression. correct polite expression.
J. Additional Activities Bring pictures that show a Bring pictures that show a
for application or child asking for permission. child asking for permission
remediation
V. REMARKS
67
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
68
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 4 – Day 1)
I. OBJECTIVES
A. Content The learners demonstrate understanding of familiar words used to
Standard communicate personal experiences, ideas, thoughts, actions and
feelings; demonstrate understanding of familiar literary
forms and concepts of words in English for effective expression
B. Performance The learner shares/expresses personal ideas thoughts, actions and
Standard feelings using familiar words; participates actively in different oral
activities
C. Learning EN1OL-IIId-1.5.4
Competencies Use appropriate expressions for asking permission
II. CONTENT
Using appropriate expressions for asking permission
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Basa Pilipinas Grade I English
Teachers Guide pages 74-76
(softcopy from LRMDS)
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from Learning Resource English Curriculum Guide,
(LR) Portal Third Quarter, Week 4, pages
17– 19
B. Oher Learning Resources Soft copy of the song “Down at
the Station” (Listen to the tune
of the song at
http://www.youtube.com/watc
h?v=1xBrSzaV34w.)
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing Introduce the song “Down at Pupils sing with the teacher.
previous lesson the Station” to the pupils. Lyrics
or presenting the are written on a manila paper.
new lesson
“Down at the Station”
69
B. Establishing Think of a place that you want Let pupils express
a purpose for to visit. Why do you want to themselves.
the lesson visit that place?
C. Presenting The teacher presents expressions
examples / needed in asking permission…
instances of the
new lesson Example:
May I…
May we…
E. Discussing Group the pupils into 4. Have Each group members take
new concepts them act out the following turns in expressing
and practicing situations: themselves.
new skills # 2
Group 1: Borrowing something
from your classmate.
70
5. You want the TV turned on. d. Would you mind showing
Can you ? me the way to the
principal’s office?
e. Could you pour me some
more tea?
Answer key:
1. c 2. a 3. B 4. e 5.
d
G. Finding What will you say if you have to What will you say if you have to
practical pass between two people at the pass between two people at the
applications of door? door?
concepts
H. Making What are polite expressions? What are polite expressions?
generalizations Why do we need to use polite Why do we need to use polite
and abstractions expressions when asking expressions when asking
about the permission? permission?
lesson
I. Evaluating Match the request with the right Match the request with the
Learning picture. right picture.
Column A Column A
1. May I borrow that book? 1. May I borrow that book?
2. Can you help me with my 2. Can you help me with my
assignment? assignment?
3. Can I call you back? 3. Can I call you back?
4. Can you take me to the 4. Can you take me to the
airport? airport?
5. Will you tell me what this 5. Will you tell me what this
means? means?
Column B Column B
a. a.
71
b.
b.
c.
c.
d.
d.
e.
e.
J. Additional Ask permission from your Ask permission from your
Activities for parents to do something you parents to do something you
application or want on your birthday. Write it want on your birthday. Write it
remediation on your notebook. on your notebook.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the
formative assessment
72
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 4 – Day 2)
I. OBJECTIVES
A. Content Standard The learner demonstrate understanding of story elements
and structures for effective oral expression; demonstrate
understanding of the elements of literary
and informational texts for effective oral expression
B. Performance The learner correctly identifies elements of literary and
Standard informational texts to aid meaning getting and
uses elements of literary and informational texts to
sufficiently extend meaning and understanding
C. Learning EN1OL-IIIa-j-1.1
Competencies Listen to short stories/poems and identify cause
and/or effect of events
II. CONTENT
Rereading of Read Aloud Story: The Tale of Lady Cabbage
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Basa Pilipinas Grade I
English Teachers Guide
pages 76-78 (softcopy
downloaded from
LRMDS)
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from Learning Resource (LR) English Curriculum Guide,
Portal Third Quarter, Week 4,
pages 17– 19
B. Oher Learning Resources Soft copy of the song
“Down At the Station” and
the story “The Tale of
Lady Cabbage”
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Singing of the song “We Pupils sing with the
lesson or presenting the Say” to the pupils. Lyrics teacher.
new lesson are written on a manila
paper.
73
(Repeat song twice)
B. Establishing a Teacher posts situations on Teacher posts situations on
purpose for the lesson the board. Have pupils the board. Have pupils
respond using polite respond using polite
expressions. expressions.
74
- Spouting - Pride Pupils answer
- Tamed - Shame enthusiastically.
- Spotted - Basking
Teacher stops to ask
questions.
E. Discussing new Why is Lady Cabbage Pupils participate in the
concepts and practicing boastful? discussion
new skills # 2 What is the effect of her
attitude?
What is the cause of Lady
Cabbage’s sadness?
75
J. Additional Activities Write a sentence showing Write a sentence showing
for application or cause and effect. cause and effect.
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
76
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 4 – Day 3)
I. OBJECTIVES
A. Content Standard The learners
demonstrate understanding of story elements and
structures for effective oral expression;
demonstrate understanding of the elements of literary and
informational texts for effective oral expression
B. Performance The learner correctly identifies elements of literary and
Standard informational texts to aid meaning getting;
uses elements of literary and informational texts to
sufficiently extend meaning and understanding
C. Learning EN1OL-IIIa-j-1.1
Competencies Listen to short stories/poems and identify cause
and/or effect of events
II. CONTENT
Listening to short stories/poems and identifying cause and/or effect of events
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Basa Pilipinas Grade I
English Teachers Guide
pages 78-82 (softcopy
downloaded from
LRMDS)
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from Learning Resource (LR) English Curriculum Guide,
Portal Third Quarter, Week 4,
pages 17– 19
B. Oher Learning Resources Soft copy of the song “Old
MacDonald Had a Farm”
and the story “The Tale of
Lady Cabbage”
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Teacher introduces the Teacher introduces the
lesson or presenting the song “Old MacDonald Had song “Old MacDonald
new lesson a Farm” in class. The Had a Farm” in class.
lyrics are written on a The lyrics are written on a
manila paper. manila paper.
77
E-I-E-I-O E-I-E-I-O
With a moo moo here With a moo moo here
With a moo moo there With a moo moo there
Here a moo, there a moo Here a moo, there a moo
Everywhere a moo moo Everywhere a moo moo
Old MacDonald had a Old MacDonald had a
farm farm
E-I-E-I-O E-I-E-I-O
Cause Effect
78
D. Discussing new Pictures of the events of the Pictures of the events of
concepts and practicing story are posted on the board. the story are posted on the
new skill # 1 They are not arranged board. They are not
properly. arranged properly.
79
3. To be boastful is to be _.
4. A dame is also a
5. Basking means .
a. lady
b. story
c. resting
d. proud
e. popular
G. Finding practical If you were Lady If you were Lady
applications of concepts Cabbage, would you be Cabbage, would you be
proud and loud, too? proud and loud, too?
Why? Why?
H. Making Cause and effect also Cause and effect also
generalizations and happens in real life that is happens in real life that is
abstractions about the why we need to be careful why we need to be careful
lesson with our actions because with our actions because
we never know what will we never know what will
happen next. happen next.
I. Evaluating Learning Select the best way to end Select the best way to
the sentence. end the sentence.
1. It is 6 o’clock in the 1. It is 6 o’clock in the
morning, . morning, .
a. Joy goes to sleep a. Joy goes to sleep
b. Joy prepares for school b. Joy prepares for school
80
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
81
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 4 – Day 4)
I. OBJECTIVES
A. Content The learners
Standard demonstrate understanding of concepts of nouns and
adjectives for identification and description;
demonstrate understanding of concepts of verbs, pronouns
and prepositions in meaningful sentences
B. Performance The learner correctly names people, objects, places and things
Standard through theme-based activities;
constructs grammatically correct-simple sentences in theme- based
conversations using verb, pronouns and prepositions
C. Learning EN1G-IIId-1.3
Competencies Recognize telling and asking questions
EN1G-IIIe-1.3
Identify action words in telling and asking sentences
II. CONTENT
Telling and Asking Questions/Identifying Action Words in Telling and Asking Sentences
82
Set B Set B
Where do you go every day? Where do you go every
What do you like? day?
What do you like?
Let us read the sentences.
Let us read the sentences.
Who can tell me the difference
between the two sets of Who can tell me the
sentences? difference between the two
sets of sentences?
That’s right. Today, you will
learn about telling and asking That’s right. Today, you will
sentences. Are you ready to learn about telling and asking
learn? sentences. Are you ready to
learn?
Sentences under Set A are
called telling sentences. Sentences under Set A are
Telling sentences tell us called telling sentences.
information. It ends with a Telling sentences tell us
period. information. It ends with a
period.
Sentences listed on Set B are
called asking sentences or Sentences listed on Set B are
questions. We say them when we called asking sentences or
want to ask something. questions. We say them when
Asking sentences end with a we want to ask something.
question mark. Asking sentences end with a
question mark.
Can you give me example of an
asking sentence? Can you give me example of
an asking sentence?
D. Discussing new Ask: Who can give me an Ask: Who can give me an
concepts and example of a telling sentence? example of a telling
practicing new skill sentence?
#1 Teacher writes a set of telling
sentences on the board. Teacher writes a set of
1. The boy walks to school. telling sentences on the
2. Lara is doing her board.
assignment. 1. The boy walks to school.
3. We are playing hide and 2. Lara is doing her
seek. assignment.
3. We are playing hide and
Can you tell me what kind of seek.
sentences is on the board?
Can you tell me what kind
Right, it is telling sentences. Do of sentences is on the board?
you know that we can make
these telling sentences into Right, it is telling sentences.
asking sentences? Do you know that we can
make these telling sentences
Example: into asking sentences?
Where will the boy go?
Is the boy walking to school? Is
the boy going to school?
83
Example:
Who can make an asking Where will the boy go?
sentence out of sentence Is the boy walking to
number 2? 3? school?
Possible answer: Is the boy going to school?
What is Lara doing? Is
Lara done with her Who can make an asking
assignment? sentence out of sentence
Did Lara finish her number 2? 3?
assignment? Possible answer:
Is Lara doing her assignment? What is Lara doing? Is
What are you doing? Lara done with her
What are you playing? assignment?
Did Lara finish her
assignment?
Is Lara doing her
assignment?
What are you doing?
What are you playing?
E. Discussing new Show pictures of the following: Show pictures of the
concepts and following:
practicing new skills
#2
84
What have you noticed
about the underlined
words?
H. Making How can you identify the How can you identify the
generalizations telling and asking telling and asking
and abstractions sentences? sentences?
about the lesson Telling sentence tells us Telling sentence tells us
information. It ends with a information. It ends with a
period. period.
Asking sentence is a sentence Asking sentence is a
that asks a question. It ends with sentence that asks a
a question mark. question. It ends with a
question mark.
And what is a verb?
A verb or action word is a word And what is a verb?
that tells about what a person, an A verb or action word is a
animal or an object does. word that tells about what a
person, an animal or an
object does.
I. Evaluating Complete the table. Complete the table.
Learning Telling Asking
Sentence Sentence Telling Asking
I eat green Sentence Sentence
leafy I eat green
vegetables. leafy
Can you get vegetables.
milk in the Can you get
refrigerator? milk in the
Did you take refrigerator?
your Did you take
vitamins your vitamins
after eating? after eating?
Choose Choose foods
foods that that are
are healthy. healthy.
Chew your Chew your
food slowly. food slowly.
85
J. Additional Share what you learned about Share what you learned
Activities for verbs with a family member. about verbs with a family
application or member.
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities
for remediation.
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
86
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 4 – Day 5)
I. OBJECTIVES
A. Content Standard The learners
demonstrate understanding of familiar English words for
effective communication
demonstrate understanding of word meaning for
correct usage
demonstrate understanding of sounds and their
meanings for appropriate use of words
demonstrate understanding of sounds and sound
patterns for production of words
B. Performance The learner uses basic vocabulary to independently
Standard express ideas about personal, home, school, and
community experiences
correctly uses familiar words in speaking activities
manipulates skillfully the sounds in words to express
meaning
displays sensitivity o sounds in spoken language
C. Learning EN1V-IIIa-e-5
Competencies Use words that are related to self, family, school,
community and concepts, shapes and numbers
EN1PA-IIIa-b-3.1
Give the number of syllables of given words
II. CONTENT
Unlocking of New Words
Counting Syllables
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Basa Pilipinas Grade I
English Teachers Guide
pages 85-87 (softcopy
downloaded from
LRMDS)
2. Learner’s Materials pages
3. Textbook Pages Essential English 1 2017
Eidtion by Tracylyn H.
Umandal, Rex Bookstore
p. 255-256
4. Additional Materials from Learning Resource (LR) English Curriculum Guide,
Portal Third Quarter, Week 4,
pages 17– 19
B. Oher Learning Resources Soft copy of the song “Old
MacDonald Had a Farm” ,
map of one Bicol Province
87
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Singing of the song “Old Singing of the song “Old
lesson or presenting the MacDonald Had a Farm”. MacDonald Had a Farm”.
new lesson
B. Establishing a I want you to think of a place I want you to think of a
purpose for the lesson you really want to visit here place you really want to visit
in our province. You can use here in our province. You
this map here to check the can use this map here to
name of the place. check the name of the place.
88
Do you know what a 7. What do they do with
community is? it?
Do you know what a
4. Where do they put it? community is?
Now can you count the Now can you count the
syllables in each word? syllables in each word?
How many syllables does How many syllables does
each word have? each word have?
I. Evaluating Learning Write the correct syllabication Write the correct syllabication
of the following: of the following:
1. birthday 6. family 1. birthday 6. family
2. hotdog 7. playing 2. hotdog 7. playing
3. spaghetti 8. volleyball 3. spaghetti 8. volleyball
4. picnic 9. water 4. picnic 9. water
89
5. together 5. together
10. grandmother 10. grandmother
J. Additional Activities Share to a family member Share to a family member
for application or what you learned about what you learned about
remediation syllabication. syllabication.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
90
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 5 – Day 1)
I. OBJECTIVES
A. Content The learner- OL demonstrates understanding of familiar words
Standard used to communicate personal experiences, ideas, thoughts,
actions, and feelings
V- demonstrates understanding of familiar English words for
effective communication
LC- demonstrates understanding of story elements and text
structures for effective oral expression
B. Performance The learner-OL Shares/express personal ideas, thoughts,
Standard actions, and feelings using familiar words
V- uses basic vocabulary to independently express ideas about
personal, home, school and community experiences LC- correctly
identifies elements of literary and informational
texts to aid meaning getting
C. Learning EN1LC-IIIa-j-1.1 Listen to short stories/poems and
Competencies Identify the speaker in the story or poem
II. CONTENT
Listening to short stories/poems and identifying the speaker in story/poem
Industry/Ang Kamatis ni Peles (Peles’Tomatoes)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Basa Pilipinas Teacher’s
Manual pp. 89-98
2. Learner’s Materials pages p. 25
3. Textbook Pages
4. Additional Materials from Learning Resource
(LR) Portal
B. Oher Learning Resources https://youtu.be/EUhyF0O_t
M0
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing Teacher introduces the “The Teacher introduces the “The
previous lesson or Shape Song” in class. Shape Song” in class.
presenting the new
lesson The Shape Song The Shape Song
I am momma circle, round I am momma circle, round
like a pie. C-Am-G like a pie. C-Am-G
I am baby triangle, three I am baby triangle, three
sides have I. Am-G-C sides have I. Am-G-C
I am papa square, my sides are I am papa square, my sides are
four. four.
I am cousin rectangle, I am cousin rectangle,
shaped like a door. shaped like a door.
91
We are the shapes that you all
know. C-Am-C
Look for us wherever you
go! C-Am-G-C
(This song may be downloaded
(This song may be downloaded using this link:
using this link: https://youtu.be/EUhyF0O_tM0)
https://youtu.be/EUhyF0O_tM0)
B. Establishing a Teacher divides the class Teacher divides the class
purpose for the into small groups. into small groups.
lesson Each group forms a small Each group forms a small
circle. circle.
Teacher says: Teacher says:
Today, we are going to do Today, we are going to do
“Show and Tell.” “Show and Tell.”
All of you will get your favorite All of you will get your favorite
thing inside your bag or in the thing inside your bag or in the
classroom. You will describe classroom. You will describe
your favorite thing to your your favorite thing to your
group mates. Tell them about group mates. Tell them about
its color and shape. its color and shape.
When you are done sharing, You will also use our special
pass the microphone to the microphone when you “Show
next member of your group. and Tell.” When you are done
sharing, pass the microphone to
Listen as I read the example on the next member of your group.
the board. You may follow the
example when you share. Listen as I read the example on
the board. You may follow the
My favorite thing is my example when you share.
notebook. The shape of my
notebook is rectangle. The My favorite thing is my
color of my notebook is notebook. The shape of my
violet. notebook is rectangle. The
color of my notebook is
violet.
92
Turn a new leaf Turn a new leaf
93
Teacher writes the new Teacher writes the new
words on the board. words on the board.
Answers: Answers:
1. Peles 1. Peles
2. Hugo 2. Hugo
3. Momma Circle 3. Momma Circle
4. Baby Triangle 4. Baby Triangle
J. Additional Draw a square object, a Draw a square object, a
Activities for round object, and a round object, and a
application or rectangular object on your rectangular object on your
remediation notebook. notebook.
V. REMARKS
VI. REFLECTION
94
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional activities
for remediation.
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the
formative assessment
95
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 5 – Day 2)
I. OBJECTIVES
A. Content Standard The learner-OL- demonstrates understanding of
familiar words used to communicate personal
experiences, ideas, thoughts, actions, and feelings V-
demonstrates understanding of familiar English words
for effective communication
LC- demonstrates understanding of story elements and text
structures for effective oral expression
B. Performance The learner-OL- shares/expresses personal ideas,
Standard thoughts, actions, and feelings using familiar words V-
uses basic vocabulary to independently express ideas
about personal, home, school and community
experiences
LC- correctly identifies elements of literary and
informational texts to aid meaning getting
C. Learning EN1LC-IIIa-j-1.1 Listen to short stories/poems and
Competencies Identify the speaker in the story or poem
II. CONTENT
Listening to short stories/poems and identifying the speaker in the story or poem
Patience/Ang Kamatis ni Peles(Peles’Tomatoes)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages pp. 99-101
2. Learner’s Materials pages p. 26
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources Copy of “The Shape
Song”
Baskets
Round, square or
rectangular objects
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Teacher sings the “Shape Teacher completely
lesson or presenting the Song” with the pupils. The introduces the “The
new lesson lyrics of the song are written Shape Song” in class.
on the board or on a manila
paper. The Shape Song
I am mama circle, round
like a pie. C-Am-G
I am baby triangle, three
sides have I. Am-G-C
I am papa square, my
sides are four.
I am cousin rectangle,
shaped like a door.
96
I am brother oval, shaped
like a zero.
I am sister diamond, with a
sparkle and a glow.
We are the shapes that you
all know. C-Am-C Look
for us wherever you
go! C-Am-G-C
B. Establishing a “I Shop Game” Teacher “I Shop Game” Teacher
purpose for the lesson puts objects of different puts objects of different
shapes in the classroom. shapes in the classroom.
97
close to tears impatient
close to tears
98
Teacher says: Today, we Teacher says: Today, we
are going to read the are going to read the
second part of Peles’ second part of Peles’
story. But before we read, story. But before we read,
can you still remember can you still remember
what happened in the first what happened in the first
part of the story? Who part of the story? Who
would like to share what would like to share what
they remember? they remember?
99
How can you help when
you have a friend who is
close to tears?
J. Additional Activities Listen to the news on the Listen to the news on the
for application or radio or watch news on the radio or watch news on the
remediation television. television.
Write 2 sentences about Write 2 sentences about
what you heard. what you heard.
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
10
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why
did these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
10
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 5 – Day 3)
I. OBJECTIVES
A. Content Standard The learner-OL- demonstrates understanding of
familiar words used to communicate personal
experiences, ideas, thoughts, actions, and feelings V -
demonstrates understanding of familiar English words
for effective communication
LC- demonstrates understanding of story elements and text
structures for effective oral expression
B. Performance The learner –OL- shares/expresses personal ideas,
Standard thoughts, actions, and feelings using familiar words V-
uses basic vocabulary to independently express ideas
about personal, home, school and community
experiences
LC-orrectly identifies elements of literary and
informational texts to aid meaning getting
C. Learning EN1LC-IIIa-j-1.1 Listen to short stories/poems and
Competencies identify the speaker in the story or poem
II. CONTENT
Read Aloud Story: Ang Kamatis ni Peles (Peles’ Tomatoes)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages pp. 102 - 105
2. Learner’s Materials pages p. 27
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Teacher asks a pupil- Teacher asks a pupil-
lesson or presenting the volunteer to lead the singing volunteer to co-lead the
new lesson of “Shape Song”. The singing of “Shape Song”.
lyrics of the song are written The lyrics of the song are
on the board or in a manila written on the board or in a
paper. manila paper.
10
C. Presenting examples / Pupils will read the words: Pupils will read the words:
instances of the new lesson afraid afraid
pour water pour water
fertilizers fertilizers
energized energized
healthy healthy
makeshift makeshift
weeding weeding
rejoiced rejoiced
bore bore
You are afraid when you You are afraid when you
are nervous that are nervous that
something bad will something bad will
happen. happen.
You pour water onto You pour water onto
something when you are something when you are
watering something. watering something.
Fertilizers are something Fertilizers are something
added to the plants to help added to the plants to
them grow. In Filipino, we help them grow. In
call it “pataba” or Filipino, we call it
“abono.” The word “pataba” or “abono.”
energized means to have The word energized
more energy. means to have more
You are healthy when you energy.
are not sick. You are not You are healthy when
coughing. You do not have you are not sick. You are
a cold. You do not have a not coughing. You do not
fever. have a cold. You do not
When you are lonely, you have a fever.
are sad. You are not When you are lonely, you
happy. are sad. You are not
Makeshift means happy.
temporary. In Filipino, it Makeshift means
means temporary. In Filipino, it
“pansamantalang means
gamit.” “pansamantalang
You are weeding when gamit.”
you are pulling out weeds You are weeding when
around your plant. Weeds, you are pulling out weeds
in Filipino, are called around your plant.
“damo.” They are bad for Weeds, in Filipino, are
plants. called “damo.” They
Rejoiced means to feel or are bad for plants.
show that you are happy. Rejoiced means to feel or
In Filipino, it means show that you are happy.
“nagsaya.” In Filipino, it means
Bore is the past tense of “nagsaya.”
the word bear, which Bore is the past tense of
means give. In Filipino, it the word bear, which
means “namunga.” means give. In Filipino, it
The word ripening means means “namunga.”
to grow. In Filipino, it The word ripening means
means “nahihinog.” to grow. In Filipino, it
means “nahihinog”
10
D. Discussing new PRE-READING PRE-READING
concepts and practicing ACTIVITIES ACTIVITIES
new skill # 1 Activating Prior Knowledge Activating Prior Knowledge
Teacher asks pupils to Teacher asks pupils to
recall the events of the story recall the events of the story
they heard yesterday. they heard yesterday.
10
makes you think he is makes you think he is
sick? sick?
10
*narrator *narrator
I. Evaluating Learning Answer p. 27 of the LM. Answer p. 27 of the LM.
J. Additional Activities Share with a family member Share with a family member
for application or what you learned from what you learned from
remediation Peles’ story. Peles’ story.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
10
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 5 – Day 4)
I. OBJECTIVES
A. Content Standard The learner-OL- demonstrates understanding of
familiar words used to communicate personal
experiences, ideas, thoughts, actions, and feelings V-
demonstrates understanding of familiar English words
for effective communication
LC- demonstrates understanding of story elements and text
structures for effective oral expression
B. Performance The learner-OL- shares/expresses personal ideas,
Standard thoughts, actions, and feelings using familiar words V-
uses basic vocabulary to independently express ideas
about personal, home, school and community
experiences
LC- correctly identifies elements of literary and
informational texts to aid meaning getting
C. Learning EN1OL-IIIe-1.5.5 Use appropriate expressions for
Competencies offering help
II. CONTENT
Sharing Information
Using appropriate expressions for offering help
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Basa Pilipinas Teacher’s
Manual pp. 105-107
2. Learner’s Materials pages p. 28
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources Baa Baa Black Sheep
song
https://youtu.be
/GrZIGF0GbYI
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Teacher introduces the Teacher introduces the
lesson or presenting the song, “Baa Baa Black song, “Baa Baa Black
new lesson Sheep” in class. The lyrics Sheep” in class. The
of the song are written on the lyrics of the song are
board or in a manila paper. written on the board or in a
Pupils sing along with the manila paper. Pupils sing
teacher and do its actions. along with the teacher.
10
One for the master, One for the master,
One for the dame, One for the dame,
And one for the little boy And one for the little boy
Who lives down the lane Who lives down the lane
Baa, baa, black sheep, Baa, baa, black sheep,
Have you any wool? Have you any wool?
Yes, sir, yes sir, Yes, sir, yes sir,
Three bags full. Three bags full.
D. Discussing new Pupils observe the picture Pupils observe the picture
concepts and practicing and enumerate the things and enumerate the things
new skill # 1 they see there. they see there.
10
E. Discussing new What do you say to someone What do you say to
concepts and practicing when you want to help him or someone when you want to
new skills # 2 her? help him or her?
VI. REFLECTION
A. No. of learners who earned 80% on the formative assessment
B. No. of learners who require additional activities for remediation.
C. Did the remedial lessons work? No. of learners who have caught
up with the lesson.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well? Why did these work?
10
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 5 – Day 5)
I. OBJECTIVES
A. Content Standard The learner –OL- demonstrates understanding of
familiar words used to communicate personal
experiences, ideas, thoughts, actions, and feelings
G- demonstrates understanding of concepts of nouns and
adjectives for identification and description
PA-demonstrates understanding of sounds and their
meanings for appropriate use of words
B. Performance The learner OL- shares/expresses personal ideas,
Standard thoughts, actions, and feelings using familiar words
G- correctly names people, objects, places and things
through theme-based activities
PA- displays sensitivity to sounds in spoken language
C. Learning EN1G-IIIc-1.3; EN1G-IIId-1.3; EN1G-IIIe-1.3
Competencies Recognize telling and asking sentences
Identify the action words in sentences*
EN1PA-IIIa-b-3.1 Give the number of syllables of given
words
II. CONTENT
Telling and Asking Sentences/Identifying Action Words/Giving Number of Syllables of
Given Words
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages pp. 108-109
2. Learner’s Materials pages p. 29
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Pupils independently recite Teacher recites the lyrics of
lesson or presenting the the lyrics of the song, “Baa the song, “Baa Baa
new lesson Baa Black Sheep” with Black Sheep” with the
the pupils. pupils.
B. Establishing a Teacher explains that a sheep Teacher explains that a
purpose for the lesson belongs to the same family as sheep belongs to the same
goats. He or she then explains family as goats. He or she
that the wool from a sheep is then explains that the wool
used to make crafts in other from a sheep is used to
countries. make crafts in
other countries.
C. Presenting examples / Teacher asks pupils to Teacher asks pupils to
instances of the new lesson show and tell their show and tell their
homework to their homework to their
seatmates. After a few seatmates. After a few
minutes, teacher calls some minutes, teacher calls some
pupils to share their pupils to share their
11
homework in front of the homework in front of the
class. class.
I found out that we make I found out that we make
here in our here in our
province. province.
E. Discussing new
concepts and practicing Teacher posts the Teacher posts the
new skills # 2 expressions on the board. expressions on the board.
Yes, thank you. Yes, thank you.
Can I help you? Can I help you?
May I help you? May I help you?
No, thank you. No, thank you.
11
as I read them. Then, let’s as I read them. Then, let’s
count the syllables count the syllables
together. Let’s us use our together. Let’s us use our
fingers for each syllable we fingers for each syllable
count. we count.
G. Finding practical Let the children look
applications of concepts around in the classroom and
spot 3 words. Let them
H. Making What are telling What are telling
generalizations and sentences? sentences?
abstractions about the What are asking What are asking
lesson sentences? sentences?
I. Evaluating Learning Draw a circle on the line if it Draw a circle on the line if it
is a telling sentence. is a telling sentence.
Draw a star if it is an asking Draw a star if it is an
sentence. Write the action asking sentence.
word inside the box. 1. Ana needs help.
2. Jessie counted his
1. Ana needs help. toys.
2. Jessie counted his 3. Can I help you?
toys.
3. Can I help you? Count the number of
syllables of the words
Count the number of below:
syllables of the words 4. patch
below: 5. wandering
4. patch
5. wandering
J. Additional Activities
for application or Teacher asks pupils to Teacher asks pupils to
remediation review the topics they review the topics they
discussed this week. He or discussed this week. He
she then thanks the pupils or she then thanks the
for their active pupils for their active
participation in class. participation in class.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I use/discover
which I wish to share with other teachers?
H. No. of learners who earned 80% on the formative
assessment
11
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 6 – Day 1)
I. OBJECTIVES
A. Content Standard The learner
11
1. Anabel is beautiful. answer is telling sentence
2. Where do you pupils will put their right
leave? hand in their left chest. If
3. What is your the correct answer is asking
favorite toy? sentence they will put their
4. Father works in the left hand in their right chest.
office.
5. I have a pet dog.
1. Anabel is beautiful.
2. Where do you
leave?
Unlocking, of Difficulties: 3. What is your
favorite toy?
Family - picture of a 4. Father works in the
family office.
5. I have a pet dog.
Look at the picture. This is
my family. There are five of
us in our family. You have Unlocking of Difficulties:
also your family? Do you
love your family? Family – picture of a
family
Person – picture of a person
Look at the picture. This is
This is Angela. She is my my family. There are five
friend. She is a person. of us in our family. You
have also your family? Do
Animals - picture of you love your family?
animals in our locality
Animals - picture of
animals in our locality
11
glasses, knife, flower glasses, knife, flower
vase, dog, cat) vase, dog, cat)
What is father What is father
doing? doing?
(father is washing the (father is washing the
dishes in the kitchen) dishes in the kitchen)
How about mother How about mother
and grandma? and grandma?
(Mother and Grandma are (Mother and Grandma are
cooking in the kitchen) cooking in the kitchen)
C. Presenting examples / Teacher discusses the Teacher discusses the
instances of the new lesson answer of the pupils and answer of the pupils and
groups them according to groups them according to
categories. categories.
11
Teacher reads all the words Teacher reads all the
on the board. Pupils group words on the board. Pupils
the words according to four group the words according
categories namely: person, to four categories namely:
place, thing and animal. person, place, thing and
animal.
Persons Places
Persons Places
Things Animals
Things Animals
Group-2 Color Me
Direction: Color the Group-2
naming words in each Direction: Draw a line to
sentence. connect the picture to its
category.
1. The boy has a ball.
Things
11
2. The birds are in the
cage. Animals
3. The doctor works in
the hospital. Places
4. Nena has a doll.
5. The carabao is big.
Persons
Group-3
Direction: Write the
nouns/naming words in
the correct box.
school
pencil
policeman
bird
bag car
cow
plaza
dog
girl
mother
park
baby
Group-3
Direction: Look at the
Person picture. Name each one and
tell the group where it
belongs. (person, place,
thing or animal)
Thing
Animal
11
F. Developing mastery Presentation of output Presentation of outputs
(leads to formative Process the output of the Process the output of the
assessment 3) pupils pupils
G. Finding practical Let the pupils give examples Let the pupils give
applications of concepts of naming words found at examples of naming
home. words found at home.
H. Making What do we call the names What do we call the
generalizations and of persons, places, things and names of persons,
abstractions about the animals? (Names of persons, places, things and
lesson places, things and animals animals?
are called naming words or (Names of persons, places,
nouns) things and animals are
called naming
words or nouns)
I. Evaluating Learning Box the name of person, Draw a line to connect the
place, things and animals in word to a person, place,
each sentence. thing or animal.
1. Baby is playing. 1. Person bag
2. The horse runs fast. 2. Place carabao
3. I have a ball. 3. Thing market
4. Mother is in the 4. Animal teacher
hospital. umbrella
5. My bag is new.
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I use/discover
which I wish to share with other teachers?
H. No. of learners who earned 80% on the formative
assessment
11
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 6 – Day 2)
I. OBJECTIVES
A. Content Standard The learner
OL - demonstrates understanding of familiar words used to
communicate personal experience, ideas, thoughts, actions,
and feeling
V - demonstrates understanding of familiar English words for
effective communication
B. Performance The learner
Standard OL - shares/express personal ideas, thoughts, actions, and
feelings using familiar words.
V - uses basic vocabulary to independently express ideas about
personal, home, school and community experiences
C. Learning EN I OL-IIIa-b-I.17
Competencies Talks about oneself and one’s family
ENI V-IIIa-e-5
Use words that are related to self, family, school,
community, and concepts, shapes and numbers EN I
OL-IIIa-j-I.3.I
Talks about stories heard when and where it took place the
characters and some important details of the story.
II. CONTENT
Talking about stories heard when and where it took place the characters and some
important details of the story.
Story: Ang kamatis ni Peles (Peles’ Tomato)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages pp-123-125
2. Learner’s Materials pages p-33
3. Textbook Pages Bumasa at Sumulat
Filipino
pp-58-59
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources Poem written on a chart ,
activity sheets
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Teacher introduces and
lesson or presenting the Teacher introduces and recites the poem,” A
new lesson recites the poem,” A Family Family Finger play” with
Finger play” with the pupils. the pupils. The poem is
The poem is written on the written on the board/
board/ manila paper. manila paper.
11
Let’s Let’s
count them and see, count them and see,
How many there are’, How many there are’,
And who they can be (count And who they can be
1,2,3,4,5) (count 1,2,3,4, )
This is the mother (touch This is the mother (touch
pointer finger) pointer finger)
Who loves everyone Who loves everyone
And this is the father (touch And this is the father
big finger) (touch big finger)
Who is lots of fun. Who is lots of fun.
This is my sister (touch ring This is my sister (touch
finger) ring finger)
She helps and she plays’, She helps and she plays’,
And this is the baby (touch And this is the baby (touch
little finger) little finger)
He’s growing each day. But He’s growing each day.
who is this one? (touch But who is this one?
thumb) (touch thumb)
He’s out alone , He’s out alone
Why it’s Jackie ,the dog, Why it’s Jackie,the dog,
And he’s chewing a bone, And he’s chewing a bone,
(wiggle thumb) (wiggle thumb)
Teacher asks the pupils to
Teacher asks: What are the recall the naming words
naming words mentioned in they learned.
the poem? Teachers says: I have here
(The naming words mentioned a box from this box you
in the poem are : Father, are going to pick out the
mother, sister, baby, Jackie, the name words and tell
dog and bone) where it belongs to:
(Person, place, thing and
Sharing Information. animal)
Teacher divides the class into
small groups with 4 to 5 Note: Print the words
members. Each group will form separately.
a small circle .Pupils show the
feature of their fathers and talk chair
about it to the group mates. bed cup
After a few minutes,, baby
teacher calls some pupils to share doctor
their work in front garden
Of the class. teacher
dog
Teacher says: I will divide cow
your class into groups with 4- 5 park
members. You and your group house
mates will form a circle. You
will show your homework to Sharing Information:
your Call at least four pupils to
group mates .Later , l will call share their homework in
at least five pupils to front of the class following
Share in front of the class. this guide.
Before you begin, let me
12
show you an example. You may My father is
use it as a guide for your own .
sharing. His favorite color is
. .
My father is His favorite food
.. .
His favorite color is His Favorite place is
. .
His favorite food is His favorite shape is
. .
His favorite place is
. Unlocking of
His favorite shape is difficulties
. Tomato- Show a real
tomato
Unlocking of difficulties Exert- Through gestures
Tomato- Show a real tomato Wandering-Through
Exert- Through gestures gesture/action Impressed-
Wandering-Through When you think a person
gesture/action is doing something great.
Impressed- When you think a For example: If you are
person is doing something always doing your
great. homework then I will be
For example: If you are impressed.
always doing your
homework then I will be
impressed.
12
Later, l will asks the leader o the story that you like most.
group to tell the part of the story Are you now ready? Let’s
assigned to you. begin.
Group Activity;
Group -1 Retell the first Teacher reads/retell
part of the story. the story. Pupils then
listened.
Group -2 Retell the second Teacher asks question
part of the story. about the story.
Who are the characters in
Group -3 Retell the last part the story?
of the story through role What kind of animal is
playing. Peles ?
What does Hugo give to
Peles?
What does Peles do with
the tomato seeds?
12
Group – 2
Direction: Here are some
pictures. Arrange them as
they happen in the story.
E. Discussing new The teacher will process the The teacher will process
concepts and output of the pupils. the output of the pupils.
12
practicing new skills #
2
F. Developing mastery Let the pupils do the activity Let the pupils do the
(leads to formative on pp. 33-35 of English activity on pp. 33-35 of
assessment 3) activity sheets. English activity sheets.
VI. REFLECTION
A. No. of learners who earned 80% on the formative assessment
B. No. of learners who require additional activities for remediation.
C. Did the remedial lessons work? No. of learners who have caught
up with the lesson.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter which my principal or supervisor can
help me solve?
G. What innovation or localized material/s did I use/discover which I
wish to share with other teachers?
H. No. of learners who earned 80% on the formative assessment
12
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 6 – Day 3)
I.
OBJECTIVES
A. Content The learner
Standard Demonstrates understanding of familiar words used to communicate
personal experience, ideas, thoughts, actions, and feelings.
B. The learner
Performance Shares/expresses personal ideas, thought, actions, and feelings.
Standard
C. Learning ENIOL-III A-J.I.I
Competencies Listen to short stories/poem and predict possible ending of the story
read.
II. CONTENT
Listening to short stories/poems and predicting possible ending
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages pp-125-126
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from Learning Resource
(LR) Portal
B. Oher Learning Resources Lyrics of the song “The Family“,
pictures , Nursery rhymes Humpty
Dumpty , activity sheets
Enjoying English workbook p-
177
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing Teacher introduces the song “The Teacher introduces the song “The
previous lesson Family Finger” to the class. (The Family Finger” to the class. (The
or presenting lyrics of the song is written on the lyrics of the song is written on the
the new lesson manila paper. manila paper. You may listen to the
You may listen to the tune of tune of the song on
the song on https://www.youtube.
https://www.youtube. com/c/cocomelon)
com/c/cocomelon)
Daddy finger, daddy finger
Daddy finger, daddy finger where are you?
where are you? Here l am, here l am how do you
Here l am, here l am how do do?
you do? Daddy finger, daddy finger what
Daddy finger, daddy finger do you do?
what do you do? Play guitar, play guitar, that’s what
Play guitar, play guitar, that’s I do
what I do
Mommy finger, mommy finger
Mommy finger, mommy finger where are you?
where are you? Here I am, here I am, how do
you do?
12
Here I am, here I am, how do Mommy finger, mommy finger,
you do? what do you do?
Mommy finger, mommy finger, Exercise, exercise, that’s what I do
what do you do?
Exercise, exercise, that’s what I Brother finger, brother finger,
do where are you?
Here I am, here I am, how do
Brother finger, brother finger, you do?
where are you? Brother finger, brother finger,
Here I am, here I am, how do what do you do?
you do? Building things, building things,
Brother finger, brother finger, that’s what I do
what do you do?
Building things, building things, Sister finger, sister finger, where
that’s what I do are you?
Here I am, here I am, how do
you do?
Sister finger, sister finger, Sister finger, sister finger, what
where are you? do you do?
Here I am, here I am, how do Draw and paint, draw and paint,
you do? that’s what I do
Sister finger, sister finger, what
do you do? Baby finger, baby finger, where
Draw and paint, draw and are you?
paint, that’s what I do Here I am, here I am, how do
you do?
Baby finger, baby finger, Baby finger, baby finger, what
where are you? do you do?
Here I am, here I am, how do Play with friends, play with
you do? friends, that’s what I do?
Baby finger, baby finger, what
do you do? Recalling the previous lesson.
Play with friends, play with
friends, that’s what I do? What is the title of the story?
Who are the characters in the
Recalling the previous lesson. story?
What is the title of the story? Unlocking of difficulties using
Who are the characters in the pictures, actions/gestures etc.
story? wall- show picture
Unlocking of difficulties using push- through action
pictures, actions/gestures etc. sat- (action/demonstration)
wall- show picture fall - (show picture)
push- through action pull- (action/demonstration)
sat- (action/demonstration) king- (picture)
fall - (show picture) patch-(picture)
pull- (action/demonstration)
king- (picture)
patch-(picture)
B. Establishing Are you familiar with “Humpty Are you familiar with “Humpty
a purpose for Dumpty”? Dumpty”?
the lesson Motive question. What do you Motive question. What do you
think will happen to Humpty think will happen to Humpty
Dumpty? Dumpty?
12
Introduce the nursery rhyme Introduce the nursery rhyme
“Humpty Dumpty”. “Humpty Dumpty”.
(2x) (2x)
Humpty Dumpty sat on a wall Humpty Dumpty sat on a wall
Humpty Dumpty had a great fall Humpty Dumpty had a great fall
All the kings horse’s and all the All the kings horse’s and all the
kings men kings men
Couldn’t put Humpty together Couldn’t put Humpty together
again. again.
(2x) (2x)
They tried to push him up They tried to push him up
They tried to pull him up They tried to pull him up
They tried to patch him up They tried to patch him up
Couldn’t put him back Couldn’t put him back
together again. together again.
Read the rhyme Read the rhyme
Invite the pupils to read with Invite the pupils to read with you
you
D. Discussing Say: Where did Humpty Dumpty Say: Look at the pictures and
new concepts sit? What happened to Humpty? listen to the lines of the rhyme.
and practicing Who could not put Humpty The picture tells us the story of
new skill # 1 Dumpty together again? “Humpty Dumpty”.
Where is Humpty in the picture?
Can you point at Humpty?
12
Pupils will answer the
questions.
E. Discussing To develop mastery of predicting To develop mastery of predicting
new concepts possible ending of short possible ending of short
and practicing stories/poem/rhyme among the stories/poem/rhyme among the
new skills # 2 pupils. The teacher pupils teacher may use pictures.
may read at least 3-5 short
stories.
1. The seed planted in the
1. Mr. Ant worked hard to gather garden is watered every
food during summer. He kept day. What is the possible
plenty of food in the ending?
storehouse. What d o you
think will happen to his
family when the rainy days
come?
12
think happened to Dan? Do
you like what Dan did? Why Teacher says” I have some pictures
in the
pocket chart. This pictures tell us
the story “At the Beach” Now, let’s
look at the pictures and find out
what happened to Dan.
Picture of a boy
playing a kite
B.
Picture of a boy
eating a banana
C.
12
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the
formative assessment
13
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 6 – Day 4)
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of familiar words used
to communicate personal experience, ideas,
thoughts, actions, and feelings
B. Performance The learner
Standard Shares/express personal ideas, thought, actions, and
feelings
C. Learning ENIOL-IIIa-J 1.1
Competencies Listens to short stories/poem and predicting possible ending
II. CONTENT
Listening to short stories/poem and predicting possible ending
“Story : The Ant and the Grasshopper “
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages P. 127-128
2. Learner’s Materials pages P. 39
3. Textbook Pages
4. Additional Materials from Learning Resource
(LR) Portal
B. Oher Learning Resources Lyrics of the song written on
the manila paper , pictures ,
charts , activity sheets
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing Introduce the “Barney Introduce the “Barney Song”
previous lesson or Song” to the class to the class
presenting the new I love you, you love me I love you, you love me Were
lesson Were a happy family a happy family
With a great big hug a With a great big hug a kiss
kiss from me to you from me to you
Won’t you say you love Won’t you say you love me
me too? too?
(Repeat Song) (You (Repeat Song)
may listen the tune (You may listen the tune of
of the song on the song on
https;//.www.youtube https;//.www.youtube
.com/watch?v=KmpM02dj .com/watch?v=
Q6Q) KmpM02djQ6Q)
13
C. Presenting examples Unlocking of Difficulties Unlocking of Difficulties
/ instances of the new through pictures, actions through pictures, actions and
lesson and sentences. sentences.
Ant –through picture Ant –through picture
Grasshopper –through Grasshopper –through picture
picture Gathering –through picture
Gathering –through /actions
picture /actions Watching – through action
Watching – through action Sunny – through picture
Sunny – through picture Rainy – through picture
Rainy – through picture
Teacher shows picture of
Teacher shows picture of “The Ant and the
“The Ant and the Grasshopper “.
Grasshopper “. Teacher says: I have here a
Teacher says: I have here picture. What do you see in the
a picture. What do you see picture?
in the picture? (ant and (ant and grasshopper ).Very
grasshopper ). Very good! good ! Class have you heard
Class have you heard the the story about “The Ant and
story about “The Ant and the Grasshopper “?Teacher
the Grasshopper “?Teacher asks: Do you still remember
asks: Do you still remember our activity
our activity Yesterday? Yesterday? Good! Today we
Good! Today we are going are going to do something
to do similar to what we did
something similar to what yesterday.
we did yesterday.
D. Discussing new Say: Now listen carefully, I Say: Now listen carefully, I
concepts and am going to read the Story am going to read the
practicing new skill # entitled “The Ant and the Story entitled “The Ant and the
1 Grasshopper “ We will find Grasshopper “ We will find out
out what happened to the what happened to the
grasshopper. But I want you grasshopper. But I want you to
to draw a picture showing draw a picture showing your
your ending for the story ending for the story then later
then later you are going to you are going to show and tell it
show and tell it to the class. to the class.
13
“Why do you work “Why do you work hard?” the
hard?” the grasshopper grasshopper asked the ant.”It’s a
asked the ant.”It’s a fine fine sunny said the ant..Come
sunny said the ant. Come and play with me.”
and play with me.” I have no time to play ”said
I have no time to play the ant.”I am gathering food for
”said the ant.”I am the rainy days.
gathering food for the The ant went on working
rainy days. but the grasshopper
The ant went on went on playing.
working but the
grasshopper
went on playing.
E. Discussing new Teacher asks questions Teacher asks questions about the
concepts and about the story. s story.
practicing new skills What is the title of the What is the title of the story?
#2 story? Who are the Who are the characters in the
characters in the story. story. Now I want you to show
Now I want you to show your drawing and tell it to the
your drawing and tell it to class.
the class. What do you think will happen
What do you think will to the grasshopper?
happen to the (Rainy days will come and the
grasshopper? grasshopper will have no food to
(Rainy days will come and eat.)
the grasshopper will have no What lesson did you learned
food to eat.) from the story?
What lesson did you
learned from the story?
F. Developing The teacher may read The teacher may read another
mastery (leads to another short story/rhyme to short story/rhyme to develop
formative develop mastery of mastery of predicting among the
assessment 3) predicting among the pupils. pupils.
Example: Example:
Father works in the rice Father works in the rice field
field every day. He chooses every day. He chooses the best
the best seeds. He tills his seeds. He tills his farm well and
farm well and puts puts fertilizers in his crop. What
fertilizers in his crop. What do you think
do you think Will happen?
Will happen? (Father will have big harvest.)
(Father will have big Note: Teacher must prepare
harvest.) pictures of the events
happened in the story.
G. Finding practical Group activity: Group activity:
applications of Teacher divides the class Teacher divides the class into 3
concepts into 3 groups. Each group groups. Each group will do the
will do the activity. activity.
Setting of norms before Setting of norms.
the activity. Group I- Study the pair of
Direction: Read the story pictures. Color your story
assigned to your group and ending.
write the possible
13
ending on a strip of
cartolina given to you.
H. Making
generalizations and What did you do after What did you do after
abstractions about the listening to the story? (We listening to the story? (We
lesson predict the possible predict the possible
ending of the story.) ending of the story.)
I. Evaluating Encircle the possible
Learning ending of the following:
13
2. The moon is shining
bright and children are still
awake.
a. The children will go to
sleep.
b. The children will play
under the moonlight
c. The children will be
afraid of the
moon
J. Additional Assignment:
Activities for Assignment: Bring pictures of persons ,
application or Write 5 examples of each places, things and animals.
remediation of the following : Persons
Places things (Preparing for the
animals next lesson )
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional activities
for remediation.
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the
formative assessment
13
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 6 – Day 5)
I. OBJECTIVES
A. Content Standard The learner
demonstrates understanding of concepts of nouns and
adjectives for identification and description
B. Performance The leaner
Standard correctly names of persons, objects, places and things
through theme-based activities
C. Learning EN I G-IIIf-h-2.1
Competencies Recognizes names of persons, places, things and animals
II. CONTENT
B. Establishing a
purpose for the lesson Ask: Ask:
Who are the members of your Who are the members of
family? your family?
(The members of the family
(The members of the family are father, mother, brother,
are father, mother, brother, sister, baby, grandmother.
Grandfather)
13
sister, baby, grandmother. What is your father’s name
Grandfather) and etc?
What is your father’s name My father’s
and etc? name
My father’s
name
C. Presenting examples Present pictures of places, Present pictures of places,
/ instances of the new persons, things and animals. persons, things and animals.
lesson Who is this? (picture of a Who is this? (picture of a
teacher) teacher)
What is this? (picture of What is this? (picture of
classroom) classroom)
What is the teacher holding? What is the teacher holding?
( picture of teacher holding a ( picture of teacher holding a
book) book)
What do you see on the What do you see on the
cover of the book? cover of the book?
(a picture of a dog) Give (a picture of a dog) Give
more example like: more example like:
(picture of church, park, (picture of church, park,
market, doctor, nurse, bag, market, doctor, nurse, bag,
pencil, eraser, cat, cow, pencil, eraser, cat, cow,
carabao) carabao)
Where do you go on Where do you go on
Sundays? Sundays?
(we go to church every (we go to church every
Sunday and we go to park Sunday and we go to park
and beach) and beach)
Where does mother buy our Where does mother buy our
food? food?
(mother buys our food in the (mother buys our food in
market) the market)
What does the doctor do? What does the doctor do?
(the doctor treats sick (the doctor treats sick
people) people)
What does the nurse do? (the What does the nurse do? (the
nurse helps the doctor) nurse helps the doctor)
13
Is a name of a person, Is a name of a person,
place, thing or animal. place, thing or animal.
Group – 2
Direction: Color the picture
which shows an example of
the name on the left.
13
Group 3 –Read the Group – 3 Direction:
sentences carefully and Group the
underline the nouns. pictures according to four
1. Ben has a bike. categories; person, place, thing
2. Carl has a pet dog. an animal. Paste them in a
3. Cora sells eggs. manila paper.
4. Jovan plays a guitar.
5. Jeralyn has new bag. Persons Places
Things Animals
G. Finding practical
applications of concepts
H. Making
generalizations and What do you call the name of What do you call the name of
abstractions about the persons, places, things and persons, places, things and
lesson animals? animals?
(They are called naming (They are called naming
words/nouns) words/nouns)
I. Evaluating Learning
Answer activity on page 41 Answer activity on page 41
of English activity sheets. of English activity sheets.
J. Additional Activities
for application or
remediation
13
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
14
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 7 – Day 1)
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of story
elements and text structures for effective oral
expression
demonstrates understanding of the elements of literary
and informational texts for effective oral expression
B. Performance The learner correctly identifies elements of literary and
Standard informational texts to aid meaning getting
uses elements of literary and informational texts to
sufficiently extend meaning and understanding
C. Learning EN1LC-IIIa-j-1.1
Competencies Listen to short stories/poems and relate story events to one’s
experience
II. CONTENT
Listening to a short story and relating story events to one’s experiences Story:
“Pilong Patago-tago”
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Basa Pilipinas Grade I
English Teachers Guide
pages 134– 136
2. Learner’s Materials pages Manila Paper with the
lyrics of the song “Where
is Thumb Man”
Story: “Pilong Patago-
tago”
3. Textbook Pages Big Book
4. Additional Materials from Learning Resource (LR) English Curriculum Guide,
Portal Third Quarter, Week 7,
pages 17– 19
B. Oher Learning Resources Online resources Soft
copy of the story
“Pilong Patago-tago”
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Song “Where is Thumb Pupils sing the song
lesson or presenting the Man” together with the teacher
new lesson Post the lyrics of the song with action.
on the board.
14
B. Establishing a Post picture of children Post picture of children
purpose for the lesson playing hide and seek. playing hide and seek.
Ask: Who is the boy in the Ask: Who is the boy in the
story? story?
Who is looking for him Who is looking for him
Did the woman find Did the woman find
Pilo? Pilo?
14
Continue reading the story. Continue reading the story.
Pause on page 4-5. Ask few Pause on page 4-5. Ask few
questions about the pages questions about the pages
read. read.
Where did Pilo hide? Where did Pilo hide?
What did he say when What did he say when
he showed himself to he showed himself to
his mother? his mother?
14
2. he can’t find 1. Pilo hides in the
mother post
2. Mother looked for
Pilo
G. Finding practical Call pupils to answer Call pupils to answer
applications of concepts some questions. some questions.
1. Do you like to hide? 1. Do you like to hide?
2. Is it right to hide? 2. Is it right to hide?
3. Would you like to 3. Would you like to
follow what Pilo did? follow what Pilo did?
H. Making Ask: What is the story Ask: What is the story
generalizations and about? What lesson did about? What lesson did
abstractions about the you learn from the story you learn from the story
lesson
I. Evaluating Learning Call pupil to tell story about Call pupil to tell story about
their experience like their experience like
the story of Pilo. the story of Pilo.
J. Additional Activities Retell some parts of the Retell some parts of the
for application or story that you like. story that you like.
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
14
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 7 – Day 2)
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of story
elements and text structures for effective oral
expression
demonstrates understanding of the elements of literary
and informational texts for effective oral expression
B. Performance The learner correctly identifies elements of literary and
Standard informational texts to aid meaning getting
uses elements of literary and informational texts to
sufficiently extend meaning and understanding
C. Learning EN1LC-IIIa-j- 1.1
Competencies Listen to short stories/poems and relate story events to one’s
experience
II. CONTENT
Retell story listened to “Story of Pilong Patago-tago”
Sequencing events of the story listened to
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Basa Pilipinas Grade I
English Teachers Guide
pages 137-139
2. Learner’s Materials pages
3. Textbook Pages Big Book page 146
4. Additional Materials from Learning Resource (LR) Lyrics of the Song written
Portal in manila paper
English 1 Activity Sheets
page 49
English Curriculum Guide,
Third Quarter, Week 7,
pages 17-19
B. Oher Learning Resources
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Teacher sings the song Teacher sings the song
lesson or presenting the “Where is Thumb Man” “Where is Thumb Man”
new lesson Lyrics of the song is written Lyrics of the song is written
on a manila paper and on a manila paper and
posted on the board. posted on the board.
14
3. What does he always 6. What does he always
do? do?
B. Establishing a Teacher says: Today, I will Teacher says: Today, I will
purpose for the lesson call somebody to volunteer in call somebody to volunteer
retelling some parts of the in retelling some parts of
events of the story. the events of the story.
14
C. Presenting examples / Teacher presents pictures of Teacher presents pictures of
instances of the new lesson Pilo hiding behind in the Pilo hiding behind in the
post, on top of the cabinet post, on top of the cabinet
and in the pile of clothes. and in the pile of
clothes.
14
F. Developing mastery Average Learners Advance Learners
(leads to formative Arrange pictures as they Retell the story using the
assessment 3) happened in the story. pictures.
1. Pilo hides behind the
post.
2. Mother looked for
Pilo.
3. Pilo hides inside the
cabinet.
4. Father looked for Pilo.
5. Ate Bebeng looked for
Pilo.
G. Finding practical Have you experienced Have you experienced
applications of concepts being lost in the market? being lost in the market?
14
Let them arrange the Let them arrange the
pictures according to the pictures according to the
events that happened in events that happened in
the story. the story.
J. Additional Activities Prepare to retell the story Prepare to retell the story
for application or on the class. on the class.
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
14
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 7 – Day 3)
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of sounds and their
meanings for appropriate use of words demonstrates
understanding of sounds and sound
patterns for production of words
B. Performance The learner manipulates skillfully the sounds in words to
Standard express meaning
displays sensitivity to sounds in spoken language
manipulates skillfully the speech sounds through simple
meaningful guided conversations
C. Learning EN1PA-IIIa-e-2.2
Competencies Recognize rhyming words in nursery rhymes, poems,
songs heard
II. CONTENT
Rhyming Words
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Basa Pilipinas Grade I
English Teachers Guide
pages 140-141
2. Learner’s Materials pages
3. Textbook Pages English Expressway
pages 49-51
4. Additional Materials from Learning Resource (LR) English 1 Activity Sheets
Portal page 49-51
B. Oher Learning Resources English Curriculum
Guide, Third Quarter,
Week 7, pages 17-19
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Introduce the first stanza of Introduce the first stanza of
lesson or presenting the the song, “The Coconut Nut”. the song, “The Coconut
new lesson Lyrics of the song are written Nut”. Lyrics of the song
on a manila paper Have the are written on a manila
pupils sing the song with the paper
teacher Have the pupils sing the
song with the teacher
The Coconut Nut
The Coconut Nut
The coconut is a giant
nut The coconut is a giant
If you eat too much nut
you’ll get very fat If you eat too much
Now the coconut is a you’ll get very fat
big, big nut Now the coconut is a
But this delicious nut is big, big nut
not a nut. But this delicious nut
is not a nut.
15
It’s the coco fruit, (it’s It’s the coco fruit, (it’s
the coco fruit) the coco fruit)
Of the coco tree, (of the Of the coco tree, (of
coco tree) the coco tree)
From the coco palm From the coco palm
family. family.
B. Establishing a Show pictures of the Show pictures of the
purpose for the lesson coconut tree, coconut, nut coconut tree, coconut,
nut
E. Discussing new Ask pupils to open their Ask pupils to open their
concepts and practicing book, “English book, “English
new skills # 2 Expressway” on page 51. Expressway” on page 51.
A B 1.
1. fan 2.
2. hat
15
3. egg 3.
4. hair
5. well
4.
5.
G. Finding practical Have pupils sing one nursery Have pupils sing one
applications of concepts rhyme that they know. Ask nursery rhyme that they
them to identify the rhyming know. Ask them to
words. identify the rhyming
words.
H. Making What do you call the two What do you call the two
generalizations and words that have the same words that have the same
abstractions about the ending sound? ending sound?
lesson
I. Evaluating Learning
J. Additional Activities Give 5 words that rhyme. Give 5 words that rhyme.
for application or Write it in your notebook. Write it in your notebook.
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative assessment
B. No. of learners who require additional activities for remediation.
C. Did the remedial lessons work? No. of learners who have caught
up with the lesson.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter which my principal or supervisor can
help me solve?
G. What innovation or localized material/s did I use/discover which I
wish to share with other teachers?
H. No. of learners who earned 80% on the formative assessment
15
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 7 – Day 4)
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of familiar
English words for effective communication
demonstrates understanding of word meaning for
correct usage
B. Performance The learner uses basic vocabulary to independently
Standard express ideas about personal, home, school and
community experiences
…correctly uses familiar words in speaking activities
C. Learning EN1V-IIIa-e-5
Competencies Use words that are related to self, family, school,
community and concepts such as the names for colors,
shapes and numbers.
II. CONTENT
Using words that are related to self ,family , school ,community and concepts
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Basa Pilipinas Grade I
English Teachers Guide
pages 142-143
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from Learning Resource (LR) English 1 Activity Sheets
Portal page 31
B. Oher Learning Resources
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Teach the song “Little Tea
lesson or presenting the Pot” to the pupils. Post on
new lesson the board the lyrics of the
song written on a manila
paper.
15
What I can do
I can change my
handle And my spout
Just tip me over and
pour me out
(Repeat first stanza)
Teacher ask:
What do you see?
Teacher say: the people you
see in the pictures are the
people we see in our own
community.
15
Ask: What can you see in
the picture?
Let the pupils share
something about their
community. Have them
talk about other
community helpers.
D. Discussing new Teacher post the picture on
concepts and practicing the board and below the
new skill # 1 names of the pictures.
Barangay
Captain
Nurse
Barangay
Tanod
15
barangay tanod
nurse
doctor
Say: These are the people we
see in our barangay.
F. Developing mastery List down the helpers that Picture Puzzle Assemble
(leads to formative you see in the school. the picture.
assessment 3) (Nurse)
G. Finding practical Let the pupils give Let the pupils give
applications of concepts community helper in their community helper in their
own barangay. own barangay.
H. Making 1. What are the names Community helpers like
generalizations and used to relate Teacher, Nurse,
abstractions about the community helpers? Policeman, Barangay
lesson
Tanod, Barangay Captain
2. Why should we use and etc.
courteous
words in addressing We should use courteous
community words in relating our self,
helpers? family, school and
community.
1. 1.
2. 2.
3. 3.
15
4. 4.
5. 5.
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
15
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 7 – Day 5)
I.
OBJECTIVES
A. Content The learner demonstrates understanding of familiar English words for
Standard effective communication
demonstrates understanding of word meaning for correct usage
B. The learner uses basic vocabulary to independently express ideas about
Performance personal, home, school and community experiences
Standard correctly uses familiar words in speaking activities
C. Learning EN1V-IIIa-e-5
Competencies Use words that are related to self, family, school, community, and
concepts such as the names for colors, shapes, and numbers
II. CONTENT
Using words that are related to self , family ,school , community and concepts .
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Basa Pilipinas Grade I English
Teachers Guide pages 144-146
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing Song: “Little Tea Pot” Song: “Little Tea Pot”
previous lesson Post on the board the lyrics of the Post on the board the lyrics of the
or presenting song written on a manila paper. song written on a manila paper.
the new lesson Pupils sing the song with action. Pupils sing the song with action.
I’m a little clever tea pot I’m a little clever tea pot
Yes, it’s true Yes, it’s true
Here let me show you Here let me show you
What I can do What I can do
I can change my handle And I can change my handle And
my spout my spout
Just tip me over and pour me Just tip me over and pour me
out out
(Repeat first stanza) (Repeat first stanza)
15
Ask: Can you give naming words in Ask: Can you give naming words in
the song? the song?
Ask: What actions did you do while Ask: What actions did you do while
singing? singing?
Call pupil to give words that rhyme in Call pupil to give words that rhyme in
a song. a song.
B. Today, we will learn new naming Today, we will learn new naming
Establishing a words. words.
purpose for the
lesson Teacher tells a story about his/her Teacher tells a story about his/her
experience during weekend. experience during weekend.
Say: My family and I went to the city. Say: My family and I went to the city.
I was with my mother, brother and I was with my mother, brother and
grandmother. We rode in a tricycle. grandmother. We rode in a tricycle.
We saw big buildings like malls, We saw big buildings like malls,
restaurants and hotels. We were so restaurants and hotels. We were so
happy and have lots of fun. happy and have lots of fun.
Ask: What about you? What did Ask: What about you? What did
you do this weekend? you do this weekend?
Say: Let’s look and examine the Say: Let’s look and examine the
pictures posted on the board. Can you pictures posted on the board. Can you
guess who they are? guess who they are?
Teacher writes the names of the Teacher writes the names of the
pictures on the board. pictures on the board.
15
teacher vendor barangay tanod teacher vendor barangay tanod
mall store market mall store market
fruits vegetables canned goods fruits vegetables canned goods
D. Discussing Call a volunteer pupil to match the Call a volunteer pupil to match the
new concepts picture with its name. picture with its name.
and practicing
new skill # 1
- teacher - teacher
- fruits - fruits
- dog - dog
E. Discussing Give another set of pictures. Give another set of pictures.
new concepts
and practicing
new skills # 2
Ask the pupils to name and classify the Ask the pupils to name and classify the
pictures. pictures.
F. Developing Paste the pictures on the column Write the name of the pictures in
mastery (leads where they belong. the right column.
to formative
assessment 3) Person Place Thing Animal
16
G. Finding Name the person, place, things and Name the person, place, things and
practical animals in your home. animals in your home.
applications of
concepts
H. Making There are names of person, place, There are names of person, place,
generalization s things and animals. things and animals.
and
abstractions
about the
lesson
I. Evaluating Oral Oral
Learning Call individual pupil to give name Call individual pupil to give name
words for each of the following: words for each of the following:
1. place 3. person 3. place 3. person
2. thing 4. animal 4. thing 4. animal
J. Additional
Activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities
for remediation.
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
16
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 8 – Day 1)
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of literary
concepts for appreciation of literacy/tasks.
The learner demonstrates understanding of useful
strategies for purposeful literacy learning.
B. Performance The learner presents varied ideas independently and
Standard shows interest enthusiastically in diverse literacy-
related activities / tasks.
C. Learning ENILC-IIIa-j-1.1
Competencies Listen to short stories / poems and discuss, illustrate and
dramatize specific events.
II. CONTENT
Listening to discuss ,illustrate and dramatize specific events
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources
IV.PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Introduces the poem, “My Learners read the poem.
lesson or presenting the Playful Pets” to the class.
new lesson
My Playful Pets
By: Marilyn P. Tumblod
Upstairs, downstairs,
anywhere
My two pets keep on
chasing each other
Aw, aw, aw! Meow, meow,
meow!
That’s the noise you hear in
every corner
When feeding time comes, My
two lovely pets run at once!
Enjoying their meal on What pet animal makes
time the sound aw, aw, aw /
Full of energy for playtime. meow, meow, meow?
16
What are the two >The (dog / cat) is the pet
pets in the poem that keep on animal that makes the sound
chasing each other? (aw, aw, aw / meow, meow,
>The two pets that keep on meow).
chasing are a dog and a cat.
How does the pet
owner feed her pets?
>She feed her pets on
time.
Why should we
feed our pets on time?
>We should feed our pets
on time to make them
strong and healthy.
Do you have a pet
at home?
The teacher says, “Pets are >Yes/No.
also part of our families that What is your pet?
should be cared for. They What is its name?
make us happy and they also >My pet is a cat. I call him
guard our house.” Pongky.
>My pet is a dog. I call
Why is it that your him Brownie.
cat is named Pongky? What will a cat do
>My cat is named Pongky when it is chased by a dog?
because it has a short tail. >The cat will run away.
If you don’t have a >The cat will go away and
pet, what pet would you hide.
want to have? Why?
>I want a pet rabbit
because it is furry.
16
>I am happy. I love
Teacher says, “I want you to playing with my pet.
talk about your pet with your
seatmate. I will give you a
few minutes to talk. Later, I
will call some of you to
come in front and talk about
your pet. But before you start
sharing, I would like to tell
you about my pet.
“I have a pet cat. His name
is Pongky. He loves to eat
fish”
Great!
C. Presenting examples / Teacher rereads pages 2- The learners listen as the
instances of the new lesson 17 of the book as pupils teacher reads the story.
listen.
D. Discussing new The teacher reviews the
concepts and practicing words learned in the text.
new skill # 1 hiding The learners read
feed the words.
office
cabinet
pile
late
E. Discussing new When a person
concepts and practicing does not want to be seen, he >hiding
new skills # 2 is .
16
When you give
someone or something >feed
food, you
them. >office
It is a place or a >cabinet
room where people work.
We put our thing in >pile
the .
When we put
something on top of another,
we are creating a
.
F. Developing mastery Teacher asks questions
(leads to formative about the story. Who is being
assessment 3) Where was he talked about in the story?
hiding? >Pilo is being talked
>behind the post, top of the about in the story.
cabinet, pile of clothes, on What does Pilo
the side of the bed, between likes to do?
his toys, between arrays of >Pilo likes to hide.
clothes
16
1. Who was the boy that
enjoys hiding from his 1. Who was the boy that
family members? enjoys hiding from his
a. Ate Bebang family members?
b. Kuya Rey a. Ate Bebang
c. Pilo b. Kuya Rey
c. Pilo
2. Where did Pilo hide
from his mother when he 2. Where did Pilo hide
was playing outside? from his mother when he
a. on top of the cabinet was playing outside?
b. behind the post a. on top of the cabinet
c.pile of clothes b. behind the post
c.pile of clothes
3. What did Pilo suddenly
say to his mother, father, 3. What did Pilo suddenly
brother and sister who find say to his mother, father,
him? brother and sister who find
a. “Hello.” him?
b. “Thank you.” a. “Hello.”
c. “Bulaga!” b. “Thank you.”
c. “Bulaga!”
4. Kuya Rey looked for Pilo
when they were about to go 4. Kuya Rey looked for
to . Pilo when they were
a. church about to go to
b. school .
c. beach a. church
b. school
5. Father looked for Pilo to c. beach
feed his pet .
a. bird 5. Father looked for Pilo
b. fish to feed his pet
c. cat .
a. bird
b. fish
c. cat
J. Additional Activities Teacher says: Teacher says:
for application or Later at home, I want you to Later at home, I want you to
remediation draw places in your house draw places in your house
where you think it is best to where you think it is best to
hide. Draw your hide. Draw your
pictures in your notebook. pictures in your notebook.
You may color your work. You may color your work.
V. REMARKS
16
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
16
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 8 – Day 2)
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of literary
concepts for appreciation of literacy / tasks.
The learner demonstrates understanding of useful
strategies for purposeful literacy learning.
B. Performance The learner presents varied ideas independently and
Standard shows interest enthusiastically in diverse literacy-
related activities / tasks.
C. Learning ENILC-IIIa-j-1.1
Competencies Listen to short stories / poems and discuss, illustrate and
dramatize specific events.
II. CONTENT
Listening to discuss, illustrate and dramatize specific events
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Teacher recites the poem, My Learners read the poem
lesson or presenting the Playful Pets with the pupils. with the teacher.
new lesson The poem is written on a
manila paper.
My Playful Pets
By: Marilyn P. Tumblod
Upstairs, downstairs,
anywhere
My two pets keep on
chasing each other
Aw, aw, aw! Meow, meow,
meow!
That’s the noise you hear in
every corner
16
Enjoying their meal on
time >This is my drawing. In
Full of energy for playtime. our house, it is best to
hide under the table.
Teacher divides the class into > This is my drawing. In
groups. Each group forms a our house, it is best to
small circle. Pupils show and hide beside the post.
tell their drawings to their > This is my drawing. In
group mates. our house, it is best to
hidebeside the cabinet.
Teacher says: I will divide > This is my drawing. In
you into groups. You and our house, it is best to
your group mates will form a hide under the bed.
small circle. Show and tell
your drawings to your group
mates. Later I will call some
of you to show your pictures
in front of the class.
16
>Pilo and his mother How about you? Do
will go to the you buy something in
department store. the department store
What do you usually too?
buy in the department >Yes teacher.
store? What did Pilo do when
>We buy food. they were in the store?
>We buy toys >Pilo hid in the
>We buy clothes and clothes rack.
school supplies. What do you think
When do you go to the mother felt when she
store, what do you do? couldn’t find Pilo?
>I play games at the >Mother is afraid.
arcade. >Mother is worried.
>I watch the nice What did Pilo do when
stores. he didn’t see his
I you were Pilo, ould mother?
you also do the same? >Pilo looked for his
Why? mother.
>No, because I don’t >Pilo cried.
want to be missing. What did he feel when
Why do you think he couldn’t find his
mother is afraid and mother?
worried about Pilo? >He felt afraid.
>Because she loves
Pilo.
How long has Pilo
been hiding in the
clothes rack?
>Pilo hides in the
clothes rack for almost
an hour.
What did other say
when she saw Pilo?
>Mother said, “Bulaga!
I’m here Pilo. Don’t
worry. Stop crying.
What do you think Pilo
felt when he saw his
mother?
>Pilo felt very happy to
see his mother.
17
The teacher then asks the The pupils demonstrate
students to demonstrate how how a worried Pilo looks
a worried Pilo looks like.
like.
F. Developing mastery If you were Pilo, what
(leads to formative would you feel if you
assessment 3) can’t find your mother? >I will be worried.
>I will be scared.
What would you do? >I will go to the
>I will go to the police security guard.
officer. Demonstrate your
Demonstrate your actions.
actions.
He was
Name: wearing:
Age: Please contact this
Address: person on this number:
Last place seen: Reward for those who will
He was wearing: find him:
17
>It doesn’t feel good
when someone is
missing.
>It is not good to make
fun with someone.
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
17
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 8 – Day 3)
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of literary
concepts for appreciation of literacy / tasks.
The learner demonstrates understanding of useful
strategies for purposeful literacy learning.
B. Performance The learner presents varied ideas independently and
Standard shows interest enthusiastically in diverse literacy-
related activities / tasks.
C. Learning ENILC-IIIa-j-1.1
Competencies Listen to short stories / poems and discuss, illustrate and
dramatize specific events.
ENIOL-IIIa-j.1.2.9
Participate in some sharing activities.
II. CONTENT
Listening to discuss ,illustrate and dramatize specific events
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Teacher introduces the song, Learners sing and do the
lesson or presenting the “Itsy Bitsy Spider” in class. actions for the song.
new lesson The lyrics of the song are
written on the board or in a
manila paper.
17
Where does Itsy >Itsy Bitsy Spider
Bitsy Spider like to was washed out by
play? the rain.
>Itsy Bitsy Spider
likes to go up the
water spout.
17
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.
D. Discussing new Teacher calls each group to The pupils present their
concepts and practicing present their performances work as a group.
new skill # 1 or drawing
to their classmates.
E. Discussing new Teacher rereads the story The learners listen as the
concepts and practicing Si Pilong Patago-tago as teacher reads the story.
new skills # 2 pupils listen.
F. Developing mastery Teacher asks questions
(leads to formative about the story. Who is being talked
assessment 3) Where was he hiding? about in the story?
>behind the post, top of >Pilo is being talked
the cabinet, pile of about in the story.
clothes, on the side of What does Pilo likes
the bed, between his to do?
toys, between arrays >Pilo likes to hide.
of clothes
G. Finding practical Group 2 Group 1
applications of concepts will draw two events in will do a role play.
the story. They will They will act out the
draw the event when event in the story
father was looking for when Mother was
Pilo, and Pilo said he looking for Pilo, and
was on top of the Pilo said that he was
cabinet. behind a post.
Group 3 Group 4
Will do the tableau. Will also do a tableau.
They will show an event They will show the
of the story without event when Pilo found
moving. They will show his mother.
an event in the story Group 5
when Ate Bebeng and Will draw. They will
Kuya Rey were looking draw the event when
for Pilo. Pilo hid behind the
Group 6 clothes while his mother
Will do a role play. looked for him.
They will show the
event when mother
was looking for Pilo
because they were
17
going to buy Pilo’s
pants.
H. Making Teacher will ask the learners >Pilo loves to hide.
generalizations and what they learned about the >Pilo went missing.
abstractions about the story. >It is scary to be lost
lesson >It doesn’t feel good
when someone is
missing.
>It is not good to make
fun with someone.
I. Evaluating Learning Direction: Choose the letter Direction: Choose the letter
of the correct answer to of the correct answer to
the following questions. the following questions.
1. Who was the boy that 6. Who was the boy that
enjoys hiding from his enjoys hiding from his
family members? family members?
a. Ate Bebang a. Ate Bebang
b. Kuya Rey b. Kuya Rey
c. Pilo c. Pilo
2. Where did Pilo hide 7. Where did Pilo hide
from his mother when from his mother when
he was playing outside? he was playing outside?
a. on top of the cabinet a. on top of the cabinet
b. behind the post b. behind the post
c. pile of clothes c. pile of clothes
3. What did Pilo suddenly 8. What did Pilo suddenly
say to his mother, father, say to his mother, father,
brother and sister who brother and sister who
find him? find him?
a. “Hello.” a. “Hello.”
b. “Thank you.” b. “Thank you.”
c. “Bulaga!” c. “Bulaga!”
4. Kuya Rey looked for 9. Kuya Rey looked for
Pilo when they were Pilo when they were
about to go to about to go to
. .
a. church a. church
b. school b. school
c. beach c. beach
5. Father looked for Pilo 10. Father looked for Pilo
to feed his pet to feed his pet
. .
a. Bird a. Bird
b. fish b. fish
c. cat c. cat
17
J. Additional Activities Teacher asks pupils to find Teacher asks pupils to find
for application or out their parents’ jobs Pupils out their parents’ jobs
remediation interview their parents about Pupils interview their
their responsibilities in their parents about their
job. responsibilities in their job.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
17
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 8 – Day 4)
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of literary
concepts for appreciation of literacy / tasks.
The learner demonstrates understanding of useful
strategies for purposeful literacy learning.
B. Performance The learner presents varied ideas independently and
Standard shows interest enthusiastically in diverse literacy-
related activities / tasks.
C. Learning ENIV-IIIa-e-5
Competencies Use words that are related to self, family, school, community
and concepts such as the names for colors, shapes and
numbers.
ENIOL-IIIc-1.17.1
Relate one’s activities / responsibilities at home.
II. CONTENT
Using words and concepts and relating one’s activities/responsibilities at
home
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources Song-Itsy Bitsy Spider
Pictures of community
helpers
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Teacher sings the song
lesson or presenting the with the pupils.
new lesson
Itsy Bitsy Spider
17
Spider likes to go up
the water spout.
17
encodes files on the The pupils share the job of
computer. their parents to the
class.
The teacher asks some to
share their parents’ jobs in
front of the class.
engineer
farmer
teacher
18
F. Developing mastery The teacher asks what these
(leads to formative community helpers do.
assessment 3) What does a doctor What does a farmer
do? do?
>A doctor cures the >A farmer plants rice,
sick and makes them corn, fruits and
healthy. vegetables.
>Without doctors, >Without them, we
many people will get won’t have food to
sick and die. eat.
What does an What does a teacher
engineer do? do?
>An engineer builds >A teacher teaches
buildings and makes pupils to read and
sure that they are write.
strong. >Without them, no
>Without engineers, one will know how to
we won’t have strong read and write.
houses, banks,
churches and other
buildings.
18
1. Are the community 1. Are the community
helpers important in the helpers important in
community? the community?
a. No a. No
b. Yes b. Yes
c. Maybe c. Maybe
2. Who plants rice, corn 2. Who plants rice, corn
and vegetables? and vegetables?
a. farmer a. farmer
b. teacher b. teacher
c. engineer c. engineer
3. Who teaches pupils to 3. Who teaches pupils to
read and write? read and write?
a. doctor a. doctor
b. engineer b. engineer
c. teacher c. teacher
4. What does a doctor 4. What does a doctor
do? do?
a. teaches children a. teaches children
b. plants rice b. plants rice
c. cures the sick c. cures the sick
5. Who builds buildings 5. Who builds buildings
and make sure that and make sure that
they are strong? they are strong?
a. engineer a. engineer
b. farmer b. farmer
c. doctor c. doctor
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
18
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 8 – Day 5)
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of literary
concepts for appreciation of literacy / tasks.
The learner demonstrates understanding of useful
strategies for purposeful literacy learning.
B. Performance The learner presents varied ideas independently and
Standard shows interest enthusiastically in diverse literacy-
related activities / tasks.
C. Learning Recognize names of persons, places, things and
Competencies animals*
Identify action words in sentences and whether the
action is in the present, past or future*
*Basa-added objective
II. CONTENT
Recognizing naming words and identifying action words in the present ,past
or future
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Basa Pilipinas
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources Song-Itsy Bitsy Spider
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Teacher sings the song with Learners sing with the
lesson or presenting the the pupils. teacher.
new lesson
Itsy Bitsy Spider
18
Teacher posts the pictures of
community helpers discussed
yesterday.
Teacher says:
I have posted on the
board the community
helpers we studied
yesterday. I want you
to choose one
community helper.
Choose the one you
like best. Then, talk
about him / her with Pupils choose the
your seatmate. Tell community helpers they like
your seatmate which best among the given ones.
community helper you I chose the farmer
like and why you like because he / she
him / her. provides food for
Later, I will call all of us..
some of you to I chose the
come in front and teacher because
share. he teaches the
students.
You may now begin.
The pupils share in front
which they chose and why
I chose the engineer they chose him / her.
because she builds
I chose the
strong buildings.
engineer because
I chose the doctor
she builds strong
because she cures
buildings.
the sick.
I chose the
teacher because
The teacher calls few
he teaches the
students to share which
students.
they chose and why they
chose him / her.
>No teacher
because I want to
be teacher just like
The teacher asks the student,
you.
“Do you want to be like the
engineer when you
grow up?
18
>Yes teacher. I want
to build strong
buildings.
18
and Filipino about action
words?
How will we know when an
action is happening in the
present?
>when the action is
still happening
Teacher says:
This concept is similar in
English. Action words in the
sentences maybe in the
present, past or future.
E. Discussing new Teacher says:
concepts and practicing Let’s look at the action The pupils look on the
new skills # 2 words. meta cards.
F. Developing mastery
(leads to formative
assessment 3)
18
the tense of the verb below it. 1. Mother bought a pair
1. Mother bought a pair of of pants for Pilo.
pants for Pilo. 2. She runs fast.
past 3. Pilo loves to hide.
2. She runs fast. 4. The rain washed the
present spider out.
3. Pilo loves to hide. 5. We will go to the
present park.
4. The rain washed the
spider out.
past
5. We will go to the park.
future
18
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
18
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 9 – Day 1)
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of concepts of
nouns and adjectives for identification and description
…demonstrates understanding of concepts of verbs,
pronouns, and prepositions in meaningful messages
18
You’re rocking the You’re rocking the
boat boat
(Repeat 4 times) (Repeat 4 times)
Say: Sing along with me. Say: Sing along with me.
B. Establishing a Ask: Ask:
purpose for the lesson What did you do during What did you do during
weekends? weekends?
Did you help your parents at Did you help your parents at
home? home?
Who gave you these Who gave you these
tasks? tasks?
Were you happy to be of Were you happy to be of
help? help?
What did you get as a What did you get as a
reward? reward?
C. Presenting examples / Say: Today, we will more Say: Today, we will more
instances of the new lesson about naming words. Let’s about naming words.
see what you’ve learned. Let’s see what you’ve
Give pupils meta cards of learned.
naming words. Give pupils meta cards of
doll Ate naming words.
province doll Ate
street bunny province
ice cream street bunny
Mena doctor ice cream
Mayon Mena doctor
pet pencil Mayon
bird pet pencil
bird
D. Discussing new Pupils read with the Pupils read with the
concepts and practicing teacher teacher
new skill # 1 Ate Mena Ate Mena
doctor Masbate doctor Masbate
Mayon Mayon
street doll ice street doll
cream pencil ice creampencil pet
pet bunny bird bunny bird
E. Discussing new Say: Now, can you recall Say: Now, can you recall
concepts and practicing the actions that the persons the actions that the persons
new skills # 2 and animals in our table and animals in our table
can do? can do?
Let all pupils to share their Let all pupils to share their
ideas. Teacher writes the ideas. Teacher writes the
pupils’ answer on the board. pupils’ answer on the
Example: bunny – hop board.
doctor – Example: bunny – hop
cures the sick doctor –
Mena – cures the sick
dance/sing Mena –
dance/sing
19
F. Developing mastery Write sentences about the Give the naming words in
(leads to formative picture using action words. the picture.
assessment 3) 1. The bird sings on the bird boy turtle
branch. mother and daughter
2. The boy brush his street
teeth. city/buildings gardener
3. The turtle walks scissor
slowly. toothbrush branch
4. The gardener trims the grass water
grass. glass
5. Mother and daughter toothpaste
cross the street.
G. Finding practical Explain to the pupils the Explain to the pupils the
applications of concepts concept of verb (action concept of verb (action word)
word) and how it is related and how it is
to a noun (naming word). related to a noun (naming
word).
H. Making What are naming words? Naming words are names
generalizations and of people, places, animals
abstractions about the and things. It is also
lesson called nouns.
I. Evaluating Learning
Identify the naming word of each picture. Write it on the
right column.
Person Place Thing Animal
J. Additional Activities Study the tenses of the Study the tenses of the
for application or verb. Write at least 1 verb. Write at least 1
remediation sentence for each tense. sentence for each tense.
19
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
19
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 9 – Day 2)
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of familiar
words used to communicate personal experiences, ideas,
thoughts, actions, and feelings
…demonstrates understanding of familiar literary forms
and concept of words in English for effective
expression
B. Performance The learner shares/expresses personal ideas, thoughts,
Standard actions, and feelings using familiar words
…participates actively in different oral activities
C. Learning EN1OL-IIIa-j-1.1
Competencies Listen to short stories/poems and identify the problem and
solution
II. CONTENT
Listening to short stories/poems and identifying the problem and solution
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages English Curriculum Guide,
Third Quarter, Week 7,
pages 17– 19
2. Learner’s Materials pages Basa Pilipinas Grade I
English Teachers Guide
pages 178-180
3. Textbook Pages
4. Additional Materials from Learning Resource (LR)
Portal
B. Oher Learning Resources Soft copy of the song “Sit
Down, You’re Rocking the
Boat” and the story “Up,
Up, Bella Umbrella!”
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Teacher and pupils sing the Teacher and pupils sing the
lesson or presenting the song “Sit Down, You’re song “Sit Down, You’re
new lesson Rocking the Boat”. Rocking the Boat”. The
The lyrics of the song are lyrics of the song are written
written on the manila paper. on the manila paper.
19
Rock, rock Rock, rock
You’re rocking the You’re rocking the
boat boat
Say: Today, you are going to Say: Today, you are going
listen to the story of Bella to listen to the story of Bella
Umbrella. This is written by Umbrella. This is written by
Celine Diego and illustrated Celine Diego and illustrated
by Larry A. Diolola and by Larry A. Diolola and
Jomar Montinola. Jomar Montinola.
D. Discussing new Ask: Can you identify the Ask: Can you identify the
concepts and practicing problem/s in the story? problem/s in the story?
new skill # 1 What is the solution? What is the solution?
19
2. The boy embracing 5. Bella Umbrella
Bella Umbrella stretching herself
3. The boy riding Bella 6. The boy embracing
Umbrella in the river Bella Umbrella
4. The girl scouts waving 7. The boy riding Bella
Bella Umbrella Umbrella in the river
goodbye. 8. The girl scouts waving
A boy up in the coconut Bella Umbrella
tree goodbye.
A boy up in the coconut
tree
G. Finding practical Ask: If you see someone Ask: If you see someone
applications of concepts in trouble, will you help in trouble, will you help
them, too? Why? them, too? Why?
H. Making What have you learned What have you learned
generalizations and about our lesson today? about our lesson today?
abstractions about the
lesson
I. Evaluating Learning Choose the letter of the Choose the letter of the
correct answer. correct answer.
V. REMARKS
19
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
19
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 9 – Day 3)
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of familiar
words used to communicate personal experiences, ideas,
thoughts, actions, and feelings
…demonstrates understanding of familiar literary forms
and concept of words in English for effective
expression
B. Performance The learner shares/express personal ideas, thoughts,
Standard actions, and feelings using familiar words
…participates actively in different oral activities
C. Learning EN1OL-IIIa-j-1.1
Competencies Listen to short stories/poems and identify the problem and
solution
II. CONTENT
Listening to short stories/poems and identifying the problem and solution
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Basa Pilipinas Grade I
English Teachers Guide
pages 180-183
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from Learning Resource (LR) English Curriculum Guide,
Portal Third Quarter, Week 7,
pages 17– 19
B. Oher Learning Resources
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Teacher introduces the song, Teacher introduces the song,
lesson or presenting the “Jack and Jill” to the class. “Jack and Jill” to the class.
new lesson The lyrics of the song are The lyrics of the song are
written on a manila paper. written on a manila paper.
Say: Sing along with me. Say: Sing along with me.
19
(Repeat song twice)
B. Establishing a Teacher asks pupils to share Teacher asks pupils to share
purpose for the lesson their stories about their their stories about their
good deed with their seat good deed with their seat
mates. After the sharing, mates. After the sharing,
teacher calls some pupils to teacher calls some pupils to
share their share their
stories in class. stories in class.
C. Presenting examples / Ask: Who can recall the Ask: Who can recall the
instances of the new events of the story you events of the story you
lesson heard yesterday? heard yesterday?
D. Discussing new Teacher will retell the story Teacher will retell the
concepts and practicing to the class. story to the class.
new skill # 1 Say: Here are pictures of Say: Here are pictures of
the events in the story. the events in the story.
Who can retell the story? Who can retell the story?
E. Discussing new Teacher explains the Teacher explains the
concepts and practicing meaning of difficult words in meaning of difficult words
new skills # 2 the story using gestures, in the story using gestures,
facial expressions, pictures, facial expressions, pictures,
etc . etc
.
Teacher writes the new
words on the board. Teacher writes the new
Teacher lets the pupils words on the board.
read the new words. Teacher lets the pupils
read the new words.
F. Developing mastery Write the events that Draw the main character of
(leads to formative happened in the story. the story.
assessment 3)
G. Finding practical Ask: What did you feel if Ask: What did you feel if
applications of concepts you have helped someone in you have helped
need? someone in need?
H. Making What did Bella Umbrella What can you say Bella
generalizations and do to solve the problem? Umbrella? What did she
abstractions about the do to solve the problem?
lesson
I. Evaluating Learning Complete the sentences Complete the sentences
with the words we with the words we
encountered in the encountered in the
sentence. Choose your sentence. Choose your
answer from the box. answer from the box.
stretched wander stretched wander
waved pour embraced waved pour embraced
1. Bella loves to 1. Bella loves to
around. around.
2. The boy Bella in 2. The boy Bella
gratitude. in gratitude.
3. The rain began to 3. The rain began to
. .
19
4. Bella herself 4. Bella herself
to cover the girls. to cover the girls.
5. The scouts thanked 5. The scouts thanked
and goodbye to and goodbye to
Bella. Bella.
J. Additional Activities Write a short paragraph Write a short paragraph
for application or about Bella Umbrella. Ask about Bella Umbrella. Ask
remediation help from your parents, help from your parents,
brother or sister in forming brother or sister in
a sentence. forming a sentence.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
19
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 9 – Day 4)
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of familiar
words used to communicate personal experiences, ideas,
thoughts, actions, and feelings
…demonstrates understanding of familiar literary forms
and concept of words in English for effective
expression
B. Performance The learner shares/expresses personal ideas, thoughts,
Standard actions, and feelings using familiar words
…participates actively in different oral activities
C. Learning EN1OL-IIIa-j-1.1
Competencies Listen to short stories/poems and identify the problem and
solution
II. CONTENT
Identifying the problem and solution
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Basa Pilipinas Grade I
English Teachers Guide
pages 183-184
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from Learning Resource (LR) English Curriculum Guide,
Portal Third Quarter, Week 7,
pages 17– 19
B. Oher Learning Resources Soft copy of the song
“Jack and Jill” and the
story “Up, Up, Bella
Umbrella!”
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Teacher and pupils sing the Teacher and pupils sing the
lesson or presenting the song, “Jack and Jill”. The song, “Jack and Jill”. The
new lesson lyrics of the song are written lyrics of the song are written
on a manila paper. on a manila paper.
20
B. Establishing a Teacher asks the pupils to Teacher asks the pupils to
purpose for the lesson bring out their homework. bring out their homework.
Call a pupil to share her Call a pupil to share her
assignment to the class. assignment to
the class.
C. Presenting examples / In the story of Up, Up, In the story of Up, Up,
instances of the new lesson Bella Umbrella, what did Bella Umbrella, what did
you like most about Bella you like most about Bella
Umbrella? Why? Umbrella? Why?
D. Discussing new What are the problems that What are the problems that
concepts and practicing Bella Umbrella solved while Bella Umbrella solved while
new skill # 1 she is wandering? she is wandering?
E. Discussing new Can you give me the Can you give me the
concepts and practicing meaning of the following meaning of the following
new skills # 2 words from the story? words from the story?
1. wander 6. wander
2. puffed and huffed 7. puffed and huffed
3. snatched 8. snatched
4. downpour 9. downpour
5. stretching 10. stretching
F. Developing mastery Group into 3 and act out Arrange the pictures as
(leads to formative scene in the story. they happened in the story.
assessment 3) (Pictures provided
by the teacher.)
G. Finding practical As a little child, have you As a little child, have you
applications of concepts encountered problems? encountered problems?
What did you do to solve What did you do to solve
it? it?
Pupils recount little Pupils recount little
problems that they have problems that they have
solved. solved.
e.g. fixing a broken toys, e.g. fixing a broken toys,
H. Making After listening to the story After listening to the story
generalizations and of Bella Umbrella, what of Bella Umbrella, what
abstractions about the have you learned about have you learned about
lesson
helping people? helping people?
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2. You have spilled water 2. You have spilled
on your assignment. water on your
a. I will not submit my assignment.
assignment. a. I will not submit
b. I will cry. my assignment.
c. I will rewrite my b. I will cry.
assignment. c. I will rewrite my
3. You see that your pet assignment.
dog is thirsty. 3. You see that your pet
a. I will give it a drink. dog is thirsty.
b. I will ignore it. a. I will give it a
c. I will wait for drink.
mother to give it a b. I will ignore it.
drink. c. I will wait for
4. Your seatmate Lloyd mother to give it a
lost his pencil. You drink.
have an extra pencil. 4. Your seatmate Lloyd
a. I will lend him my lost his pencil. You
extra pencil. have an extra pencil.
b. I will ignore him. a. I will lend him my
c. I will tease him for extra pencil.
being careless. b. I will ignore him.
5. You scored low in your c. I will tease him for
exam. being careless.
a. I will study more 5. You scored low in
often. your exam.
b. I will not care about a. I will study more
it. often.
c. I will not study any b. I will not care
more. about it.
c. I will not study any
more.
J. Additional Activities Recall the story of Bella Recall the story of Bella
for application or Umbrella and write down the Umbrella and write down
remediation important details of the the important details of
story. the story.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
20
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
20
School Grade Level One
Teacher Learning Area English
Time & Date Quarter Three (Week 9 – Day 5)
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of familiar
words used to communicate personal experiences, ideas,
thoughts, actions, and feelings
…demonstrates understanding of familiar literary forms
and concept of words in English for effective
expression
B. Performance The learner shares/expresses personal ideas, thoughts,
Standard actions, and feelings using familiar words
…participates actively in different oral activities
C. Learning EN1OL-IIIa-j-1.3
Competencies Talk about stories heard, when, and where they took
place, the characters, and some important details of the
story
II. CONTENT
Talking about elements of stories and important details of stories heard
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Basa Pilipinas Grade I
English Teachers Guide
pages 185-186
2. Learner’s Materials pages
3. Textbook Pages
4. Additional Materials from Learning Resource (LR) English Curriculum Guide,
Portal Third Quarter, Week 7,
pages 17– 19
B. Oher Learning Resources Soft copy of the song “Sit
Down, You’re Rocking the
Boat”, “Jack and Jill”, and
the story “Up, Up, Bella
Umbrella!”
IV. PROCEDURE
Advanced Learners Average Learners
A. Reviewing previous Teacher and pupils sing the Teacher and pupils sing the
lesson or presenting the song, “Sit Down, You’re song, “Sit Down, You’re
new lesson Rocking the Boat”, and Rocking the Boat”, and
“Jack and Jill”. The lyrics of “Jack and Jill”. The lyrics of
the song are written on a the song are written on a
manila paper. manila paper.
20
Rock, rock Rock, rock
You’re rocking the You’re rocking the
boat boat
(Repeat 4 times) (Repeat 4 times)
20
G. Finding practical Ask: What is the moral
applications of concepts lesson of the story?
H. Making generalizations Say: Can you give me the
and moral of the story?
abstractions about the
lesson
I. Evaluating Learning Identify the following
elements of the story.
Choose your answer from
the box.
characters setting
problem
solution moral lesson
1. Helping someone is
rewarding.
2. far away land
3. Bella stretched herself
to cover the girls
barbecue party
4. Bella Umbrella
5. A boy scout cannot go
down the coconut tree
J. Additional Activities Study all the lessons for
for application or this quarter. Be prepared
remediation for the quarterly test.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I
use/discover which I wish to share with other
teachers?
H. No. of learners who earned 80% on the formative
assessment
20
20