La Salle Academy

Iligan City
S.Y. 2023-2024

LEARNING PLAN
Teacher’s Name: Ms. Trisha Camille A. Macario Kindergarten

Quarter: Second Dates of Implementation: November 28- 30, 2023 (Week 6)

Reading/Grammar Unit Topic: Refreshing R Blends

CS: The child demonstrates readiness for reading by identifying and pointing to words with R blends in age-appropriate texts.
PS: The child shall be able to read simple sentences and short texts fluently, incorporating words with R blends.

Learning Session 1
Competencies: I. Learning Targets: At the end of the session, I can:
Read words, phrases,  read R blends such as “tr”, “br”, “cr”, “dr”, “fr”, and “gr”.
sentences, and short  read R blends in phrases, sentences, and short stories.
stories with R blends.
II. Introduction
A. Review
Ordering Days:
What comes after Monday?
Can you tell me what day comes before Wednesday?

Identifying Today:
Which day is today?
Can you point to the name of today's day on the calendar?

B. Motivation – Read and Match

Prepare cards with pictures of R-blend words and matching word cards. The children can match the picture cards with the correct word cards, saying the
complete word as they make each match.
III. Interaction
A. Activity

A.1 Blending Bingo:

Create bingo cards with different R blends (e.g., "br," "cr," "fr"). Call out words or show pictures containing these blends, and children can mark the
corresponding blend on their cards.

A.2 Blend Sorting

Provide a mix of objects or picture cards that either start with an R blend or do not. Have the children sort them into two groups: R-blend and non-R-blend.

B. Discussion
What are R blends?
Briefly explain that blends are when two or more letters come together in a word, and you'll be focusing on blends that start with the letter 'R.'

Discussion Questions:

What words can you think of that start with the "br" sound?
 Allow children to share words they know, and you can contribute with examples like "brush" and "bread."

Can you say a word that starts with the "cr" sound?
 Encourage children to think of words like "crab" or "crane" and have them share with the group.

Who can come up with a word that starts with "fr"?

 Guide them to think of words like "frog" or "fruit" and discuss what those words mean.

Have you ever seen or used something that starts with the "dr" sound?
 Share examples like "drum" or "dragon" and ask if anyone has experienced using or seeing these items.

What kind of activities can you do that have the "tr" sound at the beginning?
 Encourage them to think about activities like "trick or treating" or "tree climbing."

Can you think of a word with the "gr" sound?

 Guide them to words like "grape" or "grass" and discuss how these words are part of everyday life.
IV. Integration
A. Evaluation – Book Exercise
Answer page 163

B. Synthesis - What have you learned today?

V. Assignment
1. Can you say a word that starts with "cr"?
a) Sun
b) Crab
c) Ball

2. What's the R blend in the word "frog"?

a) fr
b) br
c) tr

3. Find the word that has the "dr" sound:

a) Duck
b) Drum
c) Fish

4. Which of the following starts with "gr"?

a) Cake
b) Grass
c) Moon

5. Complete the word: "br___sh"

a) tr
b) dr
c) ush
 Unit Topic: Months of the Year
CS: The child demonstrates an understanding of the concept of months of the year.
PS: The child shall be able to identify the months of the year.

Learning Session 2-3

Competencies: I. Learning Targets: At the end of the session, I can . . .
Identify and sequence  identify the months of the year.
the months of the year.  sequence the months of the year.
 learn the concept of time through the months of the year, fostering a sense of responsibility and understanding of time progression.

II. Introduction
A. Review – Rhyme Time:
Engage in a rhyming activity where students identify words that rhyme with R blend words. For example, find words that rhyme with "frog" or "drum."

B. Motivation – Teach the months of the year vocabulary

Start off by looking at a calendar with everyone (and English one, if possible). Have some fun with the calendar first: ask students to point at holidays such as
Christmas and to point out their birthdays. Ask what month their birthdays are in and point to the month word (e.g., January) at the top of each month. Start to
teach / elicit the English words for months as you discuss their birthdays.

Ask what month it is now as well as the following (using the calendar):
the month Christmas is in
months other holidays are in (e.g., Easter, famous national holidays – this depends on the country you are teaching in!)
months for different seasons (e.g., summer months, winter, spring and fall / autumn)

1. New Year’s Day (January)

2. All Saint’s Day (November)
3. Christmas Day (December)
4. Valentine’s Day (February)
5. Independence Day (June)

III. Interaction
A. Activity
A.1 What’s Missing?
This first activity is a great way to help students memorize the months of the year. To begin, write all 12 months on the board in order. Then, tell students to
close their eyes and put their heads on their desks. Next, erase one of the months from the board. Then, tell students to open their eyes and ask them,
“What’s missing? “Once a student answers correctly, re-write that month on the board and then play again. Keep playing until you have gone through each
month of the year.
 A.2 ‘High Frequency Words - Months of the Year’ game
Teacher loads ‘High Frequency Words - Months of the Year’ game on to the interactive whiteboard and to explain to pupils that they can help Tom gather all
his ‘bedtime bits’ by putting the jumbled-up months into the box in the correct order.
Clickable link: https://www.roythezebra.com/english-ks1/reading-games/high-frequency-words/play-months/
A.3 Story Time

After the end of classes on March, Allan was excited because next month, he will go to Manila to spend his vacation at his cousin’s place. When the month of
April came, he went to Manila. There, he visits his cousin John. John takes him to the park and they also played at the playgrounds there. They also shop at
the mall. He did not notice that it is already the end of April and he has to go home.
He went back home on May. He was so excited and he can’t wait to tell his friends what he experienced during his vacation in Manila.

Process Questions::
Who was the Grade one pupil in the story?
When did their classes ended?
What did he do after their classes ended?
When did he went to Manila?
When did he went back home?

B. Discussion
There are twelve months in a year.
The first month is January.
The twelve months are January, February, March, April, May, June, July, August,
September, October, November, December.

IV. Integration
A. Evaluation – Cut and paste the words to complete the months of the year.
 B. Synthesis- What have you learned today?

Process Questions:
 Which month is your favorite, and why?

Values Integration:
proficiency