Dlp English 1

DETAILED LESSON PLAN IN ENGLISH 1 (Third Quarter)

DETAILED LESSON PLAN (DLP) DEVELOPMENT TEAM City: MASBATE

Division EPS: JEANETTE M. ROMBLON

Subject Area: ENGLISH

Grade Level: I-THIRD QUARTER

Name

Position

School

Ella F.Rey Jean A. Romano Ma. Criselda V.Hermosa Loraine D.Amante Remy Joyce A.Vinas Vilma D. Martin Ave D. Macasinag Marilyn P. Tumblod Emavel B. Gonzales Samelyn R. Lafuente Armie P. Apaya

Teacher III Teacher III Teacher III Teacher III Teacher III Master Teacher II Teacher III Teacher III Teacher II Teacher II Teacher III

Chona R. Ragasa

Master Teacher I

Nursery Elem. School N.delos Santos Elem School Bayombon Elem.School Batuhan East Elem. School Jose Zurbito Sr. Elem. School Amancio Aguilar Elem. School Julian V. Antonio Elem. School Jose Zurbito Sr. Elem. School Tugbo Elem. School Cawayan Exterior Elem. School Amancio Aguilar Elem. School Masbate National Comprehensive High School Bayombon Elem School Batuhan East Elem. School Julian V. Antonio Elem. School CID-SDO CID-SDO CID-SDO

Janet L. Danao Cyril F. Delavin Sophia M. Salvacion Jeanette M. Romblon Dinnah A. Banares Noel D.Logronio

Principal I Principal I Principal I EPS-I English EPS-I LRMDS CID Chief

ii

Role in the DLP Development Writer Writer Writer Writer Writer/Demo teacher Writer Writer/Demo Teacher Writer Writer Demo Teacher Editor

Date of Accomplishment March 11, 2019 March 11, 2019 March 11, 2019 March 11, 2019 March 11 /12-13 2019 March 11, 2019 March 11/12-13 2019 March 11, 2019 March 11, 2019 March 14-15,2019 March 18-22,.2019

Editor

March 18-22,2019

Validator Validator Validator Validator Validator Validator

March 25-29,2019 March 25-29,2019 March 25-29,2019 April 11-12, 2019 April 11-12. 2019 April 11-12, 2019

TABLE OF CONTENTS

CONTENT

PAGE

Week 1

Day 1 Day 2 Day 3 Day 4 Day 5

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Week 2

Day 1 Day 2 Day 3 Day 4 Day 5

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Week 3

Day 1 Day 2 Day 3 Day 4 Day 5

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Week 4

Day 1 Day 2 Day 3 Day 4 Day 5

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Week 5

Day 1 Day 2 Day 3 Day 4 Day 5

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Week 6

Day 1 Day 2 Day 3 Day 4 Day 5

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Week 7

Day 1 Day 2 Day 3 Day 4 Day 5

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1 12

Day 1 Day 2 Day 3 Day 4 Day 5

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Week 9

Day 1 Day 2 Day 3 Day 4 Day 5

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Week 10

Day 1 Day 2 Day 3 Day 4 Day 5

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Week 8

iv

School Teacher Time & Date I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competencies II. CONTENT

Grade Level Learning Area Quarter

One English Three (Week 1 – Day 1)

The learners demonstrate understanding of useful strategies for purposeful literacy learning. The learner uses strategies independently in accomplishing literacy related task. Recognize Rhyming words in Nursery Rhymes , Poems, Song heard ENIPA-IIIa-3-2.2

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 Activity Sheets G.1 p.1 pictures

2. Learner’s Materials pages 3. Textbook Pages 4. Additional Materials from Learning Resource (LR) Portal B. Oher Learning Resources

Pictures, strips, labels, microphone

IV. PROCEDURE A. Reviewing previous lesson or presenting the new lesson

Advanced Learners The teacher introduces the song “Hello, How Do You Do?

Average Learners The teacher introduces the song “Hello, How Do You Do?

In the class  The lyrics of the song are written in a Manila Paper  The teacher sings with the pupils as he or she points at the words of the song.

In the class  The lyrics of the song are written in a Manila Paper  The teacher sings with the pupils as he or she points at the words of the song.

“Hello, How Do You Do?”

“Hello, How Do You Do?”

Hello, hello, hello Hello, how do you do? I’m glad to be with you And you, and you, and you La, la, la, la, la, la (Repeat twice)

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Hello, hello, hello Hello, how do you do? I’m glad to be with you And you, and you, and you La, la, la, la, la, la (Repeat twice)

B. Establishing a purpose for the lesson

The teacher divides the class into small groups with 6 members. Each group forms a circle. Members of the group pass around a special microphone and introduce themselves to their group mates. The teacher moves around the room as the pupils do their activity. Pupils group themselves into six members. The teacher leads the pupils to introduce themselves. My name is (Teacher’s name). What is your name? My name is Sofia A. Martinez What is your name? next pupil

C. Presenting examples / instances of the new lesson

The teacher divides the class into the small groups with 6 members. Each group forms a circle. Members of the group pass around a special microphone and introduce themselves to their group mates. The teacher moves around the room as the pupils do their activity. Pupils group themselves into six members. The teacher leads the pupils to introduce themselves. My name is (Teacher’s name). What is your name?

Teacher reads the song “Hello, How Do You Do?” while pointing at the words. Pupil then identifies the rhyming words in it.

My name is Sofia A. Martinez What is your name? next pupil Teacher reads the song “Hello, How Do You Do?” while pointing at the words. Pupil then identifies the rhyming words in it.

Hello, How Do You Do?”

Hello, How Do You Do?”

Hello, hello, hello Hello, hello, hello Hello, how do you do? Hello, how do you do? I’m glad to be with you I’m glad to be with you And you, and you, and you And you, and you, and La, la, la, la, la, la you La, la, la, la, la, la Teacher asks: What words in the song Teacher asks: sound the same? What words in the song Pupil Answers: Do and sound the same? you. Pupil Answers: Do and you. D. Discussing new concepts and practicing new skill # 1

Teacher shows pictures of rhyming words in the class. He or She then reads the names of the picture. Pupils say the names of the pictures after 2

Teacher shows pictures of rhyming words in the class. He or She then reads the names of the picture. Pupils say the names of the pictures

the teacher read each one.

E. Discussing new concepts and practicing new skills # 2

after the teacher read each one.

Picture of Nun

Picture of Sun

Picture of Nun

Picture of Sun

Picture of Mat

Picture of Hat

Picture of Mat

Picture of Hat

Teacher groups her pupils to answer the activity. Teacher gives an instruction or group norms.

List the words from the box that rhyme.

Hair Match the picture that rhymes. Picture of Hair

Picture of Pen

pen

lip

fan chair grass leg hen hip glass

F. Developing mastery (leads to formative assessment 3)

G. Finding practical applications of concepts

Teacher checks the pupils output. Let all pupils check the answer of his/her classmate if the answer is correct. Let the pupils read the answer by rows or by group.

Teacher checks the pupils output. Let all pupils check the answer of his/her classmate if the answer is correct. Let the pupils read the answer by rows or by group.

Pupils read the words. hair chair pen hen grass glass

Pupils read the words. lip hip fan pan

Teacher asks pupils to give words that rhyme found in our surroundings, classroom,. home

Teacher asks pupils to give words that rhyme found in our surroundings, classroom ,,home.

Can you give examples of words that rhyme inside our classroom? door floor Home? pillow window Surroundings? sand hand

H. Making generalizations and

The Teacher will provide pictures of rhyming words. 3

Can you give examples of word that rhyme inside (Aid pupils with pictures) Our classroom? door floor Home? pillow window Surroundings? sand hand The Teacher will provide pictures of rhyming

abstractions about the lesson

Paste it on the board. The teacher reads the names of the pictures. Let the pupils match the words that rhyme.

words. Paste it on the board. The teacher reads the names of the pictures. Let the pupils match the words that rhyme.

Match the pictures that rhyme. Picture of Feet

Picture of tail

Picture of Feet

Picture of Feet

Picture Dish

Picture of Cap

Picture of Dish

Picture of Dish

Picture of Rail

Picture of teeth

Picture of Rail

Picture of Rail

Picture of hose

Picture of Fish

Picture of hose

Picture of hose

Picture of Cup

Picture of Nose

Picture of Cup

Picture of Nose

I. Evaluating Learning

Color the pictures that rhyme.

Color the pictures that rhyme.

J. Additional activities for application or recommendation Assignment /Agreement ( ____ minutes).

Teacher asks pupils to cut and paste pictures of rhyming words from old magazines on their notebook.

Teacher asks pupils to cut and paste pictures of rhyming words from old magazines on their notebook.

Teacher will say: Cut and paste pictures of rhyming words from old magazines.

Teacher will say: Cut and paste pictures of rhyming words from old magazines.

V. REMARKS

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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

Day 2

5

School Teacher Time & Date I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 1 – Day 2)

The learners demonstrate understanding of useful strategies for literacy learning. The learner uses strategies independently in accomplishing related task. ENIV-IIIa-E-5 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 Respect our family

Poem – Finger Family Song

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

C.G. K to 12 p. 18 T.G. Basa Pilipinas p.1012 Activity Book p. 2

Pictures, Labels, Picture of Family

IV. PROCEDURE A. Reviewing previous lesson or presenting the new lesson

Advanced Learners The Teacher introduces the action song “Finger Family song” in the class written on a manila paper Pupils song while doing the actions of the song. “Finger Family Song” Father Finger, Father finger Where are you? Here I am, Here I am How do you do? Mother finger, Mother finger Where are you? Here I am, Here I am How do you do? Brother finger, Brother finger 6

Average Learners Pupils song while doing the actions of the song. “Finger Family Song” Father Finger, Father finger Where are you? Here I am, Here I am How do you do? Mother finger, Mother finger Where are you? Here I am, Here I am How do you do? Brother finger, Brother finger Where are you? Here I am, Here I am How do you do? Sister finger, Sister finger Where are you? Here I am, Here I am

Where are you? Here I am, Here I am How do you do? Sister finger, Sister finger Where are you? 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 purpose for the lesson checks the homework and call a pupil to show his/her work in the class. Pupils also share who in their family helped do their homework. C. Presenting examples / The teacher introduces/ instances of the new Shows pictures of family lesson Picture of Father

father Picture of Sister

D. Discussing new concepts and practicing new skill # 1

E. Discussing new concepts and practicing new skills # 2

Picture of Mother

Picture of Brother

mother

brother Picture of Baby

How do you do? Baby finger, Baby finger Where are you? Here I am, Here I am How do you do?

The Teacher collects and checks the homework and call a pupil to show his/her work in the class. Pupils also share who in their family helped do their homework. The teacher introduces/ Shows pictures of family Picture of Father

father Picture of Sister

Picture of Mother

Picture of Brother

mother

brother Picture of Baby

sister baby Who is in the Picture? Do you have a Father? Mother? Brother? Sister? Baby? Pupils answer: Father, Mother, Baby, Sister, Brother. Yes.

sister baby Who is in the Picture? Do you have a Father? Mother? Brother? Sister? Baby? Pupils answer: Father, Mother, Baby, Sister, Brother. Yes.

What do your Mother and Father do for your family? How many members do you have in your family?

What do your Mother and Father do for your family? How many members do you have in your family?

Pupils answer: My father is a tricycle driver and my Mother cooks food every day.

Pupils answer: My father is a tricycle driver and my Mother cooks food every day.

Call a pupil to share about his/her family members.

Call a pupil to share about his/her family members.

Pupils share about his/her family.

Pupils share about his/her family.

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F. Developing mastery (leads to formative assessment 3) G. Finding practical applications of concepts

H. Making generalizations and abstractions about the lesson I. Evaluating Learning

My Father is a vendor. My Mother cooks food and cleans our house. My brother waters the plants.

My Father is a vendor. My Mother cooks food and cleans our house. My brother waters the plants.

Pupils will write or list the family members mentioned in the song “Finger Family Song” Teacher gives an activity to the pupils. Select the correct answer in the strips and write your answer in the blank.

Sing all the parts of a song in front of your classmate. (Sing the “Finger Family Song”) Teacher gives an activity to the pupils. Select the correct answer in the strips and write your answer in the blank.

Mother

Brother

Mother

Brother

Father

Sister

Father

Sister

Baby

Baby

She cooks the food in the morning. She is___________. He fixes the broken windows. He is___________. She Washes the plates. She is __________. We need to follow and help our family. Respect our family members.

She cooks the food in the morning. She is___________. He fixes the broken windows. He is___________. She Washes the plates. She is __________. We need to follow and help our family. Respect our family members.

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 Mother Picture of Father Picture of Brother Picture of Sister Picture of Baby

Picture of Mother

________ Picture of Father

________ ________

Picture of Brother Picture of Sister

________ ________

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Picture of Baby

________

________ ________

________ ________

J. Additional activities for application or recommendation

Paste a picture of your family in your notebook.

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

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Paste a picture of your family in your notebook.

Day 3 School Teacher Time & Date I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 1 – Day 3)

The learners demonstrate of useful strategies for purposeful literacy related task. The learners uses strategies independently in accomplishing literacy related task. Use/ Respond appropriately to polite expression 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 2. Learner’s Materials pages 3. Textbook Pages 4. Additional Materials from Learning Resource (LR) Portal B. Oher Learning Resources IV. PROCEDURE Advanced Learners A. Reviewing previous The pupils will sing the lesson or presenting the song “Hello, How Do You new lesson Do?” and “Finger Family song” B. Establishing a The teacher greets his/her purpose for the lesson pupils Good Morning Children? How are you today? Pupils will respond: Good morning/afternoon, Teacher. We are all fine today. C. Presenting examples / The teacher asks his/her instances of the new pupils lesson What did your family do yesterday? Did you greet your Mother? Father? When you wake up today?

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C.G. K to 12 p. 18 T.G. Basa Pilipinas p.1215 Activity book p. 5

Average Learners The teacher sing the song “Hello, How Do You Do?” and allow the children to join him/her The teacher greets his/her pupils Good Morning Children? How are you today? Pupils will respond: Good morning/afternoon, Teacher. We are all fine today. The teacher will model answering this question. What did your family do yesterday? My Family visited the mall. Yes, we greet our Father and Mother.

How about if you go to school, what did you do before leaving home?

D. Discussing new concepts and practicing new skill # 1

The teacher shows a pictures of situation when greeting and leave taking for each picture Greeting: Picture of a girl greeting her friend.

Picture shows a pupil greeting her teacher in the morning

Hello/Hi Morning, How Are you? Picture of Father greeting grandfather in the afternoon

Good Afternoon

Good Teacher Picture shows sister greeting the neighbor in the evening

Good Evening

The teacher posts the greetings in English for each picture on the board and reads them to class. Pupils say each greeting.

Good Night Picture of a brother waving goodbye to his friends.

Picture of a teacher saying “Goodbye” to the pupils

Goodbye See you See you Later See you Soon

E. Discussing new concepts and practicing new skills # 2

Picture of a girl greeting her friend.

Picture shows a pupil greeting her teacher in the morning

Hello/Hi Morning, How Are you? Picture of Father greeting grandfather in the afternoon

Good Afternoon

Good Teacher Picture shows sister greeting the neighbor in the evening

Good Evening

The teacher posts the greetings in English for each picture on the board and reads them to class. Pupils say each greeting. Leave Takings:

Leave Takings: Picture of a mother saying “Good Night” to his son who is in bed

What did you do before leaving home? I kiss my mother and father then I say,” Goodbye, mother and father.” The teacher shows a pictures of situation when greeting and leave taking for each picture Greeting:

Teacher posts the leavetakings. Pupils read each leave-takings. Teacher presents a picture and lets the pupils guess the answer If it is a greeting or leavetaking

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Picture of a mother saying “Good Night” to his son who is in bed

Good Night Picture of a brother waving goodbye to his friends.

Picture of a teacher saying “Goodbye” to the pupils

Goodbye See you See you Later See you Soon

Teacher posts the leavetakings. Pupils read each leave-takings. Teacher presents a picture and lets the pupils guess the answer If it is a greeting or leavetaking

What is the polite expression used? Picture of a boy going to school

Goodbye!

Picture of a boy going to school

Goodbye!

Picture of Children meet the principal

Picture of Children meet the principal

Good morning.

Good morning.

Picture of a visitor knocking at the door

Picture of a baby going to bed

Good night .

Picture of a baby going to bed

F. Developing mastery (leads to formative assessment 3)

What is the polite expression used?

Good night . Teacher gives a situation by group. Write the polite expression in the blank. Good bye. Good night. Good morning. 1. I say ______ when I meet the principal in the morning.

Teacher gives a situation by group. Group 1- What do we say when we have a visitor in the morning? Group 2- What do you say when your friend goes home after you played?

2. We say _____ to my teacher when we leave.

G. Finding practical applications of concepts

3. Before I sleep, I say ____ to my Mama & Papa. Teacher posts a list of greetings and leave takings for pupils to copy in their notebooks Teacher says: Read and copy greetings and leave takings in your notebook.

Teacher posts a list of greetings and leave takings for pupils to copy in their notebooks Teacher says: Read and copy greetings and leave takings in your notebook.

Greetings: Good morning. Good afternoon. How are you? Good evening. Hi! Hello!

Greetings: Good morning. Good afternoon. How are you? Good evening. Hi! Hello!

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H. Making generalizations and abstractions about the lesson

I. Evaluating Learning

J. Additional activities for application or 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

Leave takings: Goodbye! See you later! See you! See you soon! Teacher asks: How can you show respect to everyone?

Leave takings: Goodbye! See you later! See you! See you soon! Teacher asks: How can you show respect to everyone?

Pupils will say: We need to be polite every day. Follow and be respectful to everyone

Pupils will say: We need to be polite every day. Follow and be respectful to everyone

Teacher shows strips of paper with polite expression in it. Let the children read them.

Teacher shows strips of paper with polite expression in it. Let the children read them.

Read the polite expression by pair.

Read the polite expression by group.

Good Morning

Good Morning

Good Night

Good Night

Goodbye

Goodbye

Good Afternoon

Good Afternoon

See you Later

See you Later

Read and study the greetings and leave takings.

Read and study the greetings and leave takings.

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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

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Day 4 School Teacher Time & Date I. OBJECTIVES A. Content Standard

Grade Level Learning Area Quarter

The learners demonstrate understanding of useful strategies for purposeful literary learning. The learners use strategies independently in accomplishing related task. Recognize sentences and non-sentences. ENIG-IIIa1.1

B. Performance Standard C. Learning Competencies II. CONTENT Recognizing sentences and non-sentences 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 A. Reviewing previous Teacher introduces the lesson or presenting the poem, “Clap your hands” new lesson in the class (written in a manila paper) Teacher reads while pointing at the words of the poem. “Clap Your Hands”

B. Establishing a purpose for the lesson

One English Three (Week 1 – Day 4)

Clap your hands Touch your toes Turn around Put your finger on your nose Flap your arms Jump up high Wiggle your finger And reach for the sky Teacher posts a sentence and non-sentence on the board. Elsa goes to school.

Notebook and pencil

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Sentences and Phrases C.G. K to 12 p. 18 T.G. Basa Pilipinas 15-19 Activity Sheets p. 4

Picture, Charts, strips Average Learners Pupils recite the song while doing the action

“Clap Your Hands” Clap your hands Touch your toes Turn around Put your finger on your nose Flap your arms Jump up high Wiggle your finger And reach for the sky

Teacher posts a sentence and non-sentence on the board. Elsa goes to school.

Notebook and pencil

C. Presenting examples / instances of the new lesson

D. Discussing new concepts and practicing new skill # 1

Teacher reads the examples and explain the difference between a sentence and a nonsentence. Elsa goes to school.

Notebook and pencil

sentence

non-sentence

Elsa goes to school.

Notebook and pencil

sentence non-sentence

Which do you think is a sentence? Which do you think is a non-sentence? How do you know that the first one is a sentence while the other is a nonsentence ?

Which do you think is a sentence? Which do you think is a non–sentence? How do you know that the first one is a sentence while the other is a nonsentence phrase?

Teacher posts a table on the board. Pupils read the sentences in the table and study each one. Teacher explains what is a sentence and nonsentence.

Teacher posts a table on the board. Pupils read the sentences in the table and study each one. Teacher explains what is a sentence and nonsentence.

The dog ran.

dog ran

The dog ran.

dog ran

The rat eats.

the rat

The rat eats.

the rat

The birds fly. E. Discussing new concepts and practicing new skills # 2

Teacher reads the examples and explain the difference between a sentence and a nonsentence.

the bird

Identify sentence or nonsentence. Paste the strips under its correct label.

The mouse eats. Dog ran

The birds fly.

the bird

Identify sentence or nonsentence. Paste the strips under its correct label.

The mouse eats. Dog ran

The dog ran. the rat

The dog ran. the rat

The birds fly. The bird F. Developing mastery (leads to formative assessment 3)

The teacher reads the words on the board and let the children follow after. Write the word sentence on the blank if it is a 16

The birds fly. The bird The teacher reads the words on the board and let the children follow after.

G. Finding practical applications of concepts

H. Making generalizations and abstractions about the lesson

I. Evaluating Learning

sentence and nonsentence if it is a nonsentence. 1. ____Families watch the movie. 2. ___Bed and pillow 3. ____Buys biscuits 4. ____The mayor visits the fire victims.

Write the word S in the blank if it is a sentence and NS if it is a nonsentence. 1. Families watch the parade. 2. Chair and table

Teacher gives a strip to each pair of pupils. Let the pupils read and answer if it is a Sentence or a NonSentence.

Teacher gives a strip to each group of pupils. Let the pupils read and answer if it is a Sentence or Non-Sentence.

Sit Down Pick up you trash Put the things inside your bag The book What is the difference between a sentence and a non-sentence?

Sit Down Pick up you trash Put the things inside your bag The book What is the difference between a sentence and a non-sentence?

A sentence is a group of words that has complete thought. The first word begins with a capital letter. It ends with a period.

A sentence is a group of words that has complete thought. The first word begins with a capital letter .It ends with a period.

A non-sentence is a group of words that does not have complete thought.

A phrase is a group of words that does not have complete thought.

Write S for sentence or P for phrase in the box. Answer activity sheets p.4

Write S for sentence or P for phrase in the box. Answer activity sheets p.4

The family is having a lunch.

3. Buys cotton candy 4. The mayor is speaking

The family is having a breakfast.

Mother and Father In the mall The Family is eating in the

Mother and Father In the church The Family is walking in the

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J. Additional activities for application or recommendation Assignment /Agreement ( ____ minutes).

Write Sentence or NonSentence on the blank.

Write Sentence or Phrase on the blank.

___ Put your finger on your nose.

___ Put your hand on your head.

___ Around

___ Sit down.

___ Going

___ Your hands

___ Touch with your toes

___ With your toes

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

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Day 5 School Teacher Time & Date I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 1 – Day 5)

The learners demonstrate understanding of useful strategies for purposefully literacy learning. The learner uses strategies independently in accomplishing literacy related task. Listen to short stories/ poems and note important details 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 2. Learner’s Materials pages 3. Textbook Pages 4. Additional Materials from Learning Resource (LR) Portal B. Oher Learning Resources

K to 12 T.G. p. 6 Basa Pilipinas p.17-19 K to 12 C.G. p.18 Activity sheets p.5

Picture of story “ Polite Cora” Poems – “Clap your hands”

IV. PROCEDURE A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

Advanced Learners Teacher introduces the poem “Clap Your Hands” in the class. The poem is written in a manila paper. Teacher reads while pointing at the words of the poem. Pupils then recite while doing the action in the poem “Clap your hands” Listening Activity Teacher shows a picture of Grade 1 pupil receiving a ribbon from her teacher Picture of a girl

Average Learners Teacher introduces the poem “Clap Your Hands” in the class. The poem is written in a manila paper. Teacher reads while pointing at the words of the poem. Pupils then recite while doing the action in the poem “Clap your hands” Listening Activity Teacher shows a picture of Grade 1 pupil receiving a ribbon from her teacher Picture of a girl

What do you see in the picture? We see a little girl in the picture This little girl is Cora. She is a Grade 1 like you. People call her “Polite Cora” Why do you think people call her “Polite Cora”?

19

What do you see in the picture? We see a little girl in the picture This little girl is Cora. She is a Grade 1 like you. People call her “Polite Cora”

Let’s find out in the story we are going to read today.

C. Presenting examples / instances of the new lesson

D. Discussing new concepts and practicing new skill # 1

During listening activities Teacher uses pictures to tell the story- Polite Cora, Pupils listen and answer the teacher’s questions about the story. Picture of Cora smiling brightly

Picture of Cora smiling brightly

Picture of Cora Returning to the classroom and greeting the principal “Good Afternoon”

Picture of Cora Returning to the classroom and greeting the principal “Good Afternoon”

Picture of Cora greeting her father who is at the door “Good Evening”

Picture of Cora greeting her father who is at the door “Good Evening”

Pupils listen to the story while the teacher reads “Polite Cora”.

Pupils listen to the story while the teacher reads “Polite Cora”.

Everyone likes Cora. She greets everyone with a smile.

Everyone likes Cora. She greets everyone with a smile.

She greets the guard in the school “Good Morning!” She greets the principal “Good Afternoon!” when she sees him. And when classes are over, she says goodbye to everyone.

She greets the guard in the school “Good Morning!” She greets the principal “Good Afternoon!” when she sees him. And when classes are over, she says goodbye to everyone.

At night, she greets father “Good Evening!” and gives him a kiss on the cheek. She hugs mother and says “Good Night!” before she goes to sleep. Everyone likes Cora because she is polite.

E. Discussing new concepts and practicing new skills # 2

Why do you think people call her “Polite Cora”? Let’s find out in the story we are going to read today During listening activities Teacher uses pictures to tell the story- Polite Cora, Pupils listen and answer the teacher’s questions about the story.

After the Listening Activity ,the Teacher asks questions about the story

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At night, she greets father “Good Evening!” and gives him a kiss on the cheek. She hugs mother and says “Good Night!” before she goes to sleep. Everyone likes Cora because she is polite. After the Listening Activity,the Teacher asks questions about the story.

a. Who are the characters in the story? b. Where can we find Cora and the Guard/principal/classma te? Where can we Find Cora and Father and Mother? c. What happened when Cora saw the guard at the school? d. What happened when Cora saw the Principal? e. What did Cora say to Father when he came home? f. What did Cora tell mother before she goes to sleep? g. Why does everyone like Cora?

F. Developing mastery (leads to formative assessment 3)

G. Finding practical applications of concepts

H. Making generalizations and abstractions about the lesson

I. Evaluating Learning

Fill the missing word in the story. 1. And when the classes are over, she says ________________. 2. A night, she ____and gives him a kiss on the cheek. 3. She hugs ____ before she goes to sleep.

a. Who are the characters in the story? b. Where can we find Cora and the Guard/principal/classm ate? Where can we Find Cora and Father and Mother? c. What happened when Cora saw the guard at the school? d. What happened when Cora saw the Principal? e. What did Cora say to Father when he come home? f. What did Cora tell mother before she goes to sleep? g. Why does everyone like Cora? Write the missing word on the blank to complete the sentence.

1. Everyone likes Cora. She greets everyone with a _____. 2.She greets the guard in school, __________. 3. She greets the principal _________ when she sees him. Do you like Cora? What is the Do you like Cora? What is the attitude of Cora that you like the attitude of Cora that you like most? the most? The attitude of Cora that I like the most is being polite to everyone. Why do we need to be polite to everyone?

The attitude of Cora that I like the most is being polite to everyone. Why do we need to be polite to everyone?

Write the name of someone you know who is polite. Then color the ribbon with your favorite color Activity Sheets p.5

Write the name of someone you know who is polite. Then color the ribbon with your favorite color Activity Sheets p.5

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J. Additional Activities for application or remediation

Write names of the other members of your family.

Write names of the other members of your family.

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

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ay 1 School Teacher Time & Date I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 2 – Day 1)

The learners demonstrate understanding of useful strategies for purposeful literacy-learning Uses strategies independently in accomplishing literacy-related tasks EN1PA-IIIa-e-2.2 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. TEN LITTLE FINGERS One little two ,little three, little fingers ,four little five little six ,little fingers, seven little eight ,little nine, little fingers ten little fingers in my hands. Note: Song must be written in a manila paper 2.Sharing Information

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TEN LITTLE FINGERS One little two, little three, little fingers ,four little five little six ,little fingers ,seven little eight ,little nine, little fingers ten little fingers in my hands. Note: Song must be written in a manila paper

 Group the pupils into three. Each group will form a circle.  Let the pupils introduce themselves . *Note: Teacher makes sure that pupils mingle with their classmates, and put them in different groups during this activity.

B. Establishing a purpose for the lesson

C. Presenting examples / instances of the new lesson

2.Sharing Information  Call 3-5 pupils in front to introduce themselves. Following these patterns. Hi! I’m_________. I’m ______ years old.

Note: Teacher guides those pupils who can’t introduce themselves especially the struggling pupils.

Pre-Reading Activities: Show the cover of the read aloud book to the class.

Pre-Reading Activities: Show the cover of the read aloud book to the class.

Let pupils recall information about the book. Say:  Do you still remember the story we read in Filipino?  We are going to read them again. But this time we’ll read them in English.  We are also going to learn new English words from the story.  What is the title of this book?  Who is the author? the illustrator?

Let pupils recall information about the book. Say:  Do you still remember the story we read in Filipino?  We are going to read them again. But this time we’ll read them in English.  We are also going to learn new English words from the story.  What is the title of this book?  Who is the author? the illustrator?

Introduce the big book: Say: Our story for today is entitled “Ten Friends (Sampung Magkakaibigan) The story is written by Kristine Canon and illustrated by Ruben De Jesus.

Introduce the big book: Say: Our story for today is entitled “Ten Friends” (Sampung Magkakaibigan) The story is written by Kristine Canon and illustrated by Ruben De Jesus.

Motive questions: What do you think is the story about? Who are Karlo’s friends?

Motive questions: What do you think is the story about? Who are Karlo’s friends?

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D. Discussing new concepts and practicing new skill # 1

E. Discussing new concepts and practicing new skills # 2

F. Developing mastery (leads to formative assessment 3)

During Reading Activities:  Teacher reads the story ” Ten Friends”, in chunks. Reads pages 110 of the book.

During Reading Activities:  Teacher reads the story ” Ten Friends”, in chunks. Reads pages 110 of the book.

Showing each page with the illustrations to the pupils  Teacher explains the meaning of the difficult words in the story using gestures, facial expressions, pictures, etc.  Write the new words on the board. (Please refer to the attached story) *Ask questions to arouse pupil’s interest and monitor pupils’ comprehension while reading the story.  Look at the pictures on these pages. What do you see? Who are in the pictures?  What do you see in the pictures? Can you see Karlo and Ben? Where are they?  Can you point where they are?  What did Karlo do to Susie and Leo?  What did Karlo do to Joo-chan’s noodles?

Showing each page with the illustrations to the pupils  Teacher explains the meaning of the difficult words in the story using gestures, facial expressions, pictures, etc.  Write the new words on the board. (Please refer to the attached story) *Ask questions to arouse pupil’s interest and monitor pupils’ comprehension while reading the story.  Look at the pictures on these pages. What do you see? Who are in the pictures?  What do you see in the pictures? Can you see Karlo and Ben? Where are they?  Can you point where they are?  What did Karlo do to Susie and Leo?  What did Karlo do to Joo-chan’s noodles?

After Reading the After Reading the story.(pages 1-10) story.(pages 1-10) Ask questions about the Ask questions about the story read. story read.  Who are Karlo’s friends?  Who are Karlo’s  Can you tell me their friends? names?  Can you tell me their  Do they like playing with names? Karlo?  Do they like playing with  What did Karlo do to Karlo? them?  What did Karlo do to them?

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G. Finding practical applications of concepts

Arrange the events based on what happened in the story. Karlo is waking Anton up. Karlo is knocking over Leo’s tower

H. Making generalizations and abstractions about the lesson I. Evaluating Learning

J. .Additional activities for application or remediation

Arrange the pictures based on what happened in the story. Picture 1: Picture of Karlo waking Anton up

Picture 2: Picture of Karlo knocking over Leo’s tower Karlo is grabbing Lara’s Picture 3: Picture of Karlo suman. grabbing Lara’s suman. Do you have a friend/s? Do you have a friend/s? How do you treat your How do you treat your friends? friends? The importance of having The importance of having friends. friends. 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 At home, tell your family At home, tell your family about the story “Ten about the story “Ten Friends”. Then ask them to Friends”. Then ask them tell you the story they to tell you the story they know. Tomorrow you will know. Tomorrow you will share your story with your share your story with your classmates. Remember classmates. Remember the characters and the 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

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Day 2 School Teacher Time & Date I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 2 – Day 2)

The learners demonstrate understanding of useful strategies for purposeful literacy-learning Uses strategies independently in accomplishing literacy-related tasks EN1OL-IIIa-j-1.3.1 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  Ask the pupils to share the story they heard from the story they heard their family members. from their family  Talk about the members. characters, settings, and  Talk about the events of the story. characters, settings, Say: and events of the story.  Are you ready to share Say: with your classmates the  Are you ready to share story you heard? with your classmates the story you heard? Teacher calls 2-3 pupils to share their stories in class. Teacher call 2-3 pupils to share their stories in class. B. Establishing a Teacher asks the pupils to Teacher asks the pupils purpose for the lesson retell any part of the story about the story they they heard 28

Say: Yesterday we read the story “Ten Friends”. Let’s recall the events of the story we heard. Who can retell the story?

heard guided by the following questions:

Who are Karlo’s friends? What did Karlo do to Shabby Sussie?  Call anybody to retell What did Karlo do to the story. sleepy Anton? What did Karlo do to Joo-chan’s noodles? Note: Allow the pupils to express themselves in their Mother-Tongue or in Filipino to help them feel comfortable when sharing their ideas Then, model how to say their responses in English. Teacher could make more questions.

C. Presenting examples / instances of the new lesson

Pre-Reading Activities: Say: Yesterday we read the first part of the story, today we are going to continue reading the story. Motive Question: After all the bad doings done by Karlo to his friends, do you think his friends will still be his friends? Let us find out as we continue to read the story.

D. Discussing new concepts and practicing new skill # 1

During Reading Activities: Teacher reads pages 1013 of the story” Ten Friends”.  Teacher explains the meaning of the difficult words in the story using gestures, facial expressions, pictures, etc.  Write the new words on the board. (Please refer to the attached story) 29

Pre- Reading Activities: Say: Yesterday we read the first part of the story, today we are going to continue reading the story. Motive Question: After all the bad doings done by Karlo to his friends, do you think his friends will still be his friends? Let us find out as we continue to read the story During Reading Activities: Teacher reads pages 1013 of the story” Ten Friends”.  Teacher explains the meaning of the difficult words in the story using gestures, facial expressions, pictures, etc.  Write the new words on the board. (Please refer to the attached story)

E. Discussing new concepts and practicing new skills # 2

F. Developing mastery (leads to formative assessment 3)

G. Finding practical applications of concepts

During Reading - Teacher asks questions to arouse pupils’ interest and monitor pupils’ comprehension while reading the story.  Look at the pictures on these pages. What do you see? Where did Karlo’s friends go?  Did Karlo find his friends?  What did Karlo feel when he found his friends? *Teacher could modify and make more questions.

During Reading - Teacher asks questions to arouse pupils’ interest and monitor pupils’ comprehension while reading the story.  Look at the pictures on these pages. What do you see? Where did Karlo’s friends go?  Did Karlo find his friends?  What did Karlo feel when he found his friends? *Teacher could modify and make more questions. After Reading: After Reading: Ask questions about the Ask questions about the 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. Arrange the events based on what happened in the story.

Arrange the pictures based on what happened in the story.

Karlo is crying.

Picture 1: Picture of Karlo crying

Karlo looks for his friends. Karlo finds his friends in the school yard.

H. Making generalizations and abstractions about the lesson

Picture 2: Picture of Karlo looking for his friends

Picture 3: Picture of Karlo finding his friends in the school yard How should you treat your How should you treat friend? your friend? The The importance of having importance of having friends. friends.

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I. Evaluating Learning

Put a / if the sentence happened in the story and X if not. 1.____ Karlo did not look for his friends. 2.____ Karlo teased slow Ben in the line. 3.____ Karlo felt happy when nobody wanted to play with him. 4.____ Karlo was invited by his friends to join the game. 5.____ Nobody wanted to play with Karlo.

Put a / if the sentence happened in the story and X if not. 1.____ Karlo did not look for his friends. 2.____ Karlo teased slow Ben in the line. 3.____ Karlo felt happy when nobody wanted to play with him. 4.____ Karlo was invited by his friends to join the game. 5.____ Nobody wanted to play with Karlo.

J. .Additional activities for application or remediation

Write the name of your friends in your notebook. Write as many as you can. Be ready to describe your friends tomorrow.

Write the name of your friends in your notebook. Write as many as you can. Be ready to describe 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

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Day 3 School Teacher Time & Date I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 2 – Day 3)

The learners demonstrate understanding of useful strategies for purposeful literacy-learning Uses strategies independently in accomplishing literacy-related tasks EN1OL-IIIa-j-1.1 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 A. Reviewing previous 1.Sing a song lesson or presenting the  Introduce the “Rainbow new lesson Song” in the class  Teacher shows picture of a rainbow. He or she uses the song in the picture to introduce the concepts of colors. Rainbow Song I’m watching the rainbow after the morning rain I’m watching the rainbow over the green terrain Shall we learn its colors? Red Orange Yellow Green Blue Indigo And more is violet (Repeat stanza) 32

Average Learners Shows picture of a rainbow. Asks: What do you see? How many colors do you see? What are the colors? -Introduce the rainbow song. Rainbow Song I’m watching the rainbow after the morning rain I’m watching the rainbow over the green terrain Shall we learn its colors? Red Orange Yellow Green Blue Indigo And more is violet (Repeat stanza)

2. Sharing Information Teacher divides the class into three groups. Each group forms a circle. Each member will introduce his/her favorite color. Hello everyone! My favorite color is____ Hello everyone! My favorite colors are ____

B. Establishing a purpose for the lesson

C. Presenting examples / instances of the new lesson

D. Discussing new concepts and practicing new skill # 1

E. Discussing new concepts and practicing new skills # 2

2. Call 2-3 pupils to introduce their favorite colors. Hello everyone! My favorite color is____ Hello everyone! My favorite colors are ____

Pre-reading activities: -Teacher shows pages of the book that were read already to the pupils. -Pupils retell the events of the story using the pictures. Say: Let’s look at the pages of the book we read yesterday. Tell me what happened in the story. Yesterday we read the second part of the story “Ten Friends”, pages 1013. Today we are going to continue reading the last part of our story.

*Teacher guides those struggling pupils in introducing their favorite colors. Pre-reading activities: -Teacher shows pages of the book that were read already to the pupils. -Pupils retell the events of the story using the pictures. Say: Let’s look at the pages of the book we read yesterday. Tell me what happened in the story. Yesterday we read the second part of the story “Ten Friends”, pages 1013. Today we are going to continue reading the last part of our story.

Ask: What should Karlo do to win the trust of his friends again? Can you guess? During Reading Activities:-Teacher reads the last part of the story “ Ten Friends”, pages 14-19  Teacher explains the meaning of the difficult words in the story using gestures, facial expressions, pictures,etc.  Write the new words on the board. (Please refer to the attached story)

Ask: What should Karlo do to win the trust of his friends again? Can you guess? During Reading Activities: Teacher reads the last part of the story “ Ten Friends”, pages 14-19  Teacher explains the meaning of the difficult words in the story using gestures, facial expressions, pictures,etc.  Write the new words on the board. (Please refer to the attached story)

*Ask questions to arouse pupils’ interest and monitor pupils’

*Ask questions to arouse pupils’ interest and monitor pupils’

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comprehension while reading the story.  Who are they in the picture?  What did Karlo do for slow Ben? *Teacher could modify and make more questions.

comprehension while reading the story.  Who are they in the picture?  What did Karlo do for slow Ben? *Teacher could modify and make more questions.

F. Developing mastery (leads to formative assessment 3)

After Reading the last part of the story Ask questions written on the board.  Who are they in the picture?  What did Karlo do to slow Ben?  What did Karlo give to Lara?  What were Karlo and Leo doing? *Teacher could modify and make more questions.

After Reading the last part of the story Ask questions written on the board.  Who are they in the picture?  What did Karlo do to slow Ben?  What did Karlo give to Lara?  What were Karlo and Leo doing? *Teacher could modify and make more questions.

G. Finding practical applications of concepts

Arrange the events based on what happened in the story. 1.Karlo and his friends having their picture taken.

Arrange the pictures based on what happened in the story. Picture 1: Picture shows Karlo and his friends having their picture taken. Picture 2: Picture shows Karlo hugging shabby Sussie. Picture 3: Picture shows Karlo is playing with Eric and Ella. How do you treat your friend? The importance of having friends.

2.Karlo is hugging shabby Sussie. 3.Karlo invited Leo to make a tall tower of blocks. H. Making generalizations and abstractions about the lesson I. Evaluating Learning

How do you treat your friend? The importance of having friends. Match the new words learned with the correct pictures shown. A Share

Grabbed

B Alone Hide and seek picture

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Hide- and- seek grabbed share

Alone

Waking up J. Additional activities for application or remediation

Waking up

At home, draw a picture showing the 2 characters of Karlo. You may use crayons to make your drawing colorful. Karlo being bad to his friends.

At home, draw a picture showing the 2 characters of Karlo. You may use crayons to make your drawing colorful. Karlo being bad to his friends.

Karlo being nice to his friends.

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

Karlo being nice to his friends.

Day 4 School Teacher Time & Date I. OBJECTIVES A. Content Standard

Grade Level Learning Area Quarter

One English Three (Week 2 – Day 4)

The learners demonstrate understanding of useful strategies for purposeful literacy-learning Uses strategies independently in accomplishing literacy-related tasks EN1OL-IIIc-1.5.3 Use appropriate expressions for gratitude and apology

B. Performance Standard C. Learning Competencies II. CONTENT Songs/Poems Sharing Information 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

Wk. 22, p.26-47

Story ”Ten Friends” Song “Thank You” pictures

IV. PROCEDURE A. Reviewing previous lesson or presenting the new lesson

B. Establishing a purpose for the lesson

Advanced Learners 1.Sing a song: Teacher and Pupils sing the song “ Thank You” ,to the class.

Average Learners 1.Sing a song: Teacher and Pupils sing the song “ Thank You” ,to the class.

Thank You (To the tune of Happy Birthday) Thank You for the world so sweet, Thank you for the food we eat, Thank you for the birds that sing, Thank you for everything. (Repeat song) 2.Sharing Information Teacher ask the pupils

Thank You (To the tune of Happy Birthday) Thank You for the world so sweet, Thank you for the food we eat, Thank you for the birds that sing, Thank you for everything. (Repeat song) 2.Sharing Information Teacher ask the pupils

-What is the song all about? -When do you say thank you?

-What is the story all about? -When do you say thank you?

Show pupils two different pictures.

Show pupils two different pictures.

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Picture 1: Shows a little girl receiving a gift from her mother.

Picture 1: Shows a little girl receiving a gift from her mother.

Picture 2: Shows a little boy bumping into his classmate.

Picture 2: Shows a little boy bumping into his classmate.

C. Presenting examples / Let pupils describe each instances of the new picture. lesson  Asks: What do you see in the picture? Let’s have the first one.  Who are in the picture?  What do you see in the second picture? What are they doing?  What does the boy on the left feel?  Is he hurt? D. Discussing new Discuss the appropriate concepts and practicing expressions used in new skill # 1 different situations. ” Thank you and I’m sorry”. Let pupils understand the importance of polite expressions. E. Discussing new Teacher cites situations to concepts and practicing the class that need polite new skills # 2 appropriate expressions. Ex: One Morning, Mrs. Romano lost her umbrella. Suddenly Ana went to their classroom with an umbrella. ” Teacher, I found this umbrella.” What will the teacher say? *Teacher could give more examples.

Let pupils describe each picture.  Asks: What do you see in the picture? Let’s have the first one.  Who are in the picture?  What do you see in the second picture? What are they doing?  What does the boy on the left feel? Is he hurt? Discuss the appropriate expressions used in different situations. ” Thank you and I’m sorry”. Let pupils understand the importance of polite expressions. Shows picture of a boy helping his teacher in cleaning the room. Ask: What do you see in the picture? Is it right to help the teacher? Or even other people? What do you think the teacher will tell the boy who helps her in cleaning their classroom?

F. Developing mastery (leads to formative assessment 3)

*Teacher could show more pictures for them to understand the lesson. Group activity: Role play Ask the class to act out situation where “Thank You” and “I’m sorry” are used.

Group Activity Role play: Ask the class to act out situation where “Thank You” and “I’m sorry” are used. Group pupils into three I.

Thank you group 37

Group I

II. I’m sorry group III. Thank you group

Your best friend gives you a gift on your birthday. What will you say to her?

Let them think of their own experiences.

Group II While walking hurriedly you did not notice a child who is playing along the corridor and you stepped on his feet. 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 applications of concepts

Ask 2-3 pupils to tell their own experiences using “I’m Sorry and Thank You”

Show pictures that Thank you and I’m sorry needs to 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) Ana bumps her sister Grandma Mamita takes care of Nita

Teacher could show more pictures.

H. Making generalizations and abstractions about the lesson

I. Evaluating Learning

Remember: *We say Thank You when someone gives us something like gifts or food, when someone does something for us *We say I’m sorry when we do or say something that hurts someone Let pupils answer the following situation(Oral)

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Remember: *We say Thank You when someone gives us something like gifts or food, when someone does something for us *We say I’m sorry when we do or say something that hurts someone Let pupils answer the following situation(Oral)

J. Additional activities for application or remediation V. REMARKS

Choose the appropriate polite expressions (Thank you, I’m sorry) 1.While walking hurriedly, you stepped on Ana’s right foot. What will you say to her? 2.Yesterday was your birthday. This morning your Mom gives you a gift. What will you say? 3.Your sister gives a doll for your birthday. What will you say? 4.You accidentally spill someone’s glass of water. What will you say? 5.Your big sister helps you with your assignment. What will you say? Practice saying thank you and I’m sorry at home.

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

Choose the appropriate polite expressions (Thank you, I’m sorry) 1.While walking hurriedly, you stepped on Ana’s right foot. What will you say to her? 2.Yesterday was your birthday. This morning your Mom gives you a gift. What will you say? 3.Your sister gives a doll for your birthday. What will you say? 4.You accidentally spill someone’s glass of water. What will you say? 5.Your big sister helps you with your assignment. What will you say? Practice saying thank you and I’m sorry at home.

Day 5 School Teacher Time & Date I. OBJECTIVES A. Content Standard

Grade Level Learning Area Quarter

One English Three (Week 2 – Day 5)

The learners demonstrate understanding of useful strategies for purposeful literacy-learning. Uses strategies independently in accomplishing literacy-related tasks EN1G-IIIb-1.4 Recognize simple sentences.

B. Performance Standard C. Learning Competencies II. CONTENT Recognizing Simple Sentences 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

Wk. 22, p.26-47

Story ”Ten Friends” Song “Thank You

IV. PROCEDURE A. Reviewing previous lesson or presenting the new lesson

Advanced Learners 1.Sing a song Teacher introduces the song “Thank You”, to the class.

Average Learners 1.Sing a song Teacher introduces the song “Thank You”, to the class.

2.Sharing Information:  Teacher divides the class into 3 groups. Each group form a circle. Members of the group introduce themselves to their group mates

2.Sharing Information: Call 2-3 pupils in front of the class to introduce their favorite colors. Teacher do first the activity for the pupils to follow. Hi I’m_________. I’m__ years old My favorite color is ____. How about you? My favorite colors are___. How about you?

Hi I’m_______. I’m__ years old. My favorite color is __. How about you? May favorite colors are___. How about you? B. Establishing a purpose for the lesson

Teacher posts picture of a fiesta celebration on the board. Let pupils describe the picture. 40

Teacher posts picture of a fiesta celebration on the board. Let pupils describe the picture.

C. Presenting examples / instances of the new lesson

Ask: What do you see in the picture? Who wants to describe it? Have you attended Fiesta? *Teacher could modify and make more questions. Tap the locality

Ask: What do you see in the picture? In your barangay do you celebrate this occasion?

Say: This is a picture of fiesta. We Filipinos love fiestas. We celebrate them in different places in our community.

Say: This is a picture of fiesta. We Filipinos love fiestas. We celebrate them in different places in our community.

*Teacher could modify and make more questions. Tap the locality

Present the sentences and Present the sentences non-sentences beside the and non-sentences picture. beside the picture.

D. Discussing new concepts and practicing new skill # 1

Fiestas are colorful. lechon and rice The food is delicious. watching the parade

Fiestas are colorful. lechon and rice The food is delicious. watching the parade

Call pupils to read the sentences and nonsentences one at a time.

Read the sentences and non-sentences one at a time.

-After reading the sentences and nonsentences let pupils encircle the sentences. Discuss the simple sentence. Say: A sentence has a subject and a predicate. A sentence also begins in a capital letter and ends with a period.

-After reading the sentences and nonsentences teacher encircles the sentences. Discuss the simple sentence. Say: A sentence has a subject and a predicate. A sentence also begins in a capital letter and ends with a period.

More examples of simple sentences to be given. Examples: 1.I have a pet dog. 2.She is my mother. 3.The pencil is long.

More examples of simple sentences to be given. Examples: 1.I have a pet dog. 2.She is my mother. 3.The pencil is long. Teacher reads first the sentences written on the

41

Let the pupils read the sentences written on the board. Teacher guides those pupils who can’t read yet. E. Discussing new concepts and practicing new skills # 2

Say: Look at the picture. What is the missing word that will make the sentence correct?

1.The______ is beautiful . Picture of a sky

2.The______ is High. 3. Berdie is my pet bird.

Picture of a flower

Picture of a girl

Show pictures. Let pupils make sentences using the Of pictures. Provide a model sentence for pupils to follow. Ex: The apple is red. The bag is blue. flower

Teacher could show more pictures for the pupils to understand the lesson

G. Finding practical applications of concepts

How did you know that they are sentences? It begins with what kind of letter? What punctuation mark is used at the end?

Picture of town fiesta

5.Dina is a ____

umbrella

More examples to be given. Let pupils read the following examples. 1.Ana is beautiful. 2. Mrs. Monte is my teacher. 3.I have my own room. 4. She is my best friend. 5. Karlo is nice.

Picture of a bird

4.We celebrate the town_____

F. Developing mastery (leads to formative assessment 3)

board and let pupils read after

Look at each picture. Connect to the sentence that tells about it. The baby is healthy Mangoes are yellow. 42

Show pictures. Let pupils supply the missing word in every sentence. Provide model sentences for pupils to follow. Ex: of The ____ is red. Picture The ___ is an apple blue. ball

Teacher could show more pictures for the pupils to understand the lesson

Put a check on the sentences and an X on the non-sentences. 1.___ red bag 2.___The dog barks twice.

The dog barks.

Mother is cooking.

The pencil is long.treeThe pencil is yellow.

Mother is cooking. The baby is healthy.

3.___ The chicks are yellow. 4.___ I have ten fingers. 5.___ runs fast

Mangoes are yellow.

The dog barks.

H. Making generalizations and abstractions about the lesson

A simple sentence has a subject and a predicate. A subject is the doer and the predicate tells something about the action of the doer.

A simple sentence has a subject and a predicate. A subject is the doer and the predicate tells something about the action of the doer.

I. Evaluating Learning

Say a simple sentence for each picture.

Say a simple sentence for each picture.

cat bed J. Additional activities for application or remediation

apple

bag

cat bed

pencil

Write a simple sentence of your favorite toy. Ex. My Barbie doll is pretty. I have a big toy car.

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

apple

bag

pencil

Write a simple sentence of your favorite toy. Ex. My Barbie doll is pretty. I have a big toy car.

ay 1 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard

C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 3 – Day 1)

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 The Learner… 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 ENIV-IIIa-e-5 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 Teacher introduces the new lesson song “London Bridge” to song “ London Bridge” to the class. The lyrics of the the class. The lyrics of the song are written on the song are written on the board/manila 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 Teacher divides the class purpose for the lesson in small groups with 3-5 in small groups with 3-5 members. Each group members. Each group 44

C. Presenting examples / instances of the new lesson

D. Discussing new concepts and practicing new skill # 1

forms a circle. Members of the group pass around a special microphone and introduce themselves to their group mates. Teacher moves around the room as the pupils do the activity.

forms a circle. Members of the group pass around a special microphone and introduce themselves to their group mates. Teacher moves around the room as the pupils do the activity.

Teacher says: We are going to have a short activity. Your class will be divided into two groups. Each group will form a circle. All of you will tell your group mates where you live. I will give you a special microphone to use when introducing yourself. After you introduced yourself, pass the microphone to the next member of your group. I will show you how to do it. Then I will give you the signal. You may start the activity.

Teacher says: We are going to have a short activity. Your class will be divided into two groups. Each group will form a circle. All of you will tell your group mates where you live. I will give you a special microphone to use when introducing yourself. After you introduced yourself, pass the microphone to the next member of your group. I will show you how to do it. Then I will give you the signal. You may start the activity.

Hi! I’m ______. I live in ________.

Hi! I’m ______. I live in ________.

Where do you live?

Where do you live?

 Unlocking of New Words  Unlocking of New Words Teacher posts some Teacher posts some pictures of different places pictures of different in their community. The places in their community. labels for each picture are posted on the right side of the board. Pupils identify the places and say a simple description of the place. Teacher writes the description on the board. Teacher says: I have some pictures on the board. They show the different places in our community. I also have their names on the right. Let’s study each picture. We will match the names

45

Teacher says: I have some pictures on the board. They show the different places in our community. Can you name them?

on the right to the correct picture. Are you ready? Picture of a church

E. Discussing new concepts and practicing new skills # 2

church

Picture of a church

Picture of a sari-sari store

sari-sari store

Picture of a sari-sari store

Picture of a school

school

Picture of a school

Teacher says: What do you see in the picture? Do you know this place? Where do we see it? Let’s study them one by one. The pupils will match the picture with its name.

The pupils will match the picture with its name.

Activity: Group work Teacher says: I will group you into three. Each group will work on the activity assigned to you.

Activity: Group work Teacher says: I will group you into two. Each group will work on the activity assigned to you.

Picture

Match the picture with its name.

Puzzle

Cut picture of a market Cut picture of a school Cut picture of church

Teacher says: I have here cut pictures of different places. Each group will assemble the cut pictures. The first group to finish wins.

Picture of a church

restaurant

Picture of a restaurant

grocery

Picture of a grocery store Picture of a school Picture of a park

F. Developing mastery (leads to formative assessment 3)

The teacher discusses the group activity.

46

church

park

school

The teacher discusses the group activity.

G. Finding practical applications of concepts

Ask the following questions:  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?

What is your favorite place in our community? How do you make it clean?

The teacher may ask this question for integration.

H. Making generalizations and abstractions about the lesson I. Evaluating Learning

 What are the things that you can do to help maintain the cleanliness in the places in our community? Can you name the places in our community?

Can you name the places in our community?

Draw a line to match the pictures with the names in each row.

Draw a line to match the pictures with the names in each row.

Picture of a school Picture of a park

Picture of a market

J. Additional Activities for application or remediation

garden school

Picture of a garden

Picture of a school

park office

Picture of an office

Picture of a park

beach market

Picture of a beach

Picture of a market

garden school

Picture of a garden

park office

Picture of an office

beach market

Picture of a beach

This activity is on page 12 of English activity Sheet. Teacher says: You are going to draw a line to match the pictures with the names in each row. Are you ready?

This activity is on page 12 of English activity Sheet. Teacher says: You are going to draw a line to match the pictures with the names in each row. Are you ready?

Draw a sample map of your community.

Draw a sample map of your community. Look at the sample on the board.

V. REMARKS

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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

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Day 2 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard

C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 3 – Day 2)

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 The Learner… V – uses basic vocabulary to independently express ideas about personal, home, school, and community experiences LC – uses elements of literary and informational texts to sufficiently extend meaning and understanding PA – manipulates skillfully the speech sounds through simple meaningful guided conversations EN IV-IIIa-e-5 Use words that are related to self, family, school, community, and concepts such as the names for colors, shapes, and numbers. EN IV- IIIa-e-5 Listen to short stories/poems and infer the character’s feelings and traits. ENIPA-IIIa-b-3.1 Give the number of syllables of given words.

II. CONTENT Using words related to community/inferring character’s feelings and traits/giving the number of syllables of given words III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages pp. 58-61 2. Learner’s Materials pages

p.13

3. Textbook Pages 4. Additional Materials from Learning Resource (LR) Portal

Lyrics of the song “ London Bridge “; Pictures of different vegetables ;

B. Oher Learning Resources IV. PROCEDURE A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson

Advanced Learners Teacher sings the song, “London Bridge” with the pupils. Teacher divides the class into groups with three members. Each group 49

Average Learners Teacher sings the song, “London Bridge” with the pupils. Teacher divides the class into groups with three members. Each group

forms a circle. Pupils show map to their group mates and talk about it. Teacher says: I will divide your class into groups. Each group will have three members. You and your group mates will form a circle and talk about your maps. I will give you five minutes to discuss with the members. Later, I will call some of you to show your work in front of the class. ( The teacher may let some pupils from the advanced group lead the average group)

forms a circle. Pupils show their map to their group mates and talk about it. Teacher says: I will divide your class into groups. Each group will have three members. You and your group mates will form a circle and talk about your maps. I will give you five minutes to discuss with the members. Later, I will call some of you to show your work in front of the class. ( The teacher may let some pupils from the advanced group lead the average group)

C. Presenting examples / instances of the new lesson

PRE-READING ACTIVITIES Unlocking of New Words Teacher shows real vegetables mentioned in the story. Pupils may touch or look at the vegetables. Teacher tells the class the English names of each vegetable on the board.

PRE-READING ACTIVITIES Unlocking of New Words Teacher shows real vegetables mentioned in the story. Pupils may touch or look at the vegetables. Teacher tells the class the English names of each vegetable on the board.

D. Discussing new concepts and practicing new skill # 1

Teacher says: I have here pictures of some vegetables. Can you name them?

Teacher says: I have here pictures of some vegetables. Can you name them?

kangkong

yam

kangkong

yam

malunggay

okra

malunggay

okra

alugbati

beans

alugbati

beans

upo

patola

upo

patola

squash

pipino

squash

pipino

talinum

potatoes

talinum

potatoes

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E. Discussing new concepts and practicing new skills # 2

Game : The pupils in the Advanced Group will say the name of each vegetable in the picture.

The pupils in the Average Group will clap their hands after the other group name the vegetables.

Teacher says: How many syllables does “ Kangkong “ have? That’s right. “Kangkong” has two syllables.

Teacher says: How many syllables does “ Kangkong “ have? That’s right. “Kangkong” has two syllables.

Yam

Yam

Teacher says: How many syllables are there in the word “Yam”? That’s right! There is only one syllable in the word “Yam” .

Teacher says: How many syllables are there in the word “Yam”? That’s right! There is only one syllable in the word “Yam” .

Po + ta + to = Potato Po + ta + to = Potato Teacher says: How many syllables are there in the word “Potato”? That’s right. There are three syllables in Potato. F. Developing mastery (leads to formative assessment 3)

G. Finding practical applications of concepts

Teacher says: How many syllables are there in the word “Potato”? That’s right. There are three syllables in Potato.

The teacher will paste the The teacher will show 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 them. each name has. Game: Teacher says: You will have a game. It is called “Syllable Race “. You will form a line and you will take turn to read the name of the vegetables that I will show you and write the number of the syllable on the board. The group who finishes first is the winner.

Game: Teacher says: You will have a game. It is called “Syllable Race “. You will form a line and you will take turn to identify the name of the vegetables that I will show you and write the number of the syllable on the board. The group who finishes first is the winner.

The teacher says: Do you eat vegetables? Is eating vegetables good for us? Why?

The teacher says: Do you eat vegetables? Is eating vegetables good for us? Why

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H. Making generalizations and abstractions about the lesson I. Evaluating Learning

J. Additional Activities for application or remediation

How do we count the syllables of each word?

How do we count the syllables of each word?

This activity is on page 13 of Activity Sheet in English.

This activity is on page 13 of Activity Sheet in English.

Clap as you say each syllable of the word. Write the number of syllables inside the circle. Picture of onion onion garlic garlic bitter bitter gourd gourd okra okra carrot carrot

Clap as you say each syllable of the word. Write the number of syllables inside the circle. Picture onion of onion garlic garlic bitter bitter gourd gourd okra okra carrot carrot Bring pictures of your favorite vegetables.

Bring pictures of your favorite vegetables.

\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

52

Day 3 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard

C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 3 – Day 3)

The Learners… LC – demonstrate understanding of story elements and text structures for effective oral expression The Learner… LC – uses elements of literary and informational texts to sufficiently extend meaning and understanding ENILC-IIIa-J-I.l Listen to short stories/poems and infer the 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 (LR) Portal

B. Oher Learning Resources IV. PROCEDURE Advanced Learners A. Reviewing previous lesson or Teacher introduces the song presenting the new “Jack and Jill” to the class. lesson The lyrics of the song are written on the board/manila paper. B. Establishing a Teacher shows the pupils the purpose for the vegetables/pictures of the lesson vegetables discussed yesterday. Pupils choose the vegetables they like to eat among the ones on the table/posted on the board. Then they tell their seatmates why they like that vegetable.

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Lyrics of the song “ Jack and Jill “ ; picture of cabbage ; Book: The Tale of the Lady Cabbage, strips of cartolina, pictures.

Average Learners Teacher introduces the song “Jack and Jill” to the class. The lyrics of the song are written on the board/manila paper. Teacher shows the pupils the vegetables/pictures of the vegetables discussed yesterday. Pupils choose the vegetables they like to eat among the ones on the table/posted on the board. Then they tell their seatmates why they like that vegetable.

C. Presenting examples / instances of the new lesson

Teacher says: Which vegetable do you eat? Which one/s do you like? Why do you like to eat them?

Teacher says: Which vegetable do you eat? Which one/s do you like? Why do you like to eat them?

I like______ because_____. PRE-READING ACTIVITIES Activating Prior Knowledge

I like______ because___. __. PRE-READING ACTIVITIES Activating Prior Knowledge

Teacher shows the cover of the book. Pupils say the title of the book in Filipino.

Teacher shows the cover of the book. Pupils say the title of the book in Filipino.

Teacher says: Do you remember this book? We are going to read it again but this time in English. Do you still remember the title of this book? That’s right. It’s called “Ang Kuwento ni Binibining Repolyo” in Filipino. In English, it’s entitled “ The Tale of the Lady Cabbage.” The author of the book is Serene Wee and the illustrator is Conrad Raquel.

Teacher says: Do you remember this book? We are going to read it again but this time in English. Do you still remember the title of this book? That’s right. It’s called “Ang Kuwento ni Binibining Repolyo” in Filipino. In English, it’s entitled “ The Tale of the Lady Cabbage.” The author of the book is Serene Wee and the illustrator is Conrad Raquel.

Are you ready to listen to the story?

D. Discussing new concepts and practicing new skill #1

Are you ready to listen to the story?

DURING READING ACTIVITIES  Teacher reads the story in class. Pupils then listen and answer a few questions about the story.  Teacher explains the meaning of the difficult words in the story, using gestures, facial expressions, pictures, etc.  Teacher writes down the new words on the board.

DURING READING ACTIVITIES  Teacher reads the story in class. Pupils then listen and answer a few questions about the story.  Teacher explains the meaning of the difficult words in the story, using gestures, facial expressions, pictures, etc.  Teacher writes down the new words on the board.

On page 2 Teacher comments: The word “fable” is a story about animals or things that teaches a lesson. An example of this is the story of “Hare ant the Tortoise” or “Ang Kuneho at ang Pagong

On page 2 Teacher comments: The word “fable” is a story about animals or things that teaches a lesson. An example of this is the story of “Hare ant the Tortoise” or “Ang Kuneho at ang Pagong

54

in Filipino”. The word “boastful” means “mayabang” in Filipino.

in Filipino”. The word “boastful” means “mayabang” in Filipino.

On Page 3 Teacher comments: A “Lady” is a woman who behaves in a polite way or a woman in a high position. In Filipino, we call a lady “Binibini”. Garbage, on the other hand, is something we think are not important. In Filipino, “mga walang sinabi” o “hindi importante.”

On Page 3 Teacher comments: A “Lady” is a woman who behaves in a polite way or a woman in a high position. In Filipino, we call a lady “Binibini”. Garbage, on the other hand, is something we think are not important. In Filipino, “mga walang sinabi” o “hindi importante.”

Teacher says: What did the cabbage call herself?

Teacher says: What did the cabbage call herself?

On Page 4 Teacher says: What does the story tell us about Lady cabbage? Is she Quiet? That’s right. She is not quiet. She is loud.

On Page 4 Teacher says: What does the story tell us about Lady cabbage? Is she Quiet? That’s right. She is not quiet. She is loud.

On Page 5 Teacher comments: Do you know President Aquino and Jose Rizal? You know them because they are famous.

On Page 5 Teacher comments: Do you know President Aquino and Jose Rizal? You know them because they are famous.

Teacher says: Let’s look at the picture. Do you think Lady Cabbage is famous? Do you think those who are carrying her are happy?

Teacher says: Let’s look at the picture. Do you think Lady Cabbage is famous? Do you think those who are carrying her are happy?

On Page 6 Teacher comments: The expression “Nothing can compare with me” is similar with the expression “Sa akin walang makakaparis!” in Filipino.

On Page 6 Teacher comments: The expression “Nothing can compare with me” is similar with the expression “Sa akin walang makakaparis!” in Filipino.

On Page 7 Teacher comments: Calcium is something we get from food that makes our bones strong. We can get it from milk, cheese, etc.

On Page 7 Teacher comments: Calcium is something we get from food that makes our bones strong. We can get it from milk, cheese, etc.

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E. Discussing new concepts and

On Page 8 Teacher comments: Veggie is another way to call vegetables.

On Page 8 Teacher comments: Veggie is another way to call vegetables.

On Page 9 Teacher says: What is Lady Cabbage queen of?

On Page 9 Teacher says: What is Lady Cabbage queen of?

On Page 10 Teacher comments : “Tamed “ means ‘ to be put under control” In Filipino, it means “mapigilan.”

On Page 10 Teacher comments : “Tamed “ means ‘ to be put under control” In Filipino, it means “mapigilan.”

Teacher says: What happened to Lady Cabbage’s head?

Teacher says: What happened to Lady Cabbage’s head?

On Page 11 Teacher comments: Shame is a feeling one feels when they know they did something wrong. It is similar to the word “kahihiyan” in Filipino.

On Page 11 Teacher comments: Shame is a feeling one feels when they know they did something wrong. It is similar to the word “kahihiyan” in Filipino.

Teacher says: Who spotted Lady Cabbage?

Teacher says: Who spotted Lady Cabbage?

On Page 12 Teacher comments: The word “basking” means “nakabilad “ in Filipino.

On Page 12 Teacher comments: The word “basking” means “nakabilad “ in Filipino.

Teacher says: What did Farmer Tong do to the Lady cabbage?

Teacher says: What did Farmer Tong do to the Lady cabbage?

On Pages 13-14 Teacher comments: When do you go to the store and buy something, the thing you buy is for sale. In Filipino, it means “ipinagbibili” or ibinebenta’

On Pages 13-14 Teacher comments: When do you go to the store and buy something, the thing you buy is for sale. In Filipino, it means “ipinagbibili” or ibinebenta’

Teacher says: What happened to Lady Cabbage after Farmer Tong cuts her head?

Teacher says: What happened to Lady Cabbage after Farmer Tong cuts her head?

To develop mastery of inferring among the

The teacher shows emoticons showing different emotions. The pupils tell the

56

practicing new skills # 2

pupils. The teacher may ask these questions:

character traits of each of them.

1. Why are other vegetables Emoticon 1- crying in the story sad every time Emoticon 2- laughing Lady Cabbage is around?  because Lady Cabbage keeps on bullying them 2. Why is the head of the Lady Cabbage now for sale in the market?  because Farmer cuts her head

Tong

3. Why does Farmer Tong cut Lay Cabbage’s head?  because he notices that her head is big enough for her to be sold in the market F. Developing mastery (leads to formative assessment 3)

G. Finding practical applications of concepts

Game: Find a partner. Take turns in making inferences.

Game: Find a partner. Take turns in making inferences.

1. We should not say unkind words to others because___________.

1. We should not say unkind words to others because___________.

2. We should not be boastful because______. Group Work

2. We should not be boastful because______. Group Work

Teacher says: I will group you into two groups. Do what your group is assigned to do.

Teacher says: I will group you into two groups. Do what your group is assigned to do.

Group 1- Guess the picture.Write your answer on a strip of cartolina.

Group 2 – Color the picture that completes the sentence.

 Rina gets sick easily because ____ ( picture of a girl playing in the mud. )  Dan gets high grades because_____ ( picture of a boy doing his homework) 57



Rico is a healthy boy because he _______.

( picture of a boy who takes a bath) ( picture of a boy who walks around barefoot)

H. Making generalizations and abstractions about the lesson I. Evaluating Learning

How do we infer character traits?

Select the letter of the correct answer. 1. We need to eat vegetables because_____ a. They help our bodies fight infection. b. They make us sick. 2. We should take care of our eyes because______ a. They help us see things. b. They help us smell things. 3. We should take good care of our ears because_______. a. They help us hear things. b. They help us see things. 4. We should take a bath everyday because_______ a. It makes our bodies clean. b. It makes our bodies ugly. 5. Green leafy vegetables are good for the body because___. a. They are rich in calcium. b. They are foul tasting.

J. Additional Activities for application or remediation

Make a cabbage stick puppet. Make it look like Lady Cabbage.

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

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How do we infer character traits?

Select the letter of the correct answer. 1. We need to eat vegetables because_____ a. They help our bodies fight infection. b. They make us sick. 2. We should take care of our eyes because______ a. They help us see things. b. They help us smell things. 3. We should take good care of our ears because_______. a. They help us hear things. b. They help us see things. 4. We should take a bath everyday because_______ a. It makes our bodies clean. b. It makes our bodies ugly. 5. Green leafy vegetables are good for the body because___. a. They are rich in calcium. b. They are foul tasting. Make a cabbage stick puppet. Make it look like Lady Cabbage.

Day 4 School Teacher Time & Date I. OBJECTIVES A. Content Standard

Grade Level Learning Area Quarter

One English Three (Week 3 – Day 4)

The Learner… LC – demonstrates understanding of story elements and text structures for effective oral expression

B. Performance Standard

The Learner… LC – uses elements of literary and informational texts to sufficiently extend meaning and understanding

C. Learning Competencies

EN I OL-IIIa-j-l.l Listen to short stories/poems and infer the character’s feelings and traits EN I G-IIIb-1.4 Recognize simple sentences and identify action words in sentences

II. CONTENT 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 A. Reviewing previous Sing a song. lesson or presenting the new lesson Teacher sings the song, “Jack and Jill” with the pupils using their stick puppets. B. Establishing a Teacher asks the pupils to purpose for the lesson show their Lady Cabbage stick puppet. Pupils have five minutes to talk. After 5 minutes, teacher calls 2-3 pupils to talk about their work in front of the class. C. Presenting examples / instances of the new lesson

Average Learners Sing a song.

AFTER READING ACTIVITES

Teacher sings the song, “Jack and Jill” with the pupils using their stick puppets. Teacher asks the pupils to show their Lady Cabbage stick puppet. Pupils have five minutes to talk. After 5 minutes, teacher calls 2-3 pupils to talk about their work in front of the class. AFTER READING ACTIVITES

Activating Prior Knowledge

Activating Knowledge

Teacher uses pupils’ puppets and the book to discuss the story. Pupils

Teacher uses pupils’ puppets and the book to discuss the story. Pupils

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Prior

D. Discussing new concepts and practicing new skill # 1

answer the teacher’s questions.

answer the teacher’s questions.

Teacher posts a list of sentences about Lady Cabbage. Pupils then say if the statement is true or false. Teacher draws a happy face or sad face beside the sentences.

Teacher posts a list of sentences about Lady Cabbage. Pupils then say if the statement is true or false. Teacher draws a happy face or sad face beside the sentences.

The sentences are about the characters in the story we read yesterday. I will read each one again. You have to tell me if the sentence is true or false . “When we say true, it means “totoo” in Filipino. False means “hindi totoo” in Filipino. Is that clear? Good! Let’s all begin.

The sentences are about the characters in the story we read yesterday. I will read each one again. You have to tell me if the sentence is true or false . “When we say true, it means “totoo” in Filipino. False means “hindi totoo” in Filipino. Is that clear? Good! Let’s all begin.

Directions: Draw a happy face if the sentence is true and a sad face if the sentence is false. a. Lady Cabbage’s head grows and grows. b. Other vegetables like Lady Cabbage. c. Lady Cabbage is nice. d. Farmer Tong cuts off Lady Cabbage’s head. e. Lady Cabbage is boastful.

E. Discussing new concepts and practicing new skills # 2

Teacher says: Look at the list I posted on the board.. Are they sentences or phrases? How do you know they are sentences? That’s right! The first words start with capital letters and they all end with periods. They also have a complete thought. 60

Directions: Draw a happy face if the sentence is true and a sad face if the sentence is false. a. Lady Cabbage’s head grows and grows. b. Other vegetables like Lady Cabbage. c. Lady Cabbage is nice. d. Farmer Tong cuts off Lady Cabbage’s head. e. Lady Cabbage is boastful. Teacher says: Look at the list I posted on the board.. Are they sentences or phrases? How do you know they are sentences? That’s right! The first words start with capital letters and they all end with periods. They also have a complete thought.

Teacher posts sentences on the board. Pupils identify the action words in the sentences..

Teacher posts pictures that show action words on the board. Say, Teacher says: Do you still “ Do you still remember our lesson about action remember our lesson words in Mother Tongue about action words in and Filipino? “ Here are Mother Tongue and the pictures that show Filipino? Let’s have a short action words”. review today. I have sentences in Mother Color the pictures that Tongue and Filipino on the show what you like to do. board. Let’s identify the Picture of Picture of a boy action words in the family eating painting dinner sentences. 1. Ted is sleeping. Picture of a boy Picture of 2. The boy is praying. walking children playing 3. Tom is playing. hide and seek 4. Ann is eating. 5. The children are Picture of a boy Picture of a girl crying hopping reading. Picture of a baby crawling

F. Developing mastery (leads to formative assessment 3)

G. Finding practical applications of concepts

Picture of a girl singing

Put a check √ if it is a simple sentence. Put an × if not.

Put a check √ if it is a simple sentence. Put an × if not.

___1. She called herself Lady Cabbage. ___2. others she saw ___3. Lady Cabbage is the Calcium Queen.

___1. She called herself Lady Cabbage. ___2. others she saw Identify the action words in the following sentences.

Identify the action words in the following sentences. 1. Pam wakes up early in the morning. 1. Pam wakes up early in 2. She eats her breakfast the morning. 2. She eats her breakfast. 3. She wears her uniform Game: IN or OUT Game: IN or OUT  Thumbs up if the  Thumbs up if the sentence is a simple sentence is a simple one or thumbs down if one or thumbs down if it is not. it is not. 1. Sarah reads a book. 61

1. Maria eats hamburger.

2. wants to go

2. little girl

 Identify the action word in the sentence.

What are simple sentences? How do we recognize them?

 Call a pupil to make different actions in front of the class and have them identify what he does. What are simple sentences? How do we recognize them?

What are action words?

What are action words?

Underline the action word each sentence.

Underline the action word each sentence.

Leo plays with his friends. H. Making generalizations and abstractions about the lesson I. Evaluating Learning

1. Gab is playing basketball every Saturday.

1. Gab plays with his pet dog. 2. Rita sings beautifully.

2. Rita paints a beautiful scenery.

J. Additional Activities for application or remediation

Write √ if the following is a simple sentence and × if not. ____1. watching television ____2. I brush my teeth every day. ____3. The ball is under the chair. ____4. plant a tree ____5. We go to school every day. List down 3 sentences using action words.

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

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Write √ if the following is a simple sentence and × if not. ____1. watching television ____2. I brush my teeth every day. ____3. The ball is under the chair. ____4. plant a tree ____5. We go to school every day.

List down 3 action words in your notebook.

Day 5 School Teacher Time & Date I. OBJECTIVES A. Content Standard

Grade Level Learning Area Quarter

One English Three (Week 3 – Day 5)

The Learner… OL – demonstrates understanding of familiar literary forms and concept of words in English for effective expression

B. Performance Standard

The Learner… OL – participates actively in different oral activities

C. Learning Competencies

EN I OL-IIID-I.5.4 Use appropriate expressions when asking permission.

II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages

pp. 67-69

2. Learner’s Materials pages

p. 17

3. Textbook Pages 4. Additional Materials from Learning Resource (LR) Portal B. Oher Learning Resources IV. PROCEDURE Advanced Learners A. Reviewing previous Teacher sings the song lesson or presenting the “Jack and Jill” with the new lesson pupils while pointing at the lyrics. “Jack and Jill”

B. Establishing a purpose for the lesson

Average Learners Teacher sings the song “Jack and Jill” with the pupils while pointing at the lyrics. “Jack and Jill”

Jack and Jill went up the hill To fetch a pail of water Jack fell down and broke his crown And Jill came tumbling after.

Jack and Jill went up the hill To fetch a pail of water Jack fell down and broke his crown And Jill came tumbling after

Teacher says, “Do you remember what action words are? What action words were used in the song “ Jack and Jill?” Teacher posts pictures of places in their community.

Teacher says, “Do you remember what action words are? What action words were used in the song “ Jack and Jill?” Teacher posts pictures of places in their community.

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Pupils choose the places that they always visit and talk about them with their seatmates. Teacher gives the pupils a few minutes to talk. Then, he or she calls 2-3 pupils to share in front of the class.

Pupils choose the places that they always visit and talk about them with their seatmates. Teacher gives the pupils a few minutes to talk. Then, he or she calls 2-3 pupils to share in front of the class.

Teacher says: Can you remember the names of these places? Each place is called/ Have you been to any of these places? Where do you usually go? Tell your seatmates about the place in our community that you always visit or see. I will give you a few minutes to discuss. Later, I will call some you to share in front of the class. But before you talk with your seatmate, let me tell you the place I always go.

Teacher says: Can you remember the names of these places? Each place is called/ Have you been to any of these places? Where do you usually go? Tell your seatmates about the place in our community that you always visit or see. I will give you a few minutes to discuss. Later, I will call some you to share in front of the class. But before you talk with your seatmate, let me tell you the place I always go.

Example: I always go to the market. I go there to buy food.

C. Presenting examples / instances of the new lesson

Example: I always go to the market. I go there to buy food.

Teacher posts some pictures on the board showing situations. Pupils study the pictures and listen to the teacher as she/he reads the situation for each picture.

Teacher posts some pictures on the board showing situations. Pupils study the pictures and listen to the teacher as she/he reads the situation for each picture.

Situation 1- A boy wants to go outside the room, but he needs to ask permission first. What should he say to his teacher?

Situation 1- A boy wants to go outside the room, but he needs to ask permission first. What should he say to his teacher?

Situation 2- A girl wants to wear her red dress, but she needs to ask permission first. 64

Situation 2- A girl wants to wear her red dress, but she

What should she say to her mother? ( The teacher will show pictures of the given situation.)

D. Discussing new concepts and practicing new skill # 1

Teacher says: Today, we are going to talk about polite expression. We are going to learn how to ask permissions. We ask permission from other people before we do something. Look at the board.I have some pictures posted there. Each picture shows a situation when one needs to ask permission. Listen to the sentences that I will read to you. Tell me the polite expression used to ask permission. Are you ready? The teacher discusses the situations presented. Teacher says: Look at the first picture. Which statement on right should be used? That’s right. “ May I go out should be said if you are asking permission to go out.” How about the second picture? That’s right. “ May I wear this? “ should be used when you are asking permission to wear something.. 65

needs to ask permission first. What should she say to her mother?

The teacher will show pictures of the given situation.)

Teacher says: Today, we are going to talk about polite expression. We are going to learn how to ask permissions. We ask permission from other people before we do something. Look at the board.I have some pictures posted there. Each picture shows a situation when one needs to ask permission. Listen to the sentences that I will read to you. Tell me the polite expression used to ask permission. Are you ready?

The teacher discusses the situations presented. Teacher says: Look at the first picture. Which statement on right should be used? That’s right. “ May I go out should be said if you are asking permission to go out.” How about the second picture? That’s right. “ May I wear this? “ should be used when you are asking permission to wear something.

E. Discussing new concepts and practicing new skills # 2

F. Developing mastery (leads to formative assessment 3)

G. Finding practical applications of concepts

Teacher gives situations in order for the skill to be mastered. He/ She may post pictures showing different situations asking permission as shown above. Let the pupils answer in Filipino and the teacher will translate their answers in English. Role Play

Teacher gives situations in order for the skill to be mastered. He/ She may post pictures showing different situations asking permission as shown above. Let the pupils answer in Filipino and the teacher will translate their answers in English. Role Play

Teacher says: I will group you into 5’s. Each group will be given situations asking permission. You will act out the situation assigned to you. Use the correct polite expression. ( The pupils may be allowed to speak in Filipino and later the teacher should translate them in English during discussion.)

Teacher says: I will group you into 5’s. Each group will be given situations asking permission. You will act out the situation assigned to you using your stick puppet.. Use the correct polite expression. ( The pupils may be allowed to speak in Mother Tongue and later the teacher should translate them in English during discussion. Teacher says: You are going the do the activity on you Activity Sheet page 17. Look at the pictures. I am going to read each sentence. You are going draw a line to match each picture with the correct polite expression.

Say the correct polite expression for the following situations.

1. You want to wash your hands in the washing area.

2. You want to borrow your seatmate’s eraser.

3. You want to ask your mother’s permission to use the cell phone.

Picture of a boy who borrows his classmate’s pencil

May I enter the room?

A pupil asking his teacher’s permission to go to the bathroom.

May I go to the comfort room?

A pupil asking his teacher’s permission to enter the room.

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May I borrow your pencil?

H. Making generalizations and abstractions about the lesson I. Evaluating Learning

J. Additional Activities for application or remediation

What are polite expressions used in asking permission?

What are polite expressions used in asking permission?

Choose the letter of the correct polite expression.

Choose the letter of the correct polite expression.

1. You and your friends want to play basketball. What will you say to your mother? a. Mother we want to play basketball. b. Hey Mother, we will play basketball. c. Mother, may we play basketball?

1. You and your friends want to play basketball. What will you say to your mother? a. Mother we want to play basketball. b. Hey Mother, we will play basketball. c. Mother, may we play basketball?

2. You want to eat boiled bananas. How will you ask your grandmother? a. May I eat boiled bananas? b. Give me boiled bananas. c. Psst, give me boiled bananas.

2. You want to eat boiled bananas. How will you ask your grandmother? a. May I eat boiled bananas? b. Give me boiled bananas. c. Psst, give me boiled bananas.

3. You and your friends want to use the computer in the ICT Room. How will you ask permission? a. We will use the computers. b. We wish to use the computers. c. May we use the computer?

3. You and your friends want to use the computer in the ICT Room. How will you ask permission? a. We will use the computers. b. We wish to use the computers. c. May we use the computer?

Bring pictures that show a child asking for permission.

Bring pictures that show a child asking for permission

V. REMARKS

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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

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Day 1 School Teacher Time & Date

Grade Level Learning Area Quarter

One English Three (Week 4 – Day 1)

I. OBJECTIVES A. Content The learners demonstrate understanding of familiar words used Standard to 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 Standard and feelings using familiar words; participates actively in different oral activities EN1OL-IIId-1.5.4 C. Learning 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 are written on a manila paper. the new lesson “Down at the Station” Down at the station, Early in the morning, See the little puffer trains, All in a row. Here comes the driver To start up the engine Puff! Puff! Peep! Peep! Off we go! (Repeat song twice) Now, sing with me.

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B. Establishing a purpose for the lesson C. Presenting examples / instances of the new lesson

Think of a place that you want to visit. Why do you want to visit that place? The teacher presents expressions needed in asking permission…

Let pupils express themselves.

Example: May I… May we…

D. Discussing new concepts and practicing new skill # 1

The teacher models the expressions. Teacher shows different pictures where someone asks permission.

The pupils follow the teacher.

What polite expressions are being used? When will we say those words?

E. Discussing new concepts and practicing new skills # 2

The teacher explains the polite expressions and when to use these. Group the pupils into 4. Have them act out the following situations:

Each group members take turns in expressing themselves.

Group 1: Borrowing something from your classmate. Group 2: Showing respect when elders are talking Group 3: Asking permission when you need to go out of the classroom.

F. Developing mastery (leads to formative assessment 3)

Group 4: You wanted to pass through two people talking at the doorway. Make a polite expression out of the given situation. 1. You want to borrow your friend’s book. May I _______________? 2. You want a drink of water. Can I _______________? 3. You want your teacher to speak slower. Can you ____________? 4. You want the door opened. Could you ___________? 70

Complete the dialogue using the polite expressions in the box. a. May I have a glass of water please? b. Can you please pass the salt? c. Will you open your mouth, please?

5. You want the TV turned on. Can you ____________?

G. Finding practical applications of concepts H. Making generalizations and abstractions about the lesson I. Evaluating Learning

d. Would you mind showing 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 What will you say if you have to What will you say if you have pass between two people at to pass between two people at the door? the door? What are polite expressions? Why do we need to use polite expressions when asking permission?

What are polite expressions? Why do we need to use polite expressions when asking permission?

Match the request with the right picture.

Match the request with the right picture.

Column A 1. May I borrow that book? 2. Can you help me with my assignment? 3. Can I call you back? 4. Can you take me to the airport? 5. Will you tell me what this means?

Column A 1. May I borrow that book? 2. Can you help me with my assignment? 3. Can I call you back? 4. Can you take me to the airport? 5. Will you tell me what this means?

Column B

Column B

a.

a. 71

b. b.

c. c.

d. d.

e.

J. Additional Activities for application or remediation

e. Ask permission from your parents to do something you want on your birthday. Write it 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

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Ask permission from your parents to do something you want on your birthday. Write it on your notebook.

Day 2 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard

C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 4 – Day 2)

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 The learner correctly identifies elements of literary and informational texts to aid meaning getting and uses elements of literary and informational texts to sufficiently extend meaning and understanding EN1OL-IIIa-j-1.1  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. “Down at the Station” Down at the station, Early in the morning, See the little puffer trains, All in a row. Here comes the driver To start up the engine Puff! Puff! Peep! Peep! Off we go! 73

B. Establishing a purpose for the lesson

C. Presenting examples / instances of the new lesson

D. Discussing new concepts and practicing new skill # 1

(Repeat song twice) Teacher posts situations on the board. Have pupils respond using polite expressions.

Teacher posts situations on the board. Have pupils respond using polite expressions.

Pupils respond using polite expressions. Today, we will learn the connection between cause and effect.

Pupils respond using polite expressions. Today, we will learn the connection between cause and effect.

Teacher posts three ( 3) )related pictures on the board. - Picture shows a man leaving a house without his umbrella (umbrella is obviously left on the chair in the living room) - Picture shows a man walking hurriedly in the rain (picture’s background is a town hall) - Picture shows a man lying in bed looking sick or feverish

Teacher posts three ( 3) related pictures on the board. - Picture shows a man leaving a house without his umbrella (umbrella is obviously left on the chair in the living room) - Picture shows a man walking hurriedly in the rain (picture’s background is a town hall) - Picture shows a man lying in bed looking sick or feverish

Take a look at the pictures. What have you observed about the pictures? How are they connected? Who can recall the story ”The Tale of Lady Cabbage”?

Take a look at the pictures. What have you observed about the pictures? How are they connected? Pupils take turns in recalling.

Okay, let us read the story aloud. Read after me.

Pupils read after the teacher.

Teacher unlocks meaning of difficult words in the story. - Fable - Boastful - Garbage - Proud - Loud - Famous

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E. Discussing new concepts and practicing new skills # 2

- Spouting - Pride - Tamed - Shame - Spotted - Basking Teacher stops to ask questions. Why is Lady Cabbage boastful? What is the effect of her attitude? What is the cause of Lady Cabbage’s sadness?

Pupils answer enthusiastically.

Pupils participate in the discussion

Explain the relationship between cause and effect.

F. Developing mastery (leads to formative assessment 3)

G. Finding practical applications of concepts

H. Making generalizations and abstractions about the lesson

I. Evaluating Learning

Encourage pupils to ask questions. Group Activity Constantly spouting her own pride, her head grew and grew, it could not be tamed. Draw the effect of Lady Cabbage boastfulness to her head. Is it okay to be boastful? Why?

Group Activity Teacher writes parts of the story in strips and give them to the pupils. Pupils read the story in front of the class.

Is it okay to be boastful? Why or Why not?

Cite concrete situations examples why it is not okay to be proud. What is the connection between cause and effect? The cause is the reason why something happens. The effect is what happens.

Explain further to the pupils as to why it is not okay to be proud. What is the connection between cause and effect? The cause is the reason why something happens. The effect is what happens.

Choose the effect on Column B that matches with the cause on Column A.

Choose the effect on Column B that matches with the cause on Column A.

Column A 1. The sun set so 2. Because I studied 3. It was raining outside so 4. A frog jumped on me 5. I poke my balloon Column B a. I passed the test b. so it pops c. I used an umbrella d. so I screamed e. it was dark outside

Column A 1. The sun set so 2. Because I studied 3. It was raining outside so 4. A frog jumped on me 5. I poke my balloon Column B a. I passed the test b. so it pops c. I used an umbrella d. so I screamed e. it was dark outside

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J. Additional Activities for application or remediation

Write a sentence showing cause and effect.

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

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Write a sentence showing cause and effect.

Day 3 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard

C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 4 – Day 3)

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 The learner correctly identifies elements of literary and informational texts to aid meaning getting; uses elements of literary and informational texts to sufficiently extend meaning and understanding EN1OL-IIIa-j-1.1  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. Old MacDonald Had a Farm

Old MacDonald Had a Farm

Old MacDonald had a farm E-I-E-I-O And on his farm he had a cow

Old MacDonald had a farm E-I-E-I-O And on his farm he had a cow

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B. Establishing a purpose for the lesson

E-I-E-I-O With a moo moo here With a moo moo there Here a moo, there a moo Everywhere a moo moo Old MacDonald had a farm E-I-E-I-O

E-I-E-I-O With a moo moo here With a moo moo there Here a moo, there a moo Everywhere a moo moo Old MacDonald had a farm E-I-E-I-O

*pig – oink oink *duck – quack quake

*pig – oink oink *duck – quack quake

Bring out your assignment. Pupils bring out their assignments and Teacher posts an empty participate in the table on the board. She discussion. then asks the pupils what they have written on their notebook. Cause

C. Presenting examples / instances of the new lesson

Effect

Teacher explains what is cause and what is effect. Who can recall our lesson yesterday? Ask questions about the story “The Tale of Lady Cabbage”. 1. Who is proud and loud? 2. Who said that she is famous and the best? That she is the Queen of Calcium? The she is the only one Queen of Greens? 3. What happened to Lady Cabbage? 4. What did Farmer Tong do with Lady Cabbage’s head? 5. Where did Farmer Tong bring Lady Cabbage head?

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Reading the story of Lady Cabbage The connection between cause and effect Pupils answer what they have recalled of the story.

D. Discussing new concepts and practicing new skill # 1

E. Discussing new concepts and practicing new skills # 2

F. Developing mastery (leads to formative assessment 3)

Pictures of the events of Pictures of the events of the story are posted on the the story are posted on board. They are not the board. They are not arranged properly. arranged properly. Group Activity Divide the pupils into 5 groups Give each group pictures of the events that happened in the story. Have them arrange the pictures in the correct order.

Group Activity Divide the pupils into 5 groups Give each group pictures of the events that happened in the story. Have them arrange the pictures in the correct order.

Teacher asks questions about each picture. We have learned from our lesson yesterday that each event results to another event. That is what we call cause and effect.

Teacher asks questions about each picture. We have learned from our lesson yesterday that each event results to another event. That is what we call cause and effect. Average Learners Write down the vegetables mentioned in the story.

Advanced Learners Select the correct answer from the box. 1. A tale is a _______. 2. Famous means _____. 79

G. Finding practical applications of concepts

H. Making generalizations and abstractions about the lesson

I. Evaluating Learning

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 If you were Lady Cabbage, would you be proud and loud, too? Why? Cause and effect also happens in real life that is why we need to be careful with our actions because we never know what will happen next. Select the best way to end the sentence. 1. It is 6 o’clock in the morning, ___. a. Joy goes to sleep b. Joy prepares for school

If you were Lady Cabbage, would you be proud and loud, too? Why? Cause and effect also happens in real life that is why we need to be careful with our actions because we never know what will happen next. Select the best way to end the sentence. 1. It is 6 o’clock in the morning, ___. a. Joy goes to sleep b. Joy prepares for school

2. Because it is cold ___. a. Lito wore a jacket. b. Lito turned on the fan.

2. Because it is cold ___. a. Lito wore a jacket. b. Lito turned on the fan.

3. Because Lance won the singing contest, ______. a. Lance is sleepy b. Lance is happy.

3. Because Lance won the singing contest, ______. a. Lance is sleepy b. Lance is happy.

4. Jim has more friends because __. a. he is always late b. he is kind

4. Jim has more friends because __. a. he is a bully b. he is kind

5. Liza’s pet was hungry, _. a. a. it snatched her food b. b. it hid under the chair c. d. J. Additional Activities Teacher posts a picture on the board. She then asks for application or the pupils to draw the remediation possible effect of the picture being shown. V. REMARKS

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5. Liza’s pet was hungry, _. a. it snatched her food b. it hid under the chair Teacher posts a picture on the board. She then asks the pupils to draw the possible effect of the picture being shown.

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

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Day 4 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard

C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 4 – Day 4)

The learners demonstrate understanding of concepts of nouns and adjectives for identification and description; demonstrate understanding of concepts of verbs, pronouns and prepositions in meaningful sentences The learner correctly names people, objects, places and things through theme-based activities; constructs grammatically correct-simple sentences in themebased conversations using verb, pronouns and prepositions EN1G-IIId-1.3  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 III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages Basa Pilipinas Grade I English Teachers Guide pages 82-84 (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” IV. PROCEDURE Advanced Learners Average Learners A. Reviewing Singing of the song “Old Singing of the song “Old previous lesson or MacDonald Had a Farm”. MacDonald Had a Farm”. presenting the new lesson B. Establishing a Bring out your assignment and Pupils show their purpose for the show it to your seatmate. Tell assignment to their lesson him/her how your pictures are seatmates. Share how their connected. drawings are related. C. Presenting The teacher shows two lists of The teacher shows two lists examples / sentences on the board. of sentences on the board. instances of the new lesson Set A Set A I go to school every day. I go to school every day. I like mangoes. I like mangoes.

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Set B Where do you go every day? What do you like?

Set B Where do you go every 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 sentences? That’s right. Today, you will learn about telling and asking sentences. Are you ready to learn? Sentences under Set A are called telling sentences. Telling sentences tell us information. It ends with a period. Sentences listed on Set B are called asking sentences or questions. We say them when we want to ask something. Asking sentences end with a question mark. Can you give me example of an asking sentence?

D. Discussing new concepts and practicing new skill #1

Ask: Who can give me an example of a telling sentence? Teacher writes a set of telling sentences on the board. 1.The boy walks to school. 2. Lara is doing her assignment. 3. We are playing hide and seek. Can you tell me what kind of sentences is on the board? Right, it is telling sentences. Do you know that we can make these telling sentences into asking sentences? Example: Where will the boy go? Is the boy walking to school? Is the boy going to school? 83

Who can tell me the difference between the two sets of sentences? That’s right. Today, you will learn about telling and asking sentences. Are you ready to learn? Sentences under Set A are called telling sentences. Telling sentences tell us information. It ends with a period. Sentences listed on Set B are called asking sentences or questions. We say them when we want to ask something. Asking sentences end with a question mark. Can you give me example of an asking sentence? Ask: Who can give me an example of a telling sentence? Teacher writes a set of telling sentences on the board. 1.The boy walks to school. 2. Lara is doing her assignment. 3. We are playing hide and seek. Can you tell me what kind of sentences is on the board? Right, it is telling sentences. Do you know that we can make these telling sentences into asking sentences?

Who can make an asking sentence out of sentence number 2? 3? Possible answer: What is Lara doing? Is Lara done with her assignment? Did Lara finish her assignment? Is Lara doing her assignment? What are you doing? What are you playing?

E. Discussing new concepts and practicing new skills # 2

Show pictures of the following:

Example: Where will the boy go? Is the boy walking to school? Is the boy going to school? Who can make an asking sentence out of sentence number 2? 3? Possible answer: What is Lara doing? Is Lara done with her assignment? Did Lara finish her assignment? Is Lara doing her assignment? What are you doing? What are you playing? Show pictures of the following:

Who can make telling and asking sentences about the pictures The boy feeds his cat. Is the boy feeding his cat? Who can make telling and The children are praying. asking sentences about the What are the children doing? pictures The girl is combing her hair. The boy feeds his cat. Is the girl combing her hair? Is the boy feeding his cat? The boy is writing. The children are praying. Is the boy writing? What are the children The dog is barking at stranger. doing? Why is the dog barking? The girl is combing her hair. Teacher writes the pupils Is the girl combing her hair? answer on the board The boy is writing. underlining the verb in each Is the boy writing? sentence. The dog is barking at stranger. Let us read your answers. Why is the dog barking? What have you noticed about Teacher writes the pupils the underlined words? answer on the board underlining the verb in each sentence. Let us read your answers. 84

What have you noticed about the underlined words? F. Developing mastery (leads to formative assessment 3) G. Finding practical applications of concepts

Correct. And what is an action Correct. And what is an word? action word? Right. Action word is also Right. Action word is also called verb. called verb. Make telling and asking Write T if the sentence is a sentences about the picture on telling sentence. Write A if it the left. is an asking sentence. Telling Asking 1. Lady Cabbage basked Picture Sentence Sentence in her bed. 2. Do you like cabbage? 3. Farmer Tong cuts off her head. 4. Is she proud and loud? Is Farmer Tong happy?

H. Making generalizations and abstractions about the lesson

How can you identify the telling and asking sentences? Telling sentence tells us information. It ends with a period. Asking sentence is a sentence that asks a question. It ends with a question mark. And what is a verb? A verb or action word is a word that tells about what a person, an animal or an object does.

I. Evaluating Learning

Complete the table. Telling Sentence I eat green leafy vegetables.

Asking Sentence

Can you get milk in the refrigerator? Did you take your vitamins after eating? Choose foods that are healthy. Chew your food slowly.

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How can you identify the telling and asking sentences? Telling sentence tells us information. It ends with a period. Asking sentence is a sentence that asks a question. It ends with a question mark. And what is a verb? A verb or action word is a word that tells about what a person, an animal or an object does. Complete the table. Telling Sentence I eat green leafy vegetables.

Asking Sentence

Can you get milk in the refrigerator? Did you take your vitamins after eating? Choose foods that are healthy. Chew your food slowly.

J. Additional Activities for application or remediation

Share what you learned about verbs with a family member.

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

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Share what you learned about verbs with a family member.

Day 5 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard

C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 4 – Day 5)

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 The learner uses basic vocabulary to independently 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 EN1V-IIIa-e-5  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

4. Additional Materials from Learning Resource (LR) Portal B. Oher Learning Resources

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Essential English 1 2017 Eidtion by Tracylyn H. Umandal, Rex Bookstore p. 255-256 English Curriculum Guide, Third Quarter, Week 4, pages 17– 19 Soft copy of the song “Old MacDonald Had a Farm” , map of one Bicol Province

IV. PROCEDURE A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson

C. Presenting examples / instances of the new lesson

D. Discussing new concepts and practicing new skill # 1

Advanced Learners Singing of the song “Old MacDonald Had a Farm”.

Average Learners Singing of the song “Old MacDonald Had a Farm”.

I want you to think of a place you really want to visit here in our province. You can use this map here to check the name of the place.

I want you to think of a place you really want to visit here in our province. You can use this map here to check the name of the place.

Use the sentence on the board as your guide.

Use the sentence on the board as your guide.

I want to visit the beach because I love to swim. Teacher shows pictures of the following: 1. Mall 2. Park 3. Beach Resort Can you identify these places? Tell me something about it. Teacher posts a selection on the board.

I want to visit the beach because I love to swim. Teacher shows pictures of the following: 4. Mall 5. Park 6. Beach Resort Can you identify these places? Tell me something about it. Teacher posts a selection on the board.

Nat and Pam’s Map Nat and Pam and pals Nat is a lad Pam is a lass. They have a map. They look for community places in the map. They put the map in a bag. Then, they give the map to Nat’s Dad.

Nat and Pam’s Map Nat and Pam and pals Nat is a lad Pam is a lass. They have a map. They look for community places in the map. They put the map in a bag. Then, they give the map to Nat’s Dad.

Let us read the selection. Let us read the selection. Ask question about the selection. 1. Who are pals? Nat is a lad. What does lad mean? How about lass? 2. What do they have? What is a map? 3. What do they do with it? 88

Ask question about the selection. 5. Who are pals? Nat is a lad. What does lad mean? How about lass? 6. What do they have? What is a map?

Do you know what a community is?

E. Discussing new concepts and practicing new skills # 2

F. Developing mastery (leads to formative assessment 3)

G. Finding practical applications of concepts

4. Where do they put it?

7. What do they do with it? Do you know what a community is?

Teacher posts words on the board.

8. Where do they put it? Teacher posts words on the board.

Teacher divides the words into syllables. Listen as I read the following. hospital market Philippines Mercedita

Teacher divides the words into syllables. Listen as I read the following. hospital market Philippines Mercedita

Teacher reads slowly, emphasizing the syllables in each word.

Teacher reads slowly, emphasizing the syllables in each word.

Now can you count the syllables in each word? How many syllables does each word have?

Now can you count the syllables in each word? How many syllables does each word have?

Group Activity Divide the following words into syllables correctly. 1. teacher 2. auditorium 3. community 4. caterpillar 5. telephone What are the places that you have visited? What did the people do there?

H. Making generalizations and abstractions about the lesson

What is formed when two or more words are blended?

I. Evaluating Learning

Write the correct syllabication of the following:

Syllables 1. 2. 3. 4.

birthday hotdog spaghetti picnic

Count the syllables in each word. 1. doctor 2. pencil 3. principal 4. potato 5. Cristina What are the places that you have visited? What did the people do there? I have been to the beach. Most people are swimming there. I have been to … People are … What is formed when two or more words are blended? Syllables Write the correct syllabication of the following:

6. family 1. birthday 7. playing 2. hotdog 8. volleyball 3. spaghetti 9. water 4. picnic

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6. family 7. playing 8. volleyball 9. water

J. Additional Activities for application or remediation

5. together 5. together 10. grandmother 10. grandmother Share to a family member Share to a family member what you learned about what you learned about 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

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Day 1 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard

Grade Level Learning Area Quarter

One English Three (Week 5 – Day 1)

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 The learner-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 LC- correctly identifies elements of literary and informational texts to aid meaning getting EN1LC-IIIa-j-1.1 Listen to short stories/poems and Identify the speaker in the story or poem

C. Learning Competencies 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 I am papa square, my sides are four. are four. I am cousin rectangle, I am cousin rectangle, shaped like a door. shaped like a door. I am brother oval, shaped like a zero. I am sister diamond, with a sparkle and a glow. 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 using this link: https://youtu.be/EUhyF0O_tM0)

B. Establishing a purpose for the lesson

Teacher divides the class into small groups. Each group forms a small circle. Teacher says: Today, we are going to do “Show and Tell.” All of you will get your favorite thing inside your bag or in the classroom. You will describe your favorite thing to your group mates. Tell them about its color and shape. When you are done sharing, pass the microphone to the next member of your group. Listen as I read the example on the board. You may follow the example when you share. My favorite thing is my notebook. The shape of my notebook is rectangle. The color of my notebook is violet.

C. Presenting examples / instances of the new lesson

D. Discussing new concepts and practicing new skill #1

(This song may be downloaded using this link: https://youtu.be/EUhyF0O_tM0)

Teacher divides the class into small groups. Each group forms a small circle. Teacher says: Today, we are going to do “Show and Tell.” All of you will get your favorite thing inside your bag or in the classroom. You will describe your favorite thing to your group mates. Tell them about its color and shape. You will also use our special microphone when you “Show and Tell.” When you are done sharing, pass the microphone to the next member of your group. Listen as I read the example on the board. You may follow the example when you share.

My favorite thing is my notebook. The shape of my notebook is rectangle. The color of my notebook is violet. PRE-READING ACTIVITIES PRE-READING ACTIVITIES Activating Prior Activating Prior Knowledge Knowledge Teacher shows Teacher shows a real a real tomato in class. Pupils tomato/picture of a tomato in examine the tomato/picture class. Pupils examine the of tomato. Teacher asks tomato/picture of tomato. pupils questions about the Teacher asks pupils tomato. questions about the tomato. Read the words. Read the words. wandering wandering exert exert impressed impressed praise praise healthy healthy industry industry patience patience 92

Turn a new leaf

Turn a new leaf

Teacher helps the children define each word using TPR, pictures and facial expressions.

Teacher helpss the children define each word using TPR, pictures and facial expressions.

The word wandering means a slow, pointless movement. The word exert means to use strength. You are impressed when you think a person is doing something great. For example: If you are always doing your homework, then I will be impressed. You praise someone when you are impressed. You say or write good things about them. You are healthy when you are not sick. You are not coughing. You do not have a cold. You do not have a fever. The word industry means the habit of working hard. In Filipino, it means “kasipagan.” When you have patience, it means that you do not easily get angry when you are waiting for something or when someone is annoying. In Filipino, it is “pasensiya.” When you grow and take care of plants, you are gardening. Turn a new leaf means to start again. In Filipino, it means “magbagongbuhay.” DURING READING E. Discussing new ACTIVITIES concepts and practicing new skills Teacher reads pages 2-7 of #2 the story in class. Pupils then listen and answer a few questions about the story. Teacher explains the meaning of difficult words in the story using gestures, facial expressions, pictures, etc. 93

The word wandering means a slow, pointless movement. The word exert means to use strength. You are impressed when you think a person is doing something great. For example: If you are always doing your homework, then I will be impressed. You praise someone when you are impressed. You say or write good things about them. You are healthy when you are not sick. You are not coughing. You do not have a cold. You do not have a fever. The word industry means the habit of working hard. In Filipino, it means “kasipagan.” When you have patience, it means that you do not easily get angry when you are waiting for something or when someone is annoying. In Filipino, it is “pasensiya.” When you grow and take care of plants, you are gardening. Turn a new leaf means to start again. In Filipino, it means “magbagongbuhay.” DURING READING ACTIVITIES Teacher reads pages 2-7 of the story in class. Pupils then listen and answer a few questions about the story. Teacher explains the meaning of difficult words in the story using gestures, facial expressions, pictures, etc.

F. Developing mastery (leads to formative assessment 3)

G. Finding practical applications of concepts H. Making generalizations and abstractions about the lesson I. Evaluating Learning

J. Additional Activities for application or remediation

Teacher writes the new words on the board.

Teacher writes the new words on the board.

Teacher says: Who is tired of walking and wandering? That’s right. Peles is tired of walking and wandering. On Pages 4-5 Teacher says: Who was impressed with the healthy plants? Who did Peles praise? On Pages 6-7 Teacher says: Who was impressed with the healthy plants? Who did Peles praise? What good attitude did you observe on Hugo? He is industrious.

Teacher says: Who is tired of walking and wandering? That’s right. Peles is tired of walking and wandering. On Pages 4-5 Teacher says: Who was impressed with the healthy plants? Who did Peles praise? On Pages 6-7 Teacher says: Who was impressed with the healthy plants? Who did Peles praise? What good attitude did you observe on Hugo? He is industrious.

How do we know the speaker in the story?

How do we know the speaker in the story?

Identify who spoke the lines from the story/song below.

Identify who spoke the lines from the story/song below.

1. Ang ganda ng tanim mo. 2. Wala akong sikreto kundi sipag, tiyaga at konting banat ng buto. 3. I am Momma Circle, round like a pie. 4. I am Baby Triangle, three sides have I.

1. Ang ganda ng tanim mo. 2. Wala akong sikreto kundi sipag, tiyaga at konting banat ng buto. 3. I am Momma Circle, round like a pie. 4. I am baby triangle, three sides have I.

Answers: 1. Peles 2. Hugo 3. Momma Circle 4. Baby Triangle Draw a square object, a round object, and a rectangular object on your notebook.

Answers: 1. Peles 2. Hugo 3. Momma Circle 4. Baby Triangle Draw a square object, a round object, and a rectangular object on your notebook.

V. REMARKS

VI. REFLECTION

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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

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Day 2 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard

Grade Level Learning Area Quarter

One English Three (Week 5 – Day 2)

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 The learner-OL- shares/expresses personal ideas, 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 EN1LC-IIIa-j-1.1 Listen to short stories/poems and Identify the speaker in the story or poem

C. Learning Competencies 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 Shape Song” in class. lyrics of the song are written on the board or on The Shape Song a manila paper. 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.

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B. Establishing a purpose for the lesson

“I Shop Game” Teacher puts objects of different shapes in the classroom. Teacher says: You will be divided into groups. Each group will have four members. I will give each group a basket where you will put the things I will ask you to look for. To play the game, you have to listen to what I will say. You have to look around the classroom and get the thing that you need to shop and put it in your basket. The group that gets the most number of things in their basket wins the game. Note: Vary the number of each group as needed.

C. Presenting examples / Checking of assignments: instances of the new Teacher will say: lesson Show your work with your seatmate and share what you made.

D. Discussing new concepts and practicing new skill # 1

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 “I Shop Game” Teacher puts objects of different shapes in the classroom. Teacher says: You will be divided into groups. Each group will have four members. I will give each group a basket where you will put the things I will ask you to look for. To play the game, you have to listen to what I will say. You have to look around the classroom and get the thing that you need to shop and put it in your basket. The group that gets the most number of things in their basket wins the game. Note: Vary the number of each group as needed. Checking of assignments: Show your work with your seatmate and share what you made.

Teacher will choose 2-3 volunteers who will share their assignment in class. PRE-READING ACTIVITIES

Teacher will choose a volunteer who will share his/her assignment in class. PRE-READING ACTIVITIES

Teacher will post the words on the wall and let the children read the words. laze around sprout confided busied patch impatient

Teacher will post the words on the wall and let the children read the words. laze around sprout confided busied patch

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close to tears

impatient close to tears

Teacher helps the children define each word using TPR / gestures, pictures and facial expressions. Laze around means to do nothing but relax to pass time. In Filipino, it means “pagpapalipas ng oras nang walang ginagawa.” Busied means you are doing something. It is the opposite of laze around. The word patch means a small space of land where one plants. Sprout means to produce new leaves or buds. In Filipino, it means “tumubo.” Do you still remember the meaning of the word patient? Well, impatient is the opposite of patient. This means that one easily gets angry or annoyed. In Filipino, it means “maiksi ang pasensiya.” When someone is close to tears, he or she is about to cry. You confided when you tell someone a secret or something private. In Filipino, we say “nagkuwento,” “nagsabi,” or “nagsumbong.”

E. Discussing new concepts and practicing new skills # 2

PRE-READING ACTIVITIES Activating Prior Knowledge Teacher asks pupils to recall the events of the story they heard yesterday. 98

Teacher helps the children define each word using TPR / gestures, pictures and facial expressions. Laze around means to do nothing but relax to pass time. In Filipino, it means “pagpapalipas ng oras nang walang ginagawa.” Busied means you are doing something. It is the opposite of laze around. The word patch means a small space of land where one plants. Sprout means to produce new leaves or buds. In Filipino, it means “tumubo.” Do you still remember the meaning of the word patient? Well, impatient is the opposite of patient. This means that one easily gets angry or annoyed. In Filipino, it means “maiksi ang pasensiya.” When someone is close to tears, he or she is about to cry. You confided when you tell someone a secret or something private. In Filipino, we say “nagkuwento,” “nagsabi,” or “nagsumbong.” PRE-READING ACTIVITIES Activating Prior Knowledge Teacher asks pupils to recall the events of the story they heard yesterday.

F. Developing mastery (leads to formative assessment 3)

Teacher says: Today, we are going to read the second part of Peles’ story. But before we read, can you still remember what happened in the first part of the story? Who would like to share what they remember?

Teacher says: Today, we are going to read the second part of Peles’ story. But before we read, can you still remember what happened in the first part of the story? Who would like to share what they remember?

DURING READING ACTIVITIES Teacher reads pages 8-15 of the story in class. Pupils then listen and answer a few questions about the story

DURING READING ACTIVITIES Teacher reads pages 8-15 of the story in class. Pupils then listen and answer a few questions about the story

Teacher goes back to the new words posted on the board.

Teacher goes back to the new words posted on the board.

Teacher transitions back to Teacher transitions back the story: to the story: Show Pages 10-11 Show Pages 10-11 Teacher says: Could Teacher says: Could Peles sleep that night? Peles sleep that night? No, he could not sleep. No, he could not sleep. What was he counting? What was he counting? That’s right. He was That’s right. He was counting growing counting growing tomatoes. tomatoes.

G. Finding practical applications of concepts

Show Pages 12-13 Teacher says: What did Peles visit? That’s right. He visited his patch. Did his seeds sprout? No, his seeds did not sprout.

Show Pages 12-13 Teacher says: What did Peles visit? That’s right. He visited his patch. Did his seeds sprout? No, his seeds did not sprout.

Show Pages 14-15 Teacher says: Was Peles close to tears? Yes, he was. Was he happy or sad when he confided to Hugo? That’s right! He was sad. Show the picture of Peles when he felt impatient.

Show Pages 14-15 Teacher says: Was Peles close to tears? Yes, he was. Was he happy or sad when he confided to Hugo? That’s right! He was sad. Show a picture of a face of a patient and impatient child. Ask the pupils: Which child will you try to be? Why?

What should you do when you feel impatient?

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How can you help when you have a friend who is close to tears?

H. Making generalizations and abstractions about the lesson I. Evaluating Learning

J. Additional Activities for application or remediation

Help the children How do we know the speaker in the story?

How do we know the speaker in the story?

Read the excerpts. Identify Listen to the excerpts that the name of the speaker. will be read. Identify the name of the speaker. 1. Two piles of small papers lay on Ms. Cruz’s 1. Two piles of small desk. One pile was Juan’s papers lay on Ms. Cruz’s votes, and the other was desk. One pile was Juan’s Mario’s votes. “This votes, and the other was election was close!” said Mario’s votes. “This Ms. Cruz. “The winner got election was close!” said just one vote more.” She Ms. Cruz. “The winner got smiled. just one vote more.” She smiled. 2. "There's a girl on Mount Danger," Raul explained 2. "There's a girl on breathlessly. "Amanda Mount Danger," Raul something. Her father explained breathlessly. came in. Said they were "Amanda something. Her hiking and she fell. father came in. Said they were hiking and she fell. Note: Please refer to worksheet Note: Please refer to EQ3_W5_D2_Eval worksheet for the complete copy of EQ3_W5_D2_Eval evaluation. for the complete copy of evaluation. Listen to the news on the radio or watch news on the television. Write 2 sentences about what you heard.

Listen to the news on the radio or watch news on the television. Write 2 sentences about what you heard.

Note: Pupils will share their Note: Pupils will share news the next day. their news the next day. 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. 100

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

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Day 3 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard

Grade Level Learning Area Quarter

One English Three (Week 5 – Day 3)

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 The learner –OL- shares/expresses personal ideas, 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 EN1LC-IIIa-j-1.1 Listen to short stories/poems and identify the speaker in the story or poem

C. Learning Competencies 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 pupilTeacher asks a pupillesson or presenting the volunteer to lead the volunteer to co-lead the new lesson singing of “Shape Song”. singing of “Shape Song”. The lyrics of the song are The lyrics of the song are written on the board or in a written on the board or in manila paper. a manila paper. B. Establishing a purpose for the lesson

Teacher asks pupils to share the news they heard last night to their seatmates. After a few minutes, teacher calls 3-5 pupils to share their news in front of the class.

Teacher asks pupils to share the news they heard last night to their seatmates. After a few minutes, teacher calls 2-3 pupils to share their news in front of the class.

Teacher will model how to say their responses in English.

Teacher will model how to say their responses in English.

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C. Presenting examples / instances of the new lesson

Pupils will read the words: afraid pour water fertilizers energized healthy makeshift weeding rejoiced bore

Pupils will read the words: afraid pour water fertilizers energized healthy makeshift weeding rejoiced bore

You are afraid when you are nervous that something bad will happen. You pour water onto something when you are watering something. Fertilizers are something added to the plants to help them grow. In Filipino, we call it “pataba” or “abono.” The word energized means to have more energy. You are healthy when you are not sick. You are not coughing. You do not have a cold. You do not have a fever. When you are lonely, you are sad. You are not happy. Makeshift means temporary. In Filipino, it means “pansamantalang gamit.” You are weeding when you are pulling out weeds around your plant. Weeds, in Filipino, are called “damo.” They are bad for plants. Rejoiced means to feel or show that you are happy. In Filipino, it means “nagsaya.” Bore is the past tense of the word bear, which means give. In Filipino, it means “namunga.” The word ripening means to grow. In Filipino, it means “nahihinog.”

You are afraid when you are nervous that something bad will happen. You pour water onto something when you are watering something. Fertilizers are something added to the plants to help them grow. In Filipino, we call it “pataba” or “abono.” The word energized means to have more energy. You are healthy when you are not sick. You are not coughing. You do not have a cold. You do not have a fever. When you are lonely, you are sad. You are not happy. Makeshift means temporary. In Filipino, it means “pansamantalang gamit.” You are weeding when you are pulling out weeds around your plant. Weeds, in Filipino, are called “damo.” They are bad for plants. Rejoiced means to feel or show that you are happy. In Filipino, it means “nagsaya.” Bore is the past tense of the word bear, which means give. In Filipino, it means “namunga.” The word ripening means to grow. In Filipino, it means “nahihinog”

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D. Discussing new concepts and practicing new skill # 1

E. Discussing new concepts and practicing new skills # 2

PRE-READING ACTIVITIES Activating Prior Knowledge Teacher asks pupils to recall the events of the story they heard yesterday.

PRE-READING ACTIVITIES Activating Prior Knowledge Teacher asks pupils to recall the events of the story they heard yesterday.

Let us recall through these pictures from the story “Peles’ Tomato.

Let us recall through these pictures from the story “Peles’ Tomato.

DURING READING ACTIVITIES Teacher reads in chunks pages 16-27 of the story in class. Pupils then listen and answer a few questions about the story.

DURING READING ACTIVITIES Teacher reads in chunks pages 16-27 of the story in class. Pupils then listen and answer a few questions about the story.

Teacher explains the meaning of difficult words in the story using gestures, facial expressions, pictures, etc.

Teacher explains the meaning of difficult words in the story using gestures, facial expressions, pictures, etc.

Teacher writes the new words on the board.

Teacher writes the new words on the board.

On pages 18-19 Teacher says: Who did Peles invite to sing to the tomato seeds on Wednesday? That’s right. He invited his frog friends to sing to the tomato seeds.

On pages 18-19 Teacher says: Who did Peles invite to sing to the tomato seeds on Wednesday? That’s right. He invited his frog friends to sing to the tomato seeds.

On pages 20-21 Teacher says: Did Peles read stories and poems to the tomatoes? That’s right. He did. He read stories and poems all day. On pages 24-25 Teacher asks: Did Peles’ tomatoes sprout? Was Peles happy when he saw his tomatoes sprout?

On pages 20-21 Teacher says: Did Peles read stories and poems to the tomatoes? That’s right. He did. He read stories and poems all day. On Pages 24-25 Teacher asks: Did Peles’ tomatoes sprout? Was Peles happy when he saw his tomatoes sprout?

On pages 24-25 Teacher says: Did Peles’ tomatoes grow and bear fruit? Who praised Peles? Is Peles sick? What

On pages 24-25 Teacher says: Did Peles’ tomatoes grow and bear fruit? Who praised Peles? Is Peles sick? What

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F. Developing mastery (leads to formative assessment 3)

G. Finding practical applications of concepts

H. Making generalizations and abstractions about the lesson

makes you think he is sick?

makes you think he is sick?

AFTER READING ACTIVITIES Teacher posts three pictures on the board. Then, he or she reads some lines of the characters in the story. Pupils then identify who is the speaker of the given line.

AFTER READING ACTIVITIES Teacher posts three pictures on the board. Then, he or she reads some lines of the characters in the story. Pupils then identify who is the speaker of the given line.

Teacher says: I have pictures of Peles, Hugo, and a question mark. Listen as I read some lines from the story. I want you to tell me who said them. If you think it is Peles, raise your arms. If you think it is Hugo, hold your head. If it not Peles or Hugo, cross your arms.

Teacher says: I have pictures of Peles, Hugo, and a question mark. Listen as I read some lines from the story. I want you to tell me who said them. If you think it is Peles, raise your arms. If you think it is Hugo, hold your head. If it not Peles or Hugo, cross your arms.

“Your plants are so healthy,”… “What is your secret?”

1. “Your plants are so healthy,”… “What is your secret?”

“I have no secrets…except 2. “I have no for industry, patience, and secrets…except for a little hard work.” industry, patience, and a little hard work.” “That night, Peles could not sleep as he counted 3. “That night, Peles could growing tomatoes.” not sleep as he counted growing tomatoes.” We find out who is We find out who is speaking around us by speaking around us and being a good listener. what they’re speaking What do you think will about by being a good happen if we always talk listener. and never listen? Which picture shows a child who is a good listener? What do you think made him/her a good listener? Who could possibly speak Who could possibly speak in the stories we are in the stories we are reading? reading? *characters *characters 105

I. Evaluating Learning

*narrator Answer p. 27 of the LM.

*narrator Answer p. 27 of the LM.

J. Additional Activities for application or remediation

Share with a family member what you learned from Peles’ story.

Share with a family member what you learned from 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

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Day 4 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard

Grade Level Learning Area Quarter

One English Three (Week 5 – Day 4)

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 The learner-OL- shares/expresses personal ideas, 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 lyrics of the song are the board or in a manila written on the board or in paper. Pupils sing along a manila paper. Pupils with the teacher and do its sing along with the actions. teacher. “Baa Baa Black Sheep” Baa, baa, black sheep, Have you any wool? Yes sir, yes sir, Three bags full. 107

“Baa Baa Black Sheep” Baa, baa, black sheep, Have you any wool? Yes sir, yes sir, Three bags full.

One for the master, One for the dame, And one for the little boy Who lives down the lane Baa, baa, black sheep, Have you any wool? Yes, sir, yes sir, Three bags full.

One for the master, One for the dame, And one for the little boy Who lives down the lane Baa, baa, black sheep, Have you any wool? Yes, sir, yes sir, Three bags full.

You may watch the video of the song at https://youtu.be /GrZIGF0GbYI. B. Establishing a purpose for the lesson

C. Presenting examples / instances of the new lesson

D. Discussing new concepts and practicing new skill # 1

Teacher shows pictures in class of “Lapay Bantigue Dance” and the “Pagdulang Dance.” He/She explains what the pictures are to the pupils. Pupils think of the art form seen in their village, town, or province. (Picture of Lapay Bantigue) (Picture of Tinikling Dance)

Teacher shows pictures in class of “Lapay Bantigue Dance”. He/She explains what the pictures are to the pupils. Pupils think of the art form seen in their village, town, or province. (Picture of Lapay Bantigue)

Note: Teacher may use the local dance in your community. Teacher shows a picture in class. (Public Market)

Teacher shows a picture in class. (Public Market)

When pupils say the objects they see in the picture, ask them to point at them. It will also be good if you will explain to them that those are examples of crafts.

When pupils say the objects they see in the picture, ask them to point at them. It will also be good if you will explain to them that those are examples of crafts.

Pupils observe the picture and enumerate the things they see there.

Pupils observe the picture and enumerate the things they see there.

Teacher directs pupils’ attention to the characters in the picture and asks pupils what they will do if they are in the situation.

Teacher directs pupils’ attention to the characters in the picture and asks pupils what they will do if they are in the situation.

(Picture: A boy saw his parents carrying a heavy basket full of vegetables)

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(Picture: A boy saw his parents carrying a heavy basket full of vegetables)

E. Discussing new concepts and practicing new skills # 2

What do you say to someone when you want to help him or her?

What do you say to someone when you want to help him or her?

F. Developing mastery (leads to formative assessment 3)

Teacher asks pupils to practice saying the expression for offering help.

Teacher asks pupils to practice saying the expression for offering help.

Can I help you?

Children will read examples of situation where they could offer their help. Can I help you?

May I help you? When someone offers you help. What do we say? We say, “Yes, thank you!”

May I help you?

If you don’t want their help, you say, “No, thank you!” G. Finding practical applications of concepts H. Making generalizations and abstractions about the lesson I. Evaluating Learning

J. Additional Activities for application or remediation

Within you group, do a role play on offering and accepting help. What do we do when people help? What do say to them? How do we say them?

Within you group, do a role play on offering and accepting help. What do we do when people help? What do say to them? How do we say them?

Answer p. 28 of LM. Teacher asks pupils to work with their partner and find out the crafts made in their neighbourhood/village/town. Form the picture puzzles and name the objects. (Abaca bags, copra, sinamay, etc.)

Answer p. 28 of LM. Teacher will show pictures of crafts and let the children choose the crafts made in their neighbourhood. (Abaca bags, copra, sinamay, etc.)

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

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Day 5 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard

C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 5 – Day 5)

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 The learner OL- shares/expresses personal ideas, 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 EN1G-IIIc-1.3; EN1G-IIId-1.3; EN1G-IIIe-1.3 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 lesson or presenting the the lyrics of the song, “Baa of the song, “Baa Baa new lesson Baa Black Sheep” with Black Sheep” with the the pupils. pupils. B. Establishing a Teacher explains that a Teacher explains that a purpose for the lesson sheep belongs to the same sheep belongs to the family as goats. He or she same family as goats. He then explains that the wool or she then explains that from a sheep is used to the wool from a sheep is make crafts in other used to make crafts in countries. other countries. C. Presenting examples / Teacher asks pupils to Teacher asks pupils to instances of the new show and tell their show and tell their lesson homework to their homework to their seatmates. After a few seatmates. After a few minutes, teacher calls minutes, teacher calls some pupils to share their some pupils to share their 110

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. D. Discussing new concepts and practicing new skill # 1

E. Discussing new concepts and practicing new skills # 2

F. Developing mastery (leads to formative assessment 3)

Teacher asks pupils to recall the polite expressions they learned yesterday. Pupils say the expression for offering help and the polite responses to the offer.

Teacher asks pupils to recall the polite expressions they learned yesterday. Pupils say the expression for offering help and the polite responses to the offer.

Teacher posts action words related to helping. offer (offer help) help (help others) ask (ask for help) get (get the heavy things from people who need help)

Teacher posts action words related to helping. offer (offer help) help (help others) ask (ask for help) get (get the heavy things from people who need help)

Teacher posts the expressions on the board. Yes, thank you. Can I help you? May I help you? No, thank you.

Teacher posts the expressions on the board. Yes, thank you. Can I help you? May I help you? No, thank you.

Teacher models the correct way of saying the sentences.

Teacher models the correct way of saying the sentences.

Pupils will volunteer to say/read the sentences.

Pupils will volunteer to say/read the sentences.

Let the pupils identify which sentence is an asking sentence and a telling sentence.

Let the pupils identify which sentence is an asking sentence and a telling sentence.

Teacher asks pupils to count the number of syllables in the given words. Pupils clap their hands while counting the syllables.

Teacher asks pupils to count the number of syllables in the given words. Pupils clap their hands while counting the syllables.

Teacher says: Today, we are going to count syllables. I posted on the board some words. Listen

Teacher says: Today, we are going to count syllables. I posted on the board some words. Listen

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G. Finding practical applications of concepts H. Making generalizations and abstractions about the lesson I. Evaluating Learning

as I read them. Then, let’s count the syllables together. Let’s us use our fingers for each syllable we count. Let the children look around in the classroom and spot 3 words. Let them What are telling sentences? What are asking sentences? Draw a circle on the line if it is a telling sentence. Draw a star if it is an asking sentence. Write the action word inside the box. 1. __ Ana needs help. 2. __ Jessie counted his toys. 3. __ Can I help you? Count the number of syllables of the words below: 4. patch 5. wandering

J. Additional Activities for application or remediation

Teacher asks pupils to review the topics they discussed this week. He or she then thanks the pupils for their active 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

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as I read them. Then, let’s count the syllables together. Let’s us use our fingers for each syllable we count.

What are telling sentences? What are asking sentences? Draw a circle on the line if it is a telling sentence. Draw a star if it is an asking sentence. 1. __ Ana needs help. 2. __ Jessie counted his toys. 3. __ Can I help you? Count the number of syllables of the words below: 4. patch 5. wandering

Teacher asks pupils to review the topics they discussed this week. He or she then thanks the pupils for their active participation in class.

Day 1 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard

C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 6 – Day 1)

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 G - Demonstrate s understanding of concepts of nouns and adjectives for identification and description The learner OL - Shares/expresses personal ideas , thoughts , actions ,and feelings using familiar words V – Uses basic vocabulary to independently express ideas about personal ,home ,school and community experiences G - Correctly names people , objects , places and things through theme – based activities EN l OL-llla –b-1.17 Talks about oneself and one’s family EN l V-llla-e-5 Uses words that are related to self, family, school, community, and concepts, shapes and numbers EN I G-IIIf-h-2.1 Recognizes names of persons, places, things and animals

II. CONTENT 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

p. 120-122 (Basa Pilipinas) p. 31 (Activity Sheet)

Real objects , pictures , charts

IV. PROCEDURE A. Reviewing previous lesson or presenting the new lesson

Advanced Learners Let the pupils read the sentences and tell if they are telling sentences or asking sentences.

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Average Learners Present the game “Touch Me Not” Pupils will listen as the teacher reads the sentences, if the correct

1. Anabel is beautiful. 2. Where do you leave? 3. What is your favorite toy? 4. Father works in the office. 5. I have a pet dog.

Unlocking, of Difficulties: Family family

- picture of a

Look at the picture. This is my family. There are five of us in our family. You have also your family? Do you love your family? Person – picture of a person This is Angela. She is my friend. She is a person. Animals picture of animals in our locality Places- picture of places in the community

answer is telling sentence pupils will put their right hand in their left chest. If the correct answer is asking sentence they will put their left hand in their right chest. 1. Anabel is beautiful. 2. Where do you leave? 3. What is your favorite toy? 4. Father works in the office. 5. I have a pet dog.

Unlocking of Difficulties: Family – picture of a family Look at the picture. This is my family. There are five of us in our family. You have also your family? Do you love your family? Person – picture of a person This is Angela. She is my friend. She is a person. Animals picture of animals in our locality Places- picture of places in the community

B. Establishing a purpose for the lesson

Show picture of a family doing some things at home and talk about it.  What do you see in the picture? (A family doing things together. Grandfather, Grandmother, Father, Mother, sisters and baby brother. doll, broom, chairs, lamp, garden, pictures, plates, spoons, 114

Show picture of a family doing some things at home and talk about it.  What do you see in the picture? (A family doing things together. Grandfather, Grandmother, Father, Mother, sisters and baby brother. doll, broom, chairs, lamp, garden, pictures, plates, spoons,

C. Presenting examples / instances of the new lesson

D. Discussing new concepts and practicing new skill # 1

glasses, knife, flower vase, dog, cat)  What is father doing? (father is washing the dishes in the kitchen)  How about mother and grandma? (Mother and Grandma are cooking in the kitchen) Teacher discusses the answer of the pupils and groups them according to categories.

glasses, knife, flower vase, dog, cat)  What is father doing? (father is washing the dishes in the kitchen)  How about mother and grandma? (Mother and Grandma are cooking in the kitchen) Teacher discusses the answer of the pupils and groups them according to categories.

Persons Grandfather Grandmother Father Mother Sisters Brother Baby

Places Garden Kitchen

Persons Grandfather Grandmother Father Mother Sisters Brother Baby

Things Doll Broom Chairs Lamp Glasses Knife Flower vase

Animals Dog Cat

Things Doll Broom Chairs Lamp Glasses Knife Flower vase

Teacher posts pictures of people, places, things and animals on the board. The names of pictures are posted on the right side of the board. Pupils match the names of pictures. Note: See Worksheet Q3_W3_D1A Teacher says: I have posted some pictures on the board. Let’s match them with their names. Their names are posted on the right side of the board.

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Places Garden Kitchen

Animals Dog Cat

Teacher posts pictures of people, places, things and animals on the board. The names of pictures are posted on the right side of the board. Pupils match the names of pictures. Note: See Worksheet Q3_W3_D1 Teacher says: I have posted some pictures on the board. Let’s match them with their names. Their names are posted on the right side of the board.

Teacher reads all the words on the board. Pupils group the words according to four categories namely: person, place, thing and animal.

Teacher reads all the words on the board. Pupils group the words according to four categories namely: person, place, thing and animal.

Note: See Worksheet Q3_W3_D1B

E. Discussing new concepts and practicing new skills # 2

Teacher says: Now that we know the names of the pictures on the board, we will group them together. I have here a table. We will put the names of the pictures under each column. In the first column, we will put the names of persons. In the second column, we will put the names of places. In the third column, we will put the names of things. In the last column, we will put the names of animals. Are you ready to complete the table? Good. Let’s begin. Group activity Teacher says: I will group you into three. Each group will work on the activity assigned to you.

Group activity Teacher says: I will group you into three. Each group will work on the activity assigned to you.

 Setting of norms Group 1 Direction: Read the words written on a strips and group the words according to four categories

 Setting of norms Group 1 Direction: Read the words written on a strips and group the words according to four categories

Persons Things

Places Persons

Places

Things

Animals

Animals

Group-2 Color Me Direction: Color the naming words in each sentence.

Group-2 Direction: Draw a line to connect the picture to its category.

1. The boy has a ball. Things 116

2. The birds are in the cage. 3. The doctor works in the hospital. 4. Nena has a doll. 5. The carabao is big.

Animals Places

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 picture. Name each one and tell the group where it belongs. (person, place, thing or animal)

Person

school boy park book cat cow

Place

Thing

Animal

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atis janitor

F. Developing mastery (leads to formative assessment 3) G. Finding practical applications of concepts H. Making generalizations and abstractions about the lesson

I. Evaluating Learning

J. Additional Activities for application or remediation

Presentation of output Process the output of the pupils Let the pupils give examples of naming words found at home. What do we call the names of persons, places, things and animals? (Names of persons, places, things and animals are called naming words or nouns)

Presentation of outputs Process the output of the pupils Let the pupils give examples of naming words found at home. What do we call the names of persons, places, things and animals? (Names of persons, places, things and animals are called naming words or nouns) Box the name of person, Draw a line to connect the place, things and animals word to a person, place, in 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. Homework: Draw or cut and paste a picture of your father in your notebook. Complete the table below Father’s favorite color:___ Father’s favorite place:___ Father’s favorite food:____ Father’s favorite shape:__

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

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Homework: Teacher asks the pupils to: Draw or cut and paste a picture of your father in your notebook. Complete the table below Father’s favorite color:__ Father’s favorite place:__ Father’s favorite food:___ Father’s favorite shape:__

Day 2 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard

C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 6 – Day 2)

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 The learner 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 EN I OL-IIIa-b-I.17 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 Teacher introduces and recites the poem,” A the 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. “A Family Finger play:”

“A Family Finger play:”

This is a family (hold up one hand, fingers spread)

This is a family (hold up one hand, fingers spread)

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Let’s count them and see, How many there are’, And who they can be (count 1,2,3,4,5) This is the mother (touch pointer finger) Who loves everyone And this is the father (touch big finger) Who is lots of fun. This is my sister (touch ring finger) She helps and she plays’, And this is the baby (touch little finger) He’s growing each day. But who is this one? (touch thumb) He’s out alone , Why it’s Jackie ,the dog, And he’s chewing a bone,(wiggle thumb) Teacher asks: What are the naming words mentioned in the poem? (The naming words mentioned in the poem are : Father, mother, sister, baby, Jackie, the dog and bone)

Let’s count them and see, How many there are’, And who they can be (count 1,2,3,4, ) This is the mother (touch pointer finger) Who loves everyone And this is the father (touch big finger) Who is lots of fun. This is my sister (touch ring finger) She helps and she plays’, And this is the baby (touch little finger) He’s growing each day. But who is this one? (touch thumb) He’s out alone Why it’s Jackie,the dog, And he’s chewing a bone, (wiggle thumb)  Teacher asks the pupils to recall the naming words they learned.  Teachers says: I have here a box from this box you are going to pick out the name words and tell where it belongs to: (Person, place, thing and animal)

Sharing Information. Teacher divides the class into small groups with 4 to 5 Note: Print the words members. Each group will separately. form a small circle .Pupils show the feature of their chair fathers and talk about it to the bed group mates. After a few cup minutes,, baby teacher calls some pupils to doctor share their work in front garden Of the class. teacher dog Teacher says: I will divide cow your class into groups with 4park 5 members. You and your house group mates will form a circle. You will show your homework Sharing Information: to 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 Share in front of the class. following this guide. Before you begin, let me 120

show you an example. You may use it as a guide for your own sharing. . My father is _______________________.. His favorite color is __________________. His favorite food is ___________________. His favorite place is __________________. His favorite shape is __________________.

My father is ___________________. His favorite color is ______________. His favorite food _________________. His Favorite place is ______________. His favorite shape is ______________.

Show a real tomato to the class and tell something about it. Ask: Who among you here like tomato? Do you like food with tomatoes? What food with tomatoes do you like? Why? Do you remember the story we read about tomatoes last quarter in Filipino? What is the title of the story? (Ang kamatis ni Peles)

Show a real tomato to the class and tell something about it. Ask: Who among you here like tomato? Do you like food with tomatoes? What food with tomatoes do you like? Why? Teacher asks : Do you remember the story ”we read about tomatoes last quarter in Filipino? What is the title of the story? ( Ang Kamatis ni Peles ).That’s right.



Unlocking of difficulties Tomato- Show a real tomato  Unlocking of difficulties Exert- Through gestures Tomato- Show a real Wandering-Through tomato gesture/action Exert- Through gestures Impressed- When you Wandering-Through think a person is doing gesture/action something great. Impressed- When you think For example: If you are a 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.

B. Establishing a purpose for the lesson

C. Presenting examples / instances of the new lesson

Teacher says: Today, we are going to hear the story “Peles Tomatoes”, but you won’t hear the story from me. You will hear the story from your classmates. You will go to the same group and form a circle. You will take turns in telling the story. 121

Teacher says: Today, you are going to hear the story” Peles Tomatoes”. Listen carefully as I read the story .Later, l will ask you to tell the part of the

Later, l will asks the leader o story that you like most. the group to tell the part of the Are you now ready? Let’s story 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 Group -3 Retell the last part in 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? Say : I’m going to divide you into three (3) Groups. Each group will do one activity. Group - 1 Direction: Using a bubble map paste cutouts/pictures that Peles does to make his tomato grow. (teacher will give the following pictures to the pupils)

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Group – 2 Direction: Here are some pictures. Arrange them as they happen in the story.

Group – 3 Picture Puzzle Direction: Assemble the cut picture of an emoji.

Cut picture of a happy face

D. Discussing new Presentation of output using concepts and guide questions. practicing new skill # 1 1. Who are the characters in the story? 2. What kind of animal is Peles? How about Hugo? 3. What does Peles do with the tomato seeds? Group 1 will tell us . 4. Does Peles tomatoes grow easily? What did he do to grow them? Group 2 will tell us 5. Is Peles happy with his tomatoes? 6. Do you want to be like Peles? 7. Would you also like to plant tomatoes? Group 3 will show us.

E. Discussing new concepts and

The teacher will process the output of the pupils. 123

Presentation of output using guide questions. 1. What are the things that Peles does to make his tomato grow? Group 1 will tell us. 2. How do you think Peles feels after he saw his sprouting tomatoes? Group 3 will present their work. 3. What happens next? What does Peles do? Group 2 will report and explain as they present their work. The teacher will process the output of the pupils.

practicing new skills # 2 F. Developing mastery Let the pupils do the activity (leads to formative on pp. 33-35 of English assessment 3) activity sheets. G. Finding practical applications of concepts

H. Making generalizations and abstractions about the lesson I. Evaluating Learning

J. Additional Activities for application or remediation

Let the pupils do the activity on pp. 33-35 of English activity sheets.

What is the main character’s name? If you were Peles would you do the same? Why or why not? What lessons have you learned from the story?

What is the main character’s name? If you were Peles would you do the same? Why or why not? What lessons have you learned from the story? What are the important details What are the important of the story? details of the story?

Let the pupils answer orally. Let the pupils answer 1. What is the title of the orally. story? 1. What is the title of 2. Who are the characters the story? in the story? 2. Who are the 3. Where do you think the characters in the story happened? story? 4. If you were Peles what 3. Where do you are you going to do, to think the story make the plants grow? happened? 4. If you were Peles what are you going to do, to make the plants grow? Homework: Homework With the help of your parents With the help of your study the rhyme “Humpty parents study the rhyme Dumpty“ “Humpty Dumpty “.

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

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Day 3 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 6 – Day 3)

The learner Demonstrates understanding of familiar words used to communicate personal experience, ideas, thoughts, actions, and feelings. The learner Shares/expresses personal ideas, thought, actions, and feelings. ENIOL-III A-J.I.I 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 p177 IV. PROCEDURE Advanced Learners Average Learners A. Reviewing Teacher introduces the song Teacher introduces the song previous “The Family Finger” to the “The Family Finger” to the class. lesson or class. (The lyrics of the song is (The lyrics of the song is written presenting the written on the manila paper. on the manila paper. You may new lesson You may listen to the tune of listen to the 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 Play guitar, play guitar, that’s what 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? 125

Here I am, here I am, how do you do? Mommy finger, mommy finger, what do you do? Exercise, exercise, that’s what I do Brother finger, brother finger, where are you? Here I am, here I am, how do you do? Brother finger, brother finger, what do you do? Building things, building things, that’s what I do

Sister finger, sister finger, where are you? Here I am, here I am, how do you do? Sister finger, sister finger, what do you do? Draw and paint, draw and paint, that’s what I do Baby finger, baby finger, where are you? Here I am, here I am, how do you do? Baby finger, baby finger, what do you do? Play with friends, play with friends, that’s what I do? Recalling the previous lesson. What is the title of the story? Who are the characters in the story? Unlocking of difficulties using pictures, actions/gestures etc. wall- show picture push- through action sat- (action/demonstration) fall - (show picture) pull- (action/demonstration) king- (picture) patch-(picture) B. Establishing a purpose for the lesson

Are you familiar with “Humpty Dumpty”? Motive question. What do you think will happen to Humpty Dumpty? 126

Mommy finger, mommy finger, what do you do? Exercise, exercise, that’s what I do Brother finger, brother finger, where are you? Here I am, here I am, how do you do? Brother finger, brother finger, what do you do? Building things, building things, that’s what I do Sister finger, sister finger, where are you? Here I am, here I am, how do you do? Sister finger, sister finger, what do you do? Draw and paint, draw and paint, that’s what I do Baby finger, baby finger, where are you? Here I am, here I am, how do you do? Baby finger, baby finger, what do you do? Play with friends, play with friends, that’s what I do? Recalling the previous lesson. What is the title of the story? Who are the characters in the story? Unlocking of difficulties using pictures, actions/gestures etc. wall- show picture push- through action sat- (action/demonstration) fall - (show picture) pull- (action/demonstration) king- (picture) patch-(picture)

Are you familiar with “Humpty Dumpty”? Motive question. What do you think will happen to Humpty Dumpty?

Introduce the nursery rhyme “Humpty Dumpty”. (2x) Humpty Dumpty sat on a wall Humpty Dumpty had a great fall All the kings horse’s and all the kings men Couldn’t put Humpty together again. (2x) They tried to push him up They tried to pull him up They tried to patch him up Couldn’t put him back together again. Read the rhyme Invite the pupils to read with you

Introduce the nursery rhyme “Humpty Dumpty”. (2x) Humpty Dumpty sat on a wall Humpty Dumpty had a great fall All the kings horse’s and all the kings men Couldn’t put Humpty together again. (2x) They tried to push him up They tried to pull him up They tried to patch him up Couldn’t put him back together again. Read the rhyme Invite the pupils to read with you

C. Presenting examples / instances of the new lesson

Teacher shows pictures of the events in the nursery rhyme. Words of the rhyme are posted under each picture. Say: I have some pictures on the board. The pictures tell us the story of “Humpty Dumpty” Where is Humpty? Can you point Humpty? Your right! Humpty Dumpty is the big egg in the picture. Now let’s look at the pictures and find out what happened to him.

Teacher shows pictures of the events in the nursery rhyme. Words of the rhyme are posted under each picture. Say: I have some pictures on the board. The pictures tell us the story of “Humpty Dumpty” Where is Humpty? Can you point Humpty? Your right! Humpty Dumpty is the big egg in the picture. Now let’s look at the pictures and find out what happened to him.

D. Discussing new concepts and practicing new skill # 1

Say: Where did Humpty Dumpty sit? What happened to Humpty? Who could not put Humpty Dumpty together again?

Say: Look at the pictures and listen to the lines of the rhyme. The picture tells us the story of “Humpty Dumpty”. Where is Humpty in the picture? Can you point at Humpty?

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E. Discussing new concepts and practicing new skills # 2

Pupils will answer the questions. To develop mastery of predicting possible ending of short stories/poem/rhyme among the pupils. The teacher may read at least 3-5 short stories. 1. Mr. Ant worked hard to gather food during summer. He kept plenty of food in the storehouse. What d o you think will happen to his family when the rainy days come?

2. Some people continue to cut down trees in our forests. If we will not plant new trees we will have few trees left. What will happen when a strong typhoon comes? Ben does not study his lessons or do his home work. He only spends his afternoon playing. What do you think will happen?

F. Developing mastery (leads to formative assessment 3)

Group activity: I will divide you into 3 groups. All groups will do the activity below. The first one to finish wins. Teacher says: I have here a story entitled “At the Beach. “Listen carefully as I read the story. Pupils predict the ending of the story. Are you now ready? Write your answer in a manila paper given to you. At the Beach Dan and his friends went to the beach. They swam and played the whole day. They got tired so they ate their food. Dan eat too much. He cried. Questions: Where did Dan and his friends go? What do you 128

To develop mastery of predicting possible ending of short stories/poem/rhyme among the pupils teacher may use pictures. 1. The seed planted in the garden is watered every day. What is the possible ending?

2. Jose saw a ripe guavas on a tree. He climbed up the tree. But the branch of the tree was broken. What do you think happened to Jose? Group Activity: I will divide you into three (3) groups. All groups will do the activity below. The first one to finish wins. Teacher shows pictures of the events in the story “At the Beach “.and asks the pupils to look at the pictures and listen to the lines of the story. Pupils predict the ending of the story. Write your answer on a strip of cartolina given to you.

think happened to Dan? Do you like what Dan did? Why

G. Finding practical applications of concepts

People throw their garbage anywhere. It rained hard. What do you think will happen? Is it good to throw garbage anywhere? Why? As a child, what are the things that you can do to avoid floods and maintain the cleanliness of the surroundings/environment? H. Making What did you do after listening generalizations to the story /poem/rhyme? and (We predict the possible abstractions ending) about the lesson I. Evaluating Answer the activity on page 38 Learning of English activity sheets. Homework : J. Additional Read the story and encircle Activities for application or the possible ending.

remediation

1. Mother prepares nutritious food for the family. She plans her family‘s meal very well because she wants her children to be healthy. What do you think will happen to her family? a. The family will get sick. b. Mother will be extra happy. c. The family will become healthy.

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. People throw their garbage anywhere. It rained hard. What do you think will happen? Is it good to throw garbage anywhere? Why? (Teacher may use pictures for the average group )What will you do to help the community clean? What did you do after listening the story /poem/rhyme? (We predict the possible ending)

Answer the activity on page 38 of English activity sheets.. Homework: Color the picture which tells what would happen or the possible ending.

Picture of a boy making a kite.

Picture of boys playing a ball A.

Picture of a boy playing a kite B.

Picture of a boy eating a banana C.

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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

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Day 4 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 6 – Day 4)

The learner demonstrates understanding of familiar words used to communicate personal experience, ideas, thoughts, actions, and feelings The learner Shares/express personal ideas, thought, actions, and feelings ENIOL-IIIa-J 1.1 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 lesson Were a happy family Were 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) (Repeat Song) (You 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) B. Establishing a purpose for the lesson

Teacher asks: Do you still remember our activity Yesterday? Good! Today we are going to do something similar to what we did yesterday.

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Teacher asks: Do you still remember our activity Yesterday? Good! Today we are going to do something similar to what we did yesterday.

C. Presenting examples / instances of the new lesson

D. Discussing new concepts and practicing new skill # 1

Unlocking of Difficulties through pictures, actions and sentences. Ant –through picture Grasshopper –through picture Gathering –through picture /actions Watching – through action Sunny – through picture Rainy – through picture Teacher shows picture of “The Ant and the Grasshopper “. Teacher says: I have here a picture. What do you see in the picture? (ant and grasshopper ). Very good! Class have you heard the story about “The Ant and the Grasshopper “?Teacher asks: Do you still remember our activity Yesterday? Good! Today we are going to do something similar to what we did yesterday. Say: Now listen carefully, I am going to read the Story entitled “The Ant and the Grasshopper “ We will find out what happened to the grasshopper. But I want you to draw a picture showing your ending for the story then later you are going to show and tell it to the class.

Unlocking of Difficulties through pictures, actions and sentences. Ant –through picture Grasshopper –through picture Gathering –through picture /actions Watching – through action Sunny – through picture Rainy – through picture Teacher shows picture of “The Ant and the Grasshopper “. Teacher says: I have here a picture. What do you see in the picture? (ant and grasshopper ).Very good ! Class have you heard the story about “The Ant and the Grasshopper “?Teacher asks: Do you still remember our activity Yesterday? Good! Today we are going to do something similar to what we did yesterday.

Say: Now listen carefully, I am going to read the Story entitled “The Ant and the Grasshopper “ We will find out what happened to the grasshopper. But I want you to draw a picture showing your ending for the story then later you are going to show and tell it to the class.

Teacher reads the story. Pupils then listen, predict and draw the possible ending of the story.

Teacher reads the story. Pupils then listen, predict and draw the possible ending of the story.

The Ant and the Grasshopper It was a fine sunny day. An ant was busy gathering food while a grasshopper was busy singing and playing while watching the ant.

The Ant and the Grasshopper It was a fine sunny day. An ant was busy gathering food while a grasshopper was busy singing and playing while watching the ant.

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E. Discussing new concepts and practicing new skills #2

F. Developing mastery (leads to formative assessment 3)

G. Finding practical applications of concepts

“Why do you work “Why do you work hard?” hard?” the grasshopper the grasshopper asked the asked the ant.”It’s a fine ant.”It’s a fine sunny said the sunny said the ant. Come 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 ”said the ant.”I am for 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. Teacher asks questions Teacher asks questions about about the story. s the story. What is the title of the What is the title of the story? 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 (Rainy days will come and to eat.) the grasshopper will have What lesson did you learned no food to eat.) from the story? What lesson did you learned from the story? The teacher may read The teacher may read another short story/rhyme another short story/rhyme to to develop mastery of develop mastery of predicting predicting among the among the pupils. pupils. Example: Example: Father works in the rice field Father works in the rice every day. He chooses the field every day. He best seeds. He tills his farm chooses the best seeds. well and puts fertilizers in his He tills his farm well and crop. What do you think puts fertilizers in his crop. Will happen? What do you think (Father will have big harvest.) Will happen? Note: Teacher must prepare (Father will have big pictures of the events harvest.) happened in the story. Group activity: Group activity: Teacher divides the class Teacher divides the class into into 3 groups. Each group 3 groups. Each group will do will do the activity. the 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 ending. and write the possible

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ending on a strip of cartolina given to you. Group 1. The teacher announced the she will give a test the following day. Carina reviewed very well. _______ Group 2. Mark watched television until midnight. But he has a class the next day. Woke up late in the morning.________

Group II- look at the pictures and match to the possible ending.

Group 3.Rona and Rina woke up early. They took a bath, wore their school uniforms and put on their well polished shoes. Rona and Rina will _____

Group III- Encircle the picture that tells what happened after an event.

H. Making generalizations and abstractions about the lesson I. Evaluating Learning

What did you do after listening to the story? (We predict the possible ending of the story.) Encircle the possible ending of the following: 1The baby is asleep. But the neighbor’s dog keeps on barking. a. The baby will wake up. b. The baby will go to sleep. c. The baby will play with her doll. 134

What did you do after listening to the story? (We predict the possible ending of the story.)

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 Activities for application or remediation

Assignment: Write 5 examples of each of the following : Persons Places things animals (Preparing for the 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

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Assignment: Bring pictures of persons , places, things and animals. (Preparing for the next lesson )

Day 5 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard C. Learning Competencies II. CONTENT

Grade Level Learning Area Quarter

One English Three (Week 6 – Day 5)

The learner demonstrates understanding of concepts of nouns and adjectives for identification and description The leaner correctly names of persons, objects, places and things through theme-based activities EN I G-IIIf-h-2.1 Recognizes names of persons, places, things and animals

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

pp. 129-130 pp. 41-42

Lyrics of the Barney Song ,charts , pictures , activity sheets

IV. PROCEDURE A. Reviewing previous lesson or presenting the new lesson

Advanced Learners Teacher sings the “Barney Song” to the class. The lyrics of the song are written on the manila paper. Pupils sing and act out parts of the song. What is the title of the story yesterday? (the title of the story was about The Ant and the Grasshopper) Who are the characters in the story? (ant ,grasshopper )

B. Establishing a purpose for the lesson

Ask: Who are the members of your family? (The members of the family are father, mother, brother,

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Average Learners Let the pupils sing the “Barney Song” with action. What is the title of the story you heard yesterday? (the title of the story was about “The Ant and the Grasshopper “) Who are the characters in the story? (ant, grasshopper )

Ask: Who are the members of your family? (The members of the family are father, mother, brother, sister, baby, grandmother. Grandfather)

C. Presenting examples / instances of the new lesson

D. Discussing new concepts and practicing new skill # 1

E. Discussing new concepts and practicing new skills # 2

sister, baby, grandmother. Grandfather) What is your father’s name and etc? My father’s name__________ Present pictures of places, persons, things and animals. Who is this? (picture of a teacher) What is this? (picture of classroom) What is the teacher holding? ( picture of teacher holding a book) What do you see on the cover of the book? (a picture of a dog) Give more example like: (picture of church, park, market, doctor, nurse, bag, pencil, eraser, cat, cow, carabao) Where do you go on Sundays? (we go to church every Sunday and we go to park and beach) Where does mother buy our food? (mother buys our food in the market) What does the doctor do? (the doctor treats sick people) What does the nurse do? (the nurse helps the doctor) Discussion: doctor, nurse, teacher are persons. Church, park, market, classroom, beach are names of places. Book, pencil, eraser, bag are things. Cat, carabao, dog are names of animals. They are called naming words/nouns. Teacher divides the class into 4 groups. Each group identifies if the word the teacher says

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What is your father’s name and etc? My father’s name__________

Present pictures of places, persons, things and animals. Who is this? (picture of a teacher) What is this? (picture of classroom) What is the teacher holding? ( picture of teacher holding a book) What do you see on the cover of the book? (a picture of a dog) Give more example like: (picture of church, park, market, doctor, nurse, bag, pencil, eraser, cat, cow, carabao) Where do you go on Sundays? (we go to church every Sunday and we go to park and beach) Where does mother buy our food? (mother buys our food in the market) What does the doctor do? (the doctor treats sick people) What does the nurse do? (the nurse helps the doctor) Discussion: doctor, nurse, teacher are persons. Church, park, market, classroom, beach are names of places. Book, pencil, eraser, bag are things. Cat, carabao, dog are names of animals. They are called naming words/nouns. Teacher divides the class into 4 groups. Each group identifies if the word the teacher says

F. Developing mastery (leads to formative assessment 3)

Is a name of a person, place, thing or animal.

Is a name of a person, place, thing or animal.

Teacher says: Today we are going to play a short game. I will divide you into 4 groups. The members of the group will have four pictures: A picture of a person, place, thing and animal. I will say a word. You will tell the class if it is a person, a place, a thing or an animal by raising the picture you are holding. You will get a point If you raise the right picture. The group that gets The most number of correct answer will get a prize.

Teacher says: Today we are going to play a short game. I will divide you into 4 groups. The members of the group will have four pictures: A picture of a person, place, thing and animal. I will say a word. You will tell the class if it is a person, a place ,a thing or an animal by raising the picture you are holding. You will get a point If you raise the right picture. The group that gets The most number of correct answer will get a prize.

Mat market , dentist , cow , farmer, duck, Policeman , cup , hospital , horse , table , boy Chair ,grandmother ,park, library, teacher, hat

Mat market , dentist , cow , farmer, duck, Policeman , cup , hospital , horse , table , boy Chair ,grandmother ,park, library, teacher, hat

Group work Setting of norms Direction: Write at least 3 examples of person, place, things and animals.

Group work Setting of norms Group – 1 Direction: Match A with column B

Group 2. Direction : Read the name words inside the box. Write the correct heading can you give. Choose your answer from the box.

1. Bag, pencil, paper - persons 2. Boy, baby, mother - animals 3. Cow, cat, pig - places 4. School, park, farm - things

Group – 2 Direction: Color the picture which shows an example of the name on the left. 138

Group 3 –Read the sentences carefully and underline the nouns. 1. Ben has a bike. 2. Carl has a pet dog. 3. Cora sells eggs. 4. Jovan plays a guitar. 5. Jeralyn has new bag.

Group – 3 Direction: Group the pictures according to four categories; person, place, thing an animal. Paste them in a manila paper.

What do you call the name of persons, places, things and animals? (They are called naming words/nouns)

What do you call the name of persons, places, things and animals? (They are called naming words/nouns)

Answer activity on page 41 of English activity sheets.

Answer activity on page 41 of English activity sheets.

Persons Places Things Animals

G. Finding practical applications of concepts H. Making generalizations and abstractions about the lesson

I. Evaluating Learning

J. Additional Activities for application or remediation

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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

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Day 1 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard

C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 7 – Day 1)

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 The learner correctly identifies elements of literary and informational texts to aid meaning getting uses elements of literary and informational texts to sufficiently extend meaning and understanding EN1LC-IIIa-j-1.1 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 Patagotago” 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. Say: I will first sing the song. Then you will sing with me after.

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B. Establishing a purpose for the lesson

C. Presenting examples / instances of the new lesson

D. Discussing new concepts and practicing new skill # 1

Post picture of children playing hide and seek.

Post picture of children playing hide and seek.

Say: Do you know the game? Have you played hide and seek? Where do you play? How was the “it” able to find you immediately? Why? Why not? Show the cover of the big book. Introduce the name of the author and illustrator. Teacher says: This is a big book. This book is entitled “Si Pilong Patago-tago”. It was written by Kristine Canon and illustrated by Leo Alvarado.

Say: Do you know the game?

Ask: What do you think is the story about?

Ask: What do you think is the story about?

Unlock the following words through pictures and gestures: hide woman office cabinet pile

Unlock the following words through pictures and gestures: hide woman office cabinet pile

Teacher read the story aloud.

Teacher read the story aloud.

Read the first 2 pages of the book.

Read the first 2 pages of the book.

Ask: Who is the boy in the story? Who is looking for him Did the woman find Pilo?

Ask: Who is the boy in the story? Who is looking for him Did the woman find Pilo?

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Show the cover of the big book. Introduce the name of the author and illustrator. Teacher says: This is a big book. This book is entitled “Si Pilong Patago-tago”. It was written by Kristine Canon and illustrated by Leo Alvarado.

E. Discussing new concepts and practicing new skills # 2

F. Developing mastery (leads to formative assessment 3)

Continue reading the story. Pause on page 4-5. Ask few questions about the pages read. Where did Pilo hide? What did he say when he showed himself to his mother?

Continue reading the story. Pause on page 4-5. Ask few questions about the pages read. Where did Pilo hide? What did he say when he showed himself to his mother?

On pages 8-9 Where is Pilo hiding? What did he say to his father?

On pages 8-9 Where is Pilo hiding? What did he say to his father?

On pages 10-11 Who is looking for Pilo? Why is she looking for him?

On pages 10-11 Who is looking for Pilo? Why is she looking for him?

On pages 12-13 Where was Pilo hiding? What did he say to Ate Bebeng? Teacher stops reading. He/She reviews the pupils on the words encountered in the story. 1. hiding 2. feed 3. cabinet 4. pile 5. woman 6. office

On pages 12-13 Where was Pilo hiding? What did he say to Ate Bebeng? Teacher stops reading. He/She reviews the pupils on the words encountered in the story. 1. hiding 2. feed 3. cabinet 4. pile 5. woman 6. office

Pause at some parts of the story to ask questions. 1. What did he say when father, mother and Ate Bebeng found him? 2. Do you also like to hide? 3. Is it right for Pilo to hide? 4. Would Pilo hide again after the incident that happened in the market? 5. If you were Pilo, what would you feel? Average Learners Draw an emoji that Pilo feels when... 1. he is happy

Pause at some parts of the story to ask questions. 1. What did he say when father, mother and Ate Bebeng found him? 2. Do you also like to hide? 3. Is it right for Pilo to hide? 4. Would Pilo hide again after the incident that happened in the market? 5. If you were Pilo, what would you feel? Advance Learners Act out the following events that happened in the story:

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2. he can’t find mother

G. Finding practical applications of concepts

H. Making generalizations and abstractions about the lesson I. Evaluating Learning

J. Additional Activities for application or remediation

Call pupils to answer some questions. 1. Do you like to hide? 2. Is it right to hide? 3. Would you like to follow what Pilo did? Ask: What is the story about? What lesson did you learn from the story

1. Pilo hides in the post 2. Mother looked for Pilo Call pupils to answer some questions. 1. Do you like to hide? 2. Is it right to hide? 3. Would you like to follow what Pilo did? Ask: What is the story about? What lesson did you learn from the story

Call pupil to tell story about their experience like the story of Pilo. Retell some parts of the story that you like.

Call pupil to tell story about their experience like the story of Pilo. Retell some parts of the story that you like.

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

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Day 2 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard

C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 7 – Day 2)

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 The learner correctly identifies elements of literary and informational texts to aid meaning getting uses elements of literary and informational texts to sufficiently extend meaning and understanding EN1LC-IIIa-j- 1.1 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 2. Learner’s Materials pages 3. Textbook Pages 4. Additional Materials from Learning Resource (LR) Portal

Basa Pilipinas Grade I English Teachers Guide pages 137-139 Big Book page 146 Lyrics of the Song written 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 A. Reviewing previous lesson or presenting the new lesson

Advanced Learners Teacher sings the song “Where is Thumb Man” Lyrics of the song is written on a manila paper and posted on the board.

Average Learners Teacher sings the song “Where is Thumb Man” Lyrics of the song is written on a manila paper and posted on the board.

Teacher says: Yesterday, we talked about the story of Pilo. Can you still remember it? 1. Who is Pilo? 2. Who are the members of his family?

Teacher says: Yesterday, we talked about the story of Pilo. Can you still remember it? 4. Who is Pilo? 5. Who are the members of his family?

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B. Establishing a purpose for the lesson

3. What does he always do? Teacher says: Today, I will call somebody to volunteer in retelling some parts of the events of the story. Teacher shows pictures of the events that happened in the story.

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6. What does he always do? Teacher says: Today, I will call somebody to volunteer in retelling some parts of the events of the story. Teacher shows pictures of the events that happened in the story.

C. Presenting examples / instances of the new lesson

Teacher presents pictures of Pilo hiding behind in the post, on top of the cabinet and in the pile of clothes.

Ask: Which of these pictures/events happened first? D. Discussing new concepts and practicing new skill # 1

E. Discussing new concepts and practicing new skills # 2

Teacher presents pictures of Pilo hiding behind in the post, on top of the cabinet and in the pile of clothes.

Ask some questions on the first part of the story.  Where did Pilo hide first?  Who looked for Pilo the second time?  Where did he/Pilo hide?

Ask: Which of these pictures/events happened first? Ask some questions on the first part of the story. 1. Where did Pilo hide first? 2. Who looked for Pilo the second time? 3. Where did he/Pilo hide?

Teacher post picture. Direct pupils’ attention on the answers posted on the board.

Teacher post picture. Direct pupils’ attention on the answers posted on the board.

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F. Developing mastery (leads to formative assessment 3)

Average Learners Arrange pictures as they happened in the story.

G. Finding practical applications of concepts

Have you experienced being lost in the market?

Advance Learners Retell the story using the 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. Have you experienced being lost in the market?

So, is it right to hide or play in places where there are plenty of people like a market?

So, is it right to hide or play in places where there are plenty of people like a market?

What will you do if you were lost? Earlier, you sequenced the event of the story.

What will you do if you were lost? Earlier, you sequenced the event of the story.

Story: Annie Ant written by Purificacioin C. Balingit and illustrated by Jomar S. Montinola

Story: Annie Ant written by Purificacioin C. Balingit and illustrated by Jomar S. Montinola

Teacher reads the story to the class. Distribute sets of pictures about the story.

Teacher reads the story to the class. Distribute sets of pictures about the story.

H. Making generalizations and abstractions about the lesson I. Evaluating Learning

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J. Additional Activities for application or remediation

Let them arrange the pictures according to the events that happened in the story. Prepare to retell the story on the 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 149

Let them arrange the pictures according to the events that happened in the story. Prepare to retell the story on the class.

Day 3 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard

C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 7 – Day 3)

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 The learner manipulates skillfully the sounds in words to express meaning displays sensitivity to sounds in spoken language manipulates skillfully the speech sounds through simple meaningful guided conversations EN1PA-IIIa-e-2.2 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 4. Additional Materials from Learning Resource (LR) Portal B. Oher Learning Resources

English Expressway pages 49-51 English 1 Activity Sheets page 49-51 English Curriculum Guide, Third Quarter, Week 7, pages 17-19

IV. PROCEDURE A. Reviewing previous lesson or presenting the new lesson

Advanced Learners Introduce the first stanza of the song, “The Coconut Nut”. Lyrics of the song are written on a manila paper Have the pupils sing the song with the teacher

Average Learners Introduce the first stanza of the song, “The Coconut Nut”. Lyrics of the song are written on a manila paper Have the pupils sing the song with the teacher

The Coconut Nut The Coconut Nut The coconut is a giant nut If you eat too much you’ll get very fat Now the coconut is a big, big nut But this delicious nut is not a nut.

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The coconut is a giant nut If you eat too much you’ll get very fat Now the coconut is a big, big nut But this delicious nut is not a nut.

B. Establishing a purpose for the lesson

It’s the coco fruit, (it’s the coco fruit) Of the coco tree, (of the coco tree) From the coco palm family. Show pictures of the coconut tree, coconut, nut

Ask: Have you seen or tasted a coconut? C. Presenting examples / instances of the new lesson

Ask Pupils to identify words with the same final sound in the song Coconut Nut.

D. Discussing new concepts and practicing new skill # 1

Teacher reads the rhyming words present in the song “The Coconut Nut” Present some rhymes in the song learned, “Where is Thumb Man”. e.g. where, here, today, away

E. Discussing new concepts and practicing new skills # 2

Ask pupils to open their book, “English Expressway” on page 51.

F. Developing mastery (leads to formative assessment 3)

Have the pupils identify the rhyming words. List down the rhyming words on the board. e.g. two – blue, morning – shining, look – book Match 2 words that rhyme. Connect it with a line. (Pupils were given activity sheets) A

It’s the coco fruit, (it’s the coco fruit) Of the coco tree, (of the coco tree) From the coco palm family. Show pictures of the coconut tree, coconut, nut

Ask: Have you seen or tasted a coconut? Ask Pupils to identify words with the same final sound in the song Coconut Nut. Teacher reads the rhyming words present in the song “The Coconut Nut” Present some rhymes in the song learned, “Where is Thumb Man”. e.g. where, here, today, away Ask pupils to open their book, “English Expressway” on page 51. Have the pupils identify the rhyming words. List down the rhyming words on the board. e.g. two – blue, morning – shining, look – book Match the pictures that rhyme A B

B

1.

1.

fan

2.

2.

hat 151

3.

egg

4.

hair

5.

well

3.

4.

5. G. Finding practical applications of concepts

Have pupils sing one nursery rhyme that they know. Ask them to identify the rhyming words.

H. Making generalizations and abstractions about the lesson I. Evaluating Learning

What do you call the two words that have the same ending sound?

Have pupils sing one nursery rhyme that they know. Ask them to identify the rhyming words. What do you call the two words that have the same ending sound?

J. Additional Activities for application or remediation

Give 5 words that rhyme. Write it in your notebook.

Give 5 words that rhyme. Write it in 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

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Day 4 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard

C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 7 – Day 4)

The learner demonstrates understanding of familiar English words for effective communication demonstrates understanding of word meaning for correct usage The learner uses basic vocabulary to independently express ideas about personal, home, school and community experiences …correctly uses familiar words in speaking activities EN1V-IIIa-e-5 Use words that are related to self, family, school, community and concepts such as the names for colors, shapes and numbers.

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. Little Tea Pot I’m a little tea pot Short and stout Here is my handle Here is my spout When I get all steamed up Hear me shout Tip me over and pour me out I’m a little clever tea pot Yes, it’s true Here let me show you 153

What I can do I can change my handle And my spout Just tip me over and pour me out (Repeat first stanza) Have pupils sing the song with action. Ask: What actions did you do while singing? Call pupil to give words that rhyme in a song. B. Establishing a purpose for the lesson Teacher posst some picture of a community helpers on the board.

Pupils look at the picture and identify the people they see in it. Teacher ask: What do you see? Teacher say: the people you see in the pictures are the people we see in our own community. Can you guess who they are? C. Presenting examples / instances of the new lesson

Show a set of pictures.

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D. Discussing new concepts and practicing new skill # 1

Ask: What can you see in the picture? Let the pupils share something about their community. Have them talk about other community helpers. Teacher post the picture on the board and below the names of the pictures.

Barangay Captain

Nurse

Barangay Tanod Teacher ask the pupils to match their names.

E. Discussing new concepts and practicing new skills # 2

Game 1. Group the pupils into 2. 2. Have them identify the picture of a community helper shown. 3. Group with more correct answers win. e.g barangay street sweeper 155

F. Developing mastery (leads to formative assessment 3)

G. Finding practical applications of concepts H. Making generalizations and abstractions about the lesson

barangay tanod nurse doctor Say: These are the people we see in our barangay. List down the helpers that you see in the school.

Let the pupils give community helper in their own barangay. 1. What are the names used to relate community helpers? 2. Why should we use courteous words in addressing community helpers?

I. Evaluating Learning

Picture Puzzle Assemble the picture. (Nurse)

Let the pupils give community helper in their own barangay. Community helpers like Teacher, Nurse, Policeman, Barangay Tanod, Barangay Captain and etc. We should use courteous words in relating our self, family, school and community.

Direction: Put a if the pictures show good work and if its not.

Direction: Put a if the pictures show good work and if its not.

________1.

________1.

_________2.

_________2.

________3.

________3. 156

J. Additional Activities for application or remediation

________4.

________4.

________5.

________5.

Collect pictures of community helper and paste them paste in your English notebook.

Collect pictures of community helpers and paste them in your English 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

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Day 5 School Teacher Time & Date I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 7 – Day 5)

The learner demonstrates understanding of familiar English words for effective communication demonstrates understanding of word meaning for correct usage The learner uses basic vocabulary to independently express ideas about personal, home, school and community experiences correctly uses familiar words in speaking activities EN1V-IIIa-e-5 Use words that are related to self, family, school, community, and concepts such as the names for colors, shapes, and numbers

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 Post on the board the lyrics of the Post on the board the lyrics of the lesson or song written on a manila paper. song written on a manila paper. presenting the Pupils sing the song with action. Pupils sing the song with action. new lesson Little Tea Pot Little Tea Pot I’m a little tea pot Short and stout Here is my handle Here is my spout When I get all steamed up Hear me shout Tip me over and pour me out

I’m a little tea pot Short and stout Here is my handle Here is my spout When I get all steamed up Hear me shout Tip me over and pour me out

I’m a little clever tea pot Yes, it’s true Here let me show you What I can do I can change my handle And my spout Just tip me over and pour me out (Repeat first stanza)

I’m a little clever tea pot Yes, it’s true Here let me show you What I can do I can change my handle And my spout Just tip me over and pour me out (Repeat first stanza)

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B. Establishing a purpose for the lesson

C. Presenting examples / instances of the new lesson

Ask: Can you give naming words in the song?

Ask: Can you give naming words in the song?

Ask: What actions did you do while singing? Call pupil to give words that rhyme in a song. Today, we will learn new naming words.

Ask: What actions did you do while singing? Call pupil to give words that rhyme in a song. Today, we will learn new naming words.

Teacher tells a story about his/her experience during weekend.

Teacher tells a story about his/her experience during weekend.

Say: My family and I went to the city. I was with my mother, brother and grandmother. We rode in a tricycle. We saw big buildings like malls, restaurants and hotels. We were so happy and have lots of fun.

Say: My family and I went to the city. I was with my mother, brother and grandmother. We rode in a tricycle. We saw big buildings like malls, restaurants and hotels. We were so happy and have lots of fun.

Ask: What about you? What did you do this weekend?

Ask: What about you? What did you do this weekend?

Call a pupil to share his/her weekend experience. Teacher shows a picture of a community on the board.

Call a pupil to share his/her weekend experience. Teacher shows a picture of a community on the board.

Say: Let’s look and examine the pictures posted on the board. Can you guess who they are?

Say: Let’s look and examine the pictures posted on the board. Can you guess who they are?

Teachers shows picture of a community.

Teachers shows picture of a community.

In it are the people, teachers, barangay tanod, nurse, vendors and street sweepers, school, stores, health clinic and animals.

In it are the people, teachers, barangay tanod, nurse, vendors and street sweepers, school, stores, health clinic and animals.

Teacher writes the names of the pictures on the board.

Teacher writes the names of the pictures on the board.

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teacher tanod mall fruits goods

D. Discussing new concepts and practicing new skill # 1

F. Developing mastery (leads to formative assessment 3)

barangay

store vegetables

market canned

Ask: Do we have people, building, things or objects and animals in our community like in the pictures? Call a volunteer pupil to match the picture with its name.

e.g.

E. Discussing new concepts and practicing new skills # 2

vendor

- policeman

teacher tanod mall fruits goods

vendor

barangay

store vegetables

market canned

Ask: Do we have people, building, things or objects and animals in our community like in the pictures? Call a volunteer pupil to match the picture with its name.

e.g.

- policeman

- teacher

- teacher

- fruits

- fruits

- dog Give another set of pictures.

- dog Give another set of pictures.

Ask the pupils to name and classify the pictures. Paste the pictures on the column where they belong.

Ask the pupils to name and classify the pictures. Write the name of the pictures in the right column. Person

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Place

Thing

Animal

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 things and animals. things and animals. s and abstractions about the lesson Oral Oral I. Evaluating 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

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Day 1 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 8 – Day 1)

The learner demonstrates understanding of literary concepts for appreciation of literacy/tasks. The learner demonstrates understanding of useful strategies for purposeful literacy learning. The learner presents varied ideas independently and shows interest enthusiastically in diverse literacyrelated activities / tasks. ENILC-IIIa-j-1.1 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 time Full of energy for playtime.

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What pet animal makes the sound aw, aw, aw / meow, meow, meow?

 What are the two pets in the poem that keep on chasing each other? >The two pets that keep on 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. The teacher says, “Pets are also part of our families that should be cared for. They make us happy and they also guard our house.”  Why is it that your cat is named Pongky? >My cat is named Pongky because it has a short tail.  If you don’t have a pet, what pet would you want to have? Why? >I want a pet rabbit because it is furry. Teacher says, “The cat and the dog in the poem kept on chasing each other.”  What do you think is the reason why they keep on chasing each other? >Because they don’t like each other. >Because they are playing.

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>The (dog / cat) is the pet animal that makes the sound (aw, aw, aw / meow, meow, meow).

 Do you have a pet at home? >Yes/No.  What is your pet? What is its name? >My pet is a cat. I call him Pongky. >My pet is a dog. I call him Brownie.  What will a cat do when it is chased by a dog? >The cat will run away. >The cat will go away and hide.

>I have a pet dog. His name is Choco. He loves to eat meat.

Teacher says, “I want you to talk about your pet with your seatmate. I will give you a few minutes to talk. Later, I will call some of 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”

>I am happy. I love playing with my pet.

Now, you may begin.

B. Establishing a purpose for the lesson

C. Presenting examples / instances of the new lesson D. Discussing new concepts and practicing new skill # 1

E. Discussing new concepts and practicing new skills # 2

Teacher asks: How do you feel having a pet? Teacher tells the class that they will listen to the story Si Pilong Patago-tago (Pilo is Hiding) again.  Would you like to  Do you still hear his story again? remember the boy who >Yes! always hides? >Yes, Pilo who always hides. >He says “Bulaga!” Great! Teacher rereads pages 217 of the book as pupils listen. The teacher reviews the words learned in the text.  hiding  feed  office  cabinet  pile  late  When a person does not want to be seen, he is _____________. 164

The learners listen as the teacher reads the story.

 The learners read the words.

>hiding

F. Developing mastery (leads to formative assessment 3)

G. Finding practical applications of concepts

H. Making generalizations and abstractions about the lesson

I. Evaluating Learning

 When you give someone or something food, you _________ them.  It is a place or a room where people work.  We put our thing in the _______.  When we put something on top of another, we are creating a ______. Teacher asks questions about the story.  Where was he hiding? >behind the post, top of the cabinet, pile of clothes, on the side of the bed, between his toys, between arrays of clothes

Teacher tells the learners that they will be grouped into two. They will do a task by group and later, they will present it to the class.  Pilo loves to hide. Draw some instances he did so. Teacher tells the learners that pets add happiness to someone or to a family. They should be cared and loved. Teacher explains the learners that it is okay to be playful but they should think about what their family will feel. Direction: Choose the letter of the correct answer to the following questions.

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>feed >office >cabinet >pile

 Who is being talked about in the story? >Pilo is being talked about in the story.  What does Pilo likes to do? >Pilo likes to hide.

 Pilo loves to hide. Demonstrate your own ways of hiding.

Direction: Choose the letter of the correct answer to the following questions.

1. Who was the boy that enjoys hiding from his family members? a. Ate Bebang b. Kuya Rey c. Pilo 2. Where did Pilo hide from his mother when he was playing outside? a. on top of the cabinet b. behind the post c.pile of clothes 3. What did Pilo suddenly say to his mother, father, brother and sister who find him? a. “Hello.” b. “Thank you.” c. “Bulaga!” 4. Kuya Rey looked for Pilo when they were about to go to _________. a. church b. school c. beach 5. Father looked for Pilo to feed his pet __________. a. bird b. fish c. cat

J. Additional Activities for application or remediation

Teacher says: Later at home, I want you to draw places in your house where you think it is best to hide. Draw your pictures in your notebook. You may color your work.

V. REMARKS

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1. Who was the boy that enjoys hiding from his family members? a. Ate Bebang b. Kuya Rey c. Pilo 2. Where did Pilo hide from his mother when he was playing outside? a. on top of the cabinet b. behind the post c.pile of clothes 3. What did Pilo suddenly say to his mother, father, brother and sister who find him? a. “Hello.” b. “Thank you.” c. “Bulaga!” 4. Kuya Rey looked for Pilo when they were about to go to _________. a. church b. school c. beach 5. Father looked for Pilo to feed his pet __________. a. bird b. fish c. cat Teacher says: Later at home, I want you to draw places in your house where you think it is best to hide. Draw your pictures in your notebook. You may color your work.

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

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Day 2 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 8 – Day 2)

The learner demonstrates understanding of literary concepts for appreciation of literacy / tasks. The learner demonstrates understanding of useful strategies for purposeful literacy learning. The learner presents varied ideas independently and shows interest enthusiastically in diverse literacyrelated activities / tasks. ENILC-IIIa-j-1.1 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, Learners read the poem lesson or presenting the with the teacher. My Playful Pets with the new lesson pupils. 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 When feeding time comes, My two lovely pets run at once!

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Enjoying their meal on time Full of energy for playtime. Teacher divides the class into groups. Each group forms a small circle. Pupils show and tell their drawings to their group mates. Teacher says: I will divide you into groups. You and your group mates will form a small circle. Show and tell your drawings to your group mates. Later I will call some of you to show your pictures in front of the class. B. Establishing a purpose for the lesson

C. Presenting examples / instances of the new lesson D. Discussing new concepts and practicing new skill # 1

Teacher says: We are going to continue rereading the story today. But before we do that, let’s recall the events of the story that we heard yesterday.  In what places did Pilo hide? >Pilo hides behind the post, on top of the cabinet, pile of clothes, between his toys and beside the bed.

Teacher rereads pages 18-19 of the book as pupils listen. Teacher asks questions about the story.  Where do you think they will go to buy pants?

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>This is my drawing. In our house, it is best to hide under the table. > This is my drawing. In our house, it is best to hide beside the post. > This is my drawing. In our house, it is best to hidebeside the cabinet. > This is my drawing. In our house, it is best to hide under the bed.







Who are mother, father, Ate Bebeng and Kuya Rey looking for? >They are looking for Pilo. What does Pilo like to do? >Pilo likes to hide. What did Pilo suddenly say to his family members? >Pilo said, “Bulaga!”

The learners listen as the teacher reads the story.



What will Pilo and his mother buy? >Pilo and his mother want to buy pants.











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

E. Discussing new concepts and practicing new skills # 2

>Pilo and his mother will go to the department store. What do you usually buy in the department store? >We buy food. >We buy toys >We buy clothes and school supplies. When do you go to the store, what do you do? >I play games at the arcade. >I watch the nice stores. I you were Pilo, ould you also do the same? Why? >No, because I don’t want to be missing. Why do you think mother is afraid and worried about Pilo? >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.

The teacher demonstrates how a worried mother looks like.

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How about you? Do you buy something in the department store too? >Yes teacher. What did Pilo do when they were in the store? >Pilo hid in the clothes rack. What do you think mother felt when she couldn’t find Pilo? >Mother is afraid. >Mother is worried. What did Pilo do when he didn’t see his mother? >Pilo looked for his mother. >Pilo cried. What did he feel when he couldn’t find his mother? >He felt afraid.

The pupils watch the teacher’s demonstation.

F. Developing mastery (leads to formative assessment 3)

G. Finding practical applications of concepts

The teacher then asks the students to demonstrate how a worried Pilo looks like.  If you were Pilo, what would you feel if you can’t find your mother? >I will be scared.  What would you do? >I will go to the police officer. Demonstrate your actions.

The pupils demonstrate how a worried Pilo looks like.

Teacher tells the learners that they will be grouped into two. They will do a task by group and later, they will present it to the class.

Learners fill up a Missing Person’s poster with the help and guidance of the teacher.

>I will be worried. >I will go to the security guard. Demonstrate your actions.

MISSING Teacher says: I have here a “Missing Person’s poster. Let’s fill up the poster with details from the story. MISSING

Name: ___________ Age: ____________ Address:________ Last place seen: _______ He was wearing: _________ Please contact this person on this number:_____ ___ Reward for those who will find him: ______ H. Making generalizations and abstractions about the lesson

Teacher will ask the learners what they learned about the story.

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Name: ___________ Age: ____________ Address:________ Last place seen: __________ He was wearing:__________ Please contact this person on this number:_______ Reward for those who will find him: ____________

>Pilo loves to hide. >Pilo went missing. >It is scary to be lost

>It doesn’t feel good when someone is missing. >It is not good to make fun with someone. I. Evaluating Learning

J. Additional Activities for application or remediation

Note to the Teacher: Please provide your activity. Note to the Teacher: Please provide your activity.

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

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Day 3 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 8 – Day 3)

The learner demonstrates understanding of literary concepts for appreciation of literacy / tasks. The learner demonstrates understanding of useful strategies for purposeful literacy learning. The learner presents varied ideas independently and shows interest enthusiastically in diverse literacyrelated activities / tasks. ENILC-IIIa-j-1.1 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 Learners sing and do the lesson or presenting the song, “Itsy Bitsy Spider” in actions for the song. new lesson class. The lyrics of the song are written on the board or in a manila paper. Itsy Bitsy Spider Itsy bitsy spider Went up the water spout Down came the rain And washed the spider out Up came the sun And dried up all the rain And itsy bitsy spider Went up the spout again

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What happened when the rain falls?



Teacher asks pupils to answer some questions. Pupils share their answers with their seatmates and later with their classmate. Teacher says:  Which part of the story did you like best? >I like the part when Pilo is hiding behind the post. >I like best the part when Pilo says “Ha! Ha! Ha! Ha!”  Where do you usually hide? >I usually hide under the bed. >I usually hide at the back of the door. >I like hiding inside the cabinet. >I hide at the back of the sofa. >I love hiding under the table.

B. Establishing a purpose for the lesson

C. Presenting examples / instances of the new lesson

>Itsy Bitsy Spider was washed out by the rain.

Where does Itsy Bitsy Spider like to play? >Itsy Bitsy Spider likes to go up the water spout.

The teacher asks some of the pupils to share their answers to the class. Teacher says: We are going to continue rereading the story today. But before we do that, let’s have a group activity. Teacher divides the class into six groups. Each group does a different 174

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Did you like hearing the story Si Pilong Patago-tago (Pilo is Hiding)? >Yes teacher. Do you like to play hide and seek? >Yes teacher. Who do you usually play with? >I usually play with my brother and sister. >I usually play with my friends.

The learners share to the class their answers to the questions.

D. Discussing new concepts and practicing new skill # 1 E. Discussing new concepts and practicing new skills # 2 F. Developing mastery (leads to formative assessment 3)

G. Finding practical applications of concepts

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. Teacher calls each group to present their performances or drawing to their classmates. Teacher rereads the story Si Pilong Patago-tago as pupils listen. Teacher asks questions about the story.  Where was he hiding? >behind the post, top of the cabinet, pile of clothes, on the side of the bed, between his toys, between arrays of clothes  Group 2 will draw two events in the story. They will draw the event when father was looking for Pilo, and Pilo said he was on top of the cabinet.  Group 3 Will do the tableau. They will show an event of the story without moving. They will show an event in the story when Ate Bebeng and Kuya Rey were looking for Pilo.  Group 6 Will do a role play. They will show the event when mother was looking for Pilo because they were

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The pupils present their work as a group.

The learners listen as the teacher reads the story.

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Who is being talked about in the story? >Pilo is being talked about in the story. What does Pilo likes to do? >Pilo likes to hide. Group 1 will do a role play. They will act out the event in the story when Mother was looking for Pilo, and Pilo said that he was behind a post. Group 4 Will also do a tableau. They will show the event when Pilo found his mother. Group 5 Will draw. They will draw the event when Pilo hid behind the clothes while his mother looked for him.

H. Making generalizations and abstractions about the lesson

I. Evaluating Learning

going to buy Pilo’s pants. Teacher will ask the learners what they learned about the story.

Direction: Choose the letter of the correct answer to the following questions. 1. Who was the boy that enjoys hiding from his family members? a. Ate Bebang b. Kuya Rey c. Pilo 2. Where did Pilo hide from his mother when he was playing outside? a. on top of the cabinet b. behind the post c. pile of clothes 3. What did Pilo suddenly say to his mother, father, brother and sister who find him? a. “Hello.” b. “Thank you.” c. “Bulaga!” 4. Kuya Rey looked for Pilo when they were about to go to _________. a. church b. school c. beach 5. Father looked for Pilo to feed his pet __________. a. Bird b. fish c. cat 176

>Pilo loves to hide. >Pilo went missing. >It is scary to be lost >It doesn’t feel good when someone is missing. >It is not good to make fun with someone.

Direction: Choose the letter of the correct answer to the following questions. 6. Who was the boy that enjoys hiding from his family members? a. Ate Bebang b. Kuya Rey c. Pilo 7. Where did Pilo hide from his mother when he was playing outside? a. on top of the cabinet b. behind the post c. pile of clothes 8. What did Pilo suddenly say to his mother, father, brother and sister who find him? a. “Hello.” b. “Thank you.” c. “Bulaga!” 9. Kuya Rey looked for Pilo when they were about to go to _________. a. church b. school c. beach 10. Father looked for Pilo to feed his pet __________. a. Bird b. fish c. cat

J. Additional Activities for application or remediation

Teacher asks pupils to find out their parents’ jobs Pupils interview their parents about their responsibilities in their job. Teacher says: For your homework, I want you to ask your parents about their jobs. Ask them what they do when they are working. Tomorrow, you are going to share what you found out with the class.

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

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Teacher asks pupils to find out their parents’ jobs Pupils interview their parents about their responsibilities in their job. Teacher says: For your homework, I want you to ask your parents about their jobs. Ask them what they do when they are working. Tomorrow, you are going to share what you found out with the class.

Day 4 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 8 – Day 4)

The learner demonstrates understanding of literary concepts for appreciation of literacy / tasks. The learner demonstrates understanding of useful strategies for purposeful literacy learning. The learner presents varied ideas independently and shows interest enthusiastically in diverse literacyrelated activities / tasks. ENIV-IIIa-e-5 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 Itsy bitsy spider Went up the water spout Down came the rain And washed the spider out Up came the sun And dried up all the rain And itsy bitsy spider Went up the spout again

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Learners sing with the teacher.

Spider likes to go up the water spout.

Teacher divides the class into groups with three members. Each triad will form a circle. Pupils talk about their parents’ jobs to their groups. Teacher says: Tell two of your seatmates sitting close to you about your parents’ jobs. I will give you a special microphone to use when sharing. Make sure you pass the microphone to your group mate when you are done talking. Return the microphone when your group is done with the sharing. When all groups are done, I will call some of you to share in front of the class. But before you begin, let me first tell you what my parents’ jobs were. You may use my example as a guide when you share. “My father is a fisherman. He catches fish. My mother is a vendor. She sells fish in the market.” You may now begin. >My father is a government employee. He works at the Capitol Office. My mother is a nurse. She tends the sick at the Provincial Hospital. > My father is a business man. He runs a cart business. My mother is an office worker. She 179

The pupils share the job of their parents to their group mates. >My father is a tricycle driver. He dives a tricycle. My mother is a vendor. She sells fruits in the market. >My father is a fisherman. He catches fish. My mother is a house help. She attends to the need of her bosses.

encodes files on the computer.

The pupils share the job of their parents to the class.

The teacher asks some to share their parents’ jobs in front of the class. B. Establishing a purpose for the lesson C. Presenting examples / instances of the new lesson

D. Discussing new concepts and practicing new skill # 1

Teacher shows pictures of community helpers. Picture shows a farmer

Picture shows a lady engineer

Picture shows a male teacher

Teacher says: I posted some pictures on the board. Let’s look at each one.

Teacher asks: What do you see in the pictures? >I can see a doctor. >I can see an engineer. E. Discussing new concepts and practicing new skills # 2

Teacher says: These are pictures of community helpers. They are the people who do their work to help the community. I have word strips. Let’s match the names with the correct picture. doctor engineer farmer teacher

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Picture shows a lady doctor

The pupils look at each picture on the board.

>I see a farmer >I see a teacher.

The students match the names of the community helpers with the correct picture. They are assisted by the teacher.

F. Developing mastery (leads to formative assessment 3)

G. Finding practical applications of concepts

H. Making generalizations and abstractions about the lesson

The teacher asks what these community helpers do.  What does a doctor do? >A doctor cures the sick and makes them healthy. >Without doctors, many people will get sick and die.  What does an engineer do? >An engineer builds buildings and makes sure that they are strong. >Without engineers, we won’t have strong houses, banks, churches and other buildings. 

Group 1 Role play a doctor checking his/her patients  Group 3 Role play an engineer discussing the plan to the workers. Teacher explains that everyone has an important role in our community.

I. Evaluating Learning

Direction: Choose the letter of the correct answer to the following questions. Note :Teacher can provide his/her own activity

J. Additional Activities for application or remediation

Direction: Choose the letter of the correct answer to the following questions.

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What does a farmer do? >A farmer plants rice, corn, fruits and vegetables. >Without them, we won’t have food to eat. What does a teacher do? >A teacher teaches pupils to read and write. >Without them, no one will know how to read and write.

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Group 2 Role play farmers plowing a field.  Group 4 Role play a teacher teaching students.

Teacher explains that everyone has an important role in our community. Direction: Choose the letter of the correct answer to the following questions. Note :Teacher can provide his/her own activity. Direction: Choose the letter of the correct answer to the following questions.

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

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Day 5 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 8 – Day 5)

The learner demonstrates understanding of literary concepts for appreciation of literacy / tasks. The learner demonstrates understanding of useful strategies for purposeful literacy learning. The learner presents varied ideas independently and shows interest enthusiastically in diverse literacyrelated activities / tasks. Recognize names of persons, places, things and 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 Itsy bitsy spider Went up the water spout Down came the rain And washed the spider out Up came the sun And dried up all the rain And itsy bitsy spider Went up the spout again Spider likes to go up the water spout.

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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 your seatmate. Tell your seatmate which community helper you like and why you like him / her. Later, I will call some of you to come in front and share.

Pupils choose the community helpers they like best among the given ones.  I chose the farmer because he / she provides food for all of us..  I chose the teacher because he teaches the students.

You may now begin. 



I chose the engineer because she builds strong buildings. I chose the doctor because she cures the sick.

The teacher calls few students to share which they chose and why they chose him / her.

The teacher asks the student, “Do you want to be like the engineer when you grow up?

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The pupils share in front which they chose and why they chose him / her.  I chose the engineer because she builds strong buildings.  I chose the teacher because he teaches the students.

>No teacher because I want to be teacher just like you.

>Yes teacher. I want to build strong buildings. B. Establishing a purpose for the lesson

C. Presenting examples / instances of the new lesson

D. Discussing new concepts and practicing new skill # 1

Teacher posts sentences on the board. a. Anna eats oranges. b. Mother bought Tooth Cleaner. c. She will visit Luneta Park. d. Blackie runs fast. e. He stayed in Manila. Teacher asks pupils to identify the action words in the sentences. >a. Anna eats oranges. Action word: eats > b. Mother bought Tooth Cleaner. Action word: bought > c. She will visit Luneta Park. Action word: will visit >d. Blackie runs fast. Action word: runs > e. He stayed in Manila. Action word: stayed

Teacher underlines the action word in each sentence. Teacher asks the learners: Do you remember our lesson in Mother Tongue

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Pupils read the sentences on the board.

Yes, Teacher.

and Filipino about action words? How will we know when an action is happening in the present? >when the action is still happening How will we know if an action happened in the past? >when the action happened already How will we know if it will happen in the future? >when the action is not yet happening.

E. Discussing new concepts and practicing new skills # 2

Teacher says: This concept is similar in English. Action words in the sentences maybe in the present, past or future. Teacher says: Let’s look at the action words.

The pupils look on the meta cards.

The teacher says: I will flash a word on this meta card, you will read and you will place it on the correct column on the table posted on the board. Direction: Underline the action word or words in the sentences. After that, write

Direction: Underline the action word or words in the sentences.

F. Developing mastery (leads to formative assessment 3)

G. Finding practical applications of concepts

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H. Making generalizations and abstractions about the lesson

I. Evaluating Learning

the tense of the verb below it. 1. Mother bought a pair of pants for Pilo. past 2. She runs fast. present 3. Pilo loves to hide. present 4. The rain washed the spider out. past 5. We will go to the park. future

1. Mother bought a pair of pants for Pilo. 2. She runs fast. 3. Pilo loves to hide. 4. The rain washed the spider out. 5. We will go to the park.

How will we know when an action is happening in the present? >when the action is still happening

How will we know when an action is happening in the present? >when the action is still happening

How will we know if an action happened in the past? >when the action happened already

How will we know if an action happened in the past? >when the action happened already

How will we know if it will happen in the future? >when the action is not yet happening.

How will we know if it will happen in the future? >when the action is not yet happening.

Direction: Choose the action words in the sentences written on the board. 1. Pongky likes to eat fish. 2. My family lives in Masbate. 3. Sheila wanted a dollhouse. 4. Pedro will go to the church. 5. The sun dries up all the rain.

Direction: Choose the action words in the sentences written on the board. 1. Pongky likes to eat fish. 2. My family lives in Masbate. 3. Sheila wanted a dollhouse. 4. Pedro will go to the church. 5. The sun dries up all the rain.

J. Additional Activities for application or remediation 187

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

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Day 1 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard

C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 9 – Day 1)

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 The learner correctly names people, objects, places and things through theme-based activities …constructs grammatically correct-simple sentences in theme-based conversations using verbs, pronouns, and prepositions EN1G-IIIf-h-2.1  Recognize names of persons, places, things, and animals.  Identify action words in sentences and whether the action is happening in the present, past or future.

II. CONTENT Recognizing naming words and identifying action words and their simple tenses III. LEARNING RESOURCES A. References 1. Teacher’s Guide Pages Basa Pilipinas Grade I English Teachers Guide pages 176– 177 2. Learner’s Materials pages 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”, meta cards IV. PROCEDURE Advanced Learners Average Learners A. Reviewing previous Teacher introduces the Teacher introduces the lesson or presenting the song “Sit Down, You’re song “Sit Down, You’re new lesson Rocking the Boat” to the Rocking the Boat” to the class. The lyrics of the class. The lyrics of the song are written on the song are written on the manila paper. manila paper. Sit Down, You’re Rocking the Boat

Sit Down, You’re Rocking the Boat

Sit down, sit down You’re rocking the boat (Repeat 4 times)

Sit down, sit down You’re rocking the boat (Repeat 4 times)

Rock, rock

Rock, rock 189

B. Establishing a purpose for the lesson

C. Presenting examples / instances of the new lesson

D. Discussing new concepts and practicing new skill # 1

E. Discussing new concepts and practicing new skills # 2

You’re rocking the boat (Repeat 4 times)

You’re rocking the boat (Repeat 4 times)

Say: Sing along with me. Ask: What did you do during weekends? Did you help your parents at home? Who gave you these tasks? Were you happy to be of help? What did you get as a reward? Say: Today, we will more about naming words. Let’s see what you’ve learned. Give pupils meta cards of naming words. doll Ate province street bunny ice cream Mena doctor Mayon pet pencil bird Pupils read with the teacher Ate Mena doctor Masbate Mayon street doll ice cream pencil pet bunny bird Say: Now, can you recall the actions that the persons and animals in our table can do?

Say: Sing along with me. Ask: What did you do during weekends? Did you help your parents at home? Who gave you these tasks? Were you happy to be of help? What did you get as a reward? Say: Today, we will more about naming words. Let’s see what you’ve learned. Give pupils meta cards of naming words. doll Ate province street bunny ice cream Mena doctor Mayon pet pencil bird Pupils read with the teacher Ate Mena doctor Masbate Mayon street doll ice cream pencil pet bunny bird Say: Now, can you recall the actions that the persons and animals in our table can do?

Let all pupils to share their ideas. Teacher writes the pupils’ answer on the board. Example: bunny – hop doctor – cures the sick Mena – dance/sing

Let all pupils to share their ideas. Teacher writes the pupils’ answer on the board. Example: bunny – hop doctor – cures the sick Mena – dance/sing

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F. Developing mastery (leads to formative assessment 3)

G. Finding practical applications of concepts

H. Making generalizations and abstractions about the lesson

Write sentences about the picture using action words. 1. The bird sings on the branch. 2. The boy brush his teeth. 3. The turtle walks slowly. 4. The gardener trims the grass. 5. Mother and daughter cross the street. Explain to the pupils the concept of verb (action word) and how it is related to a noun (naming word). What are naming words?

Give the naming words in the picture. bird boy turtle mother and daughter street city/buildings gardener scissor toothbrush branch grass water glass toothpaste Explain to the pupils the concept of verb (action word) and how it is related to a noun (naming word). Naming words are names of people, places, animals and things. It is also 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 for application or remediation

Study the tenses of the verb. Write at least 1 sentence for each tense.

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Study the tenses of the verb. Write at least 1 sentence for each tense.

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

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Day 2 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 9 – Day 2)

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 The learner shares/expresses personal ideas, thoughts, actions, and feelings using familiar words …participates actively in different oral activities EN1OL-IIIa-j-1.1 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 Teacher and pupils sing lesson or presenting the the song “Sit Down, You’re the song “Sit Down, new lesson Rocking the Boat”. You’re Rocking the Boat”. The lyrics of the song are The lyrics of the song are written on the manila written on the manila paper. paper. Sit Down, You’re Rocking the Boat

Sit Down, You’re Rocking the Boat

Sit down, sit down You’re rocking the boat (Repeat 4 times)

Sit down, sit down You’re rocking the boat (Repeat 4 times)

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B. Establishing a purpose for the lesson

C. Presenting examples / instances of the new lesson

D. Discussing new concepts and practicing new skill # 1

Rock, rock You’re rocking the boat

Rock, rock You’re rocking the boat

(Repeat 4 times)

(Repeat 4 times)

Say: Sing along with me. Ask: Has someone helped you before? Who is that person? How did he/she help you? Teacher show the book to the class and prepares them to listen the story.

Say: Sing along with me. Ask: Has someone helped you before? Who is that person? How did he/she help you? Teacher show the book to the class and prepares them to listen the story.

Say: Today, you are going to listen to the story of Bella Umbrella. This is written by Celine Diego and illustrated by Larry A. Diolola and Jomar Montinola.

Say: Today, you are going to listen to the story of Bella Umbrella. This is written by Celine Diego and illustrated by Larry A. Diolola and Jomar Montinola.

Teacher reads the story to the class stopping at a time to explain meaning of difficult words.

Teacher reads the story to the class stopping at a time to explain meaning of difficult words.

Ask: Can you identify the problem/s in the story? What is the solution?

Ask: Can you identify the problem/s in the story? What is the solution?

Give pupils opportunity to talk. E. Discussing new concepts and practicing new skills # 2

F. Developing mastery (leads to formative assessment 3)

Ask the following:  Who is the main character in the story?  What did Bella want to do?  What problems did Bella encounter while wandering?  What did Bella do? Retell the story using pictures. Present pictures that happened in the story. 1. Bella Umbrella stretching herself 194

Give pupils opportunity to talk. Ask the following: 1. Who is the main character in the story? 2. What did Bella want to do? 3. What problems did Bella encounter while wandering? 4. What did Bella do? Arrange the pictures as they happened in the story. Present pictures that happened in the story.

2. The boy embracing Bella Umbrella 3. The boy riding Bella Umbrella in the river 4. The girl scouts waving Bella Umbrella goodbye. A boy up in the coconut tree

G. Finding practical applications of concepts H. Making generalizations and abstractions about the lesson I. Evaluating Learning

J. Additional Activities for application or remediation

Ask: If you see someone in trouble, will you help them, too? Why? What have you learned about our lesson today?

5. Bella Umbrella stretching herself 6. The boy embracing Bella Umbrella 7. The boy riding Bella Umbrella in the river 8. The girl scouts waving Bella Umbrella goodbye. A boy up in the coconut tree Ask: If you see someone in trouble, will you help them, too? Why? What have you learned about our lesson today?

Choose the letter of the correct answer.

Choose the letter of the correct answer.

1. Where did the story take place? 2. What did Bella Umbrella do while wandering? 3. How did Bella Umbrella help the boy in the river? 4. What did Bella Umbrella do to help the girl scouts? 5. If you are Bella, will you help people in need? Why?

1. Where did the story take place? 2. What did Bella Umbrella do while wandering? 3. How did Bella Umbrella help the boy in the river? 4. What did Bella Umbrella do to help the girl scouts? 5. If you are Bella, will you help people in need? Why?

Ask the pupils to think about a good deed they did for their family, friends or classmates. Have them write it on their notebook.

V. REMARKS

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Ask the pupils to think about a good deed they did for their family, friends or classmates. Have them write it on their notebook.

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

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Day 3 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 9 – Day 3)

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 The learner shares/express personal ideas, thoughts, actions, and feelings using familiar words …participates actively in different oral activities EN1OL-IIIa-j-1.1 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 Teacher introduces the lesson or presenting the song, “Jack and Jill” to the song, “Jack and Jill” to the new lesson class. The lyrics of the class. The lyrics of the song are written on a song are written on a manila paper. manila paper. Say: Sing along with me.

Say: Sing along with me.

Jack and Jill

Jack and Jill

Jack and Jill went up the hill To fetch a pail of water Jack fell down And Jill came tumbling after.

Jack and Jill went up the hill To fetch a pail of water Jack fell down And Jill came tumbling after.

(Repeat song twice) 197

B. Establishing a purpose for the lesson

C. Presenting examples / instances of the new lesson D. Discussing new concepts and practicing new skill # 1

E. Discussing new concepts and practicing new skills # 2

Teacher asks pupils to share their stories about their good deed with their seat mates. After the sharing, teacher calls some pupils to share their stories in class. Ask: Who can recall the events of the story you heard yesterday? Teacher will retell the story to the class. Say: Here are pictures of the events in the story. Who can retell the story? Teacher explains the meaning of difficult words in the story using gestures, facial expressions, pictures, etc . Teacher writes the new words on the board. Teacher lets the pupils read the new words.

F. Developing mastery (leads to formative assessment 3) G. Finding practical applications of concepts H. Making generalizations and abstractions about the lesson I. Evaluating Learning

Write the events that happened in the story. Ask: What did you feel if you have helped someone in need? What did Bella Umbrella do to solve the problem?

(Repeat song twice) Teacher asks pupils to share their stories about their good deed with their seat mates. After the sharing, teacher calls some pupils to share their stories in class. Ask: Who can recall the events of the story you heard yesterday? Teacher will retell the story to the class. Say: Here are pictures of the events in the story. Who can retell the story? Teacher explains the meaning of difficult words in the story using gestures, facial expressions, pictures, etc . Teacher writes the new words on the board. Teacher lets the pupils read the new words. Draw the main character of the story. Ask: What did you feel if you have helped someone in need? What can you say Bella Umbrella? What did she do to solve the problem?

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 waved pour embraced 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 ____. ____.

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J. Additional Activities for application or remediation

4. Bella _______ herself to cover the girls. 5. The scouts thanked and _____ goodbye to Bella. Write a short paragraph about Bella Umbrella. Ask help from your parents, brother or sister in 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

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4. Bella _______ herself to cover the girls. 5. The scouts thanked and _____ goodbye to Bella. Write a short paragraph about Bella Umbrella. Ask help from your parents, brother or sister in forming a sentence.

Day 4 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 9 – Day 4)

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 The learner shares/expresses personal ideas, thoughts, actions, and feelings using familiar words …participates actively in different oral activities EN1OL-IIIa-j-1.1 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) Portal B. Oher Learning Resources

English Curriculum Guide, Third Quarter, Week 7, pages 17– 19 Soft copy of the song “Jack and Jill” and the story “Up, Up, Bella Umbrella!”

IV. PROCEDURE A. Reviewing previous lesson or presenting the new lesson

Advanced Learners Teacher and pupils sing the song, “Jack and Jill”. The lyrics of the song are written on a manila paper.

Average Learners Teacher and pupils sing the song, “Jack and Jill”. The lyrics of the song are written on a manila paper.

Jack and Jill

Jack and Jill

Jack and Jill went up the hill To fetch a pail of water Jack fell down And Jill came tumbling after.

Jack and Jill went up the hill To fetch a pail of water Jack fell down And Jill came tumbling after.

(Repeat song twice) (Repeat song twice) 200

B. Establishing a purpose for the lesson

Teacher asks the pupils to bring out their homework. Call a pupil to share her assignment to the class.

C. Presenting examples / instances of the new lesson

In the story of Up, Up, Bella Umbrella, what did you like most about Bella Umbrella? Why?

D. Discussing new concepts and practicing new skill # 1 E. Discussing new concepts and practicing new skills # 2

What are the problems that Bella Umbrella solved while she is wandering? Can you give me the meaning of the following words from the story? 1. wander 2. puffed and huffed 3. snatched 4. downpour 5. stretching Group into 3 and act out scene in the story.

F. Developing mastery (leads to formative assessment 3) G. Finding practical applications of concepts

H. Making generalizations and abstractions about the lesson

I. Evaluating Learning

Teacher asks the pupils to bring out their homework. Call a pupil to share her assignment to the class. In the story of Up, Up, Bella Umbrella, what did you like most about Bella Umbrella? Why?

As a little child, have you encountered problems? What did you do to solve it? Pupils recount little problems that they have solved. e.g. fixing a broken toys, After listening to the story of Bella Umbrella, what have you learned about helping people?

What are the problems that Bella Umbrella solved while she is wandering? Can you give me the meaning of the following words from the story? 6. wander 7. puffed and huffed 8. snatched 9. downpour 10. stretching Arrange the pictures as they happened in the story. (Pictures provided by the teacher.) As a little child, have you encountered problems? What did you do to solve it? Pupils recount little problems that they have solved. e.g. fixing a broken toys, After listening to the story of Bella Umbrella, what have you learned about helping people?

Will you do the same if you were Bella Umbrella? Why? Why not? Select the appropriate solution to the problems. 1. Liza is ready for school but it rains. a. Liza will get her umbrella. b. Liza will not go to school. c. Liza will walk in the rain.

Will you do the same if you were Bella Umbrella? Why? Why not? Select the appropriate solution to the problems. 1. Liza is ready for school but it rains. a. Liza will get her umbrella. b. Liza will not go to school. c. Liza will walk in the rain.

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2. You have spilled water on your assignment. a. I will not submit my assignment. b. I will cry. c. I will rewrite my assignment. 3. You see that your pet dog is thirsty. a. I will give it a drink. b. I will ignore it. c. I will wait for mother to give it a drink. 4. Your seatmate Lloyd lost his pencil. You have an extra pencil. a. I will lend him my extra pencil. b. I will ignore him. c. I will tease him for being careless. 5. You scored low in your exam. a. I will study more often. b. I will not care about it. c. I will not study any more.

J. Additional Activities for application or remediation

Recall the story of Bella Umbrella and write down the important details of 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.

202

2. You have spilled water on your assignment. a. I will not submit my assignment. b. I will cry. c. I will rewrite my assignment. 3. You see that your pet dog is thirsty. a. I will give it a drink. b. I will ignore it. c. I will wait for mother to give it a drink. 4. Your seatmate Lloyd lost his pencil. You have an extra pencil. a. I will lend him my extra pencil. b. I will ignore him. c. I will tease him for being careless. 5. You scored low in your exam. a. I will study more often. b. I will not care about it. c. I will not study any more. Recall the story of Bella Umbrella and write down the important details of the story.

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

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Day 5 School Teacher Time & Date I. OBJECTIVES A. Content Standard

B. Performance Standard C. Learning Competencies

Grade Level Learning Area Quarter

One English Three (Week 9 – Day 5)

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 The learner shares/expresses personal ideas, thoughts, actions, and feelings using familiar words …participates actively in different oral activities EN1OL-IIIa-j-1.3 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 Teacher and pupils sing lesson or presenting the the song, “Sit Down, the song, “Sit Down, new lesson You’re Rocking the Boat”, You’re Rocking the Boat”, and “Jack and Jill”. The and “Jack and Jill”. The lyrics of the song are lyrics of the song are written on a manila paper. written on a manila paper. Sit Down, You’re Rocking the Boat

Sit Down, You’re Rocking the Boat

Sit down, sit down You’re rocking the boat (Repeat 4 times)

Sit down, sit down You’re rocking the boat (Repeat 4 times)

204

Rock, rock You’re rocking the boat (Repeat 4 times)

Rock, rock You’re rocking the boat (Repeat 4 times)

Jack and Jill

Jack and Jill

Jack and Jill went up the hill To fetch a pail of water Jack fell down And Jill came tumbling after.

Jack and Jill went up the hill To fetch a pail of water Jack fell down And Jill came tumbling after.

(Repeat song twice) B. Establishing a purpose for the lesson

C. Presenting examples / instances of the new lesson

D. Discussing new concepts and practicing new skill # 1

E. Discussing new concepts and practicing new skills # 2 F. Developing mastery (leads to formative assessment 3)

Teacher asks the pupils to bring out their notebook and have them share their assignment with their group mates. Say: Today, we will learn about the elements of the story. Story elements are the important part of a story. Every story has 5 important elements. a. Characters b. Setting c. Problem d. Solution e. Moral lesson The teacher explains the 5 elements to the pupils.

Write on the table the problem and the solution in the story “Up, Up, Bella Umbrella!” Problem

(Repeat song twice) Teacher asks the pupils to bring out their notebook and have them share their assignment with their group mates. Say: Today, we will learn about the elements of the story. Story elements are the important part of a story. Every story has 5 important elements. 1. Characters 2. Setting 3. Problem 4. Solution 5. Moral lesson The teacher explains the 5 elements to the pupils. Recall the story “Up, Up, Bella Umbrella. Identify the characters, and the setting of the story. Write it on the table.

Solution Characters

205

Setting

G. Finding practical applications of concepts H. Making generalizations and abstractions about the lesson I. Evaluating Learning

Ask: What is the moral lesson of the story? Say: Can you give me the moral of the story? Identify the following elements of the story. Choose your answer from the box. characters setting problem solution moral lesson

J. Additional Activities for application or remediation

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 Study all the lessons for this quarter. Be prepared 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

206

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