English 3 TG 2nd Quarter

8/21/2019 English 3 TG 2nd Quarter

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LessonParts

Day 1 Day 2 Day 3 Day 4 Day 5

Overview/Objectives

Literature:Chocolate Milk for Danny

(adapted from Aesop)

• Monitor and self-

correct one’scomprehension via

skimming (title and

text)

• Appreciate how thecharacter had been

truthful to her mother

• ecode words with

digraph !ch/ (initial) as

in chin ("st half)


correct one’s

comprehension via

skimming (picture)

(#nd half)

• $ead words with

digraph !ch/ (final) as

in catch ("st half)

• Monitor and self-correct

one’s comprehension

using scanning(#nd half)

• $ead words with

digraph !ch! ("st half)


correct one’scomprehension using

scanning (#nd half)


one’s comprehension

using scanning and

skimming

Materials• %A &hocolate Milk for

ann' (tor')b':inah &* +onao,

pictures

• -framed-stor' board of

A &hocolate Milk forann'

.icture of a part' $efer back to previous

lessons for text to bescanned and skimmed

Procedure

(/ min)

• 0nlocking of ke'

words in the stor' using

pictures and context

• Motivation 1uestion

• Motive 1uestion

(skimming)

("/ min)

$ead-aloud of the stor' withsome prediction 2uestions at

certain points

("/ min)

.ost $eading:

iscussion of the stor',

("3 min)

• 4ord drill and exercises

on words withdigraph !ch/ (initial) as

in chin ("st half), see 56

and LM

• how 7 stor' board and

ask pupils to give thegeneral idea

("3 min)

• iscuss how skimming

is done using stor'

boards

("3min)

• 4ord drill and

exercises on words with

digraph !ch/ (initial) asin chin ("st half), see

56 and LM

• $eview -framed-stor'

board of A &hocolate

Milk for ann'

("3 min)

iscuss how scanning is

done using 2uestions

(/ min)

• 4ord drill and

exercises on words

with digraph !ch/(initial) as in chin ("st

half), see 56 and LM

• how a picture of a

part' and ask pupils

("3 min)

• $eview how scanning

is done

• how a recipe

("3 min)

(/ min)

Let pupils answer a 2uestions

from the selection throughscanning and skimming

("3 min)

$eiterate how scanning andskimming is done

("/ min)



highlighting Almira’s

truthfulness to her mother

at the end of discussion

("/ min)

.air and hare: .artners

take turns in answering2uestions*

("/min)

• istribute to the pupils

(in groups) the next 7

frames of the stor'

board to get the general

sense of the frame*("/ min)

• Allow pupils to share

the output of the group

("3 min)

.ose specific 2uestions for

pupils to answer b'

scanning the text (group

activit')(#3 min)

Let pupils do 1-A Activit'

on short selections read

Let pupils identif'

ingredients and procedure

in preparing the recipe foregg sandwich

(#/min)

Allow pupils to share

outputs

Let pupils share skimmed and

scanned 8nformation

(#3 min)

Ask pupils to share what the'did



Unit 2: ee! 1 "Lesson 1#$Chocolate Milk for Danny

Pre-Reading

Pre-Reading

"* 0nlocking!9ocabular' &oncept evelopment(loaf, held, bought , patted)

how a picture of a slice of bread*

a': This is a slice of bread. Say it again. Say slice of bread.

how a picture of a loaf of bread*

a': This is a loaf of bread * Say it again. Say loaf of bread.

Ask: Let us count the slices on this loaf of bread* ;ow man' slices of bread does

this loaf of bread have<

how a picture of Almira in front of a baker' with a loaf of bread*

a': Almira bought a loaf of bread from the bakery yesterday.Ask: 4hen did Almira bu' a loaf of bread from the baker'< ('esterda')

4hat did Almira do at the baker'< (bought)

how a picture of Almira holding the hands of her brother while leaving the

baker'*

a': Almira held the hand of her brother after she bought a loaf of bread.

how the picture of mother patting Almira’s shoulder*

a': Mother patted Almira’s shoulders* hen do !e pat someone’s shoulder"hat do !e mean to say !hen !e pat someone’s shoulder"

a': #et us see if you can remember the !ords !e learned today.

Refer your pupils to LM-Activity 105 on page 112.

#* Motivation 1uestion:

hat do you !ant to buy from a market"

7* Motive 1uestion:hat did Danny !ant to buy in the market"

During Reading



$ead aloud the stor'* top at indicated points (=)* 5ell the pupils 'ou will raise some

2uestions where 'ou pause before continuing the stor'* 5he' are to answer those2uestions which will enable them to guess what might happen next*

&hocolate Milk for ann'

by Dinah C. $onao

%Almira, please go with 'our brother to the market and bu' a loaf of bread for

merienda%& Mother said.

Along the wa', ann' stopped at one of the stores*

% Ate, please bu' me that chocolate milk, he said*=

Ask: here did motherask Almira to go"

ho !ent !ith Almira to the market" hat did he see along the !ay"hat !ord did Danny use to re'uest for chocolate milk"

%4e need to bu' the bread first, whispered Almira* he held the hand of his brother as

the' walked to the store* >inall', the' bought the bread*

%Ate, ma' 8 have m' chocolate milk now< said ann'*

=

Ask: ill Danny be able to en(oy the chocolate milk"

%ure, 8 still have m' change here*

5he' walked home while ann' en?o'ed the chocolate milk*

%4ere 'ou able to bu' the bread< asked mother*=

Ask: here did Almira get the money to buy the chocolate milk"

ill Almira be honest in telling the truth about the change"

%@es, Mother% replied Almira, %but 8’m sorr' % 8 don’t have the exact change* 8 bought

chocolate milk for ann' without asking 'our permission*

=

Ask: )o! !ill mother respond to Almira’s remark about the change"

% 8’m proud of 'ou for telling the truth* 8 know how much 'ou want 'our little brother to

be happ', Mother said as she patted Almira’s shoulder*

Post Reading



1. Discussion Questions

Ask the pupils to answer the following 2uestions orall'*

"* 4hat is the title of the stor'<#* 4ho are the characters in the stor'<7* 4here did mother ask the children to go<

* 4hat did ann' want to bu'<

/* 4hat did her sister sa'<* +efore going home, was ann' able to get what he wants< 4h'<

B* 4h' did Almira sa' 8’m sorr' when the' got home< o 'ou think it is

important< 4h'<C* 4hat was mother’s reaction< 4hat did she sa'<

D* 8n what other wa's can 'ou show that 'ou are telling the truth<

2. Engagement/Enrichment

A. Pair and !are

Let the pupils share with a partner instances in their own life when the' told the truth and

said the' were sorr' for what happened* Each partner will take his turn sharing his

experience* 6o around and monitor if the pupils are doing the task correctl'* Allow them

to use their native language if needs be in their sharing or ask 'ou how to sa' it in

English if the' so desire*

+* raw 'our favorite character* 4rite two sentences about him!her*

Refer your pupils to LM- Activity 10" on page 11#.

Day 2

Decoding$%luency Digrap! c! as in c!in and catc! $

&riting$'iing

Revie)$*ntroduction



a': *emember the story !e read yesterday< 4hat did Almira buy for Danny in the

market" +Chocolate milk,

Fote: 4rite the word chocolate on the board and underline %ch* Let the pupils read the

word c!ocolate*

Ask: hat are the underlined letters" +ch,

a' again the word chocolate (emphasiGe !ch!) *

Ask: hat is the sound of ch in the !ord chocolate"

Let the pupils sound !ch!* 8f the' can’t produce it, model how*

a': #et’s ha-e t!o more !ords from our story"

c!ange uc!

4rite the words change and much on the board* Ask volunteers to underline Hch’* $ead

the words and let the pupils sa' them after 'ou*

Modeling$+eac!ing

a': )o! are ch sounded in chocolate% change and much" Can you hear /c/" Can you

hear /h/" A different sound is gi-en to ch. The sound of ch is /ch/.

Let the pupils sound it three times*

Model reading the words and let the pupils read after 'ou*

Teaching Chart: Words with /ch/

chips check &hop choose

&hin chest chocolate chew

&hick cherr' &hair cheese chicken champ

children

Activity

Say: Now let’s identify the pictures by completing the words with ch.

Read the words, then the phrases and the sentences with /ch/ in thatorder.

Refer the pupils to LM Activity 107 on pages 114-115.

Lesson, 'iing (2nd !alf

"* .resentation!8ntroduction



how the first three stor' boards one b' one to the pupils and ask them 2uestions about

the stor' to come up with the general idea* All answers are correct and acceptable* 4ritethe answers of the pupils on the board b' completing the sentence below and read them

for oral fluenc'*

"* Look at the pictures*

#* 4hat do 'ou see in the pictures<

1. Modeling$+eac!ing

how the first stor' board* Ask the pupils to look 2uickl' at the pictures and give the big

idea* 5ell them that the activit' that the' did is skimming*

#. uided Practice

how the other two stor' boards one at a time* Ask five to ten pupils to share their ideas

about the pictures* 4rite all the answers of the pupils on the board* Let them read the

2uestions aloud and allow them to respond to the 2uestions using the correct intonation*

istribute to the pupils in groups the next three frames of the stor' board to get the

general sense of the frame* Ask each group to give their opinion about the pictures givento them* 4rite their answers on the board*

$efer 'our pupils to LM-Activity 10/ on page 11.

* *ndependent Practice

$efer 'our pupils to LM- Activity 110 on page 11.

Lesson 10 Day #, canning Pictures to Ans)er uestion

%inal Digrap! $c!$

tor' +oard Fo* "

Almira with 'ounger

brother ann' wave

goodb'e to their mother*

tor' +oard Fo* 7

Almira and ann' got

off in front of a

grocer' store*

tor' +oard Fo* #

Almira and ann' areon a highwa' waiting

for a ?eep*



'ill %ocus, Reading )ords )it! final consonant digrap! $c!$ (1 st !alf

A* Iral $eading of words with digraph ch (initial)* (ee teaching chart used previousl'*)

+* 8ntroduce words with final digraph !ch!* Model reading the words* 0se pictures or

demonstrate the meaning of each word before reading*

catch much bench

scratch such sketchwatch bunch reach

branch rich

ranch inch

1. uided Practice

a': ork !ith your seatmate. *ead each !ord !ith your partner and match the

!ords !ith their pictures.

$efer 'our pupils to LM-Activity 111A on page 11/.

2. *ndependent Practice

$efer 'our pupils to LM-Activity 1113 on page 11/.

'ill, canning Pictures to Ans)er uestions

1. Presentation,

a': n our story% Danny asked her sister Almira to buy him chocolate milk. )a-e you

seen a container of chocolate milk" hat information can you see from its bo"

#et us kno! the information in the chocolate milk drink tetra pack. + ee to it that 'ou

have an enlarged cop' of this picture* Large enough that ever'bod' can see the

information contained in the box* 5he' ma' be provided with a cop'*)

2. +eac!ing$Modeling



6uide the class to locate the answers in the following 2uestions*

"* 4hat is the name of the chocolate drink< 4hat kind of drink is on the

picture<

#* 4here was the drink made<7* 4hen will the drink expire<

* 4hat minerals can we get from this drink<

#. uided Practice

ivide the class into three groups*

$efer 'our pupils to LM-Activity 112 on page 121.


$efer 'our pupils to LM-Activity 11# on page 122.

Day 4: 'iing and canning t!er Reading Materials

'ill focus, *nitial and %inal Digrap! $c!$ (1st !alf

$efer 'our pupils to LM-Acivity114 on page 12#.

'ill focus, 'iing and canning t!er Reading Materials (2nd !alf

1. Presentation$*ntroduction

how a picture of a %+irthda' .art'



#* Modeling!5eaching

Ask the class to look at the picture* Let the pupils answer the 2uestions*

•4hat do 'ou see in the picture<

• 4hat do the' celebrate<

• 4hat are the things 'our parents do to make 'ou happ' on 'our birthda'<

• o 'ou like to have a birthda' part'< 4h'<

• 4hat food would 'ou like served in 'our birthda' part'<

#. Developent of t!e Lesson

.resent to class the recipe of %Egg andwich* Let the pupils scan the ingredients and the

procedure*

Let the pupils identif' the different ingredients of Egg andwich* Let them write their

answers on the board then ask the procedure b' asking the pupils to give them orall'*

4hen done, let them identif' the action words used in the procedure* 4rite them on the

board and have them read orall' after*

4. uided Practice

.aper and .en Activit'

Ask the pupils the things the' do to keep their food safe, clean and nutritious* Encouragethem to give their answer in complete sentence* Let them use the action words inside the

box in a sentence b' writing it on the line provided*

Refer your pupils to LM-Activity 115 on page 124.


Acting-Iut

;ave the pupils bring out the ingredients that the' were asked to bring to class* 0sing the

ingredients let the pupils do the procedure in preparing the recipe in two groups* After the

activit', let the first group rate the recipe of the second group and vice versa* (&hange toa simpler task if needed*)

Day 5, 'iing and canning a election




Ask the pupils to answer the following 2uestions*

"* id 'ou en?o' listening to the stor' % &hocolate Milk for ann'<

#* 4hat part of the stor' do 'ou like most<

7* 4ho is the character 'ou like best<

* 4hat lesson did 'ou learn from the stor'<

/* id 'ou go fast over the pictures in each set to find out what it is all about<

* id 'ou go fast over the text to find out specific information<


5ell the pupils that in the previous activities, the' used skimming and scanning to

understand the lessons*

a' that this time the' will stud' further on skimming and scanning

kimming is reading at the fastest speed where the e'es keep floating over the reading

selection to locate information*

canning is reading moving 'our e'es* 1uickl' down the page to find one specific detail*5his will lead 'ou to find a single fact, date, name or word in a text and find that 'ou

need*

6uided .ractice

;ave the pupils identif' what skill the' will use in locating information from a givensituation if the' want to find specific information and if the' want to have a general idea

of what it is all about*

Refer your pupils to LM-Activity 11" on page 125.



Unit 2: ee! 2 "Lesson 11$

LessonParts


Overview/Objectives


one’s comprehension usingquestions

• Use graphic organizers

to show understandingof texts

• Decode words with

consonant digraphs: /ck/,/th/, and /ph/


consonant digraph /sh/

• Use action words in

simple sentences


consonant digraphs:/ck/, /th/, and /ph/



• Use action words in simple

sentences

• Decode words with consonant

digraph /sh/

• Decode words with consonant

digraphs: /ck/, /th/, and /ph/

%UMM&'()*'*%'

Materials

• cop! of the comic strip

+,antay and 'a-.i "!#oderick Motril guirre

• $icture frames showing the

ma%or e&ents of the literaturefor da! '(

• )lash cards of words to "e

decoded *consonant digraphs

• $ictures of action words

from the literature for da!'(

• )lash cards of &er"s to

match the pictures(

• cartoon image in + frames of a girl

losing hair

• entence strips with action words

• rish and .er ish

Procedures

*'0 min1Let .u.ils0

• nal!ze pictures showing

.2345

• nswer the M267623

8U4623 to processthe pictures

• $onder o&er the M2674

8U4623

*90 min1

• .a&e the pupils read the

comic strip( Make them

* min1

• ;et pupils arrange the picture

frames "ased on thesequence of e&ents of theliterature for D5 '(

*' min1

(Show a picture of Tagpi withlabels of his body parts.)

• .a&e pupils focus on the

words "ac!, teet, and tigh(Discuss how to decodeconsonant digraphs with final

*'0 min1(Show pictures of Tagpi andBantay in motion)

• ;et pupils tell what agpi

and <anta! are doing asshown in each picture(

(Facilitate pupils answer by posing leading and funnelingquestions)

Drill on words with finalconsonant digraph /sh/

*' min1

*' min1'st half

• Drill on words with consonant

digraph /sh/

• #ead the short stor! =rish and .er

ish> and answer .- questions(9nd half

• #e&iew action words through

reading of sentence strips(

*'0 min1

• #e&iew &er"s "! acting out its



stop at strategic points andlet them answer questionsto help them monitor theircomprehension(

*'0 min1

• ;et pupils answer the

comprehension questions

*'0 min1

• hen, ha&e them complete

the character map to !ieldthe concept of honest!

and/or medial/initial /c/! /th/!and /ph/.)

Use the sentence with the word.2U from the stor! to introducelesson on words with consonantdigraph /sh/

#ead words with initial consonantdigraph /sh/((

*90 min1

• .a&e pupils practice sounding

out words with consonantdigraphs

• ;et them complete the words

"! making them write themissing consonant digraphs(.a&e them match thecompleted words to thecorrect pictures the!represent(

• ?uided $ractice

cti&it! on words withconsonant digraph /sh/

*'0 min1

• ;et the pupils accomplish the

consonant digraph acti&it!sheet in their ;M(

• 6ndependent $ractice

cti&it! on words with

(Discuss what action "erbsare)

• ct out some &er"s( *$#1

*'0 min1

• .a&e pupils act out the

word !ou will sa!(

*' min1ave te students0

• ccomplish the letter-

scram"led words sheetusing picture clues

meaning(

• ;et the pupils identif! action words

posted on the "oard(

• Using the examples, allow pupils to

further understand how action &er"sare used in a sentence(

*'0 min1

• eacher chart exercises on

identif!ing action &er"s in a

sentence(• ?uided practice on using &er"s in

simple sentences

*' min1

• llow pupils to work in groups( sk

each group to write 9-+ sentencesa"out the pictures to "e gi&en them(






Unit 2: Week 2 !esson 11"Bantay and Tagpi

#re$%eading

1. Un&ocking/'oca(u&ary ) Conce*t De+e&o*ment

0nlock the word Hhonest'’ using pictures that show the concept and definition of this

word*

a': #ook at these pictures* (girl and bo' cheating in class, a bo' returning a wallet to

the owner)*

Ask: 4ho does!do the right thing< 4h'<

hen you return something that is not yours to the o!ner% you are honest.

2. ,oti+ation Question

hich picture sho!s a good deed"

-. ,oti+e Question/Statement

a': Today !e !ill read a comic strip about 0$antay and Tagpi&. These t!o dogs are

best of friends. hich of the t!o dogs learned the -alue of )123ST4" #et us find out.

1pen your #M to page 555.

Whi&e %eading

Explain to the students that 'ou will be stopping them at a certain frame in the comic

strip to ask or entertain 2uestions from them*

a': !ill be stopping you at a certain frame to ask you some 'uestions. !ill also

ans!er 'uestions from you if you need some clarification/s about the frames you ha-e

(ust read.

>8$5 5I. (>rame )

• )o! !ould you describe $antay" )o! is he as a friend"

• hy did $antay stop laughing !hen he sa! Tagpi trip o-er the bones"

• )o! !ould you describe Tagpi" s he a happy dog" hat can you say about him from his remarks about $antay’s huge collection of bones"

E&IF 5I. (>rame D)

• hat did $antay and Tagpi do"

• hat happened after their play"

• hat did Tagpi do"

• hat did $antay find out !hen he got back to his collection of bones"

5;8$ 5I. (>rame "7)

• hat happened to Tagpi"

• hat !as his reaction"

• hat did $antay do"



• ere they able to find the stray dog and Tagpi’s ne! blanket"

#ost %eading

1. iscussion 1uestions

a* 4hat was +anta'’s problem in the stor'< b* 4hat was 5agpi’s problem in the stor'<

c* 4hat did +anta' do to help 5agpi<

d* 4hat did 5agpi learn in the stor'<

2. Engagement! Enrichment

Let the pupils accomplish the character map sheet on the character assigned to them*

&haracter map is a t'pe of graphic organiGer that helps pupils describe in detail the

character in the stor' the' read* 8t also facilitates how the' ma' organiGe their

thoughts and ideas*

a': Accomplish the C)A*ACT3* MA6 for the character !ill assign to you. Students seated on the right are to accomplish the character map for $antay. Those sitting on the

left are to !ork on the character map for Tagpi.

!esson 11 Day 1: Decoding/&uency/WritingConsonant Digra*h /ch/ /th/ and /*h/

1. #resentation

;ave students arrange the picture frames based on the se2uence of events in %+anta'

and 5agpi*

a': Turn your #M to Acti-ity 778. 2umber the pictures based on the se'uence of

e-ents of the comic strip !e read yesterday.

2. ,ode&ing

how a picture of 5agpi with labels of his bod' parts*

a': These are Tagpi’s body parts. !ill read each !ord and you repeat them after me.

.oint to the word when 'ou read it then the part of the bod' it labels* iscuss how to

decode consonant digraphs in final or medial or initial position !ck!, !th!, and !ph!*)

a': 2o!% look at this !ords that !ill underline. (0nderline the words back, teeth, and

thigh)*

a': The first !ord ends !ith the letter c and k but they only ha-e one sound /k/.

;ave pupils focus on the words bac' , teet!, and t!igh*+ ;ave students sa' the letters

aloud and then give the sound !k! of the consonant digraph ck*

a': The second !ord ends !ith letter t and h but they only ha-e one sound / /. henƟ

the !ord begins !ith the letter t and h you also gi-e th only one sound / /.Ɵ Let pupils

repeat the sound*



4rite another word: photo*

a': 2o! this !ord is read as photo. ;ave pupils repeat the word* This !ord begins

!ith the letters p and h but they are gi-en only one sound /ph/ or /f/. ;ave pupils

produce the sound*

-. 0uided #ractice

&all attention to and have the pupils practice the single sound given to the consonant

digraphs ck, th, and ph* 5hen let them complete the words b' writing on the board the

missing consonant digraphs for each word* ;ave them match the words with the

pictures the' represent*

a': ha-e here on the board a list of !ords and pictures they represent. !ill read

each set of !ords three times. 1n my first reading (ust listen to me read the !ords. 1n

the second time% !ill read each !ord and repeat after me. 1n the third time% you allread the set by yoursel-es. e !ill do the same thing to the net to the net t!o sets of

!ords.

$c'$ $t!$ $p!$

duc' t!irt' p!armac'

cloc' clot! P!ilippines

loc' teet! telep!one

sac' t!igh p!oto

!esson 11 Day 2: Ski&& !esson: Consonant digra*h /sh/ initia&" 1 st ha&"

1. %e+iew/#resentation

a': ho !as Tagpi’s friend in our story yesterday" +$antay, #et’s ha-e this sentence

from the story.

+agpi s!outs out to 3antay.

4rite the sentence on the board and let the pupils read it*

a': hat did Tagpi do to $antay" +shout, 4rite the answer on the board*

67+

*icture

*icture

*icture

*icture

*icture

*icture

*icture

*icture

*icture

*icture

*icture

*icture



2. ,ode&ing/Teaching

0nderline sh* a': The !ord shout has sh in the beginning. t has one sound. hat’s the

sound of sh" Let the pupils sound it* 8f the' can’t sound it, model the sound and ask

them to sound it three times*

a': #et’s ha-e more !ords !ith sh. Let the pupils read the words in a teaching chart*

Make sure that the pupils know the meaning of each word through vocabular'

development activities such as pictures, action and context*

+eac!ing 8!art, &ords )it! s!

ship shell shack shop

shift shed shall shore

shrill shelf shape shock

shine sheet shake shut

-. 0uided #ractice

$efer the pupils to LM Activit' "#"A*

. 3nde*endent #ractice

$efer the pupils to LM Activit' "#"+*

!esson 11 Day -: Using 4ction Words in Sim*&e Sentences

Ski&& !esson: ina& Consonant Digra*h /sh/ 1st ha&"

"* >lash cards with words with initial consonant digraph !sh!, see teaching chart*

#* how words with final consonant digraph !sh!* Model reading the words* Make

sure that the pupils know the meaning of each word through vocabular'

development activities such as pictures, action and context*

+eac!ing 8!art, &ords )it! sh

ash splash brush wish

crash smash crush fish

flash clash rush dish

trash wash bush finish

#. 0uided #ractice

$efer the pupils to LM Activit' "##*

4. 3nde*endent #ractice

$efer the pupils to LM Activit' "#7*



Ski&& !esson: Using 4ction Words in Sim*&e Sentences 2nd ha&"

1. #resentation/3ntroduction

how pictures of 5agpi and +anta' in motion*

a': hat are Tagpi and $antay doing"

Let the pupils observe each picture and allow them to give verbs that describe 5agpi

and +anta'<

a': #et’s ha-e picture 7. here is Tagpi" hat is he doing" +running, #et’s ha-e

picture 9" hat is $antay doing" +playing,

;ighlight pupils’ answers b' writing the words on the board*


0se the pupil’s answers as springboard to the lesson about verbs*

a': 4our ans!ers are correct. These !ords are called action !ords or -erbs.

5o improve the listening and speaking skills of the pupils, emplo' the %5each-Ik

techni2ue from 4hole +rain 5eaching* (5his techni2ue is a variation of irect

8nstruction and facilitates 5.$) ;ere’s how this is done*

"* ;ave the pupils count off " with the pupil next to him!her sa'ing

#* 5ell them 'ou will be sa'ing these words 8lass9 +eac!9 )itc!* 5he' are to do

something after those words are said following this script for each of the

sentences in the template*

5eacher: &lass

.upils: @es

5eacher: (a's one of the sentences in the template and claps twice*) +eac!:

.upils: (&lap twice) IkJ

Fumber " .upils: ($epeats to Fumber # pupils the sentence the teacher said*

5eacher : )itc!:

.upils: IhJ witchJ

Fumber # pupils ($epeats to number " pupils what the' said*)

7* 5emplate of the sentences to be said one at a time using the above script for each

sentence*a* 9erb is an action word*

b* 5he word %pla' is an action word*

c* %.la' is a verb*

d* 5he word %run is an action word*

e* %$un is a verb*

8n doing the 4+5 techni2ue, let the pupils act out the verbs whenever the' mention

each word* Model the gesture*

a': hat is -erb" s the !ord play a -erb" +4es, hy" +$ecause it’s an action !ord, s

the !ord run a -erb" +4es, hy" +$ecause it’s an action !ord,

a': #et’s ha-e more eamples of -erbs.



>lash pictures of 5agpi and +anta' and label each picture with verbs* Let the pupils

read each verb*

.icture - walk (.upils read)

.icture - eat (.upils read)

.icture - sit (.upils read)

.icture - eat (.upils read)

.icture - talk (.upils read)

.icture - think (.upils read)

-. 0uided #ractice

*ead and Sho!

a': !ill use -erbs in a sentence. *ead the sentence and !hene-er you read the -erb%

!ant you to act it out. +Teacher models the acti-ity,

(entences should be illustrated to facilitate pupil’s comprehension*)

Ana hops. 5he ?anitor cleans.

Alex sings. 5he scouts work.

5he pupils read together* 5he kids dance.

5he teacher writes. $ick' drives.

M' pet cat plays. $a'mond swims.

. 3nde*endent #racticea': !ill sho! you some pictures. dentify the -erb sho!n in e-ery picture by

unscrambling the letters in the sentence.

$efer the pupils to LM Activit' "#*

!esson 11 Day : Decoding/&uency/Writing

Ski&& !esson 1: Consonant digra*h /sh/

1. 3ntroduction

>lashcard drill on consonant digraphs !sh! (previousl' learned words on a' # and 7)

a': #et us read the !ords !ith /sh/ !hich !ere gi-en to you last time. (Allow pupils to

alternatel' read the words*)



2. ,ode&ing

Model reading the stor' Trish )as a ish. Alternatel' read the stor' with the pupils*

5hen allow a volunteer to read the stor'* $efer to LM Activit' "#/ for the cop'*

-. 0uided #racticeAnswer 4;- 2uestions about the stor'

$efer the pupils to LM Activit' "#/+*

. 3nde*endent #ractice.upils draw the dish of 5rish and let them write something about their drawing*

Ski&& !esson 1: Consonant digra*hs /ck/ /th/ and /*h/

1. #resentation/ 3ntroduction

>lashcard drill on consonant digraphs !ck!, !th!, and !ph! (previousl' learned words on

a' #

a': #et us read the !ords !ith /ck/% /th/% and /ph !hich !ere gi-en to you last time.

(Allow pupils to alternatel' read the words*)

Let pupils match words with pictures to develop vocabular' of words with consonant

digraphs !ck!, !th!, and !ph* $efer to LM Activit' "#*

#* ,ode&ing/ Teaching

Model and give more exercises on words and phrases with consonant digraphs !ck!, !th!,

and !ph* $efer to LM Activit' "#A*

7* 0uided #ractice

4rite words and phrases with !ck!, !th!, and !ph* $efer to LM Activit' "#+ and &*

* 3nde*endent #ractice

4rite phrases and sentences with words with !ck!, !th!, and !ph* $efer to LM Activit'

"#B*

Ski&& !esson 2: Use action words in sim*&e sentences.


$eview pupils on action words introduced in a' 7 b' allowing them to read words and

phrases with action words

Say: #et us read the follo!ing sentencestrips.

ann' and Ana clean the room*

ann' climbs a tree*5he bo's pla' beside the canteen*



5agpi barks*

$ona walks and sings along the ba'*

2. ,ode&ing/ Teaching

$e-state the meaning of verbs*

6o back to sentences posted on the board and allow pupils to identif' the verbs* Ask

them wh' those are verbs* +e sure that the pupils sa' that those are verbs because the'

are action words*

Ask: hat is the action !ord in the each sentence" hy do !e call them action !ords"

Ask the class to do the actions signaled b' each action words* Ask: Did you sho!

action to describe the meaning of each action !ord" a': Action !ords are also called

-erbs.

ann' and Ana clean the room*

ann' cli;s a tree*

5he bo's play beside the canteen*

5agpi ;ar's*$ona )al's and sings along the ba'*

Say: f !e are going to remo-e the action !ords% !hat !ould the group of !ords

mean"+ EmphasiGe that verbs pla' an important role in completing sentences.,

-. 0uided #ractice

Let the pupils have more 5eacher &hart Exercises on identif'ing verbs*

5agpi tumbles down on +anta'’s collection of bones*

+anta' greets 5agpi*

5agbi bounces up and down around +anta'*+anta' and 5agpi pla' with the ball on the grass field*

;e drops the ball*

$efer to $efer to LM Activit' "#C for the additional guided practice on using verbs in

simple sentences*


Allow pupils to work in groups* Ask the groups to write #-7 sentences from pictures

given to them*

Say: n your groups% you are going to !rite 9; sentences telling about the pictures youare holding.

Allow pupil to write one sentence on a picture shown*

Say: This time you are going to !rite a sentence on the picture sho!n.






Lesson PartsDay 1 Day 2 Day 3 Day 4 Day 5

Overview/Objectives

;iterature: #The $onest%oodman&

• ppreciate the importance

of honest!

• 3ote details in a gi&en text

• #ead and write words with

the long &owel /a/ in simplestories

• Use action words in simple

sentences


long &owel /a/ in simplestories

• rite at least + sentences


long &owel /a/ in simplesentences


long &owel /a/ in simplesentences

• rite at least three

sentences

Materials

• $ictures of wood, axe,

fair!, reward

• @op! of the stor! =he

.onest Man’

• .onest! @haracter

ward

• ;'9D9 orksheet' A 9 ;M

page B

• he tor! ?uide @hart

• $icture of cake and lake

• Detail heel ?ame @hart/

<oard

• $ictures of school gate,

dark ca&e, date, mansha&ing

• )lashcards

•

cti&it! charts

Procedure

$re-#eading

• $resent ke! words

through pictures andword clues

#eading

• #ead aloud and stop at

strategic points and askquestions to predict thesucceeding part of thestor!

$ost #eading

• alk a"out the stor! read

through discussionquestions

6ntroduction/ $resentation:

• llow pupils to stud! and

read the ?uide heet

Modeling/eaching:

• $ost and allow pupils to

answer the ?uide heetquestions

?uided $ractice:

• Do Detail heel ?ame

with the pupils• )lashcard drill on <rain

;ist

• how picture of cake and

lake for phonics lesson


• .a&e a flash"ack of the

stor! The $onest 'an through acting it out withselected pupils

Modeling/ eaching

• Discuss &er"s

• Do ction ord heel

with the pupils

• llow pupils to answer

ction-ord-entence@hart

• )lashcard Drill on <rain;ist

• #ead =@ake for Cate> and

answer discussionquestion

• how picture and pupils

$resentation/ 6ntroduction

• $ost the $upil of he

Month @hart and theposter a"out honest andask pupils a"out whatthe! can sa! a"out whatthe! see

Modeling/ eaching

• $ost pupils’ responses on

the #esponses @hart

• #eiterate that the poster

a"out honest!, $upil of themonth chart and headlinesare different sources to

get information

• llow pupils to stud!

responses chart

• ;et pupils know how

declarati&e sentence are

6ntroduction

• Do energ! check to get

attention *hum"s Up/Down cti&it!1

Modeling/ eaching

• #e-state important points in

writing declarati&e sentences"! pro&iding acti&ities from&arious sources

• 6n pairs, let pupils decide

what among the group ofwords are declarati&esentences

• llow the pupils to read theirwork



• 6n a group, make a

certificate of appreciationfor a class mem"erconsidered to "e honest

• llow the pupils to award

the certificate

6ndependent $ractice:

• 4xplain ake and Cate

showing acts of honest!

• 6n groups write answers

on Detail @hart

read sentence a"out thepictures shown

• Do EDoes 6t Make ense’

"! arranging words tomake a sensi"le sentence

written

• )lashcard Drill on <rain

;ist

• #ead words, phrases and

sentences with long&owel /a/

• Do memor! lane on words

with long &owel /a/

• )lashcard Drill on <rain ;ist

• #ead words, phrases and

sentences with long &owel/a/ in simple sentences

• Do EDoes 6t Make ense’

cti&it! on words with long&owel /a/



Unit 2: ee! 3 "Lesson 12$+!e 6onest &oodan

Pre-Reading

"* 7nloc'ing$<oca;ulary = 8oncept Developent

( +efore the class begins, select among the pupils who will act out the scenes

between the >air' and &alo')

a': #et us start !ith the $< 1*DS. These $< 1*DS are connected

!ith the story !e are going to read. )o! shall !e find out !hat these $<

1*DS mean"

a': e are going to play a Tickling mind game. )ere are the steps in the

game.

• Listen to the clues about the word*

• how 5humbs 0p if 'ou have the answer*

+6> 3* &RD

wood axe fair' reward

how pictures of wood, axe, fair'

a': 6lease pay attention as say the clues/sho! picture of the !ord. *eady"

’m thinking of a !ord that sounds like food. This fourletter !ord starts !ith

letter !. The !ord is KKKKKKKKKKKK* ( wood) (show picture of wood)

am thinking of a !ord that names something bigger than knife. t is used to

cut !ood. This is a threeletter !ord that has + e% a ,. The !ord is 5555555.

( axe) ( show picture of axe)

am thinking of a kind lady !ith magic !and. She is po!erful. The fi-eletter

!ord starts !ith an 0f& and ends !ith y.

am thinking of a !ord that means a thing like a gift or good !ords you get !hen

you do something good.( how picture of a fair' giving something for the man)

Let us read these words: wood, axe, fair' and reward

4e will hear these words from the stor' 8 am about to read to 'ou*

2. Motivation,

hat is your fa-orite toy" hat !ould you do if you lost your fa-orite toy"

Elicit answers from the pupils* 4rite their responses on the board*



#. Motive uestion,

a': The character in the story !e ha-e for this day does not ha-e a toy hetruly lo-es. )e has a -ery important tool his A=3. )e has been using his ae

to earn a li-ing for the family.

hat if he lost his ae" hat !ould he do" #et us find it out.

$ead the stor' aloud *top at strategic points and ask 2uestions*

+!e 6onest &oodan

Adapted b' EsperanGa iaG &ruG

Ince, a poor woodman named &alo' went to the forest which was on the side

of a deep river* ;e was working all da' long and he was tired* +Demonstrate

ho! it is to be tired.,

uddenl' his axe slipped from his hand and fell into the water* ( Act it out before

the pupils)

IhJ 8 have lost m' axe, he cried* 8 have nothing to use to earn m' livingJ

4hat shall 8 do< 5he river is ver' deep and 8 am afraid to dive into it* 4ho can

help me<

top and Ask: ho do you think !ould help the !oodman" )o! !ould he do it"

%aye9 a good fairy9 heard the poor mans cries and appeared before him*

4hat’s the matter, poor woodman< she asked* 4h' are 'ou so sad<

&alo' told her what happened and >a'e promised to help him*

top and Ask: hat !ould the fairy do" Can you guess"

he dived into the river and brought up a golden a?e* 8s it 'ours< she asked*

+ Ask the girls in the class to say this line 0s it yours"&,

Fo, that is not mine, answered &alo'*

+ Ask the boys in the class to say this line02o% that is not mine&,

>a'e dived again and this time brought up a silver a?e*

8s it 'ours< she asked, + *emind the girls to say the line0s it yours"&,

and &alo' again answered Fo*+ *emind the boys to say the line2o.,

top and Ask: hat do you think !ould the fairy do"

o >a'e dived a third time and this time brought up the a?e t!at !ad slipped

fro &alo's hand* 5hat is m' axe, he cried * Fow 8 can work again*



;app' with &alo'’s acts, >a'e gave him the two axes as a reward*

4. Post Listening Discussion

;ave the pupils discuss the stor' in class*

"* 4ho came to the forest<#* 4h' did he go to the forest<

7* 4hat happened to his axe< ;ow do 'ou think the woodman felt<

* 4ho helped the woodman<

+ Act out the scenes bet!een Caloy and the >airy,

/* id the woodman get the axe that was not his< o 'ou think &alo' did the

right thing< 4h' do 'ou sa' so<

* 4h' do 'ou think >a'e the fair' thought of giving the three axes to the

woodman< 8f 'ou were the fair' would 'ou do that, too< 4h'<

B* o 'ou think 'ou are an honest person if 'ou do not get the things that are

not 'ours< 4h'<

5. Post Listening Activity

>orm groups of five* a': $e creati-e in naming your group. Make a

Certificate of Appreciation for a class member !hom the group belie-es sho!ed acts

of honesty. 4our group is epected to:

7. <i-e e-eryone a chance to make suggestions about the person/persons

!hom the group thinks has been so honest

9. Talk together about !hat the certificate should look like and !hat it should

say.;. Decide as a group !ho deser-es the Certificate of Appreciation a!ard

&ertificate of Appreciation

for

KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK

for returning theKKKKKKKKKKKKKKKKKKKKKKK

@ou are such an honest person*

igned b': 4rite the name of each member for each one to affix his!her signature

above his!her name*

* ;ave a mini-program and do the actual awarding of the &ertificate of

Appreciation to an honest class member



Lesson 12 Day 2, @oting details in a given te?t

Reading and )riting long vo)el $a$ in siple stories

"* Recalling t!e story

Let the children stud' the 6uide sheet* &all volunteers to read the 2uestions*

$efer the pupils to LM Activity 12/ on page 151.

#* Modeling

et-t!eDetails

a': To ans!er these 'uestions% !e need to remember some details from the tet !e

listened to or read about .#et us see if !e remember the details from the story: The

honest !oodman to get ans!ers to the 'uestions in the guide sheet.

Elicit answers from the pupils* .ost their answers on the guide sheet*

a': #et us read your ans!ers. The ideas you ha-e gi-en are the details you

remember from the story. There are some simple !ays of getting details.

5hink about this* etails answer the who, what, when , where and how* 5he stor'

itself will help 'ou find something about the 4;I, 4;A5, 4;EF, 4;E$E, 4;@,

;I4*

$efer the pupils to LM Activity 1#0 on page 152 for noting details activity.

a': Details help us understand the story better. The details are the e-ents thathappened in the story. *emember to al!ays ask yourself: Does it make sense if gi-e

this detail for this 'uestion.

iscuss what t'pe of detail is needed based on the t'pe of 2uestion*

ho + characters,% !hen+ date,% !here+ place !here the problem begins,

!hat + problem,%!hy+ reasons,% ho! + process,



P!onics$&ord Recognition

7* .resentation!8ntroduction

.resent the pictures and the words* Let the class read the words*

cake

lake

illustrate take

illustrate make

illustrate rake

illustrate bake

illustrate shade

#* 5eaching!Modelling

Model the correct wa' of reading the words* ound the long Ha’ properl'* 5ell them

that these are long Ha’ words because the a is sounded as !e'!*

$efer to LM Activity 1#1 on pages 152-15#.

-. 3nde*endent #ractice

E5*&ain the cartoon a(out 6ake and 7ate showing acts o honesty

Use cartoon in this acti+ity.

Say: Let us work in groups. Then write your answers on the !T"#L$%"RT.

$efer the pupils to LM Activity 1#2 on page 154 for independent practice on noting

details activit'*

Lesson 1 !ay "# 7se action )ords in siple sentence



Read and )rite long vo)el $a$ in siple stories.


Say: %ow does e&eryone feel today' Let us know.(e will ha&e a )ashback of the part of the story that we liked.*ay # call two pupils to act out the fairy’s part from the story.

#artners who wi&& act out the scenes o the woodman and the airyshou&d ha+e (een inormed a(out the acti+ity (eore the c&ass(egins.

Say: (hat did the pair do'

E&icit answers rom the *u*i&s.


Say: (hat ha&e you obser&ed with the highlighted words used inthe sentences'

The a5e slipped rom his hand and fell into the water.

aye dived into the ri+er.

Elicit answers from the pupils and write their answers on the board*

a': The !ords are eamples of action !ords.

They sho! action that is done by the doer.

#et us ha-e more eamples.

Nake ;a'es a cake* 4hat does Nake do<

Oate eats the cake* 4hat does Oate do<

.at sits on the rug* 4hat does .at do<

5he nun runs under the sun* 4hat does the nun do<

#et us be more engaged by doing this ACT T 1?T acti-ity.

a': !ill sho! !ord cards. *ead them and carry out or do the action mentioned in

each !ord.

walk run sing bark eat hug hum

*emember% action !ords are doing !ords.

They denote some actions if !e see them in sentences.

7* 6uided .ractice

(5eacher prepares an Action 4ord 4heel*)

a': e ha-e another game for action !ords. #et us use Action ord heel. >orm groups. $e creati-e in gi-ing names for your groups.



)o! to start the game:

a. Call a pupil to spin the !heel to re-eal an action !ord.

b. #et them act out the !ord by group.

c. Then% ha-e them come up !ith a sentence using that !ord.

* 8ndependent .ractice

$efer to LM Activity 1## on page 155.

Part 3, P!onics$&ord *nstruction

>lash +$A8F L85 for fast reading ( flash words one b' one)

run fog wash wish bake Nake

fun ?og cash fish take Oate

fall mash dash dish make mate

tall rash

a': #et us read these sentences again.

Mom, Oate and Nake baked the cake*

4ho baked the cake<

Nake, Oate and ave went to the lake*

4ho went to the lake<

Mom, Oate, Nake and ave ate the cake*

4ho ate the cake<

This time show *ictures o: show a sentence whi&e 8ashing the*icture"

%ead these words.

Say: 0ate and date ha+e this *attern

Say: Cave and shave ha+e this *attern

m/a/te g/a/+e

,ansha+ing

Schoo&gate

Date 6une1-"

Darkca+e

The cave isdark.

,ansha+ing

The schoo&gate iso*en.

Dad shaves the hair inhis chin.

The date oyour (irthday is 6une 1-.



&/a/te D/a/+e

d/a/te

@. 6uided .ractice

$efer to LM Activity 1#4 on page 155.

. 8ndependent .ractice

Work in grou*s. Each grou* shou&d ha+e 9+e mem(ers. Do the oesit *ake +ense acti+ity

4rrange the words in order to make a meaningu& sentence.

0rou*s 1$- ; Da+e ca+e go 7ate to the

0rou*s $<$ 6ake 7ate cake ,om ga+e the

#resent grou* out*uts in c&ass.

Lesson 1 !ay 4: &rite at least # sentences fro various sources

(declarative

Read and )rite long vo)el a in siple sentences

7se of punctuation ar' (.


Say: %ello kids #s the energy le&el still high' %ow do you feel abouthonest person'

(e praise people who showed acts of honesty. Right' "nd in mostways, we

appreciate them.Let us take a close look at these.

#u*i& o the month: =onest #erson

#oster a(out honesty

or the i&&ustrator ; draw a gir& who returned the >? *eso (i&& shesaw under her desk to her teacher"

=onest dri+er returns &a*to*1>k cash

#u*i& o the month: =onesto 7ata*atan

4ge: @ years o&d

0ood work shown: %eturning the wa&&et he saw at thegate

%eward: certi9cate o a**reciation



Say: (hat can you say about the -upil of the month chart' poster'headline'

escribe each tet shown.

Whi&e *u*i&s gi+e descri*tion a(out the te5ts teacher writes theiranswers on the (oard.


#ost *u*i&sA res*onse on BU% %ES#BSES C=4%T.

Se*arate&y write the sentences rom *hrases

$%&$' ()RR%'P(*'%'

#u*i& o the month chart

#oster a(out honesty

=onest dri+er returns&a*to*1>k cash

Say: The -upil of the *onth $hart, poster about honesty and theheadline are

dierent sources we can possibly use to get information.

#n order to get information from a&ailable tets , ask yourself0uestions like1

(hat is the tet about'

(hat does it show'

(ho is in the tet'

%ow can # say the idea of the tet in my own words'

To *resent inormation c&earer we use dec&arati+e sentences.

1. =onest dri+er gets a reward.3s the idea c&ear Does it e5*ress com*&ete thought =ow does it

start and end

=ow a(out in items 2 and -. 4sk: Does it e5*ress a com*&etethought

=ow does it start and end

2. =onesto 7ata*atan recei+ed

-.%eturned the 9ty *eso (i&& to her teacher.

Say: 3tem 1 is an e5am*&e o a dec&arati+e sentence.



3tems 2 and - are e5am*&es o *hrases.

#. uided Practice

!et us study the BU% %ES#BSES C=4%T.

E5am*&e:

#hrase Sentence

an honest (oy

an honest dri+er

=onesto 7ata*atan is honest.

The dri+er is honest.

What do you notice with the words under co&umn #hrase

Does it e5*ress com*&ete thought

4sk: %ow are declarati&es formed'

Say: " declarati&e sentence states an idea. #t does not gi&e command norre0uest.

#t does not ask a 0uestion either. #t ends with a period2.3

Part +# Phonics,ord nstruction

&ash %43 !3ST or ast reading &ash one (y one some words that*u*i&s ha+e &earned in *re+ious weeks"

Say: Let us read these phrases.

the side o the &ake

(ake a cake

rake the grass

make a wish

wake u* ear&y

at a schoo& gate.

show *ictures o ca*e na*egra*esha*e"

Say1 Let us read the sentence under each picture.

ca*e na*e

gra*essha*e



The cape is (&ack. The nape o his neck hashair.

The shape o the ta(&e is suare. 3 &ike to eat grapes.

Say:Let us study these words1 #t also follows a pattern.

c/a/*e

n/a/*e

t/a/*e

gr/a/*e

sh/a/*e


Let the children do the M3M1*4 #A23 acti-ity b' completing the sentences to make

a stor' b' arranging the ?umbled words inside the parenthesis*

$efer the pupils to LM Activity 1#4 on page 155 for the writing to learn activit'*

Lesson 12 Day 5, &rite at least # sentences fro various sources (declarative

"* Presentation$*ntroduction

a': )ello Bids )o!’s the energy le-el today" Sho! T)?M$S ?6 if you feel great

today and T)?M$S D12 if you are a little bit sad.

#et’s ha-e fun through this T)?M$S ?6 and T)?M$S D12 acti-ity.

how 5humbs 0p!5humbs down hand signal if the actions displa'

honesty/dishonesty.

Examples:

Mateo misspelled the word but he said it was correct*

Almira admitted that she was late going to school*

Mateo ate the food that was not his*

Almira returned the purse that was not hers*



5he children gave the purse to their teacher*

2. Modeling$+eac!ing

Say: Look at this cartoon. Think what it is about.

=a+e the *u*i&s share their ideas.

Say: (e ha&e here a &erse about honesty1 4#t is always good to behonest in words and in actions.5 Think what it is about.

=a+e *u*i&s e5*ress their ideas a(out the +erse.

Say: (e ha&e here a public announcement.

Bur schoo& is &ooking or the most honest grade three *u*i& inyour c&ass. S/he shou&d ha+e shown acts o honesty. 3 you(e&ie+e your c&assmate is or i you (e&ie+e you are honestthen +isit the oFce o the guidance counse&or on TuesdayDecem(er G.

Say: Think what it is about.

Write *u*i&sA res*onses on the (oard.

7* uided Practice

a': #et us pause for a minute. Take a close look at your responses.

This time you are going to !ork in pairs. Decide !hich declarati-e sentences from the responses are.

4 +erse a(outhonesty

Cartoon #u(&ic4nnouncement

Descri*tion

Say: Let’s read your answers.

Part 3, P!onics$&ord *nstruction

>lash the +$A8F L85 for fast reading*

!a!ke pattern ! a!te pattern !a!ve pattern !a!pe

bake gate save cape

cake late gave tape

make mate ave nape

lake date cave

sake Oaterake rate



wake

Let us read and answer the 2uestions orall'*

$efer the pupils to LM Activities 1#5-1#" on page 15".

a': This time let’s look at this long /a/ pattern in these !ords.

!a!se !a!ne

case lane

base cane

vase mane

chase pane

Activit': $efer the pupils to LM Activity 1#A on page 15.

Explain the meaning of each word* @ou can show picture or act out if possible the

meaning of the word*

how pictures of a vase ( flower vase), cat chasing rat , mane ( hair on the neck of a

lion), pane ( sheet of glass in window), pedestrian lane

emonstrate lane, cane, base

Activit': $efer the pupils to LM Activity 1#3 on page 15.

a': ork in pairs. #et us do the 0Does it make sense"& acti-ity.

$efer the pupils to LM Activity 1#8 on page 15.


>orm the groups of L9 9 <9 >.

6roups L and : A 'ell for the person who showed honest'

(Arrange the word to form a 'ell)

>irst line: honest, true, and, sta'

econd line: 'ou, ever'one, trust, will

6roups < and >: A two-line song about honest'( Adapt a tune)



Arrange the words to make a song

>irst line: be, to, honest, good, is

econd line: not, be, tr', ?ust, but, to, should





Overview/Objectives

;iterature:reparing for the Big Day by"y '. *omano

• +et the general sense of

the story

• ,ote details in a gi"en

te-t (plot)

• ong "owel word ending

in silent e as in bae

• Tell the main idea of a

short paragraph (storytheme)



• Form and use the past

tense of frequentlyoccurring regular "erbs(0ed)



• %rite at least three

sentences from "ariousfamiliar sources

• 1se appropriate

punctuation mars (2)

Materials

• @op! of the stor!

=$reparing for the <igDa!>

• ample calendar

• eaching chart a"out .lot

as element of a stor!

• ;adder of 4&ents graphic

organizer

• @op! of the stor! =he <ig

Da!>

• $art! hat *see sample in

?

• ample planner

• uthentic in&itation card,

picture of a "irthda! part!

Procedures

$re-#eading* min1

• 7oca"ular! De&elopment

using @ontext @lues

• how a calendar to the

class and ask them .-questions to "uild onprior knowledge

#eading *90 min1

• #ead the stor! usingD# approach, thenallow pupils read "!group and then wholeclass approach

$ost #eading*' min1

• llow pupils to answer

6ntroduction/ $resentation* min1

'st half

ord drill on words ending insilent e: long /a/ 9nd half

• #ecall the stor! =$reparing

for the <ig Da!> "!answering .- questions

• $ost pupils’ answers on

the "oard

Modeling/eaching: *90 min1

• More word drill and

acti&ities on words endingin silent e: long /a/, see ?

• Discuss plot as element of

a stor! "! answeringquestions a"out the stor!

6ntroduction/ $resentation* min1

• ord drill and exercises

on words ending in silente: long /a/, see ?

• llow the pupils to recall

the stor! =$reparing for the<ig Da!> "! completing theE;adder of 4&ents’ graphicorganizer

*'0 min1

• ;et the pupils "rainstorm

a"out the "ig da! in thestor!

• #eading the stor! =he <ig

Da!>

$resentation/ 6ntroduction *' min1


on words ending in silente: long /a/, see ?

• $resent regular &er"s

used in sentences( 7er"sare in present and pastform shown in a two-column ta"le(

• llow pupils to work in pair

and list down common&er"s the! know(

Modeling/ eaching *'0 min1

• Discuss frequentl!

occurring regular &er"s

*' min1


* min1

how a picture of a "irthda!part! and ask the pupils if the!ha&e experienced attendingsuch(

Modeling/ eaching*' min1

how an in&itation card( Discussthe details written in the in&itation

card using wh-questions

?uided riting

*' min1

hrough modeling, construct"asic wh-questions from thegi&en text(



questions a"out the stor!to allow complete graspof the stor!

*'0 min1

• ;et the pupils draw and

write a sentence a"out agift the! want to recei&eon their "irthda!(

?roup cti&it!

*' min1

• llow pupils to prepare

song and dance grouppresentation a"out thee&ents in the stor!

6ndependent ?roup cti&it!*' min1

$resentation of outputs

*' min1

• nswering

@omprehension 8uestionsa"out the stor!

• Discuss teeas element

of a stor!

6ndependent ?roup cti&it!

*90 min1

llow pupils to present otherthemes of the stor! throughchant, poster, song, skit andpoem

sk the pupils to make a"irthda! hat and write anaction word on it( hen, leteach pass the hat to theperson on the right and ha&ehim/her write its past form(

*eacher modeling1

6ndependent $ractice*'0 min1

• <ased on the planner,construct fi&e simplesentences with regular&er"s that tell what ?a"did in the past(

*Discussion on wh-questions16ndependent ?roup $ractice*' min1

<! group, construct three "asicwh-questions using an! of thegi&en stimuli(

• <irthda! card

• chool announcement

• arning along the street



Unit 2: ee! 4 "Lesson 13$Preparing for the Big Day

Pre-Reading

"* 0nlocking!9ocabular' &oncept evelopmente/cited relative planner 3

0sing context clues, allow pupils to give the meaning of the underlined word*

"* Ana will celebrate her birthda' tomorrow and she feels excited*

a* sad b* happ' c* frightened

#* Alex is m' cousin* ;e is m' relative*

a* enem' b* famil' c* best friend

7* M' mother writes our dail' activities on a planner*

a* diar' b* stor'book d* schedule notebook

a': #et us see if you remember the !ords !e learned today*

$efer the pupils to LM Activity 1# on page 15/.

#* Motivation 1uestion:

how a calendar to the class and ask the 2uestions below* Make sure to use a recent

calendar showing the 'ear and the month with complete number of da's*

• ho has a calendar at home"

• hy do !e use calendar"

• hat is the importance of it"

7* Motive 1uestion:

hy do you think Ana prepared so much for the big day"

During Reading

$ead aloud the stor' and emplo' $5A to let the pupils predict as the' read along the

stor'* (see next page)

Assign certain groups to read the stor' part b' part*

a': #et us read the story together and find out ho! important it is to plan

ahead.

$efer the pupils to LM Activity 1#/ on page 1"0 for the cop' of the stor'*



Post Reading

Discussion Questions

1. Who *&anned or the (ig day

2. =ow many days did she *re*are or the (ig day-. Why do you think 4na *re*ared so much or the (ig day. What in the story cou&d (e the H(ig dayA

ote: Questions > and < are s*ring(oard to 3nusion o 'a&ues.

>. What made it easier or 4na to *re*are or the (ig day<. Why do you think it is im*ortant to *&an ahead


=a+e the *u*i&s accom*&ish LM Activity 140 BDra) and &riteC on page

1"1.

Preparing for the Big Dayy 3+y ,. %omano

E+ery(ody in the house was (usy. There were on&y 9+edays (eore the (ig day and 4na was e5cited. She

&ooked at her mini *&anner. She was eager to *&an orthe things she has to do. She wanted e+erything to (e*erect.

our days (eore the (ig day 4na started to c&eanthe house. She mo**ed the 8oor. She *&aced the trashout o the house.

Three days (eore the (ig day she +isited herre&ati+es and riends. She in+ited them to (e *resenton that +ery s*ecia& day.

Two days (eore the (ig day she *racticed a songwith her riends. She wanted to dedicate this to hers*ecia& guest.

4 day (eore the (ig day she went to the marketwith her mother. They thought o *re*aring somethinge5traordinary.

Then came the (ig day. E+erything was *erect.



Lesson 1" !ay # !ecoding,luency,riting *oting !etails in a 2iven $e/t

'ill Lesson, Long <o)el &ords >nding in ilent e, long $a$ as in ;a'e (1st !alf

*ntroduction

how a picture of a cake* Ask: hat is in the picture" 4rite the word ca'e on the board*

Anal'Ge the spelling pattern of the word*

a': )o! many letters do !e ha-e in the !ord cake" +>our letters, hat are these

letters" +cake, )o! many consonants are there" +T!o consonants, hat are these

consonants" +c and k, Fote: Ask a volunteer to underline the letter c and ' * )o! many

-o!els are there" +T!o -o!els, hat are these -o!els" +a and e, Fote: Ask the

volunteer to encircle letters a and e on the board*

After doing the word structure anal'sis, let the pupils read the word three times* 5eacher

ma' emplo' variation in reading the words like reading it soft, moderate or loud to

sustain the interest of the pupils* $emind the pupils that words with the same structure

have long !a! sound*

>lash card drill on words with long !a! previousl' learned on week 7*

Modeling$+eac!ing

8ntroduce more words with long !a! and silent e in Pame and Pale famil'* +e sure toillustrate or act out each word before the pupils read them*

+eac!ing 8!art

-ame -ale

dame male

fame pale

game sale

flame scale

frame stalename tale

shame whale

uided Practice

$efer the pupils to LM Activity 141 on page 1"1.

*ndependent Practice




'ill Lesson, @oting Details in a iven +e?t (2nd !alf

.resentation!8ntroduction

#et us go back to the story% 06reparing for the $ig Day&

• 4hat made ever'bod' in the house bus'<

• 4hat was the first thing Ana did for the big da'<

• 4hat were the things Ana did as written in her planner< id she do each of them<

Elicit answers from the pupils then write each on the board*

.ossible answers:

"*

#*

7*

Modeling$+eac!ing

a': 2o!% !hat !ere the things !e ha-e !ritten on the board"

These e-ents make up the story plot of 6reparing for the $ig Day’. #et us study the plot by

ans!ering the follo!ing.&

"* 4hat do 'ou mean b' Hplot’<

2. What does the *&ot *ro+ide the readers

-. Wou&d you (e a(&e to understand the story without knowing the

*&ot

. Why is it im*ortant to know the *&ot in a story

E+ery(ody was *re*aring or the (ig day.

4na *&anned the things to (e done or the (ig day.

1st ; She c&eaned the house.

2nd ; She +isited and in+ite her re&ati+es.

-rd ; She *racticed a song num(er with her riends.

th $ 4na went to the market with her ,other.

#&ot is the series o e+ents in a

3t *ro+ides the detai&s o a

o knowing the im*ortant detai&s and e+ents &eads to anunderstanding o what the story is trying to te&& us.

4side rom characters and setting the *&ot is a&so ane&ement o a story which *resents the *ro(&em among

the characters and how it is reso&+ed.



!et the *u*i&s genera&iIe (y reading the chart a(out plot.

(Fote: 6uide the students to make this generaliGation at the end of Modeling!5eaching and before6uided .ractice* 8t will help to have the generaliGation shown in a 5eaching &hart for ease inreference, and for use in future lessons* )

#. uided$*ndependent Practice

Now that you ha&e learned what a plot is, # would like you to go backto the story, and creati&ely present its e&ents through song anddance.

0rou* 1: What 4na did 9+e days (eore the (ig day0rou* 2: What 4na did our day (eore the (ig day0rou* -: What 4na did three day (eore the (ig day

0rou* : What 4na did two day (eore the (ig day0rou* >: What 4na did a day (eore the (ig day

Lesson 1" !ay "# 2iving the Main dea of a Paragraph

'ill Lesson, Long <o)el &ords >nding in ilent e, long $a$ as in ;a'e (1st !alf

*ntroduction

how a picture of a bo' and a picture of a candle with a flame*

$eaching 3hart# Plot

• #&ot is the series o e+ents in a story.

• 3t *ro+ides the detai&s o a story.

• 7nowing the im*ortant detai&s and e+ents

&eads to (etter understanding o the story.

• 4side rom characters and setting *&ot is a&so

an e&ement o a story.



a': 4hat is in picture A< (a bo') A bo' is also called male* 4hat is in picture +< (a

candle) the candle has a flame*

Fote: 4rite the word ale and flae on the board*

Ask: 4hat is the sound of !a! in the words ale and flae* Fote: Let the pupils soundit three times*

Modeling

>lash card drill on words with long !a! previousl' learned on da' #, see teaching chart*

.rovide corrective feedback if necessar'*

uided Practice

Let the pupils read words with long !a! and silent e used in phrases and in sentences*

$efer the pupils to LM Activity 14# on page 1"2.


Let the pupils list and classif' the words from Activit' A and + into Pame famil' and

Pale famil'*

$efer the pupils to LM Activity 144 on page 1"#.

'ill Lesson, iving t!e Main *dea of a Paragrap! (2nd !alf

>. %e+iew

Do you sti&& remem(er the story that we read &ast time3 ha+e here a H!adder o E+entsA gra*hic organiIer. %eca&& the story-reparing for the Big ay and he&* 4na do her task.


* .resentation!8ntroduction

Say: "re you curious as to what the big day is in the story' (hatmakes it so special that e&erybody is ecited about it' (hy did "na prepare so much for it'

Now, brainstorm with your groupmates. *ake a guess about whatthe 6big day’ is. Be able to share the idea of the group with theclass.

As the groups share their guesses, write on the board the guess of each group* Later in

the lesson, 'ou ma' refer to it to determine which group made the correct guess*

B* evelopment of the Lesson



Say: Let us read the story and 7nd out what is the big day "nareferring to.

$efer the pupils to LM Activity 14" on page 1"5.

!et us answer the o&&owing:

1. What J(ig dayK was the story ta&king a(out2. Why do you think 4na *re*ared so much or her atherAs

homecoming-. Where do you think her ather came rom What was his Lo(. =a+e you e+er e5*erienced missing someone Who is she/he>. What makes you miss someone<. 3 you were 4na and you did not see your ather or uite a &ong

time wou&d you a&so do what 4na didM. 3 you were 4naAs ather how wou&d you ee&

The ig Dayy 3+y ,. %omano

4 man stood (y the gate a&ong with huge(ags. =e &ooked ta&&er. =e seemed +eryami&iar. E+eryone around started to c&a* hishands. E+ery(ody was ha**y and e5citedseeing the man.

The man smi&ed at 4na. She *inched

herse& not (e&ie+ing what she saw. Teary$eyed the man wa&ked toward 4nawho stood sti&&. =e gra((ed 4naAs hands andhugged her with so much Loy.

Tears ro&&ed down 4naAs ace.

Jather you rea&&y are homeNK shee5c&aimed.



This time, let us help "na 7nd her way to her 8ather by identifying thethings she did in preparation for his homecoming.

$efer the pupils to LM Activity 14 on page 1"".

• Why do you think 4na did e+erything she did or her atherAs

homecoming• What does the story te&& us

Write on the (oard the (est answer that can (e e&icited rom the *u*i&s.!et them read it and te&& them that it is the theme o the story. Then askthe idea o the c&ass a(out story theme.

Say: Let us talk about the 6theme’ by answering the following 0uestions1

• What does Hstory themeA mean

• What detai&s o the story shou&d you consider to he&* you identiy

the theme• 3t is *ossi(&e to ha+e se+era& themes in a story

Discuss another theme o the story or the *u*i&s to understand that astory can ha+e se+era& themes. Oou may add the themes such as adaughter’s longing for her father, a daughter’s lo&e for her father,ecitement on father’s homecoming, a father’s longing for her daughter,missing a parent, etc.

C* 8ndependent 6roup Activit'

Can you think o another theme o the story The Big ay Work withyour grou* mates. e a(&e to *resent as o&&ows the theme you

(rainstormed a(out:

0rou* 1: Chant0rou* 2: #oster0rou* -: Song0rou* : Short skit0rou* >: #oem

Lesson 1" !ay 4# 2raar

'ill Lesson, Long <o)el &ords >nding in ilent e, long $a$ as in ;a'e (1st

!alfMaterials, flas! cards of )ords )it! long $a$ sound and silent e9 poc'et c!art

0enera&iIation:

Theme gi+es the idea that is centra& to a story. 3t te&&s what thestory is most&y a(out. 3t oten gi+es a sense o +a&ue that is &ike&ya**ea&ing to the readers. 4 story can ha+e more than onetheme.



"* >lash words with long !a! sound and silent e under Pame and Pale famil' (see teaching

chart)* Ask volunteers to read each word* After each word is read, ask the pupils to displa'

the word card!flash card under its word famil' in the pocket chart*

* $ead the stor' Bale* 0se the top and $ead approach* 4henever the teacher stops, the pupils continue* ee a cop' of the text in the LM* 5he underlined words will be read b'

the pupils*

$efer the pupils to LM Activity 14 on page 1".

Fote: After group reading, ask volunteers to read the entire stor'*

/* Activit'

A* Let the pupils answer 4;- 2uestions about the stor' Bale

+* Let the pupils make a list of their dail' schedule in their notebook*

$efer the pupils to LM Activity 143-8 on page 1".

'ill Lesson, %oring and 7sing t!e Past +ense of %reuently ccurring

Regular <er;s (-ed (2nd !alf


Say: Let us study the table below by answering the following 0uestion.

The ta(&e (e&ow must (e *resented on the (oard or the *u*i&s to see it."

A +

C&asses start at <:?? oAc&ock in themorning.

Oesterday our c&ass started ear&ierthan the usua&.

3 ant to come to schoo& ear&y. !ast ,onday 3 rea&&y anted to (ethe 9rst to arri+e in schoo&.

3 clean our c&assroom e+ery day(eore e+eryone arri+es. 4 month ago ,ikka and 3 were theone who cleaned our c&assroom.

• What are the ita&iciIed words in co&umn 4

• What does each te&&

• 4re there c&ues that te&& when the actions ha**ened What arethey

• What time o action does each c&ue word or e5*ression

signiy

• What ha+e you noticed a(out the action words in co&umn • What time o action does each signiy



• What c&ues te&& that the actions were a&ready done in the *ast

• =ow do we orm the *ast o regu&ar +er(s

Say: Let us work in pairs. List down two common &erbs you know.

4s the *u*i&s share their out*ut write on the (oard the +er(s (y sortingthem as to regu&ar and irregu&ar +er(s e.g. 9ump and run3. 4sk the c&assto orm the *ast o the regu&ar +er(s they &isted.


During the discussion or (etter understanding &ead the *u*i&s to arri+eat the o&&owing ideas:

•

4 +er( is a word that mentions an action. 3t te&&s you to mo+e or dosomething. =owe+er there are some +er(s which do not reuire

you to mo+e &ike think, remember, etc.

• The acti+ities that you do e+ery day and those you do ha(itua&&y

e5*ress *resent time.

• The acti+ities that you ha+e done (eore the actua& time o s*eaking

e5*ress *ast time.

• %egu&ar&y occurring +er(s orm their *ast (y adding :ed at the end

such as ask;asked, clear;cleared, repeat;repeated, etc.

3 time *ermits you may a&so discuss the *ronunciation o the &ast two&etters $ed" in asked t" c&eared d" and re*eateded" (y *ro+iding moree5am*&es and &etting the *u*i&s read them.

$ed sounded as /t/ $ed sounded as /d/ $ed sounded as /ed/

asked c&eared acted

he&*ed rightened added

in+ited

7* 6uided .ractice

Say: Let’s pretend that we are in a birthday party. Let us play a gameusing a party hat. Think of an action word then write it on the partyhat2front side3. <n cue, each should pass the hat to the person on theright and ha&e him/her write its past form on the back part of the partyhat and say the word aloud or write /d/, /t/ or /#d/ after the past form ofthe &erb.

,ake a #arty =at as i&&ustrated (e&ow:

ront ack



or mode&ing do the 9rst tria&. !imit the time o the *u*i&s in doing theacti+ity. 4ter which co&&ect the *arty hat and te&& whether the *ast rom o

the regu&ar&y occurring +er( is correct. 3 it is not ask/guide some(ody tomake the necessary correction.

* 8ndependent .ractice

$efer the pupils to LM Activity 14/ on page 1"/.

8nstruct the pupils to write five simple sentences that tell what 6ab did in the past

based on the planner*

Lesson 1" !ay 5# !ecoding,luency,riting

'ill Lesson, 7se appropriate punctuation ar's (E

&rite at least t!ree sentences fro various failiar sources

(interrogatives


Say: Let us look at the picture.

• %a&e you e&er eperienced attending a birthday party'

• (hat common things can you 7nd there'

• %ow do you feel about attending a birthday party'

3 the c&ass has no idea what a (irthday *arty is or none o the *u*i&s has(een to such direct the c&ass (y showing *ictures or things that can (e

or the i&&ustrator

Draw here a ty*ica& (irthday *arty inc&uding ha**ychi&dren in their *arty hat ho&ding (a&&oons the (irthdayce&e(ratorAs (&owing the cand&es in her cake etc.



ound in there and then te&& them the things that chi&dren do in a (irthday*arty.


Say: o you know that you cannot 9ust simply attend a birthday partywithout being in&ited' The birthday celebrator usually gi&es out in&itationto those s/he wanted to be present in her/his party.

ow &et us take a &ook o what 3 ha+e here.

• What occasion is re8ected in the in+itation

• Who wi&& (e ce&e(rating her (irthday

• When is !aniAs (irthday

• Where wi&& she ha+e her *arty

• or whom is the (irthday in+itation

• Why do you think !ani wanted to (e with her riends on hers*ecia& day

• What do you think is 0a(As git or !ani

• 3 you were 0a( wou&d you take a git with you or !ani Why

• What im*ortant detai&s shou&d we remem(er in writing a(irthday in+itation

During the asking and answering uestions a(out the gi+en te5t writesome uestions in the Q ) 4 Chart as we&& as the res*onse o the *u*i&s.

Say:Let us study the = > " chart we made while we were talking aboutthe Birthday #n&itation $ard abo&e by answering the following.

October 9, 2014

Dear Gab,Hi!

I will be trning eight on October 1" #y $other plan% to

prepare a %i$ple party for $e in or ho%e" &he fn will %tart at

1'00 in the afternoon"

I will be happy if yo col( )oin % in celebrating thi%

*ery %pecial (ay"

&han+%,

ani



• Wh

en do we ask HwhatA uestions

• What is the e5*ected answer or HwhatA uestions

• When do we ask HwhoA uestions

• What is the e5*ected answer or HwhoA uestions

• When do we ask HwhenA uestions

• What is the e5*ected answer or HwhenA uestions

• When do we ask HwhereA uestions

• What is the e5*ected answer or HwhereA uestions

• When do we ask HwhyA uestions

• What is the e5*ected answer or HwhyA uestions

Say: (e ask 0uestion whene&er we want/re0uest for information. Theinformation may be pro&ided in the form of a response or an answer.

(e start our 0uestion with What if we want to know an ob9ect, idea, oraction.

(e start our 0uestion with Who if we want to know a person/s.

(e start our 0uestion with When if we want to know the time.

(e start our 0uestion with Where if we want to know the place.

(e start our 0uestion with Why if we want to know the reason.

Oou may a&so inc&ude the =ow in the discussion."(e start our 0uestion with How if we want the answer the manner of a

certain act.

6 A 3hart

6uestions Ansers

hat occasion is re8ected in thein+itation irhday

ho wi&& (e ce&e(rating her(irthday

!ani

hen is !aniAs (irthday Bcto(er 1-

here wi&& she ha+e her *arty 4t their house

hy do you think !ani wanted to(e with her riends on her s*ecia&

day

She wants to ha+e some un.

5eaching &hart: 8nterrogatives

4hat- for things

4ho-for persons

4hen-for time

4here-for places

4h'-for reasons or causes;ow-for manner



7* 6uided .ractice

$efer the pupils to LM Activity 150 on page 10.

Say: This time, let us try writing/making 0uestion. ?nlike the 7rst one wedid, answers are gi&en@ try to write the 0uestion that would gi&e theanswer on the right.

* 8ndependent 6roup .ractice

$efer the pupils to LM Activity 151 on page 10.

Say: y grou* construct three (asic wh$uestions using any o the gi+enstimu&i.

• irthday card

• Schoo& announcement

• Warning a&ong the street

Use genuine (irthday cards schoo& announcements and warning signsthat can (e ound inside the schoo& *remises so that the *u*i&s can re&ateand attenti+e&y *artici*ate.




Lesson PartsDay 1 Day 2 Day # Day 4 Day 5

vervie)$

;Fectives

Literature: !ast !orward"

b' Leah F* +autista

ecode cvc words with long

!i!

ecode cvc words with long

!i!

e2uence!$etell someevents as the' happened in

the stor'

$ead and write words,

phrases and sentences

containing words with

long !i! sound

$ead and write words,

phrases and sentences

containing words with

long !i! sound

Materials

4ords cards, phrase cards

or strips

>lashcards

.ictures

>lashcards

.ictures

5eacher &hart

.icture

4ord cards

5eaching &hart+ingo game card

5eaching &hart

.hrase and sentence strips

Procedures

.re-$eading

0nlock ke' words through

pictures and word!contextclues*

$eading

$ead aloud the stor' and

stop at indicated points for

2uestions to monitorcomprehension*

.ost $eading

Let the pupils answer

discussion 2uestions*

8ntroduction! .resentation:

$eview of ecoding lessons

in 6rade #*

>lashcard rill on sight

words and words from the

word tree*

Modeling!5eaching:

$ead the words and phrases

with the long !i! sound*

$ead and write sentences

with words with long !i!

sound*

8ntroduction! .resentation:

$eview of ecoding lessons

in 6rade #

>lashcard rill on sight

words and words from the

word tree*

Modeling!5eaching:

$ead words and phrases

with the long !i! sound*


with words with long !i!

sound*

.resentation! 8ntroduction

• how a picture of a

chime with a caption

c!ie

Modeling! 5eachingModel reading words with

long !i! sounds*

.resent ke' words- chimed,nine and night*

.resent the teaching chart

for words with long!i!sounds in reading

exercises*

$ecall the stor' %>ast>orward b' asking pupils to

tell what the' can recall*

List phrases and sentenceanswers of pupils*

iscuss phrase and sentence b' sharing how the' differ*

.ost phrase strips for pupils tocombine to make a sentence*

Allow pupils to write "-#



Allow pupils to draw and

sa' something about what

tells them the time*

raw, write and tell

something using words with

long !i! sounds*


with long !i! words*

raw, write and tell

something using words with

long !i! sounds*

.resentation! 8ntroduction:

how illustrations of the

events in the stor' andallow the pupils to find out

if the' are arranged in order*

Arrange the pictures with

the pupils and present

sentence strips

corresponding to the pictureto discuss se2uencing and

retelling*

Allow pupils to present

scenes from the stor' readthrough a tableau*

Let the pupils retell events

of the stor'

Let the pupils arrange

events in se2uential order*

Allow the pupils to give the

generaliGation on

se2uencing and retelling

Allow pupils to go over

the reading activities for

further practice*

Let pupils draw, write

sentence and read them

sentences on the garbage

problem*

o activities to highlight the

value of resourcefulness*

Allow the pupils to plan a

pro?ect that utiliGes rec'clable

materials to find out how

resourceful the' are*



Unit 2: Week > !esson 1"8ast 8orward

#re$%eading

1. Un&ocking/'oca(u&ary ) Conce*t De+e&o*ment

cloc8 oved fast hour hand fast forard and chied 3

ote: When introducing new words/e5*ressions ha+e word or *hrase cardsready. Bnce the words are used ora&&y show the word/*hrase card and he&* chi&drenread it a&oud. Tack the card on the (oard to use or re+iew &ater. 4t the end o the&esson add the +oca(u&ary cards to your Word Tree and &ea+e them there as &ong asthere is s*ace so chi&dren can *ractice reading them."

Show a *icture o a c&ock. Use it to un&ock the words oved fasthour hand and fast forard.Say: This is a clock. (hat do you see in the clock' %ow many hands

does it ha&e' -oint at the hour hand@ -oint at the second hand. (hichmo&es faster'

+how a real clock. ?se this to unlock the word wink and chimed.

a': This is a clock. hat does the clock tell us" )o! many hands do the clock has"

hat does the long and thin hand tell us" )o! about the other long hand" hat about

the short hand"

4hat time do 'ou go to school< Let us sa' that 'our call time in school is B o’clock*

@ou saw the clock that it is almost B* 4hat would 'ou feel< 4hat will 'ou do<

a': #et us see if you remember the !ords !e learned today*

$efer the pupils to LM Lesson "-Activit' " on page KKKK for the word review

exercise*


hat do you do so that you !ill not be late in going to school"

-. ,oti+e Question

hat did the grasshopper do so that he !on’t be late to school"

(Fote: 8nstead of the Motivation 1uestion-Motive 1uestion tandem, 'ou can use semantic mapping as analternative strateg'* 4rite the word cloc' on the board* ;ave children think of words that come to theirmind when the' hear the word cloc' * 4rite their answers as strands around the word, as shown in the

#icture o ac&ock



figure* 5hen sa': 8n the stor' 8 will read to 'ou, lick the grasshopper was almost late for school* >ind outwhat father did to teach him how to manage his time*)

#ossi(&e answers: ast orward mo+ed ast chimed"

During %eading

$ead aloud the stor' (see next page)* top at indicated points to ask the children what the'

think will happen next in the stor'*

Post Reading

1. Discussion Questions

"* 4ho is the main character of the stor'<

#* 4h' did lick the grasshopper ?ump with ?o'<

7* 4hat did he do with his friends<

* 4hat did he forget to do<

/* 4hat did father tell lick to teach him a lesson<

* 4h' did lick have to move fast<

B* id lick sleep well<

C* ;ow did the minute hand move<

D* ;ow did lick feel when he arrived home<

"3* 4hat is the lesson of the stor'<


$efer the pupils to LM Lesson "-Activit' # on page KKKK for the 4riting to Learn activit'*

ast orard(y !eah . autista

JC&asses wi&& start &ate tomorrow.K S&ick Lum*ed with Loy. =e said J3need not hurry. 3A&& take it easy. 3 ha+e &ots o time to get things done.KSo he *&ayed with his riends in the yard. They ta&ked and had un unti&dinner time.

JUh$huhK S&ickAs ather said. J!ook at the c&ockAs &ong minute hand.ast orward it goes. 3t warns us that time 8ies (y ast. So do 9rst whathas to (e done whi&e you ha+e time to do it.K =e c&eaned the0randatherAs c&ock which chimed ten times.

S&ick did not &isten. !ater he had to mo+e ast orward &ike the minutehand o the c&ock. =e worked ast on his homework to get it done. =ehad to get u* ear&y and dress u* ast ho*ing he wou&d not miss theschoo& (us.

ut the (us was gone so S&ick ski**ed (reakast and wa&ked astorward to schoo& so he wou&d not (e &ate.

Tired and hungry S&ick said JThe &esson 3 &earned today so we neednot mo+e ast i we Lust manage our time we&& and do 9rst things 9rst.K

cloc8



!esson 1 Day 2: Decoding/&uency/Writing

%e+iew o Decoding !essons Taught in 0rade 2

(5hese include &9& words with longi, and sight words for pre-primer, primer, and 6rade " levels of the olch+asic ight 4ords list* 5he exercises in this lesson also sometimes include vocabular' words learned in the

literature lesson in a' "* 5wo-s'llable words containing two &9& pattern are also used* >or this purpose, itwould be good to have flashcards for each of the sight words and for the phonics word families)*

"* tart with a flashcard drill of long 8 words as shown in LM, Lesson "/* $eview their

meanings, as needed*

A. ;ave the children read aloud the words in A, b' columns* 5hen call on the whole class,

small groups, and individual children to read a column of words at a time* 8f needed, 'ou

can model how a word should be read* Fote that the vowel i in the word pine is given the

a long i sound*

$. o the same with the phrases in +* Ask 2uestions to see if pupils know the meaning of

the phrases*

C. a': Do you ha-e a bike" Do you also fly kite" ;ave the pupils pair off and take turns

reading and answering 2uestions with their partner* 2o! !e !ill read a story about a boy

riding on a bike and flying a kite.

$efer the pupils to LM Activit' "/* ;ave alternate oral reading of the stor'* tart b'

reading the first stanGa, and then have the class read stanGa #Q the bo's read stanGa 7 and

the girls read the last stanGa* 5hen have the whole class read the entire poem*

iscuss the stor' using the comprehension 2uestions on to LM Activit' "/*

Add more 2uestions as needed*

D. a': n the peom% the boy rides a bike and at the same time flies a kite. s it right to ride

a bike and fly a kite at the same time" Do you also ride a bike" Do you like to fly a kite"

hich do you prefer"

Dra! and !rite a sentence about !hat you like.

;ave the pupils do the activit' in to LM Activit' "//* Ask pupils to share their drawings

and sentences after the' are done*

!esson 1 Day -: Decoding/&uency/WritingSeuencing/%ete&&ing

Ski&& !esson: Decoding/&uency/Writing

1. ,ore %e+iew o Decoding !essons Taught in 0rade 2

;ave a flashcard drill of selected sight words as shown in to LM Activit' "/A* Fote that the

word ;as'et, which has a &9&-&9& pattern, is also included* Again, give opportunities for the

pupils to read the words on sight, from whole class, small groups, and individual children* 8fneeded, model how a word should be read, especiall' the words around, funny, !appy, and

;as'et* .oint out that donGt is a short version of do not.



iscuss their meanings, as needed*

A* o the same with the phrases in + and with the sentences in &* Ask 2uestions to

see if pupils know the meaning of the phrases*

Ski&& !esson: Seuencing/%ete&&ing

(Materials: .ictures showing 7 events from The >ast >or!ard,


Show the *ictures one at a time in random order. 4sk what is ha**ening ineach *icture. a': *emember the story !e read yesterday" )ere are some pictures

sho!ing e-ents from the story. #ook at each picture. Tell !hat is happening in the picture.


a': The pictures do not sho! the correct order in !hich the e-ents happened in the story.

hich picture sho!s !hat happened first" hich picture sho!s !hat happened net" hich picture sho!s !hat happened last" #et us arrange them in the correct order

-. ,ode&ing/ Teaching

Allow pupils to arrange the pictures of the events in order*

a': 2o! !e can use the pictures to help us retell the story. #et us use 6icture 7 to tell !hat

happened.

o the same with the next two pictures* 6uide the children in answering the 2uestions so the'

come up with sentences similar to the following

.icture " !irst , lick sta'ed up late chatting and pla'ing with his friends*

.icture # #e$t , >ather 6rasshopper cleaned his grandfather’s clock to teach his son a lesson*

.icture 7 !inally, lick went home tired and hungr'* ;e now learned his lesson to %do first

things first*

(Fote: 6uide the students to make this generaliGation at the end of Modeling!5eaching and before6uided .ractice* 8t will help to have the generaliGation shown in a 5eaching &hart for ease in

reference, and for use in future lessons on se2uencing* )

S&ick stayed u*&ate chattingand *&aying with

his riends.

E+ent 1

ather0rassho**erc&eaned hisgrandatherAsc&ock to teachhis son a &esson.

S&ick went hometired and hungry.=e now &earnedhis &esson to do(etter with hisacti+ities.



. 0uided #ractice

6roup the pupils with "3 members each* Let each group show three scenes from the stor'

%>ast >orward through a tableau* Let one member retell the stor' using the three scenes

formed* Make sure that the scenes are presented in the correct order*

>. 3nde*endent #ractice

$efer the pupils to to LM Activit' "/BA*

A* a': )o! do !e arrange or retell e-ents in a story in the right order"

#et’s read the tips inside the bo.

;elp the children read the reminders*

$ead to the children the instructions for the se2uencing exercise*

.oint out where the' should write the number of the event*

+* 4hen the children have numbered all the events, call on them to retell the stor' using the

pictures* ;ave one child retell what happened in each event*

End the activit' b' having the children repeat the tips for se2uencing and retelling*

!esson 1 Day : Decoding/&uency/Writing

Ski&& !esson: %eading and Writing Words with !ong /i/


a': Do you still remember the story 0>ast >or!ard&" ho !as the main character in the

story" hat are the things he did"


+eac!ing 8!art, euencing

;ow do we tell events in a stor' in the right order<>irst, we think of what happened in the beginning*

Fext, we think of what happened in the middle*

5hen we think of what happened at the end*



a': *ead the !ord under the picture. Model how the word should be read* #et us spell chime:

chime. .oint to the letters as 'ou do so . hat is the -o!el in the middle" hat is the sound

of i in chime" *ead the !ord again.

$ead the following sentences and present the flashcard of the highlighted word as 'ou sa' it

then put each word in the pocket chart or board*

5he grasshopper has a clock with a c!ie*

5he clock c!ied nine times at nig!t.

a': *ead all the !ords in the pocket chart.

hat happened to the clock at night" (chimed) <et the !ord card. *ead it

hen did the clock chime" (night) 6et the word card and read it*.

)o! many times did the clock chime at night" (nine) <et the !ord card. *ead it.

-. 0uided #ractice

.resent the 5eaching &hart for the words

with long $i$*

Make sure that the pupils know the meaning of each word through vocabular' development

activities such as pictures, action, and context*

After initial reading and vocabular' stud', provide practice in reading the words, through

flashcard drills, or teaching charts* ;ave the pupils read words b' word families first before

presenting them with various combinations of words*

$efer the pupils to LM Activit' "/C*

;ave children do Exercise , then read the words aloud after the' have completed them*

6ame: 4ord +ingo

.repare a 7 x 7 grid like the one shown below on the board*

nine night

5eaching &hart

chime night sight

time bright light

nine child slide

fight bite ride



.repare flashcards of words with long i* ivide the class into two groups* &all the first group

to read the first card* 8f the group reads correctl', the' can draw an' s'mbol on an' box

drawn on the board (e*g*, star, heart)* 5hen call the next group and repeat the procedure until

all the cells are filled* 5he group with the most number of s'mbols is the winner*

5his game can also be pla'ed in small groups* .repare the grid on a whole sheet of paper*

6ive a set of word cards and the bingo grid to each group* 5he same procedure is followed*

$efer the pupils to LM Activit' "/C+*

Ask children to read the phrases using various formats as 'ou did in previous lessons* Makesure that the meanings of the phrases are understood*


$efer the pupils to LM Activit' "/CE*

;ave the pupils share their drawings when the' are done* ;ave each pupil

read the sentence that tells about his or her drawing*

!esson 1 Day >: 0rammar: Co&&a(orati+e !earning/'a&ues 3nusion

Ski&& !esson: DiPerentiate (etween a *hrase and a sentence %ead *hrases and sentences using com(inations o sight words

and decoding words &earned 4**&y the +a&ues o resourceu&ness and teach works through agrou* *roLect


a': Can you still remember the story 0>ast >or!ard&" hat happened to Slick% the

<rasshopper"

Let the pupils give details about the stor'* 5he' ma' answer in phrases or in complete

sentences* 4rite their answers on the board putting phrases in one column and sentences in

another column*

.ossible answers:

A +

"* will start late "* &lasses will start late tomorrow*

2. pla'ed with friends #* ;e pla'ed with his friends in the 'ard*

7* talked and had fun 7* 5he' talked and had fun until dinner time*

a': !rote them on the board. #et’s read your ans!ers again.




a': *ead number one in column A. *ead number one in column $. hich is longer" A7

or $7"hich tells a complete thought" #et’s read $7 again. hat else do you notice about

$7< (+" begins with a capital letter and ends with a period*) This is !hat you call a sentence.

A sentence gi-es a complete thought.

4rite the word sentence on the board and have children read it*

a': s A7 a sentence" hy not" Does it say a complete thought like $7" Does it begin !ith a

capital letter" Does it end !ith a period" So% is it a sentence" This is !hat you call a phrase.

A phrase doesn’t gi-e a complete thought.

4rite the word p!rase on the board and have children read it*

$ead the group of words* 4rite P if is a

phrase, if it is a sentence*

"* pla'ed with his friend

#* had fun until dinner time

7* ;e worked fast on his homework*

* lick, 5he 6rasshopper, ?umped with ?o'*

/* ;e cleaned the 6randfather’s clock*

;ave the pupils give the generaliGation:

Ask: hat is a phrase" hat is a sentence"

ee the teaching chart about phrase and sentence*

;elp the students read the 5eaching &hart*

-. 0uided #ractice

.resent the following phrases* &ombine them to make a sentence*

A 3

"* lick, the 6rasshopper, a. chimed ten times

#* 6randfather’s &lock b* manage our time well

7* 4e ?ust c. ?umped with ?o'

* +ut the bus d* talked and had fun

/* 5he' all e* was gone

a': <i-e no! the sentences that you ha-e formed.

7. Slick% the <rasshopper (umped !ith (oy.

9. <randfather’s Clock chimed ten times.

;. e (ust manage our time !ell.

@. $ut the bus !as gone.

. They all talked and fun.

a': #ook at the sentence. Does it gi-e a complete thought"

4es% it does. $ut there is something !rong !ith the sentence. Can you tell"

hat should !e do to make it correct"

(Make the word %the begin with a capital letter* Add a period at the end of the sentence*)

$eaching 3hart

4 phrase doesnAt ha+e acom*&ete thought. 3t doesnAt endwith a *unctuation mark.

4 sentence has a com*&etethought. 3t ends with a*unctuation mark &ike *eriod ."uestion mark " or



Fow let’s choose the verbs in the given sentences* ;ow do the words end< 4hat did we

add< (4e add d or ed to the simple form of the verb to form its past tense*)

a': $ead the following sentences* o the' give complete thought< ;ow are the verbs written

to show that the action took place in the past<

"* thousands of 'ears ago, the earl' >ilipinos lived in caves

#* the' hunted wild animals with their bows and arrows

7* the' cooked food b' roasting them

* sometimes the' picked fruits

/* the' used the leaves of plants for medicine

ivide the class into two groups* Each group will combine phrases to make sentences* 5he

sentences should make sense* Each sentence should begin with a capital letter and end with a

period*

Match A with column + to form a sentence* 4rite the sentences correctl'* 0se

capital letters and punctuation marks if needed*

R7P *

A 3

"* nita cleaned a* the trash in a pit

#* she buried b* their 'ard

7* thousands of 'ears ago c* some vegetables in the garden

* maria gathered d* some people lived in caves

>. last aturda' e. 8 scrambled eggs for breakfast

R7P **

A 3

"* @esterda', >ather a* the 'ard

#* ;e cleaned b* the plates

7* 8 washed c* sta'ed at home

* he counted d* the ripe guavas the' picked

/* $om' and +ert walked e* to school together last Monda'

;ave groups present their outputs* 6uide the class in giving feedback on whether the

sentences formed make sense*


$efer the pupils to LM Activit' "/D*

6uide them to read the strateg' for differentiating between phrases and sentences before the'

do the exercise*

3nusion o 'a&ues/Co&&a(orati+e Work 1> min"(Materials: rec'clable materials available in the classroom like plastics, papers, bottle etc* ,

1. 3ntroduction/#resentation

$eview part of the stor' %>ast >orward that focuses on the crow’s resourcefulness*



a': n our story 0>ast >orward %& hat !as the problem of Slick" hat did his father do to

sol-e Slick’s problem" Did it help him sol-e the problem" e say that father is resourceful. To

be resourceful means to find 'uick and smart !ays to sol-e problem* >ollo! after me (sa' the

word b' s'llable: $E-I0$&E->0L)* <i-e a clap as you say each syllable. (.upils give one

clap for each s'llable*) )o! many syllables does the !ord resourceful ha-e" 2o!% let us spell

the !ord resourceful *


4rite the word resourceful with some missing letters like below*

a': The !ord 0resourceful& is a long !ord so it may be hard to read. #ook at different parts of

the !ord to help you. There are ; syllables in the !ord. *ead the middle syllable (source)* hat -o!el follo!s the letter r in the first syllable"

&all on a pupil to write it on the board*

The last syllable is %ful . hat do you think is the missing letter" &all on another pupil to write f

on the blank*

a': 2o! !e ha-e the complete !ord. *ead the syllables. *ead the !hole !ord. *ead it

again.

-. 0uided 4cti+ity

a': Are you resourceful" n !hat !ays are you resourceful"

how a picture of a bo' and a girl who do rec'cling*

a': These are Anne and *oy. They are helping sol-e our garbage problem. They collect

plastics% bottles and paper to do their pro(ect in Science.

. 3nde*endent 0rou* 4cti+ity

Say: t’s your turn to help sa-e our en-ironment. !ill gi-e you some recyclable items. Discuss

!ith your group mates !hat you can do to make use of recyclable materials. Dra! your pro(ect

in a manila paper% !hich you !ill present net !eek.

.rovide rec'clable materials to the pupils and give them "3 minutes to plan and draw their

pro?ect* $efer the pupils to LM Activit' "3*

;ave pupils use this as a guide for their pro?ect, which the' will submit on R Manila paper the

following week*

r 99 s o u r c e 99 u l





Unit 2: ee! "Lesson 15$

LessonParts


Overview/Objectives

8nterpret Fon-.rint ources 8nfer .rint ources 8dentif' and write

imperative sentences

(re2uest and command)

>orm and use the past tense

of fre2uentl' occurring

irregular verbs (eat - ate)

Materials

• 9aried pictures

(posters, sticks or

cartoon drawings,

paintings)

• chart( table with #

columns, varied no* of

rows)

• 9aried print sources

(leaflets st'le, posters,)

• mall strips

(draw lots)

• 6raphic organiGer

• Manila paper (excuse

letter)

• trips(pictures, words

and sentences)

.ictures (dog and cat)

4ord strips of irregularverbs and their past form

election about Ourt

Procedure

etect non verbal cues*

+rainstorm and outline

what the pupils know from

what the' see and what else

the' want to know aboutthe picture*

8nterpret non print sources:

"* orall' (84)#* in simple sentence

constructions (6)

'llabicate words extractedfrom the discussion*

>ree speech and expression

6uessing what the picture

+rainstorm about the stor',

the values and importanceof print texts*

8nfer print source (headline

news)*

Evaluate and interpret print

texts using practical!intellectual and aesthetic

knowledge*

6roup presentation:

tate what varied printmaterials (leaflets,

street!wall posters, weather

forecasts) tell us*

8nteract and retell the

thought of the passage*

8dentif' re2uests and

commands elicited from the

passage

8ndicate what an imperative

sentence does*

+ase method

(6roup 4ork)

8dentif' re2uests and

commands and classif'

them in the right columns of the chart

ort out re2uest and

command strips*

Fote the appropriate past

form of irregular verbs in aselection*

(64) Nump on the right

past form of irregular verb*

>ill in the past form of

irregular verbs

entence completion usingthe past form of irregular

verbs



tells the viewer

8ndividual Activit'8nterpret the

pictures in #-7 sentences

("3 min)

&onstruct 7 imperative

sentences!phrases (wa's on

how to pass pro?ects on

time)

8dentif' and write

imperative sentences



Unit 2: Week < !esson 1>"on$#rint Sources

1. #resentation

how a picture of a grade 7 girl rushing to catch her school bus* $efer to LM Activit'""A for the said picture*

a': Can you 0 read& a picture" Does the picture tell something" (how the picture to

the class*) Can you tell !hat the picture is trying to say"

2. ,ode&ing

+rainstorm what the children know or think about the picture the' see and write it under

column &6A+ * H@&* 0nder column &6A+ >L> * &A@+ + H@&

A37+ *+, write what are the things the' still want to learn or discover about the

details of the picture*

4rite their answers on the board with this format*

&!at * 'no) &!at else * )ant to 'no) a;out it

e*g* she’s late 4h' was she late<

a': #ook at the picture again. #et us guess !hat information it tells us. hat does the

picture tell" Do you kno! ho! to guess !hat a nonprint material +picture, tells" hat

are nonprint materials% by the !ay"

2onprint sources are materials that tell something !ithout the use of !ords. These

sources use pictures% graphs% posters% mo-ie and the like. There are @ steps to take so

!e can make sense about it.

7. #ook at the !hole picture.

9. Describe the details.

9.7 f there are persons or animals% describe !hat they are doing or their faces to

tell !hat they feel.

9.9 Describe the setting or place !here the person in the picture is.

;. ?sing your obser-ations earlier% you can no! make an intelligent guess/infer as to!hat the picture tells us.

how again the picture in Activit' ""A*

a': #et us infer !hat the picture tells us.

hat do you see in the picture"

Are there persons or animals"

hat do you think is the girl doing"

here is she"

hy do you think the girl !as running"

s she in a hurry" hy"

)a-e you also eperienced rushing to catch your school bus" )o! !ould you interpret !hat the picture is trying to say"



hat are the bases for your interpretation"

Ask: Can !e get information through pictures or nonprint materials"

hat are the things !e ha-e to do in order to understand !hat nonprint sources tell

us"

-. 0uided #ractice

2o! let us try another one and carefully eamine the details of the picture.

4hat is the bo' holding< $efer to the pictures in LM Activit' ""+*

6o with 'our groups and write in one sentence, what 'ou think the picture is about*

a': as it easy to interpret !hat the picture !as trying to tell us"

a': n picture A% ho! !ill you describe the boy "

hat can you say about his grade in the card" s it high or lo!"

hat you should do to get high grades"

+Do the same processing !ith pictures $ and C.,


tud' the pictures and guess what information the' tell* 4rite 'our answers in 'our

notebook*

$efer 'our pupils to LM Activit' ""& and *

!esson 1> Day 2: 3nerring 3normation rom a #rint Source

1. #resentation

.ost the poster on the board*

a': This is a signage. hat do you see in a signage" The !ords you see in a signage

are called print . A signage is a &rint 'ource of information. hat does the signage tell

you" #et us state in another !ay !hat the information gi-en in this signage.

o 3.D.o Entry



2. ,ode&ing

Ask: hat is inferring" )o! do !e infer information from a print source"

Say: nferring is making a guess about !hat something tells. e can infer from a print

source of information. 6rint source of information tells us something in (ust a fe!

!ords. Samples of print sources are signage% posters% brochures% and the like. There are

@ 'uestions that you need to ans!er in order to infer information from a print source.

7. hat does the print tell you"

9. hy does the print tell you that"

;. Does the print eplain this clearly"

@. )o! else can you say !hat the print says"

a': Ans!ering these 'uestions make state in full !hat the print tells.

#et us look at the signage again and mention !hat it tells. (.oint the pupils to thesignage 'ou posted on the board*) *ead the print.

Ask the four 2uestions one-b'-one* Accept the pupil’s responses*

hat does the print tell you"

hy does the print tell you that"

Does the print eplain this clearly"

)o! else can you say !hat the print says"

-. 0uided #ractice

$efer 'our pupils to LM Activit' "#*

. 3nde*endent

$efer 'our pupils to LM Activit' "7*



.repare strips of Manila paper* 4rite the lines of each character on the strips and stick

them on a Manila paper for eas' removal and classification of the sentences (a re2uest

or a command) in a follow up activit' later*

!esson 1> Day -: orm and use o the *ast tense o reuent&y usedirregu&ar

+er(s eat$ate"

1. #resentation

a': #et us read the dialog together *

5he class of Miss LuG starts the lesson b' checking the homework*

Miss LuG : +ring out 'our assignment, class*

Nohn': 8 am sorr' ma’am, 8 don’t have an assignment*

Miss LuG: 4ill 'ou please tell me wh'<

Nohn': 8 pla'ed all da' and 8 got tired*

4hen 8 got home 8 ?ust slept*

Ma' 8 pass m' assignment tomorrow<

.lease give me another chance Miss LuG*

Miss LuG: Fext time, do 'our assignment first*

ta' at home and finish it*

Ask 'our brothers and sisters to help 'ou with 'our assignment*

Nohn': @es ma’am 8 won’t forget what 'ou advised me about getting m'assignments done on time*

Ask: hat should Eohnny do to sho! that he learned his lesson"

2. ,ode&ing

0se some of the strips to elicit answers from 'our students that lead to the understanding the

difference between a re2uest and a command*

a': #et us read strip number 7* ($emove it from the manila paper and post it on the board* o

the same with strip numbers C, D, "3)

Ask: hat do these sentences tell us "

a': These sentences are command. 4rite %&ommands on the board* Commands tell !hat

someone must do.

a': #et us read strip number ;* ($emove it from the manila paper and post it on the board* o

the same with strip number B*)

Ask: hat do these sentences tell"

a': These sentences are re'uests* 4rite %$e2uests on the board* (euests tell politely !hat!e !ant someone to do.



-. 0uided #ractice

a': #et us see if you can tell if a sentence is a command or a re'uest. Dra! a sun or a moonon each blank.

$efer the class to LM Activit' "A*


$efer 'our pupils to LM Activit' "+*

!esson 1> Day : orm and use *ast tense o reuent&y occurring irregu&ar+er(s eat $ ate"

1. #resentation

.ost a cop' of the selection on the board*

a': #et us read the short selection on the board together.

Ourt hurt himself when he was pla'ing*

;e said %.lease help me get to the clinicJIne of his group mates rushed to carr' him and laid him on bed*

8’m afraid 8 might have broken m' arms, Ourt said*

%.ut 'our things down, relax, breath and smile, his friend $ene said*

%;and me 'our pro?ect so 'ou won’t be late in passing them, he added*

Ask: Can you identify the t!o types of imperati-e sentence"

a': 4ou can see them in our selection. rite them under the right column.

Reuest 8oand

2. ,ode&ing

a': hat happened to Burt !hile he !as playing" hy"

hy did they lay him on the bed" hat kind of in(ury !as he afraid he incurred"



To calm him% !hat did *ene ask him to do"

Activity 1

Among the words on the board, look for the right past form of the following irregular verbs:

*rregular ver;s Past %or

hurt KKKKKKKKK

la' KKKKKKKKK

break KKKKKKKKK

put KKKKKKKKK

roup Activity

a': 2o! let us play like a cat and dog. 1ne -olunteer from each group !ill be the 0t& or the

cat. They ha-e to (ump on the right past form of the -erb they are holding in order to get the

bone. f they (ump on to the !rong -erb% they !ill fall and the dog !ill get the bone instead.

a': hat did you notice about the past form of the -erbs"

hat !as added at the end of the -erbs" hy"

hat do !e call this -erb then"

-. 0uided #ractice

a': #et us try again but no! let us !ork together !ith our groups.

Choose the right past form of the irregular -erbs.

After the children have chosen the right answers, ask them:

4hat did 'ou notice with the verbs when the' are in the past form<

4hat two verbs remained the same in their past form<

4hat two verbs showed a change in their past form< 4hat change took place<

fig!t fig!ted

;lo) ;lo)ed;le)

ride roderides

foug!t



$efer the class to LM Activit' "*


a': 4ou’re doing great 2o! let us !ork on Acti-ity 7FG.



Unit 2: ee! "Lesson 1$


Overview/Objectives

;iterature: “The Adventures

of the Animal Band”

#ealize the importance ofteamwork

equence series of e&ents

#ead words with the long &owel/o/ and ending in silent e as inhose

#ead words with the long&owel /o/ and ending in silent eas in hose


6rregular 7er"s

rite sentences with properpunctuation marks

Materials

@op! of stor!

$ictures of life &est, a sinkingship and people a"andoningit going to life"oats

tor! @ards for e&er! animaldialog

$icture of animals in the stor!

8uestion strips

6llustration of the animals in thestor!

8uestion strips

cti&it! heets

6rregular 7er" chart

cti&it! heets

entence strips

@ooperation hermometer

$ictures for 6ndependent $racticeacti&it!

Procedure

$re-#eading$resent ke! words throughpictures, demonstration andword clues(

#eading#ead aloud and stop atindicated points and askquestions to predict andmonitor comprehension of thestor!(

$ost #eading;et pupils talk a"out the stor!

read through ? acti&ities:a( ct"( Drawc( ingd( .app! face @ut 2ut

llow pupils to present theirwork to the class "! groups(

ord drill and exercises onwords with long &owel /o/ andending in silent e as in hose(


llow pupils to read parts of thestor! "! their animal grouping(

Modeling/eaching:

alk a"out the stor! readthrough discussions questionsto reiterate sequencing (

?uided $ractice:

;et pupils do sequencing ofe&ents using the sequencechart(



?uided $ractice:

;et pupils do dramatic readingof the lines of #att! #at(

Do #att! #at game to talka"out the stor!(

)lashcard Drill on <rain ;ist#ead words, phrases and

sentences(

;et the pupils do word games(

#ead and write words with s-"lends(

;et the pupils learn how to dos!lla"le count through the @hin



#ead the first paragraph of thestor! to %ump start the lesson(

Modeling/ eachingDiscuss how the past forms ofirregular &er"s are formed(

llow the pupils to list thatindicate what the! do e&er!da!(

6n groups, allow pupils tolocate and write &er"s *see;M1

llow pupils to do a guessinggame "! sentence strip readingand guessing the names ofanimals

;et the pupils write sentencesusing the correct form of the &er"guided "! time expressions(

Discuss how past forms of &er"sare used in sentences and theappropriate punctuations(

;et the pupils write the differentforms of sentences *declarati&e,interrogati&e, etc(1(

;et the pupils measure le&el ofcooperation of their team throughthe @ooperation hermometer



Make a sequence chart of thead&entures of the animal "andfrom da! ' to da! F(

Method

llow the pupils to read andwrite words and sentenceswith s- "lends



Unit 2: Week M !esson 1<" The 4d+entures o the 4nima& and

#re$%eading

1. Un&ocking/'oca(u&ary ) Conce*t De+e&o*ment(life vest9 sin'ing9 a;andon)

After unlocking the following words make sure that 'ou tack them in the 4ord 5ree so

children can practice reading them*

a. life vest

how a picture of a man wearing a life vest* a': hat does the man !ear" t is

called a life -est. hen and !here is it necessary to !ear a life -est" )o! !ill it

help the person !earing it"

;. sin'ing

8n a glass of water put a small paper boat upside down* Let the pupils observe what

happens to the paper boat* 5ell them that the paper boat is sinking*

c. a;andon

a': #ook at the picture. hat do you see" +6eople lea-ing a sinking ship, hat are

they doing" hy are they lea-ing the ship"

2o!% let’s pretend that !e are on the ship. The ship is about to sink. hen say

0Abandon ship& hat !ill you do" #et’s do it hen !e lea-e the ship% !e abandon

it.

2. ,oti+ationhat comes to your mind !hen you see the !ord band. +rite the responses of the

pupils in a !eb*

-. ,oti+e Question:a': Today% you are going to listen to a story about 0The Ad-enture of the Animal

$and&* (how the picture of the animal band* $efer to LM)

Ask: ho do you think are the animals in the Animal $and"

+and



During %eading

$ead aloud the stor'* top at indicated points to ask the children 2uestions on the stor'*

$efer LM Activit' "C+ for the cop' of the stor'*

1uestions for .aragraphs "-7

• 4here did the horse and his friends go<

• 4hat did the horse sa'<

• 4hat do 'ou think will happen to the animals<

1uestions for .aragraph Fumber

• 4hat happened to the animals<

• ;ow did each one of them reach a safe place<

• 8f 'ou were the carabao would 'ou allow the monke' to sta' on 'our back< 4h'<

1uestions for .aragraph Fumbers /-B

• 4ho thanked 6od<

• 8t is right to thank 6od all the time< 4h'<

• 4hat do 'ou think will the animals do on the second da'<

1uestions for .aragraph Fumber C (a' #)

• 4hat did the animal do on the second da'<

• ;ow would 'ou feel if 'ou could see onl' the deep blue sea around 'ou<

• 4hat do 'ou think will the' eat<

1uestions for .aragraph Fumber D (a' 7)

• ;ave 'ou seen a sea urchin< escribe it*

• 4hat other things do 'ou think will the' find on the island<

1uestion for .aragraph Fumber "3 (a' )

• 4hat do 'ou think will happen next<

1uestions for .aragraph Fumbers "" "# (a's / and )

• ;ow did the' feel about their new home< 4h'<

• 4hat do 'ou think will the' do next<

1uestions for .aragraph Fumber "7

• 4hat do 'ou think were their musical instruments<

• 4hat musical instruments can 'ou pla'<

• ;ow do 'ou think their musical instruments could help them<

1uestions for .aragraphs " P "B

• 4h' did the ship stop< Let’s find out<

• ;ow long did the animals sta' on the island<

• 8f 'ou would be asked to ?oin the animals to their trip to the island, would 'ou do it<

4h'<



#ost %eading

Engagement Activities (mall group)

Say: am going to di-ide you into @ groups. 3ach group !ill do one of theacti-ities.

6roup " P Act it

Act out this part of the story.

(6ive group a strip of this activit'*)

5he' were all looking at the deep blue sea* uddenl', the' heard a short but loud

echoing sound* 5he ship hit a big hard rock* &aptain 6oat told them %.ut 'our life vest

onJ 4e are sinkingJ 4e must abandon the ship nowJ wimJ wim for 'our livesJ

6roup # - raw it

Dra! !hat the animals did on the first se-en days of their stay on the island.

6roup 7 Ping it

Sing a song that you think the animals could ha-e sung in the story. Accompany your

song !ith materials that you could use as musical instruments in the classroom.

6roup P Make it

Make cutouts of the happy faces of the members of the animal band.

Engagement Activit' (4hole &lass)

4e will have the discussion of the outputs from each group* .a' attention to the

2uestion that 8 will ask*

6roup "

"* 4hat is the stor' about<

#* 4ho were the characters in the stor'<7* 4here did the' ride<

* 4hat happened to the ship<

6roup #

/* 4hat did the animal do to survive<

* ;ow did the' help each other<

B* 4ere the' able to reach a safe place<

C* 4hat did the animals do on their first seven da's of sta' on the island<



6roup 7

D* 4hat did the animals do on the Bth da' on the island<

"3* 4ere the' able to come home<

""* 4hat do 'ou think did the animals feel<

6roup 4ill show and tell

U3T 33

!esson 1< Day 2: 4&*ha(etiIing words in the second &etter

1. #resentation/ 3ntroductiona': #et us read the paragraph.

The animals (umped from the ship and s!am and s!am. Soon they reached a safe

place.a': #et us read the !ords.

ship, swam, ship

Ask: hat do you notice" 4es they all start in S.

2. ,ode&ing

a': 8f we alphabetiGe these three words, we have to look at the second letters: s!ip,

s)am, safe*

Ask: 4hich one will be the first word< @es, safe, because s is followed b' a. 4hich one

will be second< @es, ship because it’s second letter is !. o the alphabetiGed order is:safe, ship, swam*

7* 0uided #racticeSay: #et us alphabetiHe these sets of !ords.

a* shelter, sea, swim

b* boat, back, big

c* life, leave, look

d* fl', find, feel

* 3nde*endent #ractice$efer the class to LM Activit' "B3*



!esson 1< Day -: Decoding/&uency/Writing o words with &ong o soundsending

with si&ent e as in hose


$efer 'our pupils to LM Activit' "B"*

2. ,ode&ing

a': Sometimes% letter o, in !ords that end in e like bone and cone, is pronounced as

/o!/.

Let us sa' the following words correctl'*

bone cone honelone tone phone

-. 0uided #ractice

$efer the class to LM, Lesson "B"+*


$efer the class to LM, Lesson "B"&*

!esson 1< Day : 3rregu&ar 'er(s/ Decoding/&uency/Writing o Wordswith !ong o Sounds Ending with Si&ent e as in =ose

Ski&& !esson: Decoding/&uency/Writing o Words with !ong o SoundsEnding with Si&ent e as in =ose 1st ha&"

1. #resentation/3ntroduction.ost words that has a long o sounds ending with silent e on the board*

a': #et us read the follo!ing !ords.

bone throne stone phone smoke

.ost the picture of each word on the board*

a': Study each picture. Match the !ords !ith the pictures that they name.

2. ,ode&ing

Ask: )o! do !e pronounce the letter o in the !ord bone" a': #etter o is pronounced as /o!/ in !ords that end !ith silent e.



-. 0uided #ractice

$efer 'our pupils to LM Activit' "B#A-&*


$efer 'our pupils to LM Activit' "B#-E*

Ski&& !esson: 3rregu&ar 'er(s 2nd ha&"

1. 3ntroduction/ #resentation

.ost a picture of all the characters in the stor' %5he Adventure of the Animal +and

Ask: hat do you remember about these animals"

Say: listed !ords that you mentioned !hile you !ere talking about the story !e read

last lime. #et us read them.

went told hit was

were rode held said

hat do you call these !ords< (9erbs)

2. ,ode&ing/ Teaching

a': Some -erbs form their past tense by changing a -o!el.

&all two girls* Ask them to hold a book*

a': Say something about !hat they do.

(5he girls !old a to'*)

n !hat tense is the -erb 0hold&"

Ask the two girls to go back on their seats*

Ask: hat did the girls do a !hile ago"

(5he girls !eld a to' 'esterda'*) n !hat tense is the -erb no!"

hat do you notice !ith the -erb 0hold& !hen put in the past tense"

(5here is a change in the vowel*)

Say: #et us study the follo!ing eamples.

run-ran ring-rang swim-swam

get-got rise-rose wake-woke

give-gave sing-sang write-wrote

ride-rode sit-sat win-won

know-knew throw-threw drive-drove



-. 0uided #ractice

ivide the class into groups* Let each group perform the activit' below

"* 5hink of the activities! tasks! work 'ou did with 'our friends!classmates*

#* List five action words that tell about what 'ou did*

7* >rom the list 'ou have, select the irregular verbs and give the past form*

* 4rite a sentence using the past form of the verb*

M' List .ast form M' sentences

"*

#*

7*

*

/*


$efer the class to LM Activit' "B7 for the group activities*

!esson 1< Day >: Sentence Writing and #unctuation


Do you remember the characters of 0The Ad-enture of the Animal $and&" #et’s ha-e a

guessing game. am going to flash a strip of cartolina and you read the sentences and

guess !ho said that.

>lash the sentence strips:

"* .ut 'our life vest onJ 4e are sinkingJ Abandon shipJ

#* 5hanks 6od, we’re aliveJ

7* 4e swam all da' and all night*

* 8 climbed a tree and all 8 saw was a deep blue sea*

/* IuchJ M' bell' was hit b' a sea-urchin*

* ;uh, 8 walked, ran and flewJ

B* 4ho knows how we can stop the next shipJ

C* 4ould 'ou like another adventure<D* ;ip hip hurra'J ;ip hip hurra'J



2. ,ode&ing/ Teaching #et us read the sentences

"* 4e swam all da' and all night*

#* 4ho knows how we can stop the next ship<

7* 4ould 'ou like another adventure<

* IuchJ M' bell' was hit b' a sea-urchin*

/* 4e walked and ranJ uck' flew at times*

#et us talk about each sentence

hat kind of sentence is in number 7"

hat punctuation mark is used"

(o the same in sentence #, 7, )

Fow, take a look at the picture*

Ask: hat did the dog% duck and frog do together"

(4rite the pupils answer on the board)

Ask: hat kind of sentence is this"hat kind of punctuation mark is found separating the series of names of the

animals" hen did !e use a comma" hat punctuation mark is used in the end"

Lead the pupils to understand that there are four kinds of sentences* 5hese sentences

differ according to their use* 5he' also end with different punctuation marks*

-. 0uided #ractice

Mini P tour

6roup 'ourselves into * ;ave a mini-tour outside the room* Each member writes

sentences on his own task card* 5hen the group agrees on the *

M' entences (8ndividual)

eclarative entence

(0sing a period)

8mperative sentence

eclarative entence

(0sing a comma and period)

8nterrogative sentences

Exclamator' entences

(0sing Exclamation point)

Exclamator' entences(0sing a comma and exclamation point)

3&&us. o dog duck and rog

swimming together

3&&us. The dog duck androg swimming together.



et the number of minutes for the mini-tour of the and the preparation of their group

output

. 3nde*endent #ractice9alues 8nfusion

4hat can be used to measure the level of cooperation in 'our 6roup<

Let us use the &ooperation 5hermometer*

4hat would be the thermometer’s reading for 'our group< 4h'<

1. Enrichment 4cti+ities

6roup the class into * 6ive one picture to each group* 8nstruct the groups that the' are

to write sentences about the picture using the kind of sentences assigned to them*

6roup " P eclarative entence 6roup # P 8nterrogative sentence

KKKKKKKKKKKK

6roup 7 P 8mperative sentence 6roup - Exclamator' sentence

#icture o a (oy and agir& watching thedis*&ay o to* cars.





Overview/Objectives

;iterature:The Enormous Carrots

?et the general sense of thestor!

Use &er"s in simple presenttense

#ead words with the long &owel/o/ and ending in silent e as inhose

#etell familiar stories to otherchildren

Use 7er"s in simple past tense

<lend phonemes *sounds1 in@7@@@ words

3ote that some words ma!ha&e opposite meaning


rite at least three sentencesfrom &arious sources*declarati&e, exclamator!,interrogati&e1

Uses appropriate punctuationmarks *period, comma, andexclamation point1

#ead words with the long&owel /o/ and ending in silente as in hose

%UMM&'()* '*%'

Materials

@op! of the stor! =he4normous @arrots>ask card

ord cardag "oard

ord cardeaching chart: 7er"s

ask cardManila paper

Procedure

$re-#eading

Unlock &oca"ular! throughpictures, context clues anddemonstration(

;et the pupils fill in the charta"out carrots to acti&ate priorknowledge(

$resent the co&er of the "ig"ook =he 4normous @arrot>;et the pupils read the title(

#eading#ead the stor! to the class andask them questions to interactwith the text(

ord drill and exercise onwords with long &owel /o/ending in silent e as in hose

6ntroduction/ $resentation

ct and ?uess ?ame *see ?for the steps1pelling

Modeling/eaching:

$resent a paragraph to theclass( Use the sentences fromthe paragraph as spring"oardto the lesson on &er"s(

Discuss &er"s in simple present


6ntroduction/ $resentation

$upils read a paragraph andpupils answer .- questions(

$upils read &er"s from theparagraph read(

Discuss &er"s in the simplepast tense(

;et the pupils read words fromthe paragraph with @7@@@pattern(


6ntroduction

?roup the class into groups( ssign parts of the stor! to "eread "! each group(

$resentation

$resent %um"led words to theclass and let the pupilsarrange the words to form asentence(

Unit 33 6ust Do 3tN. !esson 1? Week 1" 1



$ost #eading;et the pupils answerquestions to ensure acomplete grasp of the stor!($upils answer "! group(

?roup the pupils into fourgroups and pro&ide task cardsto work on(a( Draw"( ct 2utc( equence $ictures

d( $repare a =hank 5ou> card

tense(

?uided cti&it!

;et the pupils use &er"s inwriting sentences a"outpictures(

6ndependent ?roup cti&it!

?roup ' G Make sentences

a"out the communit! helpers inthe picture(

?roup 9- @omplete the poemwith the correct form of the &er"in the parenthesis, and thenread the poem to the class(

$resent and discuss wordswith anton!ms from teparagraph(

?uided $ractice

$ro&ide acti&ities a"out &er"s,words with @7@@@ pattern andanton!ms(

6ndependent $ractice

cti&ities on &er"s, words with@7@@@ pattern and anton!ms(

Modeling/ eaching

Discuss kinds of sentences(

?roup the class into +( ;eteach group write sentencesfrom the stor!(

6ndependent $ractice

?roup !oursel&es into H( .a&e

a mini tour of the school( 4ach

mem"er writes sentences on

his/her own task card( fter +

minutes, the mem"ers of the

group agree on the four "est

sentences *declarati&e,

imperati&e, question,

exclamator!1 for the group

output( he group secretar!

will write the group output

while the reporter "e the one

to present the group work(




Unit 2: ee! 6 "Lesson 1$The 3normous Carrots

Pre-Reading

1. Un&ocking/'oca(u&ary ) Conce*t De+e&o*ment:enorous pulled could not ;elieve her eyes<

a. *normous (through picture, real ob?ect action)

how a small stone and a rock

a': 8 ha-e here a stone. hat can you say about this stone" s it big or small"

)ere is a rock% this is an enormous rock" hat can you say about this rock" hat is

another !ord for enormous" (+igger than usual, huge gigantic)how other pictures like small house and big mansion* Let the pupils identif' which of

the ob?ects is enormous in siGe* 5hrough action, let the pupils demonstrate the word

enormous*

b. &ulled and pulled (through demonstration)

0sing a hammer, demonstrate pulling a nail which is deepl' tucked in a wood*

a': pulled and pulled the nail but could not pull it out.

&all other pupils to pull out an old plant from a flower pat*

Ask: Can you easily pull out the plant" hy"

c. Could not believe her eyes (through pictures, action)

how a picture of a woman who saw a treasure* Let the pupils pa' attention to the

reaction of the woman*

a': The !oman could not belie-e her eyes about !hat she sa!. hat do you think

the !oman felt"

6ive a situation and let the pupils act out the phrase %could not belie-e her eyes


;ave 'ou seen a carrot< 4hat can 'ou sa' about the carrot< Let’s fill in the chart*

Refer t!e pupils to LM Activity 15.

-. De+e&o*ing #ur*ose or %eading.resent the cover of the big book %5he Enormous &arrot Let the pupils read the title*

Ask: hat 'uestion about the story comes to your mind !hen you see this picture"




. ,oti+e Questions

4h' is it called an enormous carrot<

4hat will the hen do with the carrot<

!uring Reading

#isten as read the story 0The enormous carrot&. $ead the stor' aloud*

After reading a page or several pages, ask 2uestions to enable the pupils to interact with

the text*

$efer the pupils to LM Activit' "BA for the cop' of the text* Fote the 2uestions to ask

after reading about the indicated sentences*

+!e >norous 8arrot

Ince upon a time there was a hen who wanted to grow carrots* o, she planted

some carrot seeds on her garden*

As', hat do you think happened to the carrot seed"

The carrot seed gre! and gre!.

Ine da' the hen went out to check her carrots* he could not believe her e'es*5here was an enormous carrotJ

As', hat do you think !ill the hen do !ith the enormous carrot"

5he hen pulled and pulled it again* +ut she could not pull up the enormous

carrot*

As', hat do you think !ill the hen do net"

o, she went to the dog* %;elp me pull up that enormous carrot, she said*

%8 will help 'ou, said the dog*

As', Do you think the hen and the dog !ill be able to pull up the

enormous carrot"

5he hen and the dog pulled and pulled it together* +ut the' still could not pull it

up

As', hat do you think !ill the hen do net"

o the hen went to the cat* %;elp us pull up that that enormous carrot she said*

%8 will help 'ou, said the cat*




As', Do you think they !ill be able to pull up the enormous carrot"

All three of them pulled and pulled it together but the carrot wouldn’t still

come out of the ground*

As', ho else do you think !ill help them to pull up the carrot"

o the hen went to the mouse* %;elp us pull up that enormous carrot,she said*

%8 will help 'ou said the mouse*

As', Do you think the four animals !ill be able to pull up the

enormous carrot"

5he hen, dog, cat, and mouse pulled and pulled it together* 0p came the

enormous carrotJ

As', hat do you think !ill the animals do net

5hat evening the' cooked the enormous carrot and ate it all together*

@ote, 6o back to the 2uestions raised for pupils to answer before listening to the stor'*

Ask pupils to answer those two motive 2uestions*

#ost %eading

8’ll ask some 2uestions, and then 8’ll call the groups to present their answers to the set

of 2uestions directed to them*

6roup A

4hat is the stor' about<

4hat are the characters in the stor'<

6roup +

4hat did the hen plant one da'<

4hat happened to the carrot seeds<

4h' couldn’t the hen believe what she saw<

4ho helped the hen pull up the enormous carrot<

6roup &

4h' couldn’t hen pull the carrot b' herself<

4ho helped the hen first< econd< 5hird<

Unit 33 6ust Do 3tN. !esson 1? Week 1" -



4hat did the animals do after the' have pull up the enormous carrot<

6roup

8f the dog, cat, and mouse did not help the hen, what do 'ou think would happen<

4hat could be done so the hen could succeed in getting the carrot b' herself evenwithout the help of the other animals<

4hat trait did the animals in the stor' show<

8f 'ou were the dog, cat, and the mouse would 'ou help the hen wh'<

8f 'ou were the hen, how would 'ou thank the three animals who helped 'ou<

3nusion o 'a&ues

;ow is cooperation shown in our stor'< 4here or when else can 'ou show cooperation<

Engagement/Enrichment

$efer to LM Activit' "B+* 6ive time to the pupils to prepare their output*

!esson 1M Day 2: #honicsUsing 'er(s in Sim*&e #resent Tense

Ski&& !esson: Using 'er(s in Sim*&e #resent Tense


6ame: Act and 6uess

ivide the pupils into # groups* Each group will agree on / action words that the' are to

act out and the other group to guess the action the' showed or performed*

pelling

(Fote: 0sing the word cards, flash words with consonant blend taken from the stor'Q

conduct the spelling lesson using the following steps*

1. >lash the word

planted grew ground check still

2. Let pupils read the words

-. Let them identif' the number of s'llables in the word

. Let them spell the word as the' look at the printed cop'>. $emove the cop' of the word and let the pupils spell the word

Unit 33 6ust Do 3tN. !esson 1? Week 1"



<. Let them write the word on their tag board or on their paper

M. how again the printed word and let them check whether the' have spelled the

word correctl'

a': am going to flash !ords one at a time. 4ou are to read the !ord aloud. Then% tell

the number of syllables the !ord has. 2o!% let us spell the !ord together as you look atits !ritten form in the flashcard. The time% ’ll remo-e the flashcard% can you still spell

the !ord" #et us try. 2o!% !rite the !ord on your paper or on your tag board.

Fote: o the same with the remaining words*

After all the words have been presented show again their printed form on the flashcards

and let the pupils check whether the' have spelled the words correctl'*

8ndividual pupils ma' be called to spell the words*


how a composite picture of farm animals* Let the pupils talk about the animals in the

pictures*

a': ho are the animals in our story the 3normous Carrots" ha-e here a photograph

about the farm animals. #et us read this together.

(5his should be written on the board or on a Manila paper)

Ask: hat animal cro!s to !ake e-eryone up" hat does mother hen do" ho go !ith

mother hen" hy do the hen and chicks scratch the ground" hy do the animals sleepearly"

Let the pupils read some sentences taken from the paragraph*

a* 5he roaster crows*

b* Mother hen starts to look for food*

c* 5he chicks go with mother hen*

d* 5he' scratch the ground*

e* 5he animals keep themselves bus'*

f* 5he' all sleep earl'


%5iktilaok, 5iktilaokJ%

5he rooster wakes ever'one up* All the farm animals get up*

Mother hen starts to look for food* 5he bab' chicks go with

mother hen* 5he' scratch the ground for grains and crumbs* All

the other animals keep themselves bus' looking for something to

eat* At night time, the' all sleep earl' so as to be read' for the

next da'*

>



Let the pupils identif' the action word in each sentence* Let them also identif' the

sub?ect in each sentence*

Ask: hat is talked about in sentence 7" )o! many roasters are mentioned" hat

action !ord is used" ith !hat letter does the action !ord end" hat about in

sentence 9" )o! many hens are talked about" hat do you notice !ith the action!ord" n !hat letter does it end"

tud' sentences 7, , /, ,

hat is talked about in each sentence" hat do you notice !ith the action !ords" Do they end

in I s"

Fote: 5ell the pupils that the verbs in the sentences are in the simple present tense*

#et us study the chart belo!.

.rovide other examples for the pupils*

#et’s read the sentences:

$owena sweeps the floor*

Nane dusts the shelves*


0+NE&5 ;I4 MAF@ A&58IF

4I$!9erb

roaster

hen

chicks

the'

animals

the'

one

one

more than one

more than one

more than one

more than one

crows

start s

go

scratch

keep

sleep

<



5he other bo's arrange the chair*

5he' all keep their room clean and tid'*

Ask: ho is talked about in each sentence" hat form of the -erb is used !hen talking

about only one person" +s form, hat form of the -erb is used !hen talking about t!o

or more persons" +simple form,

a': The -erb s!eeps% dusts% arrange and keep are all in the simple present tense.

Lead the pupils to understand that the P s form of the verb is used when talking about

one person or thing in the present tense*

5he simple form of the verb is used when talking about two or more persons or things

in the present tense*

2. 0uided #ractice

6et one picture from the chart make a sentence about it using the simple present form*

4rite 'our sentences in 'our notebook

8LL05$A58IF

Unit 33 6ust Do 3tN. !esson 1? Week 1" M



-. 3nde*endent #ractice

$efer the pupils to LM Activit' "BB*

Ski&& !esson 2: #honics

$efer the pupils to LM Activit' "BC for the phonics exercises for a' #*

0sing flashcard, drill the students on the words the' will meet in the selections to be

taken up from da' # to a' * 8f time allows, have the pupils read the sentences*

Allow pupils to read the phrases in A and make clarification in case there are words!

phrases the' do not understand*

$ead the stor'! poem H;orse', the Oing’ and allow them to answer b' groups the

2uestions that follow*

!esson 1M Day -

'ill Lesson, $etell familiar stories to other children

0se verbs in the simple past tense

+lend phonemes to read (&9&&&) words

8dentif' and produce the sound given to the vowel digraphs oo and ou and the

final ed in verbs in the past tense

"* %e+iew

$emember our stor' %5he Enormous &arrots<

#et’s find out !hether you can retell it to the class. am going to begin the story. All

you ha-e to do is to add the net e-ent until !e finish the !hole story.

(Fote : tart telling the stor' b' giving the first event then call on one pupil at a time to

give the events that follow until the whole stor' is complete*)

#* #resentation/3ntroduction

Unit 33 6ust Do 3tN. !esson 1? Week 1" G



.resent a paragraph*

n our story the four animals had a nice time that e-ening. #et’s read this paragraph

that gi-es !hat each animal did after they !ere able to pull up the enormous carrot.

5hat evening, the four animals cooked the enormous carrot* 5he ;en gentl' poured

the hot carrot soup on four small bowls* 5he dog and the cat prepared a bottle of cold

bubbl' ?uice* 5he mouse helped set the table* 5he' all had a happ' time together*

Ask 2uestion about the paragraph*

4hen did the animals cook the enormous carrot<

4hat did the hen do with the hot carrot soup<

4hat did the cat and the dog prepare<;ow did the mouse help<

4hat are the action words!verbs in the paragraph<

7* ,ode&ing/Teaching

7. #et’s read the action !ords/-erbs in our paragraph.

Ask: hat do you noticed about these action !ords. #et’s study the chart belo!.

3ase %or Add Past %or

cook -ed cooked

pour -ed poured

prepare -ed prepared

help -ed helped

5hese verbs tell action that happened in the past* 5he' are in the simple past form*

;ow do we form the simple past tense of the verb<

Fote: 5o form the simple past tense of the regular verb we add d or ed to its based

form*


cooked

*re*ared

he&*ed

*oured

@



Let pupils give sentences using the simple past form of regular verbs using the simple

past form of regular verbs*

.resent words from the paragraph with the &9&&& pattern*

)ere are !ords taken from the paragraph. )o! many syllables does each !ord ha-e"

hat spelling pattern do these !ords ha-e" #et’s blend the sound gi-en to the

consonants that come aone after another in the inderlined syllables of these !ords"

!g!e!n!t!l!'! S

!b!u!b!b!l!'!S

2o!% clap your hands e-ery time you say blend sounds in the !ords that ’ll flash. Then

read the !hole !ord.

.resent the pairs of anton'ms from the paragraph*

enormous - small

hot P cold

Ask: 4hat do 'ou call these pairs of words< o the' have the same meaning<

&an 'ou give other pairs of words with opposite meaning<

* 0uided #ractice

$efer the pupils to LM Activit' "BD*

6et picture from the chart* Make sentences about them using pairs of anton'ms in 'our

notebook*


gent&y

(u((&y

tenths

tight

ratssi5ths

hum(&y

gits

1?



/* 3nde*endent #racticeActivit' ": 9erbs in imple .ast >orm

ivide the class into four* Let each group create a four lines song about the things the'

did to make the classroom clean* 5ell them to use the past form of the verb* 5he' ma'

adopt a familiar tense*

Activit' #: &9&& 4ords

>lash cards will &9&&& words*

Let pupils blend the phonemes and read the word*

Activit' 7:Anton'ms

&omplete each sentence with the opposite of the word in the box* &hoose 'our answer

from the list*

"* 8 found a pair of shoes to replace m' KKKKK one*

#* 5he waves carried the KKK fish to the shore*

7* 5he man thanked the KKKKbo' who helped him cross the street*

* 5he grasshopper learned a lesson from the KKKKKKK ant*

/* 5he room became KKKKKKafter the cleaners helped one another*


new

huge

old

laG'

mess'

nights

&ights warmth

*astry(irths

tid' small

red 'oung

wide industrious

11



'ill Leson 2, P!onics

$efer the pupils to LM Activit' "C3 for the a' 7 activities in .honics*

$efer the class to LM Activit' "C" for the cop' of the stor'* 6roup pupils to six to read

one of the first six lines and one of the last lines* $ead along the stor'*

6roup ": +one' ;orse 6roup

6roup #: +one' $att' 6roup

6roup 7: +one' Monke' 6roup

6roup : +one' >rogg' 6roup

6roup /: +one' &arabao 6roup

6roup : +one' 5urtle 6roup

!esson 1M Day

Ski&& !esson: Write at &east three sentences rom +arious sourcesdec&arati+e

e5c&amatory interrogati+e"Use a**ro*riate *unctuation marks *eriod comma ande5c&amation *oint"

1. 3ntroduction

6roup the class into /* Assign part of the stor' to be read b' each group*

6roup " P 4ill be the narrator 6roup P 4ill be the &at

6roup # - 4ill be the ;en 6roup / P 4ill be the Mouse

6roup 7 - 4ill be the og

a': Today% !e !ill ha-e a choral reading of the story 0The 3normous Carrot.& The

members of the group !ill read the part of the story assigned to them. #et’s $egin.

2. #resentation

.resent ?umbled words to the class, let the pupils arrange the words to form a sentence*

a': ha-e a (umbled !ords from the story% 0The 3normous Carrot& Can you assemble

the !ords to make a sentence"

Modeling$+eac!ing

a': hat sentence ha-e you formed"


planted some she carrot seeds

+eac!ing 8!art, Hinds of entences

Declarative entence.A declarative sentence makes

a statement* 8t ends with period (*)

*perative entence* An imperative sentence is a

command or a polite re2uest* 8t ma' end with a

period (*) or a 2uestion mark (<) if 'ou want to

express surprise as to wh' the command or re2uest

was given*

>?claatory entence* An exclamator' sentence

expresses great emotion or excitement* 8t ends with

exclamation point (J)*

*nterrogative entence.An interrogative sentence

asks a 2uestion* 8t ends with a 2uestion mark (<)

12



ho can !rite the sentence on the

board"

hat kind of sentence is this"

hat punctuation mark is used

in a declarati-e sentence"

(.resent interrogative and

exclamator' sentences and

let the pupils identif' the

punctuation mark used)

-. 0uided #ractice

6roup the class into 7* Let each group write sentences from the stor'*

a': There are three different kinds of sentences in our story. Can you name them"

Each group will write sentences from the stor' that fall under the correct heading* 5ell

them to be sure to use the correct punctuation mark*

$efer the pupils to LM Activit' "C#A*

nasmuch as there !ere no interrogati-e sentences in the story% let’s try making

interrogati-e sentences.

5he sentences in column + are answers to the 2uestions* 4rite the interrogative

sentences which will give the sentence in column +* 5he first one is done for 'ou*

$efer the pupils to LM Activit' "C#+*


6roup 'ourselves into * ;ave a mini tour of the school* Each member writes sentences

on his!her own task card* After 7 minutes, the members of the group agree on the four

best sentences for the group output* 5he group secretar' will write the group output

while the reporter will be the one to present the group work*

Declarative *perative >?claatory *nterrogative

$efer the pupils to LM Activit' "C7*

Ski&& !esson 2: #honics

Unit 33 6ust Do 3tN. !esson 1? Week 1" 1-



$efer the pupils to LM Activit' "C for the .honics activit'* &onduct a flashcard drill

on all the words learned with the long vowel words !o! and ending in silent e as in hose*

Allow enough time for the writing activit'*

5hen ask the pupils to go to their group and write "3 of their best sentences on a Manila

paper* Let them share their sentences with the class*




2RA!% " %*2L'= $%A3=%R>' 2)!%



Overview/Objectives

;iterature: #The Bundle ofStics&

• #ealize the importance of

unit! in achie&ing a goal

• equence series of e&ents

• Decode words with long

&owel words ending insilent e: long u as in cu"e

• equence series of e&ents



• Use &er"s in their simple

present and past tense



• Use &er"s in their simple

present and past tense


&owel words ending in silente: long u as in cu"e

Materials

• @op! of ;iterature ;'ID'

orksheet ' ;M page BB

• $ictures of quarrel

• ord @ards of ke! words

• entence trips

•

eacher equence @hart

• eacher equence @hart

•

;'ID+ orksheet BB ;Mpage BB for the poem34$ouse %e Built Together5

• entence strips

• ;'IDH orksheet ' ;M

page BB for the poemE@ock-a-doodle doo

• ;'IDH orksheet BB ;M

page BB(

• ;'ID orksheet ' ;M

page BB

Procedures$re-#eading

• $resent ke! words

through picture, realia,demonstration and wordclues

#eading

• #ead aloud and stop at

strategic points and askquestions to predict andmonitor comprehensionstor!

$ost #eading

• ord drill and exercises on

words with long &owelwords ending in silent e:long u as in cu"e


• llow pupils to recall stor!

read "! reading along

Modeling/eaching:

• Discuss sequencing

through a equence @hart


on words with long &owelwords ending in silent e:long u as in cu"e

?uided $ractice:

• ha&e pupils listen to a

stor! then present

sentence strips• llow them to paste/write

strips/ e&ents on sequencechart

• $rocess responses/

answers


on words with long &owelwords ending in silent e:long u as in cu"e


• #ead @ock-a-doodle doo

and use the sentences inthe poem to start lesson

Modeling/ eaching

• Discuss how $resent and

$ast )orm of &er" areused with timeexpressions

• llow pupils to work on

pairs in asking andanswering questions topractice present and pastform of &er"s

• ;et pupils write sentences

using the correct form of the&er" guided "! timeexpressions




2RA!% " %*2L'= $%A3=%R>' 2)!%

• alk a"out s tor! read

through discussionquestions

• 6n a group, allow pupils

to write a 9-sentencenote

• ;et pupils present work

to class

?uided $ractice:

• *$honics1


• llow pupils to read along

a poem and fill insequence chart

$#

• $#

• #W%




bundle

2RA!% " %*2L'= $%A3=%R>' 2)!%

Unit 2: ee! 7 "Lesson 16$+!e 3undle of tic's

Pre-Reading

A* eveloping &oncepts ! 9ocabular'

.ost on the board and read to the pupils the following words:

;ave pupils repeat the words on their own*

5alk about each of these words and what each of them means*

"* bundle P things put together (through realia)

Look at the bundle of .opsicle sticks* 4hat can 'ou sa' about the

.opsicle sticks< Are the' put together< 4hat keeps them together< 4hat does

bundle mean<

#* 2uarrel - fight (through picture)

Look at the picture* (two bo's fighting with each other) 4ho do 'ou

think are these< 8s it good to 2uarrel with each other< 4h'< 4hat does 2uarrel

mean<

7* break P destro', separate (through demonstration)

4ho among 'ou can break a stick from this broom< how it in class*

4hat happens when 'ou break the single stick< o 'ou think 'ou can break a

bundle of broomstick in a single tr'< 4hat does break mean<

* failed P did not succeed (through context clues)

M' father wanted to divide the coconut fruit into halves using his

hands* ;e tried man' times but he failed* ;e did not succeed in dividing the

coconut fruit into halves* 4hich words in the sentence mean failed<

/* chorus P together at the same time(through action)

Look at the strip of paper* 4hat is written on it< (>or example: 8’m

sorr'*) $ead the words on it in chorus* o it again* Ever'bod' read* ;ow did

'ou read the words< 4hat does Hin chorus’ mean<

+* Motivation


2uarrel break failed chorus

1



2RA!% " %*2L'= $%A3=%R>' 2)!%

o 'ou have brothers< o 'ou help 'our brothers<

&* Motive 1uestion

id the brothers in %5he +undle of ticks help each other at the start<

Reading

$ead the stor' aloud to the pupils* top after reading a part and ask 2uestions to help the

pupils predict and monitor their comprehension* $efer to LM Activity 15 on pages 21#-214

for the stor'*

uggested 2uestions to predict and monitor comprehension:

"* 4hat do 'ou think will the father do next<

#* 4ho do 'ou think can break the bundle<7* 4hat do 'ou think will happen next<

* 4hat do 'ou think will their father tell them<

/* ;ow do 'ou think will the stor' end<

Post Reading

iscussion 1uestion

"* 4ho were the characters in the stor'<

#* 4h' was the father sad<

7* ;ow did the father tr' to solve the problem<* 4hat did he ask his three sons to do<

/* 4ere the sons able to break the bundle of sticks< 4h'<

* ;ow were the' finall' able to break the sticks<

B* 4hat did their father tell them about the sticks<

C* 4hat did the sons realiGe at the end<

D* Are 'ou like the three brothers in the stor'<

Engagement!Enrichment

ivide the class in three groups* ;ave each group do the task* Ibserve how each

member of the group shows teamwork in doing the task*

$efer to LM Activity 153 on pages 214.

Day 2("st half): Reading 8opre!ension, euencing eries of >vents

Presentation$*ntroduction

$eview the stor' read b' calling on volunteers to read the lines of father, first son,

second son and third son*

$ead along with the volunteers the stor' %5he +undle of ticks while the rest of the

class listen*

$epeat the read along of the stor' with other volunteers to read the lines of thecharacters and 7 P volunteers to serve as narrators (those lines read b' the teacher)*




2RA!% " %*2L'= $%A3=%R>' 2)!%

Modeling $+eac!ing

a': Listen as 8 read the sentences on the strips of paper*

Ask: 4hich of these events happened first in the stor'<

4hich happened next<

4hich happened last<

5ell the pupils that A e2uence &hart is ver' helpful in showing a series of events in

the order in which the' took place* 8t is used to outline the ma?or events in a stor' as shown

b' the arrow* etails in the e2uence &hart ma' be used to retell the stor' to other pupils*

$efer to LM Activity 1" on page 214.

Ask pupils to paste the strips of paper on the appropriate box*

&all on volunteers to read along the se2uenced events*

&all on a volunteer to retell the stor' using the se2uenced events without looking at

the chart*

&all on another volunteer to retell the stor' to the class using se2uenced events

without looking at the chart*


Each son tried to break the bundle of sticks*

Each son was able to break the stick ver' easil'*

>ather showed them a bundle of sticks*

5he sons promised not to 2uarrel again*

5he father gave each of his sons onl' one stick from the

bundle*

5he three sons alwa's 2uarreled among themselves*

;e asked each of the sons to tr' and break the bundle of

sticks*

Fone of them could break the bundle of sticks*

>ather pointed out the lesson P %0nited 'ou stand, ivided

'ou fall*

Each son tried to break the bundle of sticks*

Each son was able to break the stick ver' easil'*

>ather showed them a bundle of sticks*

5he sons promised not to 2uarrel again*

5he father gave each of his sons onl' one stick from the

bundle*

5he three sons alwa's 2uarreled among themselves*

;e asked each of the sons to tr' and break the bundle of

sticks*

Fone of them could break the bundle of sticks*

>ather pointed out the lesson P %0nited 'ou stand, ivided

'ou fall*

-



2RA!% " %*2L'= $%A3=%R>' 2)!%

Day 2 (#nd half) P!onics$&ord Recognition, Long u )ords li'e cu;e

$efer to LM Activity 1 on pages 215-21" for the reading exercise on long !u! words like

cube*

5ell the pupils that these words have the long !u! sound and that the final letter e in ever'

word is a silent letter*

Model reading and tell pupils what these words are through pictures, word associations,

sentence strips, demonstration, situation presentation*

Day # ("st half) Reading 8opre!ension, euencing eries of >vents

uided Practice

8nstruct the pupils to work in triads* $ead aloud to them a stor'* ;ave them fill in thee2uence &hart with the events as the' happened in the stor' through the sentence strips

below*

+he !ence

1ne day !hile their father !as a!ay% the three sons agreed to put up a fence

to enclose their house. The eldest son took the bundle of sticks. The second son looked for

bigger sticks for the posts. The youngest son got the hammer and some nails.

They started !orking on the fence. They helped each other put the post in

place% line the sticks and hammer the nails on them. $efore dark they finished the fence. They

felt tired but happy.

hen their father came home% he !as surprised. )is son really understood

!hat team!ork means.

how the pupils the strips of paper with the events written on them* 5ell them to use

the e2uence &hart to show the se2uence of events as the' happened in the stor'*


>ather was surprised when he came home*

5he' finished the fence before dark*

5he' worked on the fence together*

5he' felt tired but happ'*

5he three sons agreed to put up a fence*



2RA!% " %*2L'= $%A3=%R>' 2)!%

.rocess the pupils’ answer*

Let the pupils read the phrases* $efer to LM Activity 1A on pages 21".


Engage the pupils in a read P along of the poem %A ;ouse 4e +uilt 5ogether* $efer

to LM Activity 13 on page 21". Let them do Activity 18.

Day # (#nd half)

$efer to LM Activity 1/ on pages 21 for the reading exercise on long !u! words*

>or LM Activity 1/3-8 on page 21, allow the pupils to complete the sentences b' filling

out the blanks and then read the sentences*

Let the pupils do LM Activity 1/A on page 21/.

Day 4 ("st half)

raar, 7sing <er;s in t!eir iple Present and Past +ense

Presentation$ *ntroduction

$ead along the poem %&ock-a-doodle doo* $efer to LM Activity 1/03 on page 21/.

Let us read these sentences from the poem*

M' dame lost her shoe*

M' dame found her shoe*

M' master lost his fiddling stick*

M' master finds his fiddling stick*

M' master found his fiddling stick*

Ask: hich sentence uses a -erb in the present tense"

M' master finds his fiddling stick*

Ask: hich sentences use -erbs in the past tense"

M' dame lost her shoe*

M' dame found her shoe*

M' master lost his fiddling stick*

Ma' master found his fiddling stick*

#et us add time epressions in making sentences using -erbs in simple present and

past.>or example:

Unit 33 6ust Do 3tN. !esson 1? Week 1" >



2RA!% " %*2L'= $%A3=%R>' 2)!%

M' master lost his fiddling stick 'esterda'*

simple past time expression

$ecall how verbs in the simple past are formed*

M' master finds his fiddling stick now*

simple tense time expression

*ecall no! !hen the s form and base form of the -erbs are used.

Ither time expressions used to tell whether the action is in the past are:

6uide the pupils in stating the generaliGation* $efer to LM Activity 1/1 on page 220.

Day 4 (#nd half) #/ minutes

$efer to LM Activity 1/2 on page 220 for the reading exercise on more words with the

long !u! sound like cube*

$ecall the words and phrases read in a' # and 7* $ead the stor' %Mule' the Mule and the

uke and allow pupils to answer the 2uestions that follow*

Day 5 ("st half)

uided Practice,

4ork with 'our partner* Ask and answer 2uestions using the correct form of the verb*Answer in complete sentences* 5hen, change roles*

.upil A: 4hat do 'ou do on aturda's<

.upil +: 8 KKKKKKKKKKKKKKKKK on aturda's*

.upil A: id 'ou KKKKKKKKKKKK last aturda'<

.upil +: @es, 8 did* or Fo, 8 didn’t* 8 KKKKKKKKKK last aturda'*

*ndependent Practice,

Refer to LM Activity 1/# on pages 221-222.


#resent

toda'

this time

'esterda' long ago this morning

lastKKKKKK since

#ast

<



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Day 5 (#nd half)

Refer to LM Activity 1/4 on page 222.

Allow pupils to read the words and sentence strips on the words with long !u! and tell them to

write at least # to 7 sentences using an' of the words read*

Date post:	07-Aug-2018
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English 3 TG 2nd Quarter

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