Grade 1 – ENGLISH FOURTH QUARTER4 th Quarter → Week 1
Theme: My School and Friends
Oral Language: Use simple greetings and polite expressions
Phonological Awareness: Recognize, distinguish, and supply words that begin with the same sound
Listening Comprehension: Find similarities between character and oneself
Vocabulary and Grammar: Recognize and identify pronouns I and you in sentences
Day 1
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Recognize polite expressions
Respond to teacher when she asks, “Who wants to go to the bathroom? What will you say if you want to _____?”
Find meaning of difficult word (e.g. sneeze)
Identify pictures that show good manners
(See Appx. C1)
Recite poem and polite expressions (eg. Poem “Manners”; see Appx. A1)
Listen to a demonstration of how polite expressions are used(eg. Please, Excuse me, Thank you, May I ________?)
Give names that have the same beginning sound as the given name.
(e.g. Lita → Lorna; beginning sound is /l/)
Vocabulary and Grammar
Recognize that the pronoun I is used to refer to one's self
Listen to a dialogue between teacher and student that
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
uses polite expressions
eg.S: May I go out?T. Yes, you may.
Day 2
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Use polite expressions in specific situations
Listen to other polite expressions that use the pronoun I (e.g. Q: (May I go out?May I pass?May I borrow)
A: Yes, you may.
Watch and listen to a demonstration of using the proper polite expressions in specific situations
Say the proper polite expression through role playing
Vocabulary and Grammar
Use the pronoun I in polite expressions
Day 3
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological
Answer why questions about the story using a sentence that
Find the meaning of the words, “ears of corn, field, cabbages,
Listen to the story which uses the phrase “May I...”
Listen to teacher ask and answer why questions
Answer other why questions
(chicken, rabbit)
Answer who, what, where questions
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Awareness includes the word because
cross”(See Appx. A2)
e.g. Why did the monkey cross the river?
The monkey crossed the river because ______.
Vocabulary and Grammar
Use the pronoun I in polite expressions
Day 4
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Ask permission using the polite expression May I...
Watchthe teacher demonstrate using the phrase “May I...” through a game
Use the polite expression “May I...” through the game(Mother, May I Cross the River?, See Appx. C2)
Use the polite expression May I in specific situations
Vocabulary and Grammar
Use the pronoun I in polite expressions
Day 5
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and
Use the phrase May I to ask permission
Ask permission to get the materials for a class art
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Phonological Awareness
activity
Vocabulary and Grammar
Use the pronoun I in sentences
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
4 th Quarter → Week 2
Theme: My School and Friends
Oral Language: Use simple greetings and polite expressions
Phonological Awareness: Recognize, distinguish, and supply words that begin with the same sound
Listening Comprehension: Find similarities between character and oneself
Vocabulary and Grammar: Use pronouns I and you in sentences
Day 1
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Answer who, what, when, why questions
Look at a poster that shows different actions.
Choose three of theseactions that you can do. Drawand color.
See Appx. C1 and C2
Find the meaning of the words “friend, skip, twirl”
Listen to a story about a child and what he can do
(Yes, I can!’ See Appx. A1)
Answer who, what, when, why questions about the story
Q: How about you, do you also like to play with friends?Who is your friend? What is his/her name?
Vocabulary and Grammar
Give names of friends
Day 2
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and
Ask and answer questions about the story
Find the meaning of the words “perform tricks, take a
Listen to a short story about children preparing for a
Listen to teacher ask and answer inferential
On the board:Fill in speech bubbles of characters in
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Phonological Awareness
bow, cheer, march”
program
(See Appx. A2)
questions(think aloud)Q: What do you think are the children doing in the story?
the story (enlarged pictures)
ex. I can ____.
Vocabulary and Grammar
Recognize pronouns I and you in sentences
Day 3
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Share about oneself and others
Identify action words (review)
Listen to a great song about what one can do
(The I Can Song, See Appx. A3)
Listen to a dialogue between the teacher and a student about something that they can both do.T:I can___. You can ___ too.
Listen to a dialogue between two students about something that they can both do.S1:I can___. S2:You can ___ too.
Pair - Share:
(Use the picture drawn for pre-assessment)
Compare with a partner the things that you and your partner can do.S1:I can___. S2:You can ___ too.
Vocabulary and Grammar
Use pronouns I and you
Day 4
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening
Tell about what oneself and
T: Think of what you and others
Pair-Work:Tell about what
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Comprehension and Phonological Awareness
what others can do
can do. Ex. I can sing. You can buy books.The beginning sound of the word sing is “s” while for buy is “b”. Think of words with the same beginning sound as the action. Ex. I can sing a song.You can buy books. I can sit on a sofa.
one and a partner can do S1:I can___. S2:You can ___ too.
Vocabulary and Grammar
Use pronouns I and you
The rest of the class can color pictures that show actions while each pair is called in front.
Day 5
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Use the sentence stem “Can you ______ please?” when asking for help
Watch the teacher present 5 activities that are hard to do
Listen to the teacher use the phrase “Can you ____
Watch and listen to two students demonstrate the activity
S1: Can you _______ , please?
Have a role playing session in small groups
Play a role of a family member. Use the sentence stem “Can you
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
please” for each activity
S2: Okay, I will.
*S2 will demonstrate the action
______, please? to ask for help around the house
See Appx. C3
Vocabulary and Grammar
Use the pronouns I and you
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
4 th Quarter → Week 3
Theme: My School and Friends
Oral Language: Listen and respond to the stories of others
Phonological Awareness: Recognize, distinguish, and supply words that end with the same sound
Listening Comprehension: Sequence events in the text listened to (beginning, middle, end); Making inferences
Vocabulary and Grammar: Recognize, identify and use pronouns I and you in sentences
Day 1
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Recognize the beginning, middle end of the story
Arrange three cut-out pictures (beginning, middle, end)
Find the meaning of the words, “fell off, fix”
Listen to a story about a child’s experience
(See Appx. A1)
Watch and listen to the teacher arrange the events of the story (beginning, middle, end) using pictures*Think-Aloud
Answer questions about the story
Q: Has this happened to you?What did you do?
Watch and listen to the teacher identify the ending sound of the word
Vocabulary and Grammar
Recognize the use of the pronoun he in replacing names of boys
Listen to the teacher replace the name of a boy using the pronoun heex. Mateo played with his toy.
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
He broke the toy. He let father fix it.
Day 2
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Arrange the beginning, middle and end of a story
Listen to a short story with a beginning, middle and end(See Appx. A2) - Pedro and his Friends
Watch a classmate sequence the pictures of the events in the story. Listen to a classmate retell the story based on the pictures.
Listen to a short story with a beginning, middle and end(See Appx. A3) - Paolo
Arrange the three pictures according to its beginning middle and end
Retell the story using the pictures (teacher-guided)
Vocabulary and Grammar
Use the pronoun he to replace names of boys
Listen to the teacher replace the name of a boy with the pronoun heex. Pedro joined the game. He joined the game.
Listen to a classmate replace the name ofboy with the pronoun heex. Paolo threw the wrapper into the trashcan. He threw the wrapper into the trashcan.
Look at pictures of famous people.
Stand up when the person shown is a boy.
Identify if the pronoun he can be used to replace the name of the
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
person. Listen to teacher/classmate use the pronoun he to tell about some pictures.
Day 3
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Arrange the pictures according to the beginning, middle and end of the story
Listen to the teacher reada short story with a beginning, middle and an end. (See Appx. - Karen)Watch the teacher sequence the pictures.Listen to the teacher retell the story.
.
Listen to a short story with the beginning, middle and end. (See Appx - Sarah)
Watch a classmate arrange the pictures of the events in the story. Listen to a classmate retell the story (teacher guided)
Do a sound game on ending sounds.
Vocabulary and Grammar
Recognize the use of the pronoun she to
Listen to the teacher replace the name of a
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
replace names of girls
girl with the pronoun she
Day 4
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Arrange three pictures according to its beginning, middle and end.
Listen to a short story with beginning, middle and end. (See Appx- Lea’s Drink and Coco and his shoes)
Arrange three pictures according to its beginning, middle and end.
Retell the story using the pictures (teacher guided)
Listen to a short story with beginning, middle and end. (See Appx-Bella Makes a Sandwich and Picking Up the Trash)
Arrange three pictures according to its beginning, middle and end.
Vocabulary and Grammar
Use the pronoun she to replace names of girls
Look at pictures of famous people.
Stand up when the person shown is a girl. Identify if the pronoun she
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
can be used to replace the name of the person.
Listen to teacher/classmate use the pronoun she to tell about some pictures.
Day 5
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Arrange three pictures according to its beginning, middle and end.
Listen to a short story with beginning, middle and end. (See Appx-Anna’s New Book)Arrange three cut-out pictures (beginning, middle, end)
Vocabulary and Grammar
Use the pronouns he or she in sentences
Pick a picture of a boy/girl
Say something about the picture using the pronouns he or she
e.x. He has a book.
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
4 th Quarter → Week 4
Theme: My School and Friends
Oral Language: Listen and respond to the stories of others
Phonological Awareness: Recognize, distinguish, and supply words that end with the same sound
Listening Comprehension: Sequence events in the text listened to (beginning, middle, end); Making inferences
Vocabulary and Grammar: Discriminate and use pronouns he and she in sentences
Day 1
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Answer who, what, when, where, why questions
Arrange a 3-picture sequence
Find the meaning of the word “fiesta”
Listen to the story about going to the fiesta
(Paco and Lisa at the Fiesta; See Appx. A1)
Answer who, what, when, where, why questions
Sort the pictures to show what the characters ate.
Identify and give names of “food” that has the same ending sound as “fiesta”
Vocabulary and Grammar
Recognize the use of he and she in sentences
Tell about what the characters ate using the pronouns he and she.
Day 2
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension
Share about others’ experiences
Draw the answer to the question “Have
Look at the teacher’s drawing of
Listen to a classmate tell about what the
Pair-Share:Answer the question:
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
and Phonological Awareness
you been to a fiesta? What did you eat there?
what she ate at a fiesta
teacher ate at the fiesta
What did your classmateeat at the fiesta?A: He/She ate ________.
Vocabulary and Grammar
Use the pronouns he or she in sentences
.
Day 3
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Answer who, what, where, when and why questions
Find the meaning of the words “kite, ladder, heard”
Using the story “Paco and Lisa at the Fiesta,” name the things that the characters ate
Listen to the story of “Paco and Lisa at the playground.”
Sort the pictures to show what the characters did
Vocabulary and Grammar
Use the pronouns he and she in sentences
Tell about what the characters did using the pronouns he and she
Day 4
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological
Share about others’ experiences
Draw about what you did at the playground.
Look at the teacher’s drawing of what she did at
Listen to a classmate tell about what teacher did at
Pair-Share:Answer the question
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Awareness the playground the playground Q: What did your classmate do at the playground?A: She played at the swing.
Vocabulary and Grammar
Use the pronouns he and she in sentences
Day 5
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Tell about other’s experiences in the correct sequence
Find the meaning of thewords “breakfast, lunch, dinner”
Pick a paper puppet of a girl or a boy.
Choose the food items from the board that he or she will eat for breakfast, lunch and dinner. Draw the food items in the correct order.
“What did the child have for breakfast, lunch and dinner?”S: She had eggs for breakfast. She had fish for lunch. She had chicken for dinner.
Whole Class Activity: Play Egg or Bread?(Identify which words have the same ending as bread or egg)
Vocabulary and Use the
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Grammar pronouns he and she in sentences
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
4 th Quarter → Week 5
Theme: My School and Friends
Oral Language: Identify cause and effect relationships
Phonological Awareness: Recognize, distinguish, and supply words that have the same middle sound
Listening Comprehension: Identify cause and effect relationships
Vocabulary and Grammar: Use the pronouns his and hers in sentences
Day 1
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Answer what, when, where, who, why questions
Match 3 sets of pictures (cause and effect)
(See Appx. C1)
Find the meaning of the words “poster, wiped, picked up, served, warm”
Listen to a story about a barangay clean up (See Appx. A1)
Answer what, when, where, who, why questions
Vocabulary and Grammar
Day 2
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Recognize cause and effect relationships in the text.
Look at pictures of cause and effect relationships from the text.
(See Appx. C2)
Listen to teacher do a think-aloud. Watch teacher match the pictures B (effect) to the pictures A on the board (cause).
Listen to more examples and identify which picture is the effect.
(See Appx. C3)
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
(See Appx. C2)
Vocabulary and Grammar
Day 3
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Identify effects using pictures
Group Work: Match the pictures of the effects to the pictures of the causes.
(See Appx. C4)
Individual Work: Match the pictures of the effects to the pictures of the causes.
(See Appx. C5)
Vocabulary and Grammar
Day 4
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Use the pronouns “hers” and “his” in sentences
Recognize, distinguish and supply words that have the same middle sound
Listen to the words that the teacher will say. Do a particular action if the middle sound of the word is the same with the middle sound of the given word.
See Appx. C6
Vocabulary and Recognize the Look at the Listen to Answer the *Homework:
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Grammar use of the pronouns “hers” and “his”
pictures of things used for cleaning
teacher use the pronoun his and hers to refer to the owner of the things.Q: Whose dustpan is this?A: This dustpan is Narim’s. This dustpan is his.
question “Whose is this ____.” for the other things used for cleaning- broomstick- pail- rag- sack
Bring something that you own.
Day 5
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Tell about self and others
Watch and listen to teacher share about what a classmate owns.
Q: Whose toy is this?A: This toy is hers.
Watch and listen to a classmate share about what another classmate owns.
Q: Whose bag is this?A: This bag is Nico’s.A: This bag is his.
Participate in an activity where in you will use the pronouns “his” and “hers” to tell about who owns which.
(See Appx. C7)
Vocabulary and Grammar
Use the pronouns “his” and “hers” in sentences
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
4 th Quarter → Week 6
Theme: My School and Friends
Oral Language: Identify cause and effect relationships
Phonological Awareness: Recognize, distinguish, and supply words that have the same middle sound
Listening Comprehension: Identify cause and effect relationships
Vocabulary and Grammar: Use the pronouns his and hers in sentences
Day 1
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Answer who, what, where, why questions
Match 3 sets of pictures (cause and effect)
(See Appx. C1)
Find the meaning of the words“seeds”, “sprout”, “shine”
Listen to a poem about a growing plant
See Appx. A1
Answer who, what, where, why questions
Vocabulary and Grammar
Day 2
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Recognize and identify causes using pictures
Look at the picture of a plant.
Listen to teacher do a think aloud.
Why did the plant grow?
Answer: The plant grew because Ben
Why else do you think did the plant grow?
Choose among the pictures on the board.
(see Appx. C2)
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Recognize, distinguish, and supply words that have the same middle sound
took care of it. Play a game. Identify the word that has the same middle sound.
(See Appx. C6)
Vocabulary and Grammar
Day 3
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Identify the cause among the choices
Group work: identify the cause given the effects (pictures)
See Appx. C3
Individual Work:identify the cause given the effects (pictures)
See Appx. C4
Vocabulary and Grammar
Day 4
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Recite a poem Recite the poem about a plant (Ben’s garden)
Vocabulary and Grammar
Use the pronouns his and hers in
Look at a picture of a garden and a
Listen to teacher tell about Ben’s
Look at objects owned by classmates
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
sentences plant garden and plant
T: This garden is Ben’s.This garden is his.This plant is Ben’s.This plant is his.
inside the classroom. (toothbrush, notebook, pencil, etc)
Tell about who owns the objects using the pronouns his and hers. T: This pencil is Pima’s. Whose pencil is this?A: This pencil is hers.
Day 5
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Find the meaning of the words “tool, mop, baker, mailman”
Listen to a song Whose is this?
Vocabulary and Grammar
Use the pronouns his and hers in sentences
Look at the pictures of the community helpers and their things
Listen to teacher answer the question Whose ___ is this?
Listen to a classmate answer the question Whose ___ is this?
Pair share:Get 5 pictures of community helpers with their things. Answer the question Whose ___ is this?
(See more community helpers and
Look at pictures of famous people and the things they own.
Sort the pictures into two groups (his and hers)
*When the teacher calls
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
their things in Appx. C5)
you, tell about the pictures using the pronouns his and hers
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
4 th Quarter → Week 7
Theme: My School and Friends
Oral Language: Predict the next event based on the story
Phonological Awareness: Recognize that words can be broken down into individual phonemes
Listening Comprehension: Predict the next event based on the story
Vocabulary and Grammar: Recognize, identify and use the pronoun it in sentences
Day 1
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Answer who, what, where, when and why questions about the story
Look at the first two pictures
Color the picture that comes next
(Appx. C1)
Find the meaning of the words “squash, onion, tomato, eggplant, cabbage, market list”
Listen to the story about a trip to the market
(A Trip to the Market; See Appx. A1)
Watch teacher arrange the pictures1. Obet and Lola Remi went to the market. 2. Obet and Lola Remi got food items from the market. 3. Obet and Remi went home.
Watch and listen to teacher do a think-aloudQ: Which of the three pictures will come next?
Vocabulary and Grammar
Recognize and use the pronoun it in
Watch teacher show the different food
Watch and listen to teacher list the
Replace the naming word of a thing with the
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
sentences items that the characters bought in the story
food items bought in the marketT: The squash is big. It is big.
pronoun it. (using the other food items from the story)The eggplant is violet. The ____ is violet.The cabbage is green.The ____ is green.The tomato is red. The ____ is red.The onion is white. The ____ is white.
Day 2
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Answer who, what, where, when and why questions
Identify the event that will happen next based on the story listened to
Find the meaning of the words: bread, hotdog, catsup, excited, vendor
(also discuss the sounds/ phonemes in each word)
Listen to the story about a trip to the market
(A Special School Day; See Appx. A2)
Watch and listen to a classmate arrange the pictures of the events in the story1. Teacher Ara told the class about their special school day. 2. Obet asked Lolo Jun to go with him to the market. 3. Obet and
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Lolo Jun bought the food items they needed.
Watch and listen to teacher do a think-aloud.T: Which of the three pictures will come next?
Vocabulary and Grammar
Replace the naming word with the pronoun it
Replace the naming word of a thing with the pronoun it.
Ex. The bread is soft. ____ is soft.
Day 3
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Share about own experience
Draw food items that you want to buy from the market
Look at the teacher’s drawing of what she bought from the market
Look at the things from the “school market” that teacher prepared in the classroom
Listen to a classmate tell about what teacher bought at the market
S: The pechay is green. It is green.
Watch and listen to teacher pick an item and tell
Listen to a classmate tell about what s/he bought from the market.
S: The mango is yellow. It is yellow.
Pick one item from the “school market.” Tell something about each item using the pronoun it. S: I will buy a carrot. It is orange.
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
something about it.
T: I will buy a pencil. It is long.
Vocabulary and Grammar
Use the pronoun it in sentences
Day 4
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Answer who, what, where, when and why questions
Identify the event that will happen next based on the story listened to
Find the meaning of the words: excited, stick, string
Listen to the story about a “A Flying Toy"
(See Appx. A3)
Arrange the pictures of the events
Identify the event that will happen next(See Appx. C2)
Vocabulary and Grammar
Use the pronoun it in sentences
do post-assessment here
Day 5
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Identify the event that will happen next based on the the story listened to
Color the picture that will happen next
(See Appx C2)
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Vocabulary and Grammar
Use the pronoun it in sentences
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
4 th Quarter → Week 8
Theme: My School and Friends
Oral Language: Predict the next event based on the story
Phonological Awareness: Recognize that words can be broken down into individual phonemes
Listening Comprehension: Predict the next event based on the story
Vocabulary and Grammar: Use this is and that is in sentences
Day 1
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Answer who, what, why, when and where questions
Identify what will happen next
Listen to the teacher tell about the pictures.
Color the picture that you think will happen next.
(See Appendix C1)
Find the meaning of the words: build, tools, hammer, saw, measuring tape
Answer the motivation question
Watch teacher arrange the pictures1. Dan asked about the tools.2. Dan helped Mang Manny keep his tools.3. The box of tools fell.
T: The box of tools fell. What do you think will Dan do with the tools?
Vocabulary and Grammar
Recognize the use of the pronoun phrase This is
Watch teacher show the different tools from the story
Watch and listen to teacher introduce the different toolsT: This is a hammer.This is a saw.
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
This is a measuring tape.
Day 2
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Identify what will happen next
Listen to the short story “The Santol Tree”(See Appendix A2)
Watch and listen to the teacher identify the details of the story
Listen to teacher do a Think-Aloud about what will happen next
Identify what will happen next in the following short stories:“Hannah’s Fruit Juice”“Snack Time”
Vocabulary and Grammar
Use the pronoun phrase This is
Listen to the instructions of the game
Participate in a game
(See Appx. C2)
Day 3
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Identify what will happen next
Find the meaning of words: spilled and rag
Listen to the teacher break down the word rag into individual
Identify what will happen next in the following short stories:“Oops!”“Bedtime”(see Appendix A2)
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
phonemes/ soundsIdentify the sounds in a given word
Vocabulary and Grammar
Recognize the use of the pronoun phrase That is in a sentence
Day 4
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Identify what will happen next
Identify what will happen next in the following short stories:
(See Appendix A2)
Participate in a role play activity in which students will act out what will happen next in some scenarios.(See Appendix C3)
Vocabulary and Grammar
Use the phrase That is in a sentence
Day 5
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological
Identify what will happen next
Listen to the teacher read short stories and look at
Participate in a game on what will happen next
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Awareness posted pictures. Predict what will happen next (in pairs).
Identify sounds in the word wet
Participate in an activity on identifying sounds in a given word
(See Appx. C3)
Vocabulary and Grammar
Use This is / That is in sentences
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
4 th Quarter → Week 9
Theme: My School and Friends
Oral Language: Identify the problem and solution in the story
Phonological Awareness: Recognize, distinguish, and manipulate sounds in a word
Listening Comprehension: Identify the problem and solution in the story
Vocabulary and Grammar: Use these are and those are in sentences
Day 1
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Answer the questions who, what, where, when and why
Recognize the problem and solution in the story
Find the meaning of the phrases:“Flap your wings.”“fly”
(for motivation : Ind. LP)Let’s clap together.
Let’s laugh together.
Let’s wave together.
Let’s sit together
What else can
Listen to a story Up, Up and Away
See Appx. A1
Watch and listen to teacher fill in the story frame
T: What is the title of the story?
Who are the characters in the story?
What did they want to do?
But what is the problem? (problem - They were scared.)
So what did they do?
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
we do together?
In the story, let’s find out what the characters will do together.
Manipulation of letter sounds (Let’s turn sit to run)
(solution - They flew together.)
What happened in the end?
* Post picture of problem* Post picture of solution
Vocabulary and Grammar
Day 2
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Identify the problem and solution in the story
Find the meaning of the word ‘build’.
(schema: individual LP:show a picture of a house with different parts: fence, logs, posts, wall, floor, roof, etc.)
Listen to a story The Most Beautiful House in the Forest
See Appx. A2
Fill in the story frame.
What is the title of the story?
Who are the characters in the story?
What did they want to do?
But what is the problem?
So what did they do?
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
What happened in the end?
* Post picture of problem* Post picture of solution
Vocabulary and Grammar
Day 3
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language,Listening Comprehension and Phonological Awareness
Identify the problem and solution in the story
Find the meaning of the words “umbrella”
Listen to the story “Is it raining?”
Answer the questions about the story
Vocabulary and Grammar
Day 4
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Recall the story The Most Beautiful House in the Forest
Word Game: Change sounds to the word log and
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
make new words!
Vocabulary and Grammar
Recognize the use of these are and those are
Look at some pictures on the board
logspostsanimals
Listen to teacher tell about the pictures.T: These are logs.Those are logs.
These are posts.Those are posts.
These are animals.Those are animals.
Generalization: We use these are to talk about things/animals/persons that are near. We use those are when we talk about things/animals/persons that are far.
Look at real objects the teacher will show
Listen to a classmate use these are and those are to name the objects
See Appx. C2
Pair share: Name objects by using these are and those are (do the actions: *these are:touch the objects; *those are: point to the objects)
Day 5
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Language,Listening Comprehension and Phonological Awareness
Vocabulary and Grammar
Recognize the use of these are and those are
Look at the picture monologue of a character on the board
Listen to teacher read the monologue using these are and those are to name the objects on the board
Color the objects that the teacher refers to
ExampleThese are my shoes.(picture near the character)
Those are my books. (picture far from the character)
Activity Sheet:Color the objects that the teacher refers to
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
4 th Quarter → Week 10
Theme: My School and Friends
Oral Language: Identify the problem and solution in the story
Phonological Awareness: Recognize, distinguish, and manipulate sounds in a word
Listening Comprehension: Identify the problem and solution in the story
Vocabulary and Grammar: Use these are and those are in sentences
Day 1
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Answer who, what, why, when and where questions
Identify the problem and solution in the story
Given the problem, choose the solution
See Appx. C1
Find the meaning of the words or phrases: “wish, fell down, skate,
Listen to the story Leonel
See Appx. A2
Watch and listen to teacher fill in the story frame
T: What is the title of the story?
Who are the characters in the story?
What did he want to do?
But what is the problem? (problem)
So what did he do? (solution)
* Post picture
Think of a wish or something that you want to have
Think of a solution on how to get it
(Activity Sheet)
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
of problem* Post picture of solution
Vocabulary and Grammar
Day 2
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Answer who, what, why, when and where questions
Identify the problem and solution in the story
Find the meaning of the phrases: “pick some flowers”“ride on my back” “I’ll take you there”
Listen to the story Up The Mountain
See Appx. A1
Complete the story frame:
T: What is the title of the story?
Who are the characters in the story?
What did they want to do?
But what is the problem? (problem)
So what did they do? (solution)
What happened in the end?
Listen to the story Are You My Mother
See Appx. A3
Answer activity sheetSee Appx. C2
Vocabulary and Grammar
Day 3
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Recall the story “Up the Mountain”
Recall the story Up The Mountain
Vocabulary and Grammar
Recognize and use this is and these are in sentences
Look at the pictures on the board
(picture of flower and flowers)(picture of a duck and ducks)
Listen to teacher name the objects by using this is and these are
Ex:This is a flower.These are flowers.This is a duck.These are ducks.
Generalization:This is used when there is only one object near the speaker.These are used when more than one object is near the speaker.
Listen to some classmates name the animals using this is and these are(picture of animals on the board)
Ex.snail, snailsturtle, turtlescow, cows
Use this is and these are in sentences through an activity
Ex. Mystery Bag
See Appx. C2
Day 4
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listen to a Listen to a Listen to
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
Listening Comprehension and Phonological Awareness
song that uses that is and those are
song that uses that is and those are
See Appx. A3
teacher add and delete sounds in a word. Notice how the word changed and its meaning.
Vocabulary and Grammar
Recognize and use that is and those are in sentences
Nature Walk:Go outside the classroom and look around
Listen to teacher name the objects using that is and those are
Listen to some classmates name the objects outside using that is and those are
Look around the classroom and name the object or objects using that is and those are
Day 5
Objectives Pre-assessment
Activating Prior Knowledge
Presentation Modeling Guided Practice
Independent Practice
Post Assessment
Oral Language, Listening Comprehension and Phonological Awareness
Listen to teach say the words.
Identify the beginning, middle and ending sound.
Change the beginning/ ending/middle sound to another sound and say the new word formed.
Vocabulary and Grammar
Use that is and those are in sentences
Listen to the teacher as he or she divides
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga
the class into smaller groups. Remember your grouping.
Wait as the teacher calls each group in front of the classroom
While waiting, work on activity sheets.
Small group in front:1. Look at a big picture with lots of things in it. (ex. garden or park)3. Identify the thing/s in the picture by using that is and those are.
Grade 1 English ● Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuñiga