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1 Lesson Plan for December 10,-14, 2012 Printed by: ENGLISH MONDAY I.

Objectives Recognize the parts of a face Recognize names of animals and their body parts Count the number of syllables in words Appreciate that we are special in different ways II. Pre-Assessment Body Parts Game The teacher will ask the children to point to the different parts of a face ex. Can you touch your nose? Animal Drawings Ask the children to draw the animals they know. Provide the necessary materials (paper, coloring materials) III. Subject Matter and Materials Subject: Parts of the Body; Naming Words of Animals References: Teachers Guide in English Materials: paper, coloring materials, pink dress, song chart IV. Procedure A. Activating Prior Knowledge Help the children find the meaning of the word special. Nanay made a dress for me. It is pink, my favorite color. She put laces and pretty buttons. She made it really special. (Write the word on the board.) I am going to wear it on my birthday. What does the word special mean? B. Presentation and Modeling The teacher will teach a song about body parts. 1. The teacher will read each line of the song. TUESDAY I. Objectives Identify different body parts Identify names of animals Identify the body parts of the animals Monday to Friday

II. Pre-Assessment Find the meanings of the words (eg. clean and bright) III. Subject Matter and Materials chart of the song, vocabulary strips, pictures References: Teachers Guide in English IV. Procedure A. Activating Prior Knowledge Unlock the phrase: clean and bright. Show a picture of a car that is dirty. (This car is dirty.) Show another picture of a car that is clean and bright. (This car is clean and bright.) Which car looks clean and bright? B. Presentation and Modeling Teach the students a song about body parts. Even if the students cannot yet read, read each of the line and ask the students to repeat. Afterwards, teach the tune and ask the students to repeat per line. Finally, sing the song altogether. I Have Two Hands (song) I have two hands, The left and the right. Hold them up high, So clean and bright Clap them softly One, two, three Clean little hands are good to see. T: This is my head. (point at your head) S:This is my neck. (point at your neck) Call a student and have a conversation with him or her on identifying different body parts. Have everyone watch and listen to the dialogue. T: I have two hands. S: I also have two hands. S1: I have a nose. S2: I also have a nose. V. Guided Practice Pair up the students. Have the students identify and name their body parts with a partner VI. Presentation

2 Have the children look at the pictures and names of animals. For example: As the students are listening, name more animals and identify their body parts. T: This is a bird. It has wings. VI. Guided Practice Show picture of animals without their names. Ask the students animals and their body parts. Show me the tails of the ____(ex, picture of a pig with its tail. S: This is the tail of the ____(ex. the tail of the pig) WEDNESDAY I. Objectives parts Name the common body parts of animals and persons II. Subject Matter and Materials pictures of different animals III. Guided Practice Show the children the names and location of each body part. Point to and name the body part. Example: T: This is my forehead. (while pointing at your forehead) S: This is my forehead. (while pointing at their forehead) VI. Independent Practice Divide the children into pairs. Have them point to and tell about the parts of their bodies to their partners. Example: S1: This is my nose. (while pointing at his or her nose) S2: This is my lip. (while pointing at his or her lip) VII. Presentation and Modeling Show the class some pictures of animals and their body parts (you may post illustrations on the board) State the names of animals and the names of their body parts that are similar to people. Example: T: I have legs. The carabao also has legs.I have ears. The rabbit has ears. VIII. Guided Practice Explain the rules of the activity. Mystery Bag 1. Prepare a bag with pictures of different animals. Post a picture of an animal with a missing body part. . Call on a student to name the animal. Call another student to name the missing part and have that student pin it on the picture on the board. (For example: Pin the beak of the bird.) Post another picture of a different animal and repeat the same process. THURSDAY I. Objectives Identify and name their own body

their body parts II. Subject Matter and Materials pictures of animals and body parts, References: Teachers Guide in English III. Guided Practice Do Funny Bones Game. Pair up the students. In each pair, assign a Player A and a Player B. Have the students follow directions. The directions will require them to identify different body parts. Example: Player A, put your head on your partners elbow Player B, put your hand on your partners ear IV. Presentation and Modeling Show pictures of animals and their body parts. Include written words of the names of the animal and their parts. As you are showing the pictures, say the name of the animal and a part of this animal. Example: T: This is a duck. It has a beak. VI. Guided Practice Show a picture of an animal without its name and have the students identify that animal. Ask the students to identify the name of the body part you will point at. VII. Independent Practice Have your students participate in a game where they will have to name the animal and its body part. (ex. Pin the Ducks Beak; See Appx. C1)

3 2. Ask each student to pick a picture from the bag. 3. Ask each student to name the common body part that he or she and the animal both have. Example: S: I have a nose.The dog also has a nose. FRIDAY I. Objectives Identify the body parts of the animals (e.g. monkey) Name the animals and the parts of their body Follow directions II. Post-Assessment Prepare a worksheet for each child. The worksheet should contain a picture of a monkey. Ask the children to get their coloring materials. Make sure that the children listen and follow directions properly. Examples: 1. Using the yellow crayon, color the tail of the monkey. 2. Using the red crayon, color the ears of the monkey. MATHEMATICS I.Objectives of the Lesson: M0NDAY a. Visualize one-fourth of a whole d. Read and write one-fourth in symbols b. Divide a whole into fourths and in words TUESDAY c. Identify one-fourth of a whole e. Draw the whole given one-fourth of it. II. Prerequisite Concepts and Skills: a. Concept of a whole c. Dividing a cutout or a drawing b. Intuitive concept of shapes d. CuttinG C. References References: Teachers Guide in Mathematics Materials: a. Square sheets of paper b. Pair of scissors c. Crayons III. Instructional Procedures: A. Posing a problem The pupils of Grade 1-Makahiya have square sheets of paper. They want to use these sheets of paper to decorate their room by making banderitas. But they think that the number of their square papers is not enough. They agreed to cut each sheet of square paper into 4 parts of equal sizes. If you were a pupil of Grade 1-Makahiya, how would you cut the paper? Ask the following questions: a. What is the shape of the sheets of paper? (The shape of the sheets of paper is square.) b. How do the pupils want to decorate their room? (The pupils want to decorate their room by putting banderitas using the square sheets of paper.) c. Is the number of the sheets of paper enough? (The number of the sheets of paper is not enough.) d. What do the pupils agreed upon with the square sheets of paper? (They agreed to cut the square sheets of paper into four parts of equal sizes.) If you were a pupil of Grade 1Makahiya, how would you cut the sheet of paper? Distribute the square sheets of paper to the pupils. Let them use these papers to solve the problem. B. Solving the Problem in Different Ways Let the pupils think of a way to cut the square sheets of paper into 4 parts of equal sizes. Observe how the pupils would do it. They may fold the paper or draw line segments to have four equal parts before they cut. (Possible ways of dividing the square into 4 equal parts :) C. Processing of Answers Have the pupils with unique answers post their work on the board. Let the pupils focus on answer A. Ask the following questions. a. In how many parts is the sheet of paper divided? (The sheet of paper is divided into 4 parts.) b. What is the shape of each part? (The shape of each part is square.) c. Can you say that the parts are equal? (Yes, the 4 parts are equal.)

4 d. Why do you say that they are equal? (The 4 parts are equal because they are of the same size.) e. How do you show that the 4 parts are of equal sizes? (We can put the parts one on top of the other. They exactly coincide, so we say that the parts are of equal sizes.) Tell the pupils that each part is onefourth of the whole square sheet of paper. Write one-fourth and 1/4 on the board. Explain that one-fourth or 1/4 names a part of a whole in which the whole is divided into four equal parts and one part is considered. The four equal parts is represented by the number 4 written below the bar while the number of parts considered is represented by the number 1 found above the bar. Write 1/4 to each part of paper. Focus the pupils attention to answers B and C. Ask the pupils to compare the two answers. Expected answers: (a. Both A and B are cut into 4 rectangles. b. Answers A and B show the same way of cutting the sheet of Answers A, B, C, and D are the common ways of dividing a square sheet of paper into 4 parts of equal sizes. Possibly, these will also be the answers of most of the pupils. Encourage them to think of other ways because there are still several ways which may not be common like answers E and F. If E and F or similar answers are not given by the pupils, prepare these answers and show them during the discussion. Emphasize that in writing fractions in symbols; write the bar horizontally, and not diagonally, .So one-fourth is written as 1/4 24 paper except that the rectangles in B are arranged vertically while the rectangles in C are arranged horizontally.) Ask the following questions: a. Are the rectangles of equal sizes? (The 4 rectangles are of equal sizes.). Let them show that the 4 rectangles are of equal sizes. (The pupils put one part on top of the other to show that the four parts are of equal sizes.) b. Can we call each part one-fourth of the whole square sheet of paper? c. Why? (We can call each part onefourth because the whole sheet is divided into four parts of equal sizes.) Call on some pupils to write 1/4 to each part. Let the pupils focus on answer D. a. Into how many parts is the whole sheet of paper divided? (The whole sheet of paper is divided into 4 parts.) b. What is the shape of each part? (The shape of each part is triangle.) c. Can you call each part one-fourth of the whole square sheet of paper? (Yes, because the four parts are of equal sizes.). d. How do you show that the 4 parts are of equal sizes? (We can put the parts one on top of the other and they exactly coincide.). Call on 4 pupils to write 1/4 to each part. Let the pupils focus on answer E. a. Can you call each part one-fourth of the whole sheet of paper? b. Why? (Yes, because the whole is divided into 4 parts of equal sizes). c. How do you show that each part is really one-fourth of the whole sheet of paper? (We can put the parts one on top of the others and they exactly coincide.) Let the other members of the class check if they cut their square sheet of paper into 4 parts of equal sizes. If so, let them write 1/4 to each part. Remind them that the number 1 on top of the bar tells the number of parts being considered while the number 4 below the bar tells the number of equal parts the whole has been divided. Show answer F. a. Is each part one-fourth of the whole sheet of paper? (Yes, each part is one-fourth of the whole sheet of paper.) b. What made you say that each part is one-fourth of the whole sheet of paper? (In answer A, we have shown that 1 square in one-fourth of the whole sheet of paper. Also, in answer E we have shown that 1 triangle is one-fourth of the whole sheet of paper. We can say then that, each part in answer E are of equal sizes. )

5 Pupils may not be able to think of answers E and F because these solutions may be unfamiliar to them. However, they need to be exposed to such answers to encourage them to think of more solutions. So present these answers also. 25 c. How else can you show that the four parts are of equal sizes? (Showing that the four parts are of equal sizes may be done in two ways as shown below.) Method 1: Method 2: Get the square. Cut the square along the dashed line. Paste the parts together to form a triangle. Do the same to the other square. Put the 2 squares transformed into triangles and the two triangles one on top of the other. Call on some pupils to write onefourth, in symbol, to each part. Show a sheet of paper cut as shown. Ask: Can we call each part of the sheet of paper one-fourth? Why? (We cannot call each part one-fourth because the sheet of paper is divided into 3 parts only. To call a part one-fourth, the whole must be divided into 4 parts of equal sizes.) Show another sheet of paper cut as shown. Can we call each part one-fourth? Why? (We cannot call each part one-fourth because the whole is not divided into parts of equal sizes.) WEDNESDAY AND THURSDAY D. Reinforcing the Concept and Skills Let the pupils do Worksheet 1, 2, 3. Then, discuss the answers. For number 8 of Worksheet 3, emphasize that the parts of the whole are not of the same sizes. FRIDAY Show a part of a whole piece of paper. Tell the pupils that the given part is one-fourth of the whole piece of paper. Distribute this part to the pupils. Let them draw how the whole piece of paper would look like. Challenge the pupils to think of several answers. (Possible answers :) Give other examples. F. Summarizing the Lesson Show a piece of paper. Cut the paper into four equal parts. Ask while holding one part Is this part one-fourth of the piece of paper? Why? (Yes, because the sheet of paper was cut into 4 parts of equal sizes.) Show a piece of paper. Cut it into four unequal parts. Ask while holding one part Is this part one-fourth of the piece of paper? (No, because the paper was not cut into 4 parts of equal sizes) When do we call a part of whole onefourth? (A part of a whole is called onefourth if the whole has been divided into 4 equal parts and 1 part is considered.) MOTHER TONGUE BASED Monday and Tuesday A.Topic 1. Talking about family, friends, school, community and significant people and places in culturally appropriate manner 2. Expressing love for stories by browsing the story books read to them and asking to be read more stories 3. Predict what the story, fable, legends, school and community events/situations/issues, radio broadcast and local news base on context 4. Give the cause or the effect of certain events in the story, fables, legends, etc. read B. References Teachers Guide in MTB, Week 23, Day 1,p.25-27 C.Materials: Pictures, printed materials D. ML Wednesday A. 1. Read phrases, sentences and short stories containing high frequency words and words studied

6 2. Read aloud grade one level text at a rate of approximately 60 words per minute 3. Read grade one level text in three-to-four word phrases with appropriate intonation, expression and punctuation cues 4. Correctly spell previously learned words 5. Correctly spell pronouns used in sentences B. Teachers Guide in Mother Tongue Based, Week 23, Day 2, p.28-29 C.Materials: pictures, printed materials D. ML Thursday and Friday A. 1. Talking about family, friends, school, community and significant people and places in culturally appropriate manner 2. Discussing meanings and develop vocabulary through meaningful and concrete experiences B. Teachers Guide in Mother Tongue, Week 23, Day4-5 C. Materials. Printed stories and text D. ML Monday LAYUNIN: Nakikinig at nagtatanong tungkol sa kuwentong binasa ORAS: 30 minuto KAGAMITAN: aklat na Haluhalo Espesyal ni Yvette Ferreol at Jill Arwen Posadas (Adarna House, 2006) PAMAMARAAN 1. Paunang Pagtataya Tanungin ang klase: Ano ang iyong paboritong pagkain? 2. Tukoy Alam Tanungin ang klase: Bakit mo ito paborito? 3. Tunguhin Ipakilala ang aklat, awtor, at tagaguhit ng kuwento. Sundin ang Reading Plan. Itanong: Paano kaya gumaling ang bata sa kuwento? 4. Paglalahad Ikuwento ang Haluhalo Espesyal ni Yvette Ferreol at Jill Arwen Posadas (Adarna House, 2006). 5. Pagtuturo at Paglalarawan a. Ipagawa sa bawat pangkat ang sumusunod: I - Isadula ang mga pangyayari sa kuwento. II - Gumawa ng parada ng mga tauhan sa kuwento. III - Iguhit ang mga pagkain na nabanggit sa kuwento. IV - Gumawa ng poster para ipakita ang tamang gawain ng isang bata upang maiwasan ang pagkakasakit. b. Hayaang mag-ulat ang bawat pangkat. TUESDAY LAYUNIN: Nakapagbibigay ng mga salitang naglalarawan ORAS: 30 minuto KAGAMITAN: larawan ni Jackie, ang bata mula sa kuwentong Haluhalo Espesyal PAMAMARAAN 1. Tunguhin Itanong: Sino-sino ang mga tauhan sa kuwento? 2. Paglalahad Magpakita ng larawan ni Jackie, ang bata mula sa kuwentong binasa. Tanungin ang klase kung ano ang masasabi nila kay Jackie ayon sa kaniyang mga katangian tulad ng kaniyang hitsura at ugali. Gumawa ng character map. Halimbawa: Ano ang kulay ng kaniyang buhok? Ano kaya ang ugali niya? 3. Pagtuturo at Paglalarawan Ipagawa ito nang pangkatan. Pumili ng isang pahina sa aklat upang mapunan ang hinihingi ng tsart. Ipatala ang mga bagay at tao na makikita sa larawan. Ipalarawan ang bawat isa. TAO BAGAY 4. Kasanayang Pagpapayaman Magpalaro ng taguan. Itago ang ibat ibang larawan ng mga bagay na makikita sa kuwentong binasa (Halimbawa: Jackie, monggo, haluhalo, yelo, lola). Ilarawan ang bawat bagay at ipahanap ang mga nakatagong larawan. WEDNESDAY LAYUNIN: Nailalarawan ang sarili sa pamamagitan ng wastong paggamit ng pang-uri

7 KAGAMITAN: lapis o mga pangkulay, papel, salamin PAMAMARAAN 1. Tunguhin Sabihin: Humarap sa salamin at ilarawan ang sarili. 2. Kasanayang Pagpapayaman Magtawag ng ilang bata upang ilarawan ang kanilang mga sarili sa harap ng salamin. 3. Kasanayang Pagkabisa a. Ipaguhit sa mga bata ang kanilang sarili at ipaulat sa klase ang kanilang ginawa sa pamamagitan ng paggamit ng wastong pang-uri. Halimbawa: Ang aking buhok ay kulay________. Ang aking paboritong pagkain ay ______ dahil ito ay _________. Siya ay may mahabang buhok! b. Magsagawa ng isang laro. Hatiin sa apat na pangkat ang mga bata. Hayaang pumila ang bawat pangkat ayon sa: Pagpangkatin ang klase at bigyan ng oras ang bawat pangkat na pumili mula sa mga kaklase ng kanilang ilalarawan gamit ang wastong pang-uri. 3. Pagtataya Bigyang pagkakataon ang bawat pangkat na maibahagi sa klase ang kanilang ginawang paglalarawan sa isang kaklase. Huhulaan naman ng ibang pangkat ang tinutukoy na kaklase. FRIDAY LAYUNIN: Nagagamit ang wastong pang-uri sa paglalarawan ng sarili at mga kaklase KAGAMITAN: mga piraso ng papel na may nakasulat na bahagi ng katawan o kasuotan (halimbawa: buhok, mata, sapatos, atbp.) PAMAMARAAN 1. Tunguhin Sabihin: Ngayong araw, ilalarawan natin ang ating sarili at ang ating mga kaklase. 2. Pagtataya a. Tumawag ng dalawang bata upang bumunot ng tig-isang piraso ng papel. b. Basahin ang nakasulat sa papel. Sabihin ang parte ng katawan o ng kasuotan na nabunot upang kanilang ilarawan. Halimbawa: Bata A buhok Ang buhok ko ay mahaba. Ang buhok niya ay maigsi. Bata B blusa Ang blusa ko ay bughaw. Ang blusa niya ay bughaw din. c. Tumawag pa ng ibang bata upang gawin ito. ESP MONDAY to Friday A.Pagpapahalaga asin Pagmantinir Kaayusan asin Katoninongan B. Teachers Guide sa ESP MondayTuesdayWednesdayThursdayFridayC.Kagamitan: D. ML

kategorya) THURSDAY LAYUNIN: Nailalarawan ang mga kaklase sa pamamagitan ng wastong paggamit ng pang-uri KAGAMITAN: tsart ng Nasaan ang kaibigan ko? PAMAMARAAN 1. Tunguhin Sabihin: Ngayong araw, ilalarawan natin ang ating mga kaklase. 10 2. Kasanayang Pagpapanayam Anyayahan ang klase na maglaro ng Sino ang kaklaseng tinutukoy? Ilarawan ang ilang bata sa pamamagitan ng paggamit ng wastong pang-uri at ipatukoy ang kaklaseng inilalarawan. Halimbawa: Nasaan ang kaibigan ko? Kaibigan ko? kaibigan ko? Nasaan ang kaibigan ko? Siya ay may mahabang buhok!

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8 Araling Panlipunan Monday to Friday A.An pagsunod sa mga Patakaran sa Laog kan Klasrum B.Teachers Guide sa Araling Panlipunan, Module sa AP,26-29 C. Kagamitan: worksheet, coupon bond, larawan D. ML Music I. Melody 1. CLASS ENCOUNTER -MI greeting. to touch their heads when they think they are singing a HIGH sound and touch their waists when they think they are singing a LOW sound. in the beginning and have them do it a second time with minimal teacher assistance. 2. DEVELOPMENT OF THE LESSON their books. fingers as they also sound the syllable Aah. Their voices must also be able to follow the directions the line is taking. and the Lowest points in the line. Mark these as HIGH sound and LOW sound. and use these to follow the line above. 3. APPLICATION composition by drawing their very own line in ACTIVITY 1. Encourage them to make their lines interesting and to choose a syllable that has not been chosen for the earlier activity. 8 their seatmates and have them try out each others compositions. compositions on the board for the whole class to try out. Call on 3 students for this activity. ong Bounce High with the class and do ACTIVTY 2 with the pupils. Have them change partners after each round. 4. SYNTHESIS Ask the children: Why? HIGH sound and the LOW sound? Why? Goodbye song and invite them to TOUCH their HEADS again when they are singing a HIGH sound and to touch their WAISTS when they are singing a LOW sound.