St.

Joseph School
Integrated Basic Education Curriculum
FAAP-PAASCU Level II Accredited

CURRICULUM GUIDE

Subject: English Grade Level: 1

Quarter: 1st Checked by: Ms. R. Elec
Prepared by: Maria Jazmin F. Lyon Noted By: Ms. L. Guevarra

Time Content Content Performance Learning Instructional Delivery Assessment Values

Frame Standard Standard Competencies Integration

Days Topic: The learner The learner Identify long Preparatory Activities 1. Stewardship
1-2 Long Vowel demonstrates displays vowel sound 1. Prayer Identification
Sound /ey/ understanding of sensitivity to /ey/ 2. Checking of Attendance of words with Personal
sounds and sound in 3. Review a long /ey/ Ethics:
sound patterns for spoken Produce words 5. Presentation of the learning sounds Proper care of
production of languages listened to (/ey/ competencies Body
words. sound words) 2. Matching
DepEd Before the Lesson Type of words “Do you not
Competencies Read Words 1. The pupils will be asked to sing with a long know that you
with medial the nursery rhyme: Rain Rain Go /ey/ sounds. body is a temple
vowel sound Away. of the holy
/ey/ 2. They will be asked about the spirit?”
weather in the song and they will -1 Corinthians
try to guess the weather based on 6:19
the pictures that the teacher will
present.
During the lesson
1
 The pupils will be asked to listen to
a rhyme about weather.

When the Sun shines

children play
When the rain drops
the flowers sway

Comprehension Check-up
The pupils will answer the ff.
Questions:
1. Who plays when the sun
shines?
2. What makes the flowers sway?
3. What should you do when the
sun shines? How about when it is
raining?

Skill Development
1. The pupils will read the
underlines words.
2. The pupils will be shown
pictures of words with the long /ey/
sounds. They will be asked to
repeat reading the words.

After the Lesson

Word Picture Association
The pupils will be asked to match
the pictures to the correct long /ey/
sound.

(see Appendix A.1.1)

2
 The pupils will be given pictures
with long /ey/ sound and they will
try to identify the correct spelling of
the words using the letters
provided.

(see Appendix A.1.2)

. Evaluation
The pupils will be asked to identify
the long /ey/ words of the pictures
in the worksheet.

(see Appendix A.1.3)

Reinforcement
Copy and memorize a rhyme with
words having long /a/. Be ready to
recite it in class.

Preparatory Activities
1. Prayer Stewardship
Day 3 Topic: The learner The learner Identify medial 2. Checking of Attendance 1.
3
Medial Vowel demonstrates displays vowel sound 3. Review: Flashcard drill of words Identification Personal
Sound /iy/ understanding of sensitivity to /iy/ with long /ey/ sounds of words Ethics:
sounds and sound in 5. Presentation of the learning with /iy/ Responsible
sound patterns for spoken Produce words competencies sounds.
production of languages. listened to (/iy/ "Whatever you
words. sound words) Before the Lesson 2. Word do work heartily
DepEd 1. The pupils will identify the Completion as for the Lord
Competencies Read Words pictures of body parts. and not for
with medial 2. The pupils will watch a short men."
vowel sound story about parts and they will be Colossians 3:23
/iy/ asked questions about it.

https://www.youtube.com/watch?
v=-IBAUepwjLI

Comprehension Questions
1. What do we need for hearing?
Seeing? Walking? Eating?
2. What should we do with our
ears, eyes, feet and teeth?

Skill Development
The pupils will be shown
flashcards of words with /iy/
sounds.
Ex. clean read beat meat

During the Lesson

1. The pupils will try to add the
beginning letter to form a word
with /iy/ sound.
4
 1. ____eat b m s h

2. ____eet b m s h

3. ------ eep d f w s
2. The pupils will read flashcards
of words with the /iy/ sounds.

After the Lesson

The pupils will answer a worksheet
on /iy/ sounds. They will listen as
the teacher reads the words on the
worksheet and they will try to
identify the words with the /iy/
sounds.

(see Appendix A.2.1)

Evaluation
The pupils will listen as the
teacher reads list of words. They
will write down the words with
the /iy/ sounds.

Copy the word that has a

short /iy/sound.
1. rid read red
2. meat meet mate

5
 3. hit hate heat

Preparatory Activities Love for the

Day 4 Topic: The learner The learner 1. Identify 1. Prayer 1. Group poor
Loud and Soft demonstrates displays specific sounds 2. Checking of Attendance work: Respect for
sounds understanding of sensitivity to from a 3. Review: Flashcard drill of words labelling human life:
the elements of sound in background of with long /iy/ sounds Learning to
literary and spoken different 5. Presentation of the learning 2. Comparing listen
informational languages. sounds heard. competencies
texts for effective 3. "Everyone
DepEd oral expression. Before the Lesson Identification should be quick
Competencies 1. Pronunciation Drill of soft and to listen, slow to
Naming objects through pictures. loud sounds speak and slow
2. Unlocking of Difficulties to become
Loud and soft sounds- through angry."
playing loud and soft music
3. Motivation James 1:19
Teacher asks the pupils the
sounds that they heard when they
were on their way to school.

During the Lesson

The pupils will be presented with a
song with action.

Kitty, Kitty meow

Kitty, Kitty meow
Kitty, Kitty meow-meow-meow
(Substitute Kitty -meow with:
doggie-aw, ducky-quack, piggy-
oink, etc.)
6
 Comprehension Check-up
1. a. What are the animals in the
song?
b. What does Kitty sa? Doggie?
Duck? Etc.
c. What can animals produce?
d. Which animals can produce
loud sound? Soft sound?
2. (Follow the same procedure:
object)
3. (Follow the same procedure:
transportation)
4. What did you do to be able to
distinguish loud from soft sound?
Did you listen carefully?
5. What can
animals/objects/transportation
produce?
6. What kind of soft sounds do
animals/objects/transportation
produce?

After Lesson
1. The pupils will be presented
with 2 boxes with labels loud and
soft sounds.
2. The class will be divided into
three groups and they will be
shown pictures of animals,
objects, and transportation at a
time.
Group I - will identify the pictures
7
 Group II - will produce the sound
Group III - will group the pictures
as to loud or soft.

3. The pupils will be given a

worksheet they will try to identify
which has soft and loud sounds.
(see Appendix A.3.1)

Evaluation
The pupils will answer a worksheet
on identifying soft and loud
sounds.
(see Appendix A.3.1)

Assignment
Draw or cut pictures for each of
the following:

Loud Sound
1. animal
2. object
3. transportation

Preparatory Activities
Days Topic: The learner The learner 1. Identify 1. Prayer 1. Group Love for the
5-6 High and low demonstrates displays specific sounds 2. Checking of Attendance work: poor
sounds understanding of sensitivity to from a 3. Review: Flashcard drill of words labelling Personal
the elements of sound in background of with long sounds Vocation:
literary and spoken different Produce the sound made by the 2. Comparing Learning to
informational languages. sounds heard. following: Listen
8
 texts for effective pig 3.
DepEd oral expression. 2. Differentiate clock Identification "Listen for God's
Competencies low from high ambulance of high and voice in
jeep
sounds. low sounds everything you
drum
dog do &
train everywhere you
bird go he is the one
that will keep
gun you on track."
Tell whether the sound is loud or
soft Proverbs 3:6
5. Presentation of the learning
competencies

Before the Lesson

1. Unlocking of Difficulties:
High and low sound- by
demonstrating high and low
sounds.
2. The pupils will be shown
miniature of objects, animals or
transportation producing high and
low sounds. They will be called to
produce the sound of each toy.

During Lesson
1. The class will be divided into
three groups. Each group will be
given charts.
Group I- animals
Group II- objects
Group III- transportation
Each member of the group name a
9
 picture on the chart/poster then
imitates the sound it produces.
The activity will be done one at a
time by each group.

Comprehension Check-up
1. What do you call the first chart
of pictures? The second? The
third?
2. What can they produce?
3. Which can produce high sound?
Low sound?
4. Were you able to tell whether
the sound is high or low? What did
you do?

After Lesson
The pupils will hear different
sounds. They will raise their right
hand if the sound is high and they
will raise their left hand if it is low.
a. Moo! Moo!
b. Toot! Toot!
c. Eng! Eng!
The pupils will try to identify low
and high sounds through a
worksheet.

(see Appendix A.4)

Evaluation
The pupils will play the game
where do I belong. They will name
10
 the picture and produce the
sounds.

Assignment:
Bring objects, miniature
transportation/animals that
produce high and low sound.

Days Topic: The learner The learner 1. Use Preparatory Activities Stewardship
7-8 Courteous demonstrates shares/expre courteous 1. Prayer 1. Matching Personal
Expressions: understanding of ss personal expression 2. Checking of Attendance Type Ethics:
Greetings familiar words ideas, listened to in 3. Review: Flashcard drill of high Being Polite
used to thoughts, appropriate and low sounds 2.
communicate actions, and situation 4. Presentation of the learning Comprehensi "..for by your
personal feelings using ( greeting competencies on check words you will
experiences, familiar others) be justified, and
DepEd ideas, thoughts, words. Before the Lesson 3. Word bank by your words
Competencies actions, and 2. Read words 1. The pupils will be presented Identification you will be
feelings used through with a picture of a teacher inside condemned."
repeated the classroom with the students.
exposure 2. They will be asked to tell what Matthew 12:37
3. Write the they can see in the picture.
appropriate 3. The pupils will be asked what
expressions for they should do as the teacher
the given enters the class.
situation
During the Lesson
1. The pupils will be given
courteous expressions they can
use for greetings.
2. The pupils will be asked to
repeat the courteous expressions
11
 after the teacher reads them.
3. The pupils will watch a story
about being polite and using
courteous expressions.

https://www.youtube.com/watch?
v=o1WJnbJDTS0

Comprehension Questions:
1. Who are the two pupils in the
story?
2. Where are the two pupils?
3. What are they talking about?
4. Why is Ms. Harris grumpy to
Peter?
5. What polite expressions did Cris
used as he talked to Ms. Harris?

Expressions Drill
The pupils will read the
expressions they have learned for
the day.

After the Lesson

1. The students will be asked to
listen to the situations. They will
say the correct expression by
choosing the correct answer.

1. You meet your teacher in the

morning.
2. You meet your friend in the
market.
12
 3. Your classmates greet you on
your birthday.

Answer Box
Hi! I'm fine
Thank Good Afternoon
you

Evaluation
The pupils will answer worksheets
on courteous expressions.
(see Appendix A.5.1 and
see Appendix A.5.2)

Days Topic: The learner The learner 1. Identify the Preparatory Activities
9-10 Vowel Sounds demonstrates manipulates proper vowel Stewardship
1. Prayer
understanding of skilfully the letters 1.
2. Checking of Attendance
sounds and their sounds in identification Commitment to
3. Review: Flashcard drill of
meanings for words to 2. Produces of vowel Holistic
courteous expressions
appropriate use of express vowel sounds letters Learner
4. Presentation of the learning
DepEd words. meaning. listened to. Development:
competencies
Competencies 2. tree game Fruitful
3. Write the Before the Lesson
appropriate 3. Matching "You cannot be
1. The pupils will have
vowel letters. Type fruitful unless
pronunciation Drill. They will read
you remain in
the letters of the alphabet
13
 2. The pupils will be asked to sing me."
the vowel song
https://www.youtube.com/watch? John 15:4
v=dEbaEXf6BqM

During the Lesson

1. The pupils will be presented
with pictures of objects/things.
2. They will be asked to say the
names of the picture as they put
each picture in the pocket chart.
3. The pupils will listen and repeat
the words with the vowels sounds.
They will be asked to identify the
beginning sounds of the words.
1. apple 5. igloo
2. orange 6. Ink
3. umbrella
4. underwater

Copy the vowel letter on the

blank, then produce the
sound:

1. owl
2. avocado
3. eggplant
4. under
5. insect

After the Lesson

The pupils will answer worksheets
on vowel letters.
14
 (see Appendix A.6.1 and 6.2)

Evaluation
Game: The pupils will pick a fruit
from a tree. They will name the
picture at the back of the fruit then
produce the sound of the vowel.

Assignment
Cut-out picture from magazines
that begins with a vowel. Bring it to
school, name the picture and
produce the vowel sound.

Preparatory Activities
Day Topic: The learner The learner 1. Identify the 1. Prayer Love for the
11-12 Consonant demonstrates manipulates proper 2. Checking of Attendance 1. poor
Sounds: /b/, understanding of skilfully the consonant 3. Review: The pupils will identify Identification
/p/, /f/, /v/ sounds and their sounds in letters: /b/, the picture and the initial vowel of letters Respect for
meanings for words to /p/, /f/, /v/ letter of the words. human life:
appropriate use of express 4. Presentation of the learning 2. picture discrimination
words. meaning. 2. Produces competencies discrimination
consonant "You judge
DepEd sounds listened Before the Lesson 3. Pass the according to the
Competencies to. 1. The pupils will be grouped into box game flesh; I judge no
four. They will try to solve the one."
3. Write the puzzle given by the teacher. 4. Pick the
appropriate 2. Each group will try to identify flower activity John 8:15
consonant the picture and give the initial
15
letters. letters of the words. 5. Paper bag
3. The pupils will have word
pronunciation drill of the discrimination
consonant letters of the alphabet activity
presented in the puzzle the /b/, /p/,
/f/, /v/ sounds.

During the Lesson

Pass the Box Game
1. The pupils will play a game.
They will pass around a box with
picture flashcards while singing to
the alphabet song. When the song
stops
2. The pupils will arrange the
pictures according to their initial
consonant letters
/b/ /p/ /f/ /v/

The pupils will answer worksheets

on letters /b/, /p/, /f/, and /v/.

(see Appendix A.7.1, A.7.2 and

A.7.3)

After the Lesson

Pupils say correctly the name of
each cut-out picture. Produce the
sound then write the consonant
letter inside the cut-out.

16
 Picking Flowers in the Garden
The pupils will pick a flower and at
the back of each flower is a
picture. They will name the picture
and produce the consonant sound.

Evaluation
The pupils will pick a picture inside
a paper bag. They will name the
picture, produce the consonant
sound then copy the beginning
consonant letter of the word.

Preparatory Activities Love for the

Day Topic: The learner The learner 1. Identify the 1. Prayer poor
13-14 Consonant demonstrates manipulates proper 2. Checking of Attendance 1. puzzle
Sounds: understanding of skilfully the consonant 3. Review: The pupils will have Care for the
/m/, /n/, /r/,/l/. sounds and their sounds in letters: /m/, pronunciation drill of words with 2. picture school
meanings for words to /n/, /r/, /l/. initial sound /b/, /p/, /f/, /v/ identification resources and
appropriate use of express 4. Presentation of the learning environment:
words. meaning. competencies 3. consonant Taking care of
2. Produces table Animals
DepEd consonant Before the Lesson
Competencies sounds listened 1. The pupils will be asked to 4. "It takes nothing
to. identify the pictures in the puzzle pronunciation away from a
pieces to reveal the picture for the drill human to be
3. Write the day. kind to an
appropriate 2. They will be asked to identify animal."
consonant the pet formed out of the puzzle. -Joaquin
letters. 3. The pupils will give the initial Phoenix
17
 sound of the word.
4. They will be asked what pets
they have at home and how do
they take care of them.

During the Lesson

1. The pupils will be presented
with pictures. They will identify the
initial letters of the words.
2. The pupils will be asked to write
the upper and lower case letter of
/m/, /n/, /r/, /l/.
3. They will have the listen and
repeat activity of the sounds and
words with initial letters /m/, /n/, /r/,
/l/.
4. The pupils will have picture
identification and they will try to
organize them according to their
initial sounds. They will
accomplish the table below.

/m/ /n/ /l/ /r/

After the Lesson

1. The pupils will be asked to trace
the letter of the beginning sound of
the picture and produce the
sounds.
2. The pupils will be asked to write
the initial letters of the pictures
18
 presented.
(see Appendix A.8.1)

3. The pupils whose names begin

with letter m,n,r,l will be called.
They will produce the sound of the
initial letter of their names.

Evaluation
The pupils will answer worksheets
on /m/, /n/, /r/, /l/.
(see Appendix A.8.2 and A.8.3)

Preparatory Activities Love For the

Day Topic: The learner The learner 1. Identify the 1. Prayer poor
15-16 Consonant demonstrates manipulates proper 2. Checking of Attendance 1.
Sounds: /s/, understanding of skilfully the consonant 3. Review: The pupils will have enumeration Respect for
/h/, /c/, /k/ sounds and their sounds in letters: /s/, pronunciation drill of words with human life:
and /q/. meanings for words to /h/, /c/, /k/ initial sound /m/, /n/, /r/, /l/. 2. picture Caring
appropriate use of express and /q/. 4. Presentation of the learning identification
words. meaning. competencies "Caring- about
3. consonant people, about
2. Produces Before the Lesson table things, about
DepEd consonant 1. The pupils will be asked to life-is an act of
Competencies sounds listened name things that they can see in 4. maturity."
to. their surroundings. pronunciation
2. They will be asked to talk about drill -Tracy McMillan
3. Write the them in class and how do we take
appropriate care of the things around us.
consonant 3. The pupils will be presented
letters with words that they can see
around. They will be asked to
19
 identify the initial consonant letters
of the ff. words:

star house cake kangaroo

snail hat can kite
sun hammer cart queen
sweater horse car quail

During the Lesson

1. The pupils will be asked to
arrange the words according to
their initial consonant letters.
2. They will be asked to say the
sounds of the letters.
3. The pupils will then have the
pronunciation drill of words.
4. The pupils will be asked to give
other words that starts with
/s/, /h/, /c/, /k/ and /q/.

After the Lesson

1. The pupils will be asked to get
one picture from the chart and
identify the initial letter and the
sound of the word.
2. The pupils will be asked to
answer a worksheet on initial
consonant letters /s/, /h/, /c/, /k/
and /q/.

(see Appendix A.9)

Evaluation

20
 1. The pupils will be asked to
enumerate words with initial
consonant letters /s/, /h/, /c/, /k/
and /q/.
2. The pupils will fill out the
missing letter of the words
provided.

Service/
Day Topic: The learner The learner Preparatory Activities Stewardship
17-18 Consonant demonstrates manipulates 1. Identify the 1. Prayer 1.
Sounds: /d/, understanding of skilfully the proper 2. Checking of Attendance enumeration Professional
/t/, /g/, /j/ sounds and their sounds in consonant 3. Review: The pupils will have Competency/
meanings for words to letters: /d/, pronunciation drill of words with 2. picture Personal
appropriate use of express /t/, /g/, /j/ initial sound /s/, /h/, /c/, /k/ and /q/. identification Ethics:
words. meaning. 4. Presentation of the learning Neatness
DepEd competencies 3. consonant
Competencies 2. Produces table 'One, who
consonant Before the Lesson maintains
sounds listened 1. The pupils will play the game: 4. cleanliness
to. who wants to be a millionaire. pronunciation keeps away
2. In this game, the pupils guess drill diseases."
3. Write the the beginning letter of each
appropriate picture. The pictures will be -Sam Veda
consonant arranged alphabetically.
letters 3. They will have the pronunciation
drill of all the words listed.

During the Lesson

21
 1. The pupils will be presented
with the pictures that begin with
/d/, /t/, /g/, /j/.
2. They will be asked to produce
the sounds of the letters.
3. The pupils will have the
pronunciation drill of the words.
4. The pupils will play a game
spin the wheel. They will be asked
to spin the wheel and think of a
word that starts with the letter that
the arrow will point to.

After the Lesson

1. The pupils will answer
worksheets on /d/, /t/, /g/, /j/.

(see Appendix A.9)

2. The pupils will complete the

consonant table

/d/ /t/ /g/ /j/

Assignment
Draw or cut pictures that begin
with Dd, Tt, Gg, Jj.

22
Day Topic: The learner The learner Preparatory Activities Love For the
19-20 Consonant demonstrates manipulates 1. Identify the 1. Prayer 1. poor
Sounds: /w/, understanding of skilfully the proper 2. Checking of Attendance enumeration
/x/, /y/, /z/ sounds and their sounds in consonant 3. Review: The pupils will have Respect for
meanings for words to letters: /d/, pronunciation drill of words with 2. picture human life:
appropriate use of express /t/, /g/, /j/. initial sound /d/, /t/, /g/, and /j/. identification Caring
DepEd words. meaning. 4. Presentation of the learning
Competencies 2. Produces competencies 3. consonant "When you
consonant table really care
sounds listened about someone,
to. Before the Lesson 4. their happiness,
1. The selected pupils will be given pronunciation matters more
3. Write the puzzle pieces and they will be drill than yours.”
appropriate asked to produce the sound of the
consonant letters on the puzzle pieces. -Anurag
letters 2. The picture will be revealed Prakash Ray
after the pupils completed the
puzzle pieces. They will be asked
the ff. questions.
3. The pupils will be asked about
the picture.

a. Have you been to the zoo?

b. What can you see in the zoo?
c. How do you take care of the
animals?

During the Lesson

1. The pupils will listen to a story
and they will be asked about it.

The Witch
23
 One day, a witch walked around.
She saw a boy playing yoyo.
Then, she heard a sound of a
xylophone. She was very happy.
She ran to the forest. A big zebra
came to her. A witch caught the
zebra and put it in a big pot.

a. Who walked one day?

b. What did the witch see?
c. What did the boy play?
d. What sound did the witch hear?
e. How did she feel?
f. What did the witch see in the
forest?
g. Where did she put the zebra?

2. The pupils will be asked to point

out the words that start with /w/,
/x/, /y/, /z/.
3. They will be asked to read the
words listed.
4. The pupils will be asked to
produce the sound of the letters
/w/, /x/, /y/, /z/.

After the Lesson

The pupils will be group into three.
The first group will show pictures
that begin with Ww, Xx, Yy, and
24
 Zz. The second group will name
the pictures and say the beginning
sounds. The third group will write
the beginning letter of each
picture. The three groups will
rotate through cycle.

The pupils will answer worksheets.

(see Appendix A.12)

Day Topic: The learner The learner Preparatory Activities Solidarity for
21-23 CVC Pattern demonstrates correctly uses 1. Recognize 1. Prayer 1. reading drill common good
understanding of familiar words words, using 2. Checking of Attendance
familiar English in speaking the spelling 3. Review: The pupils will have 2. picture Community
DepEd words for effective activities. pattern, vowel- pronunciation drill of words with identification Builder:
Competencies communication consonant, initial sound /w/, /x/, /y/, and /z/. Cooperation
consonant- 4. Presentation of the learning 3. CVC table
vowel competencies “No man is an
consonant- 4. island”
consonant. Before the Lesson pronunciation
1. The pupils will sing the alphabet drill 1 Corinthians
2. Read orally song. 12:12-14
high frequency 2. A picture will be presented to
words in the pupils and they will be asked
running print. about it.

3. Write words
using the
25
spelling
pattern.

a. What can you see in the

picture?
b. What can you do to become
helpful to others?

3. They will be asked to say the

name of the picture aloud and
write the name of the picture on
the board.

mat cat

4. The pupils will be asked to say

the sounds of the letter of the
words.

26
 5. They will be given list of words
with the CVC pattern.

During the Lesson

1. The pupils will have the word
drill of words with CVC pattern.
2. The pupils will listen to a video
clip on CVC.

https://www.youtube.com/watch?
v=oDVAhDyHZaA

3. The pupils will listen and repeat

the words on the video clip.
https://www.youtube.com/watch?
v=3ovJIxTQpsU

https://www.youtube.com/watch?
v=skKpz1Xi1iw

4. They will have the pronunciation

drill of the CVC words.
5. The pupils will have sentence
drill with the CVC words.
6. They will answer the worksheet
on CVC

(see Appendix A.13.1)

27
 After Lesson
1. The pupils will be asked to
match the words in the picture in
their worksheet.

(see Appendix A.13.2 and

A.13.3)

2. The pupils will play guess the

picture. They will be given pictures
and they will try to guess the CVC
word and spell it correctly.

(see Appendix A.13.4)

Evaluation
The pupils will answer the
worksheet as their quiz.

(see Appendix A.13.5)

Assignment
The pupils will asked to cut out
picture of words following the CVC
pattern.

28
29