QUARTER 4 - WEEK 10

Theme: My School and Friends

TARGET SKILLS:
At the end of the lesson the students should be able to:

Expressive Objective:
● Realize that friends help in attaining happiness

Instructional Objectives:
● 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

Suggested WEEK 10 – DAY 1 LESSON PLAN

# of Mins

5 mins. I. Pre-Assessment
Provide the worksheets. Ask the students to color the correct solution given
the problem.

pictures of:

Problem Solution choices

* 2 kids and 1 cookie a. children sharing the cookie;
b. only 1 child will eat the cookie
c. the child will throw the cookie away

* trash scattered on the floor a. will not pick up the trash

b. will pick up the trash and throw it
into a trashcan
c. will scatter more trash

* spilled milk on the table a. will wipe the spilled milk

b. will leave it alone
c. will lick the spilled milk

* low score on a test a. will cry

b. will play
c. will study more

II. Objectives
● Answer who, what, when, where and why questions
 ● Identify the problem and solution of the story

III. Subject Matter and Materials

Subject Matter: Problem and Solution of a Story
Materials: oslo papers, copy of the story Leonel, vocabulary strips, story
frame, pictures

15 mins. IV. Procedure

A. Activating Prior Knowledge
Unlock the following words/phrase: wish, fell down, skate.

A while ago, I saw a little boy running so fast. He ran so fast and didn’t see
that the floor was wet. He suddenly fell down! (demo) Good thing he did not
hit his head on the floor. I rushed to him and helped him stand up again.

(show a picture of children skating) The children can skate very well. (demo
how to skate) Let us pretend that we will skate. (ask the class to follow)

This is Jose (show a picture or a puppet). His wish is to become a teacher

when he grows up. (wish → something that you want to happen)

What do you wish to become?

In our story today, let’s find out the character’s wishes.

B. Presentation and Modeling

Tell the story, “Leonel”.

Leonel loves to make a wish.
“I wish I were a king,” he said.
So he sat on a throne.
But poor Leonel fell down.

“I wish I were a bird,” he said.

So he tried to fly.
But poor Leonel fell down.

“I wish I were a monkey,” he said.

So he tried to climb a tree.
But poor Leonel fell down.

“I wish I were a dancer,” he said.

So he tried to dance.
But poor Leonel fell down.

“I wish I were a biker,” he said.

 So he tried to bike.
But poor Leonel fell down.

“I wish I were a skater,” he said.

So he tried to skate.
But poor Leonel fell down.

“I wish I were a baby,” he said.

“But you are a baby,” said his mom.
“My baby,” she hugged Leonel.
And Leonel wished no more.

10 mins. V. Guided Practice

Show a story frame (title, characters, problem, solution, ending) to the class.
Ask some questions to the students to complete the story frame. Write the
students’ answers on the story frame.

Discussion Questions:
1. What is the title of the story? (Leonel)
2. Who are the characters in the story? (Leonel, his mom)
3. What did he want to do? (He wanted to be a king, bird, monkey, dancer,
biker, skater.)
4. But what is the problem? (He is an elephant. He can’t do what the others
can do.) *Post picture of problem
5. So what did he do (solution)? (He became happy with what he is.) *Post
picture of solution

10 mins. VI. Independent Practice

Give an oslo paper to each student. Ask the students to fold the paper into
two. On one side of the paper, ask the students to draw their wish. On the the
opposite side, ask them to draw a solution on how their wish can come true.
(Ex. drawing of a child who want to get a perfect score in the test → drawing
of a child who will study hard for the test)
Suggested WEEK 10 – DAY 2 LESSON PLAN
# of Mins

I. Objectives
● Answer who, what, when, where, and why questions
● Identify the problem and solution in the story

II. Subject Matter and Materials

Subject Matter: Listening comprehension, Problem and solution of story
Materials: word cards for unlocking, copy of the story Up the Mountain,
problem and solution pictures

III. Procedure
A. Activating Prior Knowledge
Unlock the meaning of the phrases “pick some flowers”, “ride on your back”,
“I’ll take you there”

15 mins. * “pick some flowers”- show a picture of a person who will “pick some
flowers”. Ask the children if it is right to pick flowers anywhere.

* “ride on my back”- (demonstration) ask the one of the children to “ride on

my back” and walk from one side to the other side of the classroom

* “I’ll take you there”- (demonstration) ask a student where in the school he
or she wants to go then answer by saying- “I’ll take you there”

B. Presentation and Modeling

Read the story “Up the Mountain”
Written by Nati A. Santos and Dinna Santos-Polo
Illustrated By: Ananias “Dondon” Grajo III

One day Snail met Duck.

“Where are you going?” asked Duck.
“Up the mountain to pick some flowers.” said Snail.
“Oh that’s very far. Ride on my back and I’ll take you there.” said Duck.
And they went up the mountain.

“Where are you going?” asked Turtle.

“Up the mountain to pick some flowers.” said Duck.
“Oh that’s very far. Ride on my back and I’ll take you there.” said
Turtle.
And they went up the mountain.

“Where are you going?” asked Sheep.

“Up the mountain to pick some flowers.” said Turtle.
“Oh that’s very far. Ride on my back and I’ll take you there.” said
 Sheep.
And they went up the mountain.

“Where are you going?” asked Cow.

“Up the mountain to pick some flowers.” said Sheep.
“Oh that’s very far. Ride on my back and I’ll take you there.” said Cow.
And they went up the mountain.

Soon they were up the mountain.

Snail picked some flowers.
Duck picked some flowers.
Turtle picked some flowers
Cow picked some flowers, too.
And as they walked down the mountain, Cow sneezed.
“Hachoo! Hachoo! Hachoo!”
And he blew all the flowers away!

IV. Independent Practice

Ask the following questions:

Discussion Questions:
1. What is the title of the story? (The title of the story is Up the Mountain)
2. Who are the characters in the story? (The characters are the duck, snail,
10 mins. turtle, sheep, and cow)
3. What did they want to do? (They wanted to go up the mountain and pick
some flowers.)
4. But what is the problem? (The animals need to go up the mountain to pick
some flowers, but it is very far )
5. So what did they do? (They helped each other by letting one ride on its
back)
6. What happened in the end? (The animals were able to go up the mountain
and pick some flowers. But as they were walking down from the mountain, the
cow sneezed and blew all the flowers away)

The teacher can ask the students: What should they do after?

V. Post Assessment

A. Read the story “Are You My Mother?”

Are You My Mother? (translated from)

Kayo ba ang Nanay Ko?
Written by: Rodolfo Desuadiso
Illustrated by: Reynaldo Tiongson

page 1 (picture of ducks and ducklings leaving, one egg is left behind)
 page 2 (egg cracks, duckling is alone)
“Where is my mother?”
Duckling walked away..

Duckling met Chicken.

“Are you my mother?”, asked Duckling.
“No, I am not,” said Chicken.
15 mins.
Duckling met Turkey.
“Are you my mother?”, asked Duckling.
“No, I am not,” said Turkey.

Duckling met Peacock.

“Are you my mother?”, asked Duckling.
“No, I am not,” said Peacock.

Duckling met Quail.

“Are you my mother?”, asked Duckling.
“No, I am not,” said Quail.

Duckling met Goose.

“Are you my mother?”, asked Duckling.
“No, I am not,” said Goose.

“Quack! Quack!”, heard Duckling.

Duckling looked and saw Mommy Duck with the other ducklings.

“Are you my mother?”, asked Duckling.

“Yes, I am!” said Mommy Duck.

They all swam happily.

B. Give each student an activity sheet. Read the questions orally. Ask the
students to circle the letter of their answer.

1. What is the title of the story?

a. The Duck and the Ducklings
b. Are You My Mother?
c. The Sad Duck

2. Who is the main character?

a. a duckling
b. a duck
c. a family

3.What is the problem?

a. Duckling cannot swim.
b. Duckling is sad.
c. Duckling couldn’t find his mother.

4. So what did Duckling do?

 a. He learned to swim.
b. He looked for friends.
c. He looked for his mother.

5. What happened in the end?

a. He swam happily with his mother and the other ducklings.
b. He swam on his own.
c. He swam with the goose.
Suggested WEEK 10 – DAY 3 LESSON PLAN
# of Mins

I. Objective
● Recognize and use this is and these are in sentences

II. Subject Matter and Materials

Subject Matter: This is/These are
Materials: pictures of animal/s (picture boards), bag or pouch, pictures of
animal/s (picture cards)

III. Activating Prior Knowledge

Ask the children to recall the story “Up the Mountain”.
1. What is the title of the story we read yesterday? (Up the Mountain)
10 mins. 2. Who are the characters in the story? (snail, duck, turtle, sheep, cow)
3. Where did they go in the story? (up the mountain)
4. Why did they go up the mountain? (to get flowers)
5. What happened when cow sneezed? (the flowers were blown away)
6. What do you think should they do after? (varied)

IV. Presentation
Post pictures on the board.

a. picture of flower
b. picture of flowers
c. picture of a duck
d. picture of ducks

V. Modeling
Name the objects by using this is and these are
10 mins.
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.

VI. Guided Practice

Post more pictures on the board.
Ask a number of students to name the animals using this is and these are
10 mins.
Ex.
snail, snails
turtle, turtles
cow, cows

VII. Independent Practice

 Facilitate an activity that will let the students use this is and these are in
sentences

10 mins. Sample Activity: Mystery Bag

a. Divide the children into small groups.

b. Prepare a bag with pictures of an object or objects for each group.
c. Let each child pick a picture from the bag.
d. Ask each child to name the objects using this is and these are
e. Go around the groups to guide the children in the activity
Suggested WEEK 10 – DAY 3 LESSON PLAN
# of Mins

I. Objectives
● Listen to a song that uses that is and those are
● Recognize and use that is and those are in sentences

II. Subject Matter and Materials

Subject Matter: that is and those are
Materials: song chart

20 mins. III. Procedure

A. Presentation and Modeling
Teach the children a song that uses that is and those are.

S1: What is that?

S2: That is a bird. That is a bird. That is a bird.
S1 What is that?
S2: That is a bird.
S1: Oh, that is a bird!

S1: What are those?

S2: Those are birds. Those are birds.Those are birds.
S1 What are those?
S2: Those are birds.
S1: Oh, those are birds!

Generalization:
That is is used when there is only one object far from the speaker.
Those are is used when there are 2 or more objects far from the speaker.

NATURE WALK:
1. Go outside the classroom and look around.
2. Name objects in the environment using that is and those are

ex.
That is a tree.
Those are leaves.

10 mins. IV. Guided Practice

Nature Walk: Let a number of children try using that is and those are in
sentences to point out things around them.

10 mins. V. Independent Practice

Classroom Activity:
1. Go back to the classroom.
2. Divide the children into small groups.
3. Each student in a group will identify things around the room by using that is
and those are

Present words with pictures.

pin
lock

Add -s sound at the beginning of the word and show the change in meaning
and pictures (pin becomes spin)

Add -c sound at the beginning of the word and show the change in meaning
and pictures (lock becomes clock)
Suggested WEEK 10 – DAY 3 LESSON PLAN
# of Mins

I. Objectives
● Use that is and those are in sentences
● Draw objects to show recognition of the use of this is and these are

II. Subject Matter and Materials

Subject Matter: that is/those are
Materials: big picture board, activity sheets

40 mins. III. Post Assessment

Divide the children into small groups.

Call each group in front of the classroom while the other groups are working
on activity sheets.

Small group in front:

1. Show a big picture with lots of things in it. (ex. garden or park)
2. Ask the children to identify the thing/s in the picture by using that is and
those are.
ex. (while pointing) That is a red car. Those are cats.

Activity Sheets:
Draw pictures that would match the given sentence frames. Ask the children
what they drew. Write the name of the object/objects on the blanks. Remind
them that this is is used when there is only one object. These are is used
when there two or more objects. Students may also attempt to write what they
drew. (invented spelling will be happily accepted)

This is ___________________.
These are ________________.

Present pictures with words.

bed

Ask the students to identify the sounds in this word.

-b -e -d

Ask them “what is the first sound?”

-b
Ask them “what is the last sound?”
-d

Ask them what “what is the middle sound?”

-e

What will happen if we change the middle sound -e to -u?

Show the picture of the new word formed (bud)

bud
Now show another picture and ask them to identify the beginning sound,
middle and ending sounds.

cap

Change the middle sound -a to -e and show the picture of the new word.

cop

cap becomes a cop or a policeman.

Ask students for more examples of words that change meanings when letters
are replaced.

e.g. cat - cut, fan, fun, cap, cup, etc