ENGLISH I 2nd Rating

ENGLISH I
Date: ____________
I. OBJECTIVES:
 Identify medial vowel sound /ey/; Produce words listened to (/ey/ sound words)
Value: Proper care of the body.
II. SUBJECT MATTER:

Medial Vowel Sound /ey/
References: Language and Reading I p. 59; F. in English I p. 123

Materials: pictures, flashcards, chart
III. PROCEDURE:
A. Preparatory Activities:
1. Sing: Rain, Rain Go Away
2. Drill
cat bat pan jam ran
hat was man ham fan
3. Review:
What is the medial sound of the words you read?
4. What is the other sound of letter a?
What words have the medial /ey/ sound?
B. Listening
Speaking, and Reading Activities
1. Listen to the rhyme
When the sun shines
children play.
When the rain drops
the flowers sway.
Read the rhyme after the teacher.
2. Comprehension Check-up
Who plays when the sun shines?
What make the flowers sway?
Is it good for children to play under the sun? Why?
Explain that our body needs sunlight which is good source of Vit. D.
3. Skill Development
a. Let the pupils read the underlined words, play, rain, sway.
What sound is common among the words? Then tell them that (long a sounds /ey/).
These words have the long /a/. Can you give other words with /ey/ sound?
b. Show words written in flashcards that have the long /a/.
Study the pattern of words. Remember that words with consonant vowel consonant + e
pattern have the medial long a or /ey/ sound.
Present the words train, hair, mail, tail, and rain.
Tell pupils that in these words /a/ sound /ey/.
4. Word Picture Association
Match the picture to its word. Put them side by side in the pocket chart.
C. Generalization:
Words with consonant vowel consonant + e or (CVC+e) pattern have a long a sound. Words
with medial ai have also a long a sound. Long a sounds as /ey/.
D. Writing:
Write the words in your notebook. /ey/
play lace date
pain mail bait
E. Application:
a. Guided Exercise:
Fill in the blanks to complete the sentence. Choose your answer from the box.
raincake
playmate gate bake
1. The that Cathy taste delicious.
2. Myra and May are my
3. I knocked at your
b. Independent Exercise:
Divide the class into four and have each group recite the rhyme with actions.
Pat a cake,
Bakers make,
A delicious cake, For me and Jake.
IV. EVALUATION:
Write inside the box the name of each object which medial long /a/.
V. ASSIGNMENT:
Copy and memorize a rhyme with words having long /a/. Be ready to recite it in class.
Remarks:
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ENGLISH I
Date: ____________
I. OBJECTIVES:
 Identify medial sound /iy/; Read words with medial sound /iy/
Value: Cleanliness
II. SUBJECT MATTER:

Medial Sound /iy/
References: Fun in English I TX p. 165 TM p 90-92
III. PROCEDURE:
1. Sharing Period
poems, rhymes, poems
2. News for the Day

Ex. Today is __________
_____________, 2002
_____ boys are present.
_____ girls are present.
_____ pupils are present today.
It’s a __________ day.
3. Fashcard drill on words with short /i/.

Ex. sit bit will kiss did
lid lip rid ship pit
4. What are the parts of our body? What are their uses?
B. 1. Show picture of ears, eyes, feet, and teeth as you read the story to your class. I
Let's Be Clean
We need our eyes for seeing.
We need our ears for hearing.
We need our feet for walking.
We need our teeth for eating.
Let's keep them clean.
Lets pupils read after the teacher.
What do we need for hearing? Seeing walking? Eating?
What should we do with our ears eyes, feet and teeth?
How do we make our teeth clean? Our feet? Our ears?
3. Skill Development
Show pictures of words with fly/ sound.
Ex. Clean read beat heat
leap teeth hear seat
Tell them to listen as words are pronounced by the teacher. Do not expose the words to
the children. Have them identify the sound.
Ask: What sound is common among the words?
Show the printed words. Read the words after the teacher. Do it by class, group and
individual pupils.
C. Generalization:
There are words with /iy/ sound as in heat.
D. Writing Activity:
Let pupils copy the words with /iy/ souind.
heat read seat week deep deed
E. Application:
1. Guided Exercise:
Pick out the word that tells about the picture and read the phrase.
2. Independent Exercise:
Add a beginning letter to make new words. Choose your answers from the boxes.
_eat _eat _eet _eep
b m shd f w
IV. EVALUATION:
Copy the word that has a short /iy/ sound. (Teacher will read the vowel)
1. rid read red
2. meat meet mate
3. hit hate heat
V. ASSIGNMENT:
Write 5 words with /iy/ sound
Remarks:
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ENGLISH I
Date: ____________
I. OBJECTIVES:
 Copy words with /iy/. and /ey/ sound from a model; Read words with medial sound /iy/ and ley/
Value: Cleanliness
II. SUBJECT MATTER:

Copying from a Model (/iy/ and /ey/ sound words)
References: Fun in English I TX p. 123

Materials: pictures, flashcards
III. PROCEDURE:
1. Recall on words with /iy/ and /ey/ sounds. Have pupils read examples.
2. Ask pupils what preparations they do before coming to school.
3: Present the story to the class. Pupils read the story after the teacher. Teacher reads it aloud.
Ask a pupil to read it again.
Mico cleans his black shoes.
He cleans his rubber shoes.
He takes good care of his things.
Who clean his shoes?
What shoes does he clean?
How will you take care of your things?
What words in our story have /iy/ and /ey/ sound?
5. Developmental Writing Activity:
a. Distribute picture cards with labels to pupils. Let them trace the words with their fingers.
B. During Writing:
1. Setting the standards in writing.
2. Writing Activity:
Write the words on your paper.
beak race tail
leaf cake pail
meat plate' rain
C. Post Writing Activity:

Copy the words in your writing notebook.
/iy/ /ey/
beak race tail
leaf cake pail
meat plate rain
IV. EVALUATION:
Copy the name of the picture on your paper. Identify the medial sound of each word.
V. ASSIGNMENT:
Copy 2 words with /iy/ sound and 2 words with /ey/ sound.
Remarks:
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ENGLISH I
Date: ____________
I. OBJECTIVES:
 Identify medial vowel sound /ay/ - kite
Value: Cooperation
II. SUBJECT MATTER:

Medial Vowel Sound a/y/ - kite
References: PELC 2.3 Fun in English p. 151, Justine Balajadia et.al. Science and Health (Matter),
pp. 80-83, Carmelita C. Coronel et.al.
III. PROCEDURE:
1. Sharing Period:
Short Program
2. Drill
Read the following words.
seat neat thread lead read
beat meat peal teach weak
3. Review
Stand if the word has /ey/ sound.
( ) seat ( ) neat ( ) thread
( ) read ( ) beat ( ) meat
4. Motivation
Sing to the tune of "The More We Got Together"
Ask: What is Mike playing?
Where is Mike hiding?
B. Presentation:
Have you seen a kite? Will you describe a kite? Who likes to play a kite in the story? Let's
find out.
1. Present the story:
Mike likes to play kite in a wide place. He wears his spike shoes and likes to play kite on
the field. Vic, his friend rides or a bike and follows him. Mike hides or the side of the dike.
An insect bites him. "Its time to go out", he says. "Are you alright. Mike?" "Yes, I'm fine
friend, let's play.
2. Talk about the story:

a. Who plays on the field?
b. What does he play?
c. Where does Vic ride on?
3. Read your answer

4. What is the medial vowel of the words? What is the sound of letter i?
5. Encircle the words with /ay/ sound from our song and story, then read. What is the last letter
in each word?
C. Application
1. Guided Exercises:
Jump if the word has /ay/ sound. Stand if the word does not have /ay/ sound.
pipe ink king kite hide
ship ride tie pin dike
line nine bill milk five
2. Independent Exercises:
Distribute words with medial vowel i by group of pupils. Instruct them to group the words
according to the sound. Then let the pupils read their work.
Examples of words:
ship night tie kid
line fine pine hike
IV. EVALUATION:
Copy all the words with /ay/ sound from the list below. Read your list.
fine line fine bill
bit nine bite pin
hid pipe hide ink
V. ASSIGNMENT:
Cut out pictures of objects with /ay/ sound.
Remarks:
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ENGLISH I
Date: ____________
I. OBJECTIVES:
 Identify medial vowel sound /oo/; Produce words listened to
Value: Obedience
II. SUBJECT MATTER:

Identifying Medial Vowel Sound /oo/
References: PELC 2 Listening; Growing in English I TM pp. 142-144; Growing in English I TX pp.
139141; Read, Learn, - and Enjoy Workbook pp. 22-48; Science and Health I TX pp.
192-201, 152-162
Materials: pictures of different kinds of weather, things we wear during rainy days, pictures of
things with medial /oo/ sound, flashcards of words with medial vowel sound /oo/
III. PROCEDURE:
1. Song:
Look at me 2x I'm a butterfly
I fly and fly and fly
Just like a butterfly.
2. Review Drill:
Reading words with /ey/ and /iy/ sound
male - meal
bake - beak
sale - seal
mane - mean
3. Ask the children what they do when it is raining.

Do you play outdoor? Do you look out the window? Sharing of experiences.
B. Presentation:
1. Present the lesson through a story "Rain". Listen as the teacher reads the stogy.
RAIN
Ana cannot play outside
She called Ben.
"Look, It is raining.
The rain falls on the plants.
It falls on the roofs.
2. Comprehension Check-up:
Who cannot play outside? Why? What will happen if we will play under the rain?
3. Reading the story once again. Emphasize the words with /oo/ sound. Which word from the
story has /oo/ sound as in book?
4. Have the pupils listen as the teacher say /oo/ sound. Say the words "look, roof". Ask the
children to repeat.
5. Read after the teacher

moon spoon balloon room
wood hood food good
Say each of the following words, and then present the pictures. Flash the word as they
name the picture.
6. Oral reading after the teacher.

mop and room
hop the room
look at the moon
C. Generalization
What is the medial sound of the word book? Look? Moon? Good?
D. Exercises:
a. Guided Exercises:
Say the name of the picture. Then choose the missing middle letters to complete the name
of the given picture.
Write the letter on the blank.
1. moon m__n ai oo ee ea
2. wood w__d oo ai ea ee
3. school sch _ _ l ee ea ai oo
b. Independent Exercises:
Name the picture inside the box. Put a () on the side of the box if the name of the
picture has the medial /oo/ sound and (x) if none.
IV. EVALUATION:
Check () the picture whose name has the /oo/ sound as in look.
V. ASSIGNMENT:
Read the sentences below. Write the missing letters to complete the word after each sentence.
1. It is used for eating. sp_ _n
2. We learn many things here. sch_ _l
3. It is used for cleaning. br_ _m
Remarks:
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ENGLISH I
Date: ____________
I. OBJECTIVES:
 Use courteous expressions listened to in appropriate situation (greeting others)
Value: Be courteous
II. SUBJECT MATTER:

Courteous Expressions (Greeting Others)
References: Fun in English I pp. 49-50 English I pp. 6-9

Materials: pictures, chart
III. PROCEDURE:
1. News for the Day
2. Song:
Teacher: Good Morning (3x) How are you?
Pupils: Good Morning (2x) We're fine thank you.
3. How do you greet your teacher this morning? What did you say?
B. Listening and Speaking Activities

1. Present a picture showing a classroom scene with the teacher and the pupils greeting each
other.
Each person will have a speech balloon.
Say: Look at this picture, children.
This is a grade one class.
This is Miss Rosendo.
She’s a grade one teacher
2. Call on a pupil to come in front
Teacher: “Come here, Darlen.
Good morning, Darlen.”
Darlen: “Good morning _______.
3. Call other pupils to come in front.
Greet the child. Ask the class to greet him too. Tell the child to respond to the greeting
using Hello! Or Hi!
4. Present Good afternoon using the same procedure
5. Present this dialogue to the class. Model the lines and have this repeated by the class. Then
have them act out the dialogues by pairs using their own names.
Daisy: Hello, Tess
I’m glad to see you.
Tess: Hello, Daisy.
Im glad to see you too.
How are you?
6. Call on pairs of pupils to act out situations.
Example:
A pupil greets a teacher along the corridor
C. Reading Courteous Expressions in flashcards or blackboard. After reading,
Ask: When do we use this expression?
Hi
Hello
How are you?
Good morning.
D. Generalization
In Greeting someone
1. We say Good morning of Good afternoon
2. We say Hello! to someone whose age is the same as ours.
3. An older person can say Hello! Or Hi! To a younger person.
E. Application
1. Guided Exercise:
Say the correct expression
(Teacher say the words of greeting, pupils will give their response)
Hi children (Hello teacher)
Good morning (Good morning)
Say the correct expression.
IV. EVALUATION:
Listen to the situations. Say the correct expression. Choose you answer in the answer box.
1. You meet your teacher in the morning.
2. You met your friend in the market.’
3. Your classmates greet you on your birthday.
Answer Box
Hi! I’m fine
Thank you Good afternoon
Good morning
V. ASSIGNMENT:
Greet you teachers, family and friends a courteous expressions learned.
Remarks:
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ENGLISH I
Date: ____________
I. OBJECTIVES:
 Produce expressions listened to read courteous expressions
Value: Courtesy/Cleanliness
II. SUBJECT MATTER:

Courteous Expressions – Taking Leave/ Permission to Enter
References: PELC 4, 4.1; ELC 11 B.1 p. 12;TM English 1 p. 12;TX English 1 p. 11

Dr. Araceli Villamin et al
• Communicating is Fun — p. 63 ;Christine Theresa Madison
• Fun in English TM pp. 32-33; TX p. 5; Justine Balajadia et al
• Science and Health 1 p. 14;Carmelita Coronel et al
III. PROCEDURE:
1. Drill
Flashcard reading:
Good morning
Good afternoon
Good evening
2. Review
Play, "Game ka na ba?"
Use tambourine for ringing to answer the question. (Explain the standard of playing).
Question: What will you say in the following situations?
1. You meet Mr. Salvador one morning.
2. The principal eneters your room one afternoon.
3. You kiss your mother in the evening because you want to sleep.
3. Motivation
Sing a song to the tune of "Jack and Jill"
Good Morning Good afternoon Good evening
Are courteous words
say goodbye May I go out?
If you're leasing your classroom 'Tra-la-la-la-la-la-la (3x)
We children should be courteous
B. Lesson Proper
1. Today we are going to show (movie roll) Situations are the following:
1. A boy leaves home waving his hand to his mother. ~.
2. A girl asks permission from her mother to go out and play.
3. A pupil asks permission from her teacher to go to the comfort room.
2. Roll again the show. Now, teacher relates the story.
Situation 1. Allan goes to school.
Before he leaves he says: "Goodbye mother". "Goodbye son," answers mother. "Thank
you mother," says Allan. "You're welcome," replies mother.
3. Discussion:
1. What are the courteous words used Allan in going out?
2. What does Hazel say?
3. What does Mark say also in asking permission?
4. Read the courteous expressions.
5. Generalization:
What will you say if you want to go out? If you want to come in? If you're leaving?
C. Application
1. Guided exercises:
Dramatize the situations learned or situations seen in the roll show.
2. Independent exercises:
• Write the courteous expressions on the board
• Read the courteous expressions written on the board.
• Teacher reads the situation.
• Pupils will run to the board and point on what courteous expressions they're going to say.
Situation:
What will you say in the following situation?
1. Before leaving the classroom after classes.
2. Before leaving your parents in going to school.
3. You want to got out and play.
IV. EVALUATION:
Select your partner. Act out the dialogue.
Camille: May I go out. Miss Lopez?
Miss Lopez: Where will you go?
Camille: To the girls toilet.
Miss Lopez: Certainly
Camille: Thank you.
Miss Lopez: You're welcome!
V. ASSIGNMENT:
Practice the courteous expressions learned at home. Check in the blank if the sentence is a polite
expression and cross if it is not.
_____ 1. Good morning Miss Reyes.
_____ 2. May I go out Mr. Cruz?
_____ 3. Goodbye Mrs. Sevilla.
Remarks:
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ENGLISH I
Date: ____________
I. OBJECTIVES:
 Produce expressions listened to read courteous expressions listened to in appropriate situation
offering help
Value: Helpfulness/Kindness
II. SUBJECT MATTER:

Courteous Expressions - Offering Help May I help you?
References: PELC 4, 4.1; ELC 11 B.1 p. 12 TM English 1 p. 11;TX English 1 p. 11

Dr. Araceli Villamin et al
• Communicating is Fun -p. 65; Christine Theresa Madison
• Communicating is Fun TM. p. 24 ]
• Science and Health 1 p. 14; Force & Motion pp. 116-117 Carmelita Coronet et al
III. PROCEDURE:
1. Sharing Period:
2. Drill
Flashcard reading
May I come in? May I go out? Goodbye
3. Review
What will you say in the following, situations? Select the letter of the correct answer
from the boxes.
_____ 1. You want to go to the comfort room.
_____ 2. You meet a teacher one morning.
_____ 3. You meet a teacher in the afternoon.
Choices:
a. May I come in? d. Good morning
b. May I go out? e. Goodbye
c. Good afternoon
4. Motivation
Sing a song to the tune of "Sit Down You're Rocking the Boat"
My friend, my friend, may I help you now (3x)
Yes you may,
Thank you and you're welcome.
B. Presentation
a. 1. What is our song about?
2. We're going to see another show this morning.
Present a roll show. After rolling the whole situation, try to ask the pupils.
What do you think is the show about?
b. Now, teacher reads the situations:
Situation I
Kate and Kristine are going to school. Kristine's bag is very heavy.
Situation 2
Gerald is bringing the books to the grade 1 pupils.
c. Pupils repeat the dialogue line-by-line.
d. Dramatize the dialogue.
e. Discussion:
1. What does Kate say in offering help?
2. What is Kristine's answer?
3. What does Bryle say?
f. Skill Development
Give more situations on offering help to others
g. Generalization
1. What do we say if we want to offer help to others?
2. What do we say if we accept offer or help?
C. Application
Pupils dramatize the dialogue. They select their own partner.
Boys Situation:
Teacher: I want to bring these books to the library.
Tito: May I help you?
Teacher: Of course, yes. Thank you
Girls Situation:
Karen: May I help you carry your things, Gina?
Gina: Yes, please and thank you
Karen: You’re welcome
Let’s play boys versus girls. Review the standards in playing. Each group will select one
contestant for every question. The first contestant may answer. One will act as recorder.
1. Miss Sanchez is carrying some books. Joy offers her help. What will Joy say?
2. Mang Kardo is crossing the street,. Benjie wants to help him. What will he say?
IV. EVALUATION:
Write () check if the sentence shows courteous expression. Write a cross mark (x) if the
sentence does not show courteous expressions.
_____ 1. May I help you?
_____ 2. Thank you very much.
_____ 3. It’s good you’re hurt.
V. ASSIGNMENT:
Write a simple dialog or cut pictures on offering help.
Remarks:
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ENGLISH I
Date: _Week 2 Day 4_
I. OBJECTIVES:
 Produce expressions listened to use courteous expressions in appropriate situations
Value: Courtesy
II. SUBJECT MATTER:

Courteous Expressions; Expressing Apology
References: PELC 4 Listening, Speaking
III. PROCEDURE:
1. Song
2. Review:
What are the courteous expressions we used in greeting someone in the morning?
Afternoon? Evening?
3. Unlocking of difficulties through demonstration/pictures.
hurt, sorry, bump
4. Motivation
Have you ever got hurt? How? Why?
Tell us more about your experiences.
B. Presentation
1. Present the lesson by means of pictures, dialogue, situations.
a. Show an illustration showing a boy accidentally bumping a girl. Girl gets hurt.
Tell something about the picture.
What did the boy when he hurt the girl?
If you were the boy, what will you say to the girl?
b. Present the dialogue using pictures (English I TX p. 12)
Let them read after the teacher.
Abel: I’m sorry, Ester
Please excuse me
Ester: That’s alright, Abel
Thank you
What does Abel say? Ester?
c. Situation: Present the situation: Say all the line while the pupils listen, then ask them to
repeat after the teacher.
Ana is running to get the ball. Suddenly, she bumps into Cesar unintentionally.
Ask: What does Ana say? Cesar?
Where will they go? Why?
C. Generalization:
What do we say if we hurt someone?
When else do we say sorry?
Guide them say:
We say sorry when we hurt someone, when we failed to do something or when we express
apologies.
D. Exercises:
Present the dialogue. Teacher says all the lines while the pupils listen. Say all the lines a
second time. The class repeats in chorus after the teacher.
The class is divided into two groups. Each group repeats the lines of the character after
the teacher. Group A repeats the lines of the first character. Group B repeats the lines of the
second character.
Oscar is running around on the playground. Accidentally, he knocked down Lina’s school
bag, spilling its content on the ground.
Oscar: I’m sorry
Lina: It’s alright
IV. EVALUATION:
Look at each picture. Write the letter of your correct answer. Select your partner and act out the
situation show in the picture.
1. Two boys bumped each other
a. thank you
b. I’m sorry
c. you’re welcome
2. A girl saying I’m sorry
a. thank you
b. hello!
c. it’s alright
V. ASSIGNMENT:
Encircle the letter of the correct answer.
You are playing with your friends outside. Accidentally, you pushed one of you playmates into
the canal. What will you say? Do?
a. Say sorry and help him
b. Ignore him
c. Laugh at him
Remarks:
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ENGLISH I
Date: ____________
I. OBJECTIVES:
 Recognize words commonly heard through configuration clues
Value: Caring for the family
II. SUBJECT MATTER:

Words Commonly Heard
Copying words from a model (Father, mother, brother, sister, baby, family)
References : PELC 4.4

• English I Text, p. 13;Dr. Arceli Villamin
• Skills Development Book in English I, pp. 76-77; Mrs. Flocerfina L. Cortez et al
• Developing Reading Power I pp. 86-87 Concordia C. Loque
• Science and Health, p. 17; Carmelita C. Coronel et al
III. PROCEDURE:
1. Sharing Period:
What is the date today? What is the weather today?
2. Drill
Flash the names of the pupils. Let the pupils read.
3. Review
Flash the words with /ay/ sound.
hide pipe nine fine
dice hike line kite
cite bite ride wine
4. Motivation
Sing to the tune of “Alphabeth Song”
Father, father works so hard
Mother, mother helps him, too
Brother helps his father
Sister helps her mother
Baby wants to help them, too
What a happy family……
B. Presentation
1. Who are the members of the family? Show a picture of a family? Then narrate
2. Pupils repeat reading after the teacher. Pupils read the poem alone.
3. Comprehension:
Write the question with the configuration clues on a chart.
a. Who is standing?
b. Who is kind and dear?
c. Who is tall?
4. Skills Development
Have the words printed in flashcards. Let the pupils read the father and match it with the
word father in the chart or in the blackboard.
Do the same with all the rest of the words.
5. Generalization
What helps you recognize some words?
C. Application
1. Guided Exercises
Work by groups. Distribute answer sheets to the pupils by group. Read the story then
answer the question:
It’s Saturday morning. Father cooks breakfast. Sister throws the garbage. Brother waters
the plants. Mother feeds the chicken. Baby makes them happy
1. Who throws the garbage?
2. Who feeds the chicken?
3. Who cooks breakfast?
2. Independent Exercises
Play a game. Show configuration clues for the answer. Select the answer from the box.
1. Who works for the family?
2. Who takes care of us?
3. Who usually helps father?
mother father sister
brother baby
IV. EVALUATION:
Write the missing letter to complete the family members. Read your answers.
V. ASSIGNMENT:
Cut out pictures of the family
Label each as father, mother, brother, sister, baby.
Remarks:
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ENGLISH I
Date: ____________
I. OBJECTIVES:
 Recognize words commonly heard through sight words, configuration clues
Value: Love and Care for Animals
II. SUBJECT MATTER:

Words Commonly Heard (Name of Common Animals)
References: Science and Health I p. 30-31; Language and Reading by Nora Sison p. 37-39
Materials: pictures of animals, diorama or toy animals, flashcards of words, chart containing the
story
III. PROCEDURE:
1. Sharing Period
Reciting poems rhymes about animals or songs about animals.
2. Drill
Producing the sound of the letter show.
3. Review
What animals produce has the following sound?
aw-aw-aw, meow-meow, mee-mee, quack-quack, oink-oink etc.
4. Guess Who Am I?
a. You and I are faithful friends.
Guarding your house is the role you give. Guess who I am?
b. Soft I my hair
I sleep anywhere especially in an open drawer. Guess who I am.
5. What are the other animals in you place?
B. Reading, Speaking, Listening, and Writing Activities

1. Show the pictures of animals mentioned in the story. Point to the picture as you read the
story.
Daisy and her brother Boyet love animals. They take good care of many animals like dog,
cat, chicken etc. Before going to school they feed the animals. Each of them has a place to
stay in. they also play with them when the class is over.
1. Who love animals?
2. What animals do they have?
3. How do they take care of their animals?
3. Show pictures, diorama or toy animals, let pupils identify the animals.
Ask: Do you see these animals?
4. Identify the animals on p. 31, Science and Health 1.
5. Flashcard Reading: Names of animals
6. Forming words using the Configuration Clue.
Review the small letters of the alphabet. Tell the pupils that some letters are short. (a, e, i,
o, u, c, m, m, r, s, v, w, x, z); have tails going down (g, j, p, q, y)
C. Generalization
There are different kinds of animals in our place. We can use configuration clues or letter
boxes to recognize the name of an animal.
D. Practice Exercises:
1. Guided Exercise:
Connect the pictures to the words.
IV. EVALUATION:
Say the name of each animal. Write the name of the animal clues. Use the words in the guided
exercise or you can add more.
V. ASSIGNMENT:
Draw or cut pictures of animals you see in your place. Write the names of the pictures. Look for
the correct spelling of words in your Science and Health book. p. 31.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
 Recognize the rising and falling intonation in yes-no questions and answer
Value: Listening attentively
II. SUBJECT MATTER:

Rising and Falling Intonation in Yes/No Questions
References: BEC Listening 5 p. 7; PELC I.A.4.1; TM English 1 p. 60;

TX Growing in English 1 pp. 48-57; TM Science and Health pp. 1415;
Skills Development Book in English 1 pp. 27-28
Materials: picture of children playing, changes as they grow (baby pictures), big book, flashcards,
pocket charts
III. PROCEDURE:
A. Preliminary Activities:
1. Song:
Are you sleeping? (3x)
Boys and girls (2x)
Are you ready to listen (2x)
Yes, I am (2x)
2. Review:
Asking and answering question about one's self.
Are you in grade one?
Is Miss Cruz your teacher?
3. Motivation:
Song: "Jack and Jill"
Q. Where did Jack and Jill go?
A. Jack and Jill went up the hill.
Show the action of up and down. Let the pupils go up on their chair, they say up. Let
them down. Do this three (3) times.
B. Listening
1. Have you ever played "Hide and Seek?" How is the game played?
2. Teacher reads the story about "Hide and Seek". Ask the pupils to listen and find out what
happened to the characters. (Present this using big book) Let the pupils read after the teacher.
3. Ask the following questions.
1. What are the children doing?
2. What game are they playing?
3. Did the children enjoy playing? Why?
4. Ask questions about the story. Let the pupils answer the questions with yes or no. Ask them
to listen to the intonation. If the voice goes down or up.
1. Are the children playing?
2. Was Mimi hurt?
3. Did they enjoy playing?
5. Show the picture of a baby on how he/she grows up and the changes of his/her height, size of
things used in previous years and present years.
Let them answer the questions.
1. Are you taller now than before?
2. Are you bigger now than before?
3. Can you wear the clothes you had when you were two years old?
Let them repeat the questions and the answer using the rising and falling intonation.
C. Generalization:
When does my voice go up?
When does my voice go down?
D. Guided Exercises:
Let the pupils ask and answer questions. Guide them to use the rising and falling intonation.
E. Independent Exercises:
Nod your head twice if my voice goes up. Sway your hip if my voice goes down.
1. Are you happy?
2. Yes, I am.
3. Did you eat your breakfast?
IV. EVALUATION:
Listen carefully as the teacher reads the following. Write R if the voice goes up and F if the voice
goes down.
1. Are you in grade one?
2. Yes, we are.
3. Can you dance?
V. ASSIGNMENT:
Draw  if the voice goes up and  if the voice goes down.
1. Do you want to play?
2. I can dance.
3. Do you love your mommy?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
 Ask and answer questions about oneself and others.
Value: Friendliness
II. SUBJECT MATTER:

Talking about Oneself and Others; Rising and Falling Intonation Wh-Questions
Writing one's name, age and grade
References: BEC Speaking 5 p. 7; PELC II. B.2.2.1; TM English I p. 20; TX English I pp. 11-12
Materials: cut-outs, flashcards, puppets, cassette tape chart
III. PROCEDURE:
1. Drill: Short Program
Flashcards reading on the words to be used in the lesson.
name what your in old
how grade are too
2. Review:
Call on individual pupils to talk about themselves using these sentence structures.
My name is _____________
I am _____________ years old.
I'm in grade one.
3. Motivation:
Now you will learn about others. Who is your friend or best friend? Can you tell
something about him or her?
B. Presentation:
1. Use two (2) puppets. Let the pupils listen to what puppets are saying.
Puppet 1: Hi! I'm Raffy.
What is your name?
Puppet 2: I am Vincent.
Puppet 1: How old are you?
Puppet 2: I'm 6 years old.
How old are you?
2. Record the dialogue. Let the pupils listen to the dialogue using radio cassette. Tell the pupils
to listen carefully.
3. Let the pupils dramatize the dialogue by asking their classmates name, age and grade.
4. Let them read the dialogue written on the chart. Teacher models pupils to follow. Emphasize
the falling intonation.
Example: What is your name? (The voice goes down)
5. Writing
Present these sentence structures. Show the pupils the proper way of writing. Call (5) five
pupils to come in front and write their name, age and grade on the board.
My name is _________
I am __________years old.
I'm in grade one.
Ask the whole class to get their paper and write their name, age and grade using the pattern.
C. Generalization:
In asking the name, age and grade, we say, What is your name? How old are you? What
grade are you in.
In answering the questions, we say, My name is .. I am 6 years old. I'm in grade one.
D. Practice Exercise:
a. Guide pupils in asking and answering wh-questions.
b. Independent Exercise
Group Activity:
Group the pupils into two (2). Group A will ask the questions. Group B will answer the
questions. Have them switch roles.
E. Application:
Act out the dialogue following the patterns below.
Pupil 1: Hi, my name is Gina Castro. What's yours?
Pupil 2: I am Karen Velasquez.
Pupil 1: How old are you?
Pupil 2: I'm 6 years old. .;
How old are you?
Emphasize the falling intonation in wh-questions.
IV. EVALUATION:
Ask your seatmate about his/her name, age and grade.
V. ASSIGNMENT:
Answer the following questions.
1. Who is your teacher?
2. Where did you live?
3. What school are you in?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: Week4 Day 1
I. OBJECTIVES:
 Recognize the falling intonation in expressions listened to in wh-questions.
Value: Courtesy
II. SUBJECT MATTER:

Falling Intonation in Wh-Questions
References: TX English 1 pp.; TM English 1 pp. 5-17; TX Fun in English pp. 14-17, 28-31;
TM Fun in English pp. 6-11, 17-20, 24-28
Materials: and puppets, flashcards
III. PROCEDURE:
1. Song: "Are You Ready?"
2. Pronunciation Drill
Pupils read the words from flashcards had red him got buy
can her did for put
fan let sit now cut
3. Review:
Listen carefully as I read the sentences.
Thumbs up if the voice goes up and thumbs down if the voice goes down.
Are you in grade I? Yes, we pre!
Can you dance? Yes, I can.
Is it a sunny day?
4. Motivation:
Let us sing "London Bridge is falling down". What is falling down? When you throw
something, what will happen to it?
B. Presentation:
1. Teacher reads the sentences. Have the pupils listen.
What is your name?
What grade are you in?
Who is your teacher?
Does my voice go up or down?
2. Have the pupils repeat the sentences after the teacher.
C. Skills Development:
Ask questions. Have the pupils answer.
1. What is your name?
2. Where do you live?
3. What grade are you in?
D. Generalization:
How do we ask wh-questions?
Do our voices go up and down?
What should we do when somebody is talking/reading?
E. Application:
1. Guided Exercise:
Divide the pupils into 5 groups. Have each group read the questions with proper
intonation.
Have pupils look for their pairs.
Each pair will ask and answer the questions:
What is your name?
Where do you live?
What grade are you in?
What school are you in?
Who is your teacher?
F. Writing Activity:
Read the question with correct intonation and write your answer to each question.
1. What's your name?
My name is ______________________________
I live in _________________________________
3. What grade are you in?
I'm in ___________________________________
IV. EVALUATION:
Distribute cards to each pupil. Have each pupil read the question with proper intonation, and then
answer it.
V. ASSIGNMENT:
Write 3 questions with falling intonation.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
 Write one's school, address and teacher.
Value: Neatness
II. SUBJECT MATTER:

Writing one's school, address and teacher talking about oneself and others
References: BEC Writing 6 P. 7; TM English 1 pp. 9, 11, 14;

TM Growing in English 1 pp. 159-160; TM Communicating is Fun 1 pp. 2830, 96-97;
TX Communicating is Fun 1 pp. 5, 90, 92, 93
Materials: flashcards, chart, pocket charts, cutouts, puppets
III. PROCEDURE:
1. Review:
Let the pupils get their paper. Ask them to write their name, age, and grade.
2. Motivation:
Game: Mr. and Mrs. Little Philippines Direction: Choose 2 pairs of contestants for Mr. and
Mrs. Little Philippines. Each contestant will choose his/her own questions,- then let him/her
answer. (Put the questionnaires inside the box)
1. What is your name?
2. Who is your teacher?
B. Presentation:
1. Present two puppets of a boy and a girl. Listen to what they say about themselves.
2. Teacher demonstrates/presents model on how to write the address, school and teacher. See
how the first letters are capitalized.
3. Let the pupils get their paper. Tell them to write their names. Ask: "How did you write the
first letter of your name?" "I'm going to write my name (name of teacher). Let the pupils spell
out their teacher's full name.
4. Let the pupils write on the air the name of Lesson 49 their teacher.
5. Let the pupils write on their paper the name of their teacher.
6. Teacher guides the pupils to write correctly. Emphasizes the use of the capital letters on
writing the name of their teacher.
7. Ask the pupils to write neatly and correctly.
8. Do the same procedure using the two puppets for the name of school and address.
C. Practice Activity:
a. Guided Exercise
Let the pupils write their address, school and teacher using the guided questions.
I live in ________________________________________
2. What school are you in?
I'm in _________________________________________
Ask pupils to work by pairs and be the ones to construct their own wh-questions and
answer them.
D. Generalization:
How will you write your address, school and teacher/s name?
IV. EVALUATION:
1. Let the pupils write their name of school, teacher and address. Let the pupils study their own
paper. Ask them how they wrote the first of their school, address and teachers.
2. Pupil/critic the work or the written output of other pupils.
V. ASSIGNMENT:
Write your complete address, name of your school and your teacher’s name again.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
 Recognize words through repeated exposure.
Value: Orderliness
II. SUBJECT MATTER:

Recognizing words through repeated exposure Name of things found in the classroom Phase of
matter -solid
References: PELC 5 Reading p. 7; Skill Development 1 TX p. 74;

Science and Health I TX pp. 8090
Materials: real objects/pictures of things in the classroom, show cards YES, NO
III. PROCEDURE:
1. Flashcard Drill:
Members of the family
2. Spelling
Members of the family (written) Teacher says the word to be spelled, use it in a sentence,
says again the word.
1. Father - Father works for the family
2. Mother – Mother cooks breakfast everyday
3. Baby – The baby is crying
3. Forming picture puzzle
Divide the class into five groups. Each group will form a picture puzzle given to
them.
Group I - table
Group II - desk
Group III - book
Group IV - trashcan
Group V —-blackboard
What are the things you formed? Let each group tell the picture they formed.
Where can you find them? Teacher writes the names on the board.
B. Presentation:
1. Look around the classroom. What are the things you can see? Ask them to point and name the
object they see.
2. Present the name of things found in the classroom through flashcards, pictures, real objects.
chair table trashcan
eraser books shelf
3. Let the class identify the picture/object and at the same time read the printed name.
4. Guide them to read the words repeatedly: by the whole class, group or pairs.
5. Ask them to name other things found in the classroom. Allow them to get the object and
show them in front of the class. Teacher writes on the board and shows flashcards with the
names. Tell them to describe these things. Tell its color, size, shape. Let them hold the
objects. Can you hold a chair? How about a table? A blackboard? Let them say that these
things are solids. Ask them to name other solids.
6. There are many things inside the classroom and we use them always. So what should we do
after using them? Tell that the room looks beautiful if the things inside are clean and in
proper places or well-arranged.
C. Let them read and copy these words in their writing notebook.
chair books
pictures shelf
table clock
D. Exercises:
a. Guided Exercise
Show flashcards with names of things found in the classroom. (Correctly and incorrectly
spelled)
Raise the show card YES if the flashcard shown has the correct spelling and raise show
card NO if the flashcard shown has the wrong spelling.
table books
blackboard iraser chare
Encircle the words that are the same.
1. chair chalk chair chat
2. blackboard black brown blackboard
3. erase eraser eraser iraser
4. fable cable table table
5. books books brook break
IV. EVALUATION:
Copy the letter of the correct name for each picture.
1. eraser a. paper b. eraser c. box
2. book a. book b. paper c. bag
3. chair a. chair b. chalk c. desk
V. ASSIGNMENT:
Read and spell the words.
1. blackboard 4. pedestal
2. pictures 5. clock
3. shelf
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_____________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
 Recognize words using the spelling pattern, vowel-consonant, consonant-vowel, consonant-
consonant.
Value: Oneness
II. SUBJECT MATTER:

Recognizing spelling patterns; VC, CV, CC; Reading/Writing words with VC, CV, CC pattern
References: PELC 6 Reading p. 7; Communicating is Fun I TX p. 75

Skills Development book in Grade I pp. 79-81, 125, 105
Materials: picture of a family, flashcards of words with VC, CV, CC
III. PROCEDURE:
1. Song: Alphabet Song
2. Name the picture aloud. Then write the correct name of each picture. Choose your answer
from the list below.
3. How many of you are in the family? What is the work of your father? Mother? Sharing one's
family.
B. Presentation:
1. Present the selection "The Family" through picture.
The Family
This is a family. There are five in the family. The father's name is Juanita. The mother's
name is Laura. Amanda is the sister. Omar is the brother. There is a baby, too. She is Elene.
They love each other so they stay together.
How many are in the family? What is the name of father? Mother? Brother? Sister?
Baby? Are they together? Why?
3. Write the name of the family member on the board.
Amanda Omar Elena Juanito Laura. What is their initial letter?
What do you call letters A, 0, E? J and L?
How many letters are there in the English alphabet?
How many vowels are there? Consonants?
4. Show the combination of vowel and consonant letter as shown below:
Ask them to make the other combinations (i, o u). What do we form when we combine
vowel and consonant letters? What kind of pattern is this? Read the words formed.
5. Conduct a flashcard drill on words with VC, CV, CC patterns.
6. Conduct a group contest in writing words with VC, CV, CC patterns.
C. Generalization:
In the VC pattern the words are formed with a vowel followed by a consonant.
In CV pattern, the words are formed with a consonant followed by a vowel.
In CC pattern, the words are formed with a consonant followed by another consonant.
D. Copy the words in your writing notebook.
Words with VC pattern
an at as am
Words with CV pattern
he re we be
Words with CC pattern
by my
E. Exercises:
a. Guided Exercise:
Color the kite with the same spelling pattern.
in or go me by
on we to by my
Check the bee with the words that you will hear.
it up he my as
IV. EVALUATION:
Write the spelling pattern of the following words. VC, CV or CC.
Read them.
1. am = ____________________________________________
2. be = ____________________________________________
3. is = ____________________________________________
V. ASSIGNMENT:
Read the words VC, CV or CC pattern in your writing notebook.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: Week 5 Day 1
I. OBJECTIVES:
 Read orally high frequency words in running print. Dolch Basic Sigh Words. (vcc, vcv, ccc)
Value: Carefulness and Neatness
II. SUBJECT MATTER:

Dolch's Basic Sight Words
References: BEC PELC 6 p. 7;TM Communicating Is Fun pp. 86-88

TX Communicating Is Fun p. 74; TX English I
Materials: flashcards, pocket chart
III. PROCEDURE:
1. Song:
Bow, Bow Belinda
2. Drill:
Flashcards reading of words containing vc,cv,cc pattern.
3. Review:
Let the pupils read the sentences on the chart. Encircle the cvc words.
1. The frog hops on the rock.
2. The fat cat sleeps on the mat.
3. The ants have six legs.
4. Motivation:
Show some group of words to the pupils. What is the patternused in each group of words?
and too eat one two
all see our are who
B. Presentation:
Present some sentences on the chart.
1. The children eat fruits and vegetables.
2. Birds can fly.
3. Keep our rivers clean.
Teacher reads each sentence. Let the pupils repeat after the teacher. Underline the vvc,
ccv, ccc, cvv pattern. Unlock words are not understood.
C. Skill Development:
1. Show words grouped by spelling pattern.
all are eat see she fly
and owe out too the try
any use our you who why
ask one air sea two shy
2. Recall the standards for reading.
3. Teacher reads the words one spelling pattern at a time. Let the pupils read after the teacher.
4. The pupils read words on the Dolch Basic Sight Word Chart in chorus, by rows and then
individually.
D. Generalization:
What patterns did we use in reading and writing the words?
E. Application:
1. Guided Exercise (Racing Game)
Group the pupils into five. Each group has a leader. The pupils will fall in line at the
starting area. Teacher flashes some words one at a time. The first group that reads the word
correctly steps forward. Whoever group reaches the finish line wins. Whatever group reaches
the finish line first, wins.
Call each pupil to get a star in the box. Let them read the words written at the back of the
stars.
E. Writing Activity:
Copy the following words correctly and neatly.
IV. EVALUATION:
Call each pupil and let him read five words in the pocket chart.
V. ASSIGNMENT:
Choose three words in the Dolch Basic Sight Words that you learned today. Use each in a
sentence.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
 Write high frequency words correctly and neatly.
Value: Neatness
II. SUBJECT MATTER:

References: BEC PELC 6 P. 7; TM Communicating Is Fun p. 8688

TX Communicating Is Fun p. 74
III. PROCEDURE:
1. Spelling:
Dictate the following words. Then use them in sentences.
1. fly - Insects can fly
2. use - We use our ears in hearing.
3. two - Fowls have two legs.
2. Motivation:
Show groups of jumbled letters. Call some pupils to arrange the letters to form a word.
Ex. ees-see ska-ask ywh-why
B. Presentation:
Present words in the pocket chart.
Ask: Are the words arranged in spelling pattern? Call a pupil to group the words by spelling
pattern. Let the pupils read the words in chorus, by rows and individually.
1. Distribute the flashcards to the pupils. Let them trace the words using their forefinger. Then
have them write on their own paper.
Observe if they can follow, (using the blue, red, blue line of their paper)
D. Generalization:
What should we observe in writing?
E. Application:
a. Guided Exercise:
Write the following high frequency words on your paper correctly and neatly.
all use see eat fly she
and are too out try the
Have pupils think and write two other words for each spelling pattern.
IV. EVALUATION:
Write the following high frequency words on your paper.
1. fly 4. any
2. you 5. try
3. out
V. ASSIGNMENT:
Have more practice in writing the following high frequency words on your paper. Select three
words and use each in a sentence.
why any she
all and two
the too try
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
 Read Orally high frequency words in running print. Dolch Basic Sight Words - CVC
II. SUBJECT MATTER:

Dolch Basic Sight Words - CVC
References: BEC PELC; TX Communicating is fun pp. 86-88; TM Communicating is fun p. 74;
TM English 1 p. 221
Materials: flashcards, pocket chart, chart
III. PROCEDURE:
1. Song:
When You're Happy
2. Pronunciation Drill:
Have the pupils read the words:
an it on up be go by
at is or us me to my
3. Review:
Let the children read the sentences on the chart. Encircle the CV, VC, or CC words.
1. My mother is a teacher.
2. He went to Manila.
3. I am in my room.
4. Motivation:
Show a group of words to the pupils. What pattern is used in the group of words?
can ten for sit but
has red jot six buy
fan yes got him put
B. Presentation:
Present the sentences on the board.
1. The fat cat is on the mat.
2. Pat has a red fan.
3. Dan did not buy the big can.
1. Show the Dolch Sigh Words on the Chart. (CVC)
can get him for but
fan her sit now buy
had let his not put
2. Recall the standards for reading.
3. Teacher reads the words, while pupils listen. Let the pupils read after the teacher.
4. The pupils read the Dolch Basic Sight Words on the chart by chorus, by rows and then
individually.
D. Generalization:
What pattern did we use in reading and writing the words?
E. Application:
1. Guided Exercise:
Group then pupils by five (5). Teacher flashes the cards. Pupils read the words correctly.
Call individual pupil to pick a flower from the flowerpot. Have him/her read the CVC
word written at the back of the flower.
F. Writing Activity:
Copy the following words correctly and neatly.
fan new him for but can van ton
had let did now put man tan son
IV. EVALUATION:
Distribute a card to each pupil. Call individual pupil to read the words written on the card he/she
is holding:
Ex.
had buy his
get not him
V. ASSIGNMENT:
Choose 5 words from the list of CVC words. Use each in a simple sentence.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
 Write high frequency words correctly and neatly. Dolch Basic Sight Words - CVC
II. SUBJECT MATTER:

Dolch Basic Sight Words – CVC
References: BEC PELC; TX Communicating is fun pp. 86-88; TM Communicating is fun p. 74;
TM English 1 P. 221
Materials: flashcards, chart, pocket charts, cutouts, puppets
III. PROCEDURE:
1. Spelling:
Dictate the following words. Then use them in sentences.
1. was  It was raining all night
2. new  Ana has a new doll.
3. big  Father is big and strong.
2. Motivation:
Let's play: "Picking Flowers"
Direction: Group the pupils into five. The first group will stand and each pupil picks a flower
from the flower pots. Do the same with the second group, third group, fourth group and the
last group.
What word is written on the flower you are holding? Have each pupil read.
What CVC word is on the first sentence? The second? The third? The fourth? The fifth?
B. Presentation:
The teacher will read sentences on the board/chart.
1. I can sing and dance.
2. Her father is tall.
3. I have six pencils.
a. Flash the cards with CVC words. Have the pupils read.
b. Distribute the flashcards to the pupils. Let them write the words on their paper. The teacher
goes around seeing if they copied the words correctly
D. Generalization:
What should we observe when writing the Dolch Basic Sight Words, CVC pattern?
E. Writing Activity:
1. Setting of standard in writing.
2. Write the following CVC words on your paper neatly and correctly.
can let him for but
was new did now put
F. Exercises:
a. Guided Exercises
Clap your hands once if the word I am going to say has a CVC pattern and twice if not.
bit not say June had
hid meet moon set mate
Divide the class into Team A and Team B with a leader each. Provide each leader list of
words. If the word read by the leader is a CVC word, her members will stand. If it is not a
CVC word members will remain seated.
IV. EVALUATION:
Write/Copy 10 CVC words from the Dolch Basic Sight Word's chart correctly and neatly.
V. ASSIGNMENT:
Write/Copy 10 CVC words which are not on your list.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ___________
I. OBJECTIVES:
 Read orally high frequency words in running print (Dolch's Basic Sight Words)
Value: Proper Care for Animals
II. SUBJECT MATTER:

Reading Orally High Frequency Words
References: PELC III.6 p. 7; Communicating is Fun pp. 86-87

Materials: flashcards, pictures, pocket chart
III. PROCEDURE:
go me it
to he is
so of in
2. Unlocking of Difficulties
Present these words on flashcards. Read first these words, then ask the children to repeat.
Talk about the meaning of these words through pictures/action.
a. kitten e. yard
b. run f. pat
c. happy g. gave birth
d. catch
B. Presentation:
1. Present the story to class. Let pupils listen carefully as the teacher reads the story:
Nena's Cat
Nena has a pet cat. It is white. , She named it "Whitty". Everyday, Nena and Whitty pIay
in the yard. They play running. Whitty can run fast and Nena couldn't catch her. Nena likes
very much. We takes care of Whitty. She gives her rice, fish and water.
2. Guide pupils in reading the story
What is the name of her pet?
What can Whitty do?
How many kittens does Whitty has?
C. Post-Reading Activities:
1. Ask pupils to read the story again, by the whole class, by row then individually.
2. Let them take note of the underlined words in the story.
3. Let pupils read the words.
play take pretty warm
fast gave many start
4. Let pupils match the words in flashcards with the words on the board and chart as they read
aloud.
5. Tell the children to copy the words in their notebook.
D. Application:
1. Guided Exercise:
Word Train
Pick a petal then read the word aloud.
IV. EVALUATION:
Read the following words orally
fast came shall
warm away play
start pretty funny
V. ASSIGNMENT:
Copy and practice reading the following basic sight words:
have start came only funny
fast shall gave many pretty
wash make ate carry today
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: Week 6 day 1
I. OBJECTIVES:
 Write Dolch’s Basic Sight Words
Value: Neatness/Proper use of one’ s body parts
II. SUBJECT MATTER:

Dolch’s Basic Sight Words
References: PELC III.6 p. 7

Materials: flashcards, mini board, pocket chart
III. PROCEDURE:
1. Song:
I Have Two Hands
2. Motivation:
What part of our body is mentioned in our song? (Hands)
What is the use of our hands?
3. Let pupils know that they are going to write the Dolch's Basic Sight Words.
4. Set the standards in writing.
B. Presentation:
1. Present the story "Nena's Cat". Let pupils read the story.
2. Ask questions about the story.
3. Emphasize the underlined words.
4. Teacher writes the words on the board.
6. Present some more basic words written on flashcards, call on pupils to read.
have shall ate funny
wash make away pretty
C. Post-Writing Acitivities:
Show some word cards; let pupils write the words on their mini-board.
D. Application:
1. Guided Exercise
Group the pupils into three. Let them choose a leader. Have the leader in each group
write 5 Dolch's basic sight words on their paper. Remind them to write neatly. Let the group
read their work.
2. Independent Exercise
Let each pupil write one basic sight word on the board.
IV. EVALUATION:
Write the following basic sight words on your paper. Write neatly and avoid erasures:
1. fast 3. gave 5. start
2. want 4. eight 6. only
V. ASSIGNMENT:
Write the following basic sight words in your notebook. Practice reading them at home
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
Value: Good habits
II. SUBJECT MATTER:

References: PELC III.6 p. 7; Communicating is Fun s"' pp. 86-87

Materials: flashcards, pocket chart, pictures, fish bowl (improved)
III. PROCEDURE:
1. Pronunciation Drill
have start came only
fast shall gave many
Present the following words on flashcards. Talk out the meaning of these
a. myself b. help c. feed d. pray
3. Motivation
What are the things that you like to do most? Do you always do these things? Emphasize
the good habits that pupils should possess.
B. During-Reading Activities:
1. Present a story about a girl who likes to do many things.
Read the story as the pupils listen carefully.
Things I Like To Do
My name is Ana. Do you know how I keep myself good mood? I sjg my favorite song
and I never let worries disturb me. I read a lot of stories then tell it to my friends. I help my
mother in housework. I feed the chickens. I give them palay. And before I go to sleep, I pray
to God.
2. Guide pupils in reading the story.
What is the girl in the story?
What does she sing?
What does she read?
Where does she feed the chickens?
1. Ask pupils to read the story again, by the whole class, by row then by individual pupil.
2. Let them look for the underlined words in the story.
3. Ask them to copy the words on the board.
4. Have them read the words:
keep sing read help before
myself never tell give sleep
D. Application:
"Fishing Bowl"
Pick a word inside the fish bowl then read it aloud:
"Picking Flowers"
IV. EVALUATION:
Read the following words orally, then write on your paper.
1. tell 4. give
2. well 5. sing
3. asleep 6. bring
V. ASSIGNMENT:
Copy and practice reading the following words:
best with pick
went first here
help hurt were
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
 Write Dolch's Basic Sight Words
Value: Neatness
II. SUBJECT MATTER:

References: PELC III.6 p. 7; Communicating is Fun TM pp. 86-87

Materials: flashcards, mini-board, pictures, barbeque stick, cut-out ballons
III. PROCEDURE:
1. Review:
What is the use of our hand?
2. Motivation:
Do you like to write some words?
If you are writing, what should you remember?
3. Set the standards in writing
B. During-Writing Activities:
1. Present the story
"Things I like to Do."
Let pupils read the story.
2. Discuss the story.
3. Emphasize the underline words in the story.
4. Teacher writes the words on the board.
6. Present some more basic sight words on flashcards and on the board.
7. Let the pupils read the words.
8. Let the pupils write the words in their mini-board and later in their notebooks.
well went first will going
best with hurt live bring
C. Practice Activity:
a. Guided Exercise:
Get one balloon. Read aloud and write on the board the word written on the balloon. pick
"Sliding Word"
Ask pupils to work by pairs and be the ones to construct their own wh-questions and
answer them.
IV. EVALUATION:
Write these words on your paper. Remember to write neatly.
1. were 4. went
2. better 5. myself
3. after 6. with
V. ASSIGNMENT:
Write the following words in your notebook. Practice reading them at home.
sing here over well hurt
bring never after went
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
Value: Eating the right kind of food
II. SUBJECT MATTER:

References: PELC III.6 p. 7; Communicating is Fun TM pp. 86-87

Materials: flashcards, pictures, pocket chart, box
III. PROCEDURE:
tell went first sing were
well help hurt going never
sleep myself will bring better
2. Unlocking of Difficulties:
Present the following words on flashcards. Talk about the meaning of these words
through pictures/action.
a. vegetables c. wise
b. garden d. life
3. Motivation:
Do you have a garden at home?
What kind of a garden do you have?
What can you see in your garden?
B. During-Reading Activities:
1. Present the poem to the class. Read the poem as the pupils.
My Garden
I have a beautiful garden
It is clean and green
Vegetables of different kinds
Is here where you can find.
2. Read the poem again, but this time, let the pupils repeat after the teacher.
3. Have the pupils read the poem by themselves, guide them.
What kind of a garden is mentioned in the poem?
What can you say about the garden?
Where can you find the vegetables?
What can vegetables do to us?
1. Ask pupils to read the poem again; by the whole class, by group then by individual pupil.
2. Let them note the underline words in the poem.
3. Teacher writes them on the board.
4. Have the pupils read the words. Let them copy the words in their notebook.
clean life find
kind green white
D. Application:
1. Guided Exercises: "Pick-A-Card"
Material: word card
Arrange the card upside down. Call on individual pupil to pick a card then read it aloud.
If he can read the word, he will keep the card, if not, return the card. The one who can keep
the most number of cards is the winner.
2. Independent Exercises: "Word Dice"

Material: a square box with words written in each side of the box.
Call on pupils to roll the dice, he will then read the word on top, if he reads it, he gets one
(1) point. The pupil who earns more points is the winner.
IV. EVALUATION:
Read the following words orally. Read from column A to column B, and then write them on your
paper.
A B
gain five
dean life
green ride
V. ASSIGNMENT:
Copy the following words and practice reading them at home.
open kind seven write ride
find taken right white rise
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
 Write Dolch's Basic Sight Words
Value: Keeping one's work clean/Neatness
II. SUBJECT MATTER:

References: PELC III. 6 p. 7; Communicating is Fun TM pp. 86-87

Materials: flashcards, crayon cut outs, pocket chart
III. PROCEDURE:
1. Motivated Vocabulary Development
Can you write your name on the board?
Do you sleep with open lights?
Do you have five fingers on your right hand?
(Emphasize the underlined words.)
2. Read the underlined words.
write open lights
five right clean
white
B. During Writing Activities:

1. Tell the class that they are going to write some more basic sight words.
2. Present the poem "My Garden".
3. Let the pupils read the poem.
4. Discuss it to class. Let them look for the underlined words in the poem.
5. Teacher lists the words on the board.
7. Present some more basic sight words on flashcards and let them read.
again clean green
seven taken
8. Write these words in your paper. Keep it neat. Read.
open kind life
find five
C. Application:
1. Guided Exercises: Word Hunt
Post some basic sight words anywhere inside the room. Group the pupils into three; let
each group find as many words as they can. Each time they find a word, one member will go
to the board and write it. Then the group will read it aloud. They may fired another word
after. The group who finds the most number of words is the winner.
2. Independent exercises
"Choose your favorite color"
Pick a crayon; a word is written on it. Write the word on the board then read it aloud.
IV. EVALUATION:
Read the following sentences. Look for the underlined words. Write it on your paper. Keep your
work neat.
1. I can write the letters of the alphabet.
2. We are seven in the family.
3. Our room is clean.
V. ASSIGNMENT:
Write the following basic sight words in your notebook. Read them at home.
white write right
light rise ride
life five find
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: _Week 7 day 1
I. OBJECTIVES:
 Read orally high frequency words in running print (Dolch Basic Sight Words)
Value: Humility
II. SUBJECT MATTER:

References: PELC III. 6 p. 7; Communicating is Fun I TM p. 86 Communicating is Fun I p. 74

Materials: printed materials: (Dolch Basic Sight Words) flashcards, chart, cut outs.
III. PROCEDURE:
A. Pre-reading Activities:
1. Start the class with short poems. Ask the pupils to recite the poems.
Bob's Pet Old Goat
Bob's pet is a rabbit. Rose has a goat.
The rabbit is in the box. It's an old goat.
It hops from the box. It has baby goats.
It hops and hops to the cot. Rose sold the baby goats.
2. Review
Reading words in flashcards.
(Dolch Basic Sight words previously learned)
3. Motivation
Teacher shows pictures of a goat and rabbits and ask the pupils what they see.
B. During Reading Activities:

1. Teacher presents the following story.
The Big Goat and the Small Rabbits
(adapted)
Once upon a time in a little town, there was a big mountain that no one could climb.
There were many animals and there was just one big boastful animal. It was the goat. Some
animals didn't like this.
One day, the boastful goat saw four rabbits. The small rabbits should jump on thr rock,
but they could not. The boastful goat would laugh. "Ha! Ha! Can you not jump on the big
rock?" he said.
2. Comprehension Check up
1. What can you say about the goat?
2. Why did the boastful goat laugh at the small rabbits?
3. What did the goat do?
4. What did the rabbits say about the goat?
C. Post Reading Activities:

1. Have pupils read the underlined words found in the story.
2. Group the words as follows:
walk know good fall
work show would full
some must brown
come just round
upon jump found
3. Have pupils read the words: by group by row individual
D. Tell the pupils that the words they have read are short and simple words that they can read at once
when they see them.
E. Application:
1. Guided Exercises
Look at the words in each line. Encircle the word that I read.
walk soon brown upon must
work good round down just
cold could found fall jump
Teachers will say a word from the list (chart). Ask pupils to write it on chalkboard. The
others will write it on their paper.
IV. EVALUATION:
1. Picking Apples
Paste a cut of a big apple tree on chalkboard. Ask every pupil to pick an apple then read the
word written on the other side of the apple.
2. Writing
Copying the Dolch Basic Sight Words read.
V. ASSIGNMENT:
Read the Basic Sight Words at home.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
 Write Dolch’s Basic Sight Words with tall/lower stem letters and small letters
Value: Neatness
II. SUBJECT MATTER:

References: PELC III. 6 p. 7;Communicating is Fun I TM p. 74

Communicating is Fun I TX pp. 86-87
Materials: flashcards, chart
III. PROCEDURE:
A. Pre-Reading Activities:
1. Spelling
(CVC Words)
bag dog can
cat mat cup
2. Motivation
Sing the song: I Have Two Hands
Ask: What body part is mentioned in the song?
Emphasize the use of the hands.

1. Teacher demonstrates as she counts.
Let the pupils follow writing on air and on their paper.

2. Proceed with the other #groups of letters/words following the same procedure.
3. Present the story "The Big Goat and the small Rabbits." Emphasize the underlined words in
the story. Unlock difficult words.
4. Set the standards in writing.
5. Teacher shows a writing model on small letters:
small letters – a, c, e, etc.
tall stem letters – b, d, etc.
lower stem letters – p, q, etc.

1. Cooperative evaluation/critiquing of written work against criteria standards such as:
Are the letters properly written?
Are they evenly spread?
Do all the letters just touch the base line?
2. Guided Exercises
Divide the class into 3 groups.
Show the 3 sets of words on the chart. Have each group write the words on their paper.
Let the groups read the words they have written. Are the words properly written?
IV. EVALUATION:
Write the following words correctly and neatly on your paper.
work good round full
cold could found pull
hold would around call
V. ASSIGNMENT:
Rewrite the words on your writing pad.
Practice reading them at home.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
 Follow simple one-step directions; Give short commands/directions
Value: Obedience
II. SUBJECT MATTER:

Simple one-Step Directions Short Commands/Directions
References: PELC 6 p. 7 Listening PELC 6 p. 7 Speaking Fun in English pp. 54-55

Communicating is Fun TX pp. 192-194 Communicating is Fun TM pp.147-149
Materials: flashcards, pictures
III. PROCEDURE:
1. Review
Reading of basic sight words previously learned.
2. Motivation
Singing the action song "Sit Down"
Sit down, sit down
We're rocking the boat. (4x)
What did you do while singing the song?
B. Presentation:
1. Do what the teacher asks you to do.
Stand Laugh
Run Jump Sit
2. Show a ball, a chair, a toy car and a bag. Ask four pupils to move the objects by following the
directions. But before doing the action, the teacher will demonstrate first the underlined
words.
a. Roll the ball on the floor.
b. Lift you bag.
c. Pull the chair.
What happened to the ball when he releases it?
What did she do with the bag?
What commands/directions did they follow?
3. Have the pupils work in pairs. One gives directions, the other follows and vice-versa.
C. Generalization:
What are commands/directions?
What should you do with the commands or directions given to you?
D. Application:
Lets play Simon says…..
The teacher will give the directions or a pupil can also be the leader later on. The teacher
will give the class several directions but only those instructions with the phrase, "Simon
says..." are to be acted. If they do not hear the phrase "Simon says..." before the directions the
pupil should not follow.
Example:
Simon says, clap your hands, every one must clap their hands. If the teacher says, "Stop"
without the phrase "Simon says" they must continue clapping. Anyone who stops is removed
from the game.
Follow the directions written on the board.
1. Shake hands with your seatmate.
2. Put your pencils up.
3. Scrub the floor.
4. Draw a flower on the board.
5. Write your name on the board.
IV. EVALUATION:
Listen and follow these directions.
1. Draw a ball.
2. Write a big and small letter Vv.
3. Write your grade and section.
4. Check the longer pencil
5. Cross out the biggest apple.
V. ASSIGNMENT:
Do the following directions.
1. Write the name of your father and mother.
2. Write the 5th letter in the word school.
3. Draw a happy face.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
 Give short commands/directions; Follow simple one-step directions heard
Value: Obedience
II. SUBJECT MATTER:

Giving and Following Commands/Directions
References: PELC 6 p. 7 Listening PELC 6 p. 7 Speaking Fun in English I pp. 68-70

Communicating is Fun TX pp. 196-198 Communicating is Fun TM pp. 72-73
English I pp. 77-78 Science and Health I p. 125
Materials: flashcards, charts, real objects, pictures
III. PROCEDURE:
1. Drill
Reading of simple one-step directions.
jump open draw
stomp close write
2. Review
Do the following commands.
Clap your hands three times.
Please stand.
Jump eight times.
Please take your seat.
3. Motivation
Recitation of a rhyme
Skip high.
Skip low.
Do it right
Or down you go.
What words tell you what to do?
B. Presentation:
1. Show some pieces of paper and leaves. Ask two pupils to move the pieces of paper and
leaves by following the directions or commands.
a. Fan the leaves.
b. Blow the pieces of paper.
2. Comprehension check up
What happened to the leaves and to the pieces of paper?
What made them move?
What directions were given?
Show some pictures. Ask: What commands can you give?
Have them read the different commands.
4. Ask them also to give more commands that their father, mother brother, sister and teacher tell
them to do.
C. Generalization:
What are commands?
What should we do with the commands?
D. Application:
1. Guided Exercises
Group the pupils into seven groups. Assign a leader for each group. Let the leader give
the commands listed on a paper being drawn from the box. The members of the group will do
the action.
Match the picture with the appropriate command.
IV. EVALUATION:
Choose the correct command/direction about the picture. Write your answer on your paper.
V. ASSIGNMENT:
Write 5 commands in your notebook.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
 Recognize changes in intonation in dialogs listened to e.g. dialog between family members
Value: Love and Respect
II. SUBJECT MATTER:

Changes in Intonation; Words About Family Members
References: PELC 7, 7.1 Pages 7-8 TM, Growing in English I, pages 77-78 TX,
Growing in English I, pages 63-65 English I, page 148
Materials: flashcards, pictures
III. PROCEDURE:
1. Review
Review the rising-falling intonation in expressions listened to:
Is it raining? Is it cloudy?
Yes, it is? Is it stormy?
No, It isn’t Is it cold today?
2. Motivation
Sing a song
Are you sleeping? Are you sleeping?
Brother John, Brother John
How are you this morning?
Very well, I thank you
Come again. Come again.
3. Vocabulary Development
Show pictures of the family members. Then flash some important words which will be
used in the dialog and put each under the pictures.
Baby Father
Mother Sister
Brother Mimi
4. Present the pictures. Ask the children what they find in the picture. Identify the characters
found in the picture. What do they see? Let them guess what is happening in the picture.
5. Relate the picture with their own experiences. Ask the children to tell stories about their
experiences when they reach home from school. What do they do? How do they greet
Mother? Father?
B. During Listening Activity:

Teacher reads the dialog.
C. Post Listening Activities:

a. Who calls Mother?
b. What does Mimi ask Mother?
Ask questions about the dialog. Call pupils attention on the changes in intonation.
a. Is baby sleeping? 
b. Does Father bring home something for Mimi? 
c. Is Mimi happy? 
D. Generalization:
Did you notice the changes in intonation?
When does my voice go down?
When does my voice go up?
When you answer questions, your voice goes down or stays the same.
E. Application:
1. Guided Exercises
Let pupils listen to the dialog. Then let them read the dialog.
Guide them to use the rising falling intonation.
Mother: Come, Children
Ben and Len: Is it time to go bed, Mother?
Mother: No it isn’t
It’s time to eat.
Ask the pupils to listen to the dialog.
Give the following directions: If the voice goes up, clap your hands once; if the voice
goes down, clap your hands twice.
Dora: Ate, please, help me.
I can't find my doll.
Ate: Did you leave it on the table?
Dora: No, I did not.
IV. EVALUATION:
Listen carefully as your teacher reads the following. Write R if the voice goes up and F if the
voice goes down.
_____ 1. Donna, did you brush your teeth?
_____ 2. Yes, Mother, I did.
_____ Can you cook adobo?
V. ASSIGNMENT:
Draw  if the voice goes up and if the voice goes down
Father: Nilo, can you water the plants? _____
Nilo: Yes, Father, I can _____
Mother: Did you feed the chickens, Nilo? _____
Nilo: No, Mother, Nena fed them. _____
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________
ENGLISH I
Date: Week 8 Day 1
I. OBJECTIVES:
 Tell about one’s family using singular form of nouns
Value: Love and respect
II. SUBJECT MATTER:

Talking About One's Family Using Singular Forms of Nouns
References: PELC 7.1 p. 8 Speaking PELC 7 p. 8 Reading

Materials: flashcards, pictures, chart
III. PROCEDURE:
1. Drill
Reading the following words on the flashcards.
boy girl pencil flower
dog bag chair table
2. Review
Give the commands about the following pictures.
family members home nouns
4. Motivation
Ask: Who are the persons in your home?
Show a picture of a family. Talk about the picture.
Ask: What can you see in the picture? Where is Father? Mother? Brother? Sister?
Baby?
B. Presentation:
1. Teacher presents the lesson by means of pictures.
2. Ask: Who is a farmer?
Who is carrying a basket?
Who is pushing a cart?
Who is pushing the door?
3. Have them read the words about the family members on the flashcards whole, by rows
individual like
brother mother father
sister baby
4. Call pupils in front to identify the pictures of the members of the family. Tell him to tell
something about his own brother, sister, mother, father and baby.
C. Generalization:
Who are the members of the family?
D. Application:
Group pupils into 2. Assign a leader, and let him pick one picture in front then show it to
the group. Let them talk about it in two sentences using singular form of nouns.
Let each pupil pick a picture in the box and tell something about it.
IV. EVALUATION:
Pick one picture of a family member in the basket and tell something about him/her.
V. ASSIGNMENT:
Cut out picture of the members of the family and be able to tell something about it.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
 Read and write words about family members
Value: Love and Respect
II. SUBJECT MATTER:

Words about Family Members
References: PELC III.7, 7.1; TM: English I;TX: English I, p. 13

III. PROCEDURE:
1. Drill
Flashcard reading of words in the CVC spelling pattern.
sun can bed red rat
mat met jet fin tin
2. Review
What is the pattern used in reading the words?
3. Motivation
Teacher shows a picture of a family. Ask the children found in the picture.
Ask:
Who are in the picture?
What is Mother doing? The girl? The baby?

1. Teacher shows the pictures of the family, then flashes the words and put each under the
picture.
2. Present the following story.
My Family
This is Father, standing here.
This is Mother, kind and dear.
This is Brother, see how tall.
This is Sister, with her ball.
This is baby, sweet and small.
This is I, whom you call.
This is my family, one and all.
a. How many members are there in your family?
b. How many children are there?
c. Who composes your family?

1. Present sentences about the family.
This is Ben's family.
They are five in their family. This is Father.
This is Mother.
This is Brother.
This is Sister.
This is baby.
The youngest of them all.
2. Ask:
Who are the members of Ben's family?
3. Teacher writes the members of the family on the chalk board.
4. Let the pupils read the words. Let them copy on their paper.
IV. EVALUATION:
Match the picture with the word
V. ASSIGNMENT:
Cut out picture of a family.
Label each family member.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
 Write words commonly heard members of the family
Value: Carefulness & neatness
II. SUBJECT MATTER:

Writing and Reading Words commonly heard
References: PELC 2.3 and 4.4 English I text p. 13

III. PROCEDURE:
A. Pre-writing Activities:
1. Spelling:
Dictate the following words. Use them in sentence.
1. father — My father works in the farm.
2. mother — My mother cooks in the kitchen.
3. baby — The baby has a doll.
2. Motivation
Each pupil will pick a fruit from the tree. Then ask, what word is written on the fruit you
picked? Have each pupil read.
B. Presentation:
1. Teacher reads a story about a family.
Father works in the farm. Mother works in the school. Brother works in the shoe factory.
Sister works in the dress shop. Baby stay at home.
a. Who works in the farm?
b. What does mother do in school?
c. Where does brother work?
3. Skills Development -
a. Flash the cards of the words
father brother sister
mother baby family
b. Distribute the flashcards to the pupils.
Let them write the words on their paper. The teacher goes around seeing if they copied
the words correctly.
C. Generalization:
What should we observe when writing?
IV. EVALUATION:
Write the correct spelling of the following. Write each word correctly and neatly.
father sister
mother brother
baby family
V. ASSIGNMENT:
Practice writing the words without copying at home. Be ready to write each word correctly
without pattern.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
 Use a/ an in naming objects
Value: Prepare nutritious foods
II. SUBJECT MATTER:

Using a/an in Naming Objects
References: PELC 7.1 p. 98 Speaking English I text p. 96

Materials: Real objects, things inside the classroom, pictures, flashcards.
III. PROCEDURE:
1. Start the class with a rhyme
Let the pupils recite the rhyme with action.
1,2,3,4,5, I caught a fish alive
5, 6,7,8,9,10 I let it go again
2. Drill
Reading the basic sight words on the chart.
a an at me the so is
on in be by or he am
3. Review
Conduct a guessing game about things inside the classroom.
It a rectangular shape, we write on it. What is it?
4. Motivation
In our rhyme, how many fish were caught?
How did you know that there is only one fish?
B. Presentation:
an orange a hamburger
an apple a cake
2. Show other objects or pictures to the class have the pupils identify things by using a or an.
3. Call 3 pupils to come in front and write the words on the board. Let the others write on their
paper.
C. Generalization:
When do we use a? an?
IV. EVALUATION:
Fill up a or an on the blank
1. _____ bird 4. _____ shark
2. _____ rose 5. _____ egg
3. _____ arrow
V. ASSIGNMENT:
Write the name of the following using a or an. Read your answer
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
 Use This is/That is with objects.
II. SUBJECT MATTER:

Using This is/That is with Objects
References: PELC 7.1 P. 8 Speaking; Skills Development Book pp. 52-53; Fun in English 1 p. 82;
English I Proded p. 53; Science and Health I p. 64
Materials: pictures, flahscards
III. PROCEDURE:
1. Drill:
Reading the basic sight words on the flashcards.
about after because before
again been best come
2. Review:
Name things using a and an.
Let the pupils show an object and name it using a or an.
3. Motivation:
Let the pupils recite the poem
This is Father standing here.
That is Mother kind and dear.
This is Brother see how tall.
That is sister wither ball.
This is baby sweet and small.
This is I whom you call.
What words come before father? Brother? Baby? How about in Mother and Sister?
B. Presentation:
1. Show pictures of girls and boys who are holding and pointing an object.
2. The girls are saying:
This is a flower.
This is a doll.
3. Have pupils read the sentences by whole class, then by group and then individually.
4. The boys are saying:
That is a carabao.
That is a plant.
5. Have pupils read the sentences by whole class, then by group and then individually.
6. Name the objects in the room; Outside; etc.
1. Show several objects on the teacher's table. Call pupils to go to the table and name an object
using This is.
Let the class repeat, then by row and then individual.
2. Let the pupils point any object found in the classroom using That is.
3. Show the following pictures then complete the sentences by writing the name of object on the
blank.
D. Generalization:
When do we use This is? That is?
E. Application:
Have pupils work in pairs and let them ask and answer questions.
One pupil holds or points to a particular object and ask: "What's this/that?". The other
pupil answers using "This is/That is. Pupils will take turns in asking/answering questions.
Ask the pupil to get a picture from the pocket chart then tell what each person in the
picture is saying using This is and That is.
IV. EVALUATION:
Fill in the blank with This is or That is.
V. ASSIGNMENT:
Connect This is/That is to the picture on the right.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: Week 9 day 1
I. OBJECTIVES:
 Increase one's sight vocabulary through reading labels and sings in school and community.
Value: Obedience
II. SUBJECT MATTER:

Labels and Signs in the Classroom, School and Community
References: PELC 7.2 p. 8; PELC 7 p. 8; Communicating is Fun TX pp. 84-85;

Communicating is Fun TM pp. 93-94; Science and Health I p. 79
Materials: pictures, flashcards, cutouts
III. PROCEDURE:
1. Drill:
Reading of words about the-members of the family.
2. Review:
Who are the members of the family? Who is the youngest member? Who take good care
of the family?
The teacher will unlock the words through the use of pictures and actions.
School Classroom Community
Library Canteen Clinic
Stop Silence Keep Quiet
4. Motivation:
Flash some signs or labels to the pupils and have them do the actions.
Silence Go Stop
B. Presentation:
1. Present a dialogue with pictures. The teacher reads the dialogue then the pupils repeats after
the teacher.
Rita and Perla were in the park.
Perla: Look Rita, what beautiful flowers!
I want to pick some.
Rita: No, Perla. Look at the sign.
Perla: What does it say?
Rita: Don't pick flowers.
a. Who were in the park?
b. What did they see?
c. Who like to pick some flowers?
d. Why should we not pick some flowers?
Show other labels and signs. Have the pupils read the labels and sings.
D. Generalization:
1. What are the labels and signs that you see and read?
2. What are you going to do with the labels and signs in school and community?
E. Application:
Group the pupils into 7. Assign two labels and signs for each groups Have the leader
write the signs or labels on the strips of cartolina. Ask the leader to show the strips of
cartolina, the members will follow the signs or labels.
Picking mangoes. Each pupil will pick a. mango with labels or signs in school and
community, then reads it and tells what it means.
IV. EVALUATION:
Read each label and sign then match it with its corresponding meaning.
V. ASSIGNMENT:
Write at least 5 labels or signs found in school or community.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
 Write simple labels and signs in the classroom, school and community.
Value: Neatness
II. SUBJECT MATTER:

Simple Labels and Signs in the Classroom, School and Community
References: PELC 6 p. 7; PELC 7.2 p. 8; Communicating is Fun TX p. 106;

Communicating is Fun TM p. 102
Materials: flashcards, chart
III. PROCEDURE:
1. Spelling:
Teacher pronounces the underlined words, then uses it in a sentence and says it again.
Then the pupils will write the words on their paper.
a. Ana, go to your room now.
b. Please turn off the light.
c. Kindly keep quiet.
2. Motivation:
Let's play "Train, Train Goes Around". Direction: Let the pupils fall in like a train. Ask
them to go around and have them say the sound of a train while moving around. Have them
also observe the different signs and labels posted around the room.
What are the signs and labels you read while moving around?
B. Presentation:
1. The teacher will read the dialogues with expression. Then the pupils will repeat after the
teacher. After reading the pupils will act out the dialogues.
1. Who is hungry?
2. Where did Ben and Lito go?
3. What should the children observe when in the library?
a. Show flashcards with simple signs and labels in the classroom, school and community. Have
the pupils read them
b. Distribute the flashcards to the pupils. Let them trace the words, then write the word at the
back of their seatmates using their forefingers. Then have them write the signs and labels on
their paper.
c. How did you write the first letter of the sign or label?
D. Generalization:
What should we observe when writing simple signs and labels in the classroom, school and
community?
E. Application:
What simple signs and labels do we see in the:
School Classroom Community
What should we observe when writing simple signs and labels in the classroom, school
and community?
IV. EVALUATION:
Write 5 simple signs and labels that can be found in the classroom, school and community.
V. ASSIGNMENT:
Write or copy 5 signs that you can see in your community.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
ENGLISH I
Date: ____________
I. OBJECTIVES:
 Increase one's vocabulary by learning antonyms of common words.
Value: Caring for Plants
II. SUBJECT MATTER:

Antonyms
References: PELC 7.3 p. 8 Communicating is Fun I pp. 88-89; Language Wonders I pp. 193-195;
Science and Health I p. 76
Materials: real objects, pictures, flashcards
III. PROCEDURE:
1. Review:
Reading of labels and signs in school and in the community.
opposite, antonyms
3. Motivation
Look at these plants. What can you say about the banana plant? Gabi plant?
B. Presentation:
Reading of sentences about the banana plant and gabi plant.
1. The banana plant is tall.
The gabi plant is short.
The banana plant has big leaves
The gabi plant has small leaves.
Banana plants have soft stem.
Gabi plants have soft stems, too.
Banana plants and gabi plants don't have hard stems.
C. Comprehension Check-up:
1. What word describes the banana plant?
2. What word describes the gabi plant?
3. What kind of leaves does a banana plant have?
4. What kind of leaves does a gabi plant have?
5. Do they have hard stems?
Infusion of Value - Do you have plants at home? What do you do with your plants?
How do you show your love and care for the plants?
Let the pupils read the words that are opposite in meaning
tall - short soft - hard
big - small
Show more pictures or real objects about things, which are opposite in meaning.
fat - thin old - young
rough - smooth light - heavy
sweet - sour hot-cold
Let the pupils use the words in sentences.
D. Generalization:
What are antonyms?
F. Application:
Complete the sentence using the antonyms.
1. bamboo, tree Tall – Short
Bamboo tree is _____.
2. pechay, plant Pechay is a ________.
3. coconut, fruit The coconut plant is _____.
Give the opposite of the following words.
cat big ______
doll short ______
coffee hot ______
ripe mango sweet ______
atis rough ______
IV. EVALUATION:
Draw a line to join the opposite words.
V. ASSIGNMENT:
Put a () if the following pairs of words are opposite in meaning and (x) if not.
_____ 1. beautiful - ugly
_____ 2. clean - tidy
_____ 3. big - small
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

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ENGLISH I

Value: Proper care of the body.

II. SUBJECT MATTER:

References: Language and Reading I p. 59; F. in English I p. 123

II. SUBJECT MATTER:

2. News for the Day

3. Fashcard drill on words with short /i/.

II. SUBJECT MATTER:

References: Fun in English I TX p. 123

C. Post Writing Activity:

II. SUBJECT MATTER:

2. Talk about the story:

3. Read your answer

II. SUBJECT MATTER:

3. Ask the children what they do when it is raining.

5. Read after the teacher

6. Oral reading after the teacher.

II. SUBJECT MATTER:

References: Fun in English I pp. 49-50 English I pp. 6-9

B. Listening and Speaking Activities

II. SUBJECT MATTER:

References: PELC 4, 4.1; ELC 11 B.1 p. 12;TM English 1 p. 12;TX English 1 p. 11

4. Read the courteous expressions.

II. SUBJECT MATTER:

References: PELC 4, 4.1; ELC 11 B.1 p. 12 TM English 1 p. 11;TX English 1 p. 11

II. SUBJECT MATTER:

References: PELC 4 Listening, Speaking

Value: Caring for the family

II. SUBJECT MATTER:

References : PELC 4.4

Value: Love and Care for Animals

II. SUBJECT MATTER:

B. Reading, Speaking, Listening, and Writing Activities

Value: Listening attentively

II. SUBJECT MATTER:

References: BEC Listening 5 p. 7; PELC I.A.4.1; TM English 1 p. 60;

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

References: BEC Writing 6 P. 7; TM English 1 pp. 9, 11, 14;

II. SUBJECT MATTER:

References: PELC 5 Reading p. 7; Skill Development 1 TX p. 74;

II. SUBJECT MATTER:

References: PELC 6 Reading p. 7; Communicating is Fun I TX p. 75

Value: Carefulness and Neatness

II. SUBJECT MATTER:

References: BEC PELC 6 p. 7;TM Communicating Is Fun pp. 86-88

II. SUBJECT MATTER:

References: BEC PELC 6 P. 7; TM Communicating Is Fun p. 8688

Value: Carefulness and Neatness

II. SUBJECT MATTER:

Value: Carefulness and Neatness

II. SUBJECT MATTER:

Value: Proper Care for Animals

II. SUBJECT MATTER:

References: PELC III.6 p. 7; Communicating is Fun pp. 86-87

Value: Neatness/Proper use of one’ s body parts

II. SUBJECT MATTER:

References: PELC III.6 p. 7

Value: Good habits

II. SUBJECT MATTER:

References: PELC III.6 p. 7; Communicating is Fun s"' pp. 86-87

II. SUBJECT MATTER:

References: PELC III.6 p. 7; Communicating is Fun TM pp. 86-87