PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

104, Taft Ave., Ermita, Manila, 1000 Metro Manila

UNIT PLAN:
Avenues in English Elementary English 1

Jophnel Noa B. Gagarin

BECE II-15

January 2022
 UNIT PLAN IN AVENUES IN ENGLISH ELEMENTARY ENGLISH 1
Written by Felicitas V. De Castro and Ma. Jasmin T. Raymundo

Year Level: Grade 1

Quarter: Third Quarter
Approximate Number
50 Days
of Days:

Learning Objectives Learning Content Learning Experiences/ Activities Evaluation of Learning Integration
Outcome
LESSON 1: Love Packages

TPO UNIT/ TOPIC MINDS-ON ACTIVITIES TRADITIONAL EVALUATION This unit integrate the
1. Listen to short 1. Recognizing Ideas a. Reading a short lesson through the use
stories/poems and: Through Picture story/selection. Encircle the letter of the correct of inter-disciplinary
1. Note important Clues b. Answering questions. answer. integration and multi-
details pertaining 2. Recognizing Word c. Vocabulary Activities. interdisciplinary
to Families d. Activities with pictures that 1. According to the selection, integration. There are
a. character 3. Copying Paragraphs shows different ideas. what happened to the activities that focused
b. setting 4. Identifying Action e. Activities that show word community? on the subject area
c. events Words or Verbs families. a. Hit by the strong typhoon. itself and there are
2. Give the correct 5. The Final /ng/ Sound f. Copying paragraphs. b. Changed their mayor. activities that are
sequence of three c. Experienced earthquake. integrated to another
events. subject.
3. Infer the character REFERENCES HANDS-ON ACTIVITIES 2. According to the selection,
feelings and traits. 1. De Castro, F., a. Following Patterns what did the three packages For some activities
4. Identify cause Raymundo, M. J., & contain? values and the subject
and/or effect of Manzo, I. (2014). a. Bag, food, and water. English are integrated
events. Avenues in English 1 b. Cellphone, flashlight, and into one activity to
5. Identify the speaker (Vol. 1). Innovative food. form understanding to
in the story or Educational c. Toys, food, and clothes. different topics.
poem. Materials, Inc.
6. Predict possible 2. Naeck, V. (2017). Write the letter “G” beside the
ending of a story Let’s Learn English sentences that tell about acts of
read. (Vol. 1) [E-book]. generosity.
7. Relate story events Mauritius Institute of
to one’s experience. Education. 1. I will give my leftover food to
8. Discuss, illustrate, 3. Vince, M. (2005). My my hungry classmate.
dramatize specific First English Book TB
events.
 9. Identify the (Smart Start). b. Tracing Lines 2. I will lend my toy to my
problem and Macmillan Education. brothers and we will play
solution. together.
10. Retell a story
listened to. MATERIALS 3. I will give away my broken
(EN1LC-IIIa-j- 1.1) o Visual Aids: toys to the children of our
- Traditional Visual helper.
2. Talk about one’s Aids (Handwritten
personal experiences on Manila Paper or 4. I will spread the mat on the
pertaining to the Cartolina) floor where my cousins can
family, one’s pets, - Modern Visual Aids sleep.
and personal (Power Point
experiences. Presentation) 5. I will share my bed with my
(EN1OL-IIIb-c 1.3.3) cousins who come from the
o Art Materials for province.
3. Use words that are activities (Oslo
related to self, family, Papers, Scissors, 6. I will lend my toys to my
school, community, Colors) playmates if they follow what I
and concepts such as say.
the names for colors, o Different cut-out
shapes, and drawings for some 7. I will leave my friend walking
numbers. (EN1V- activities. on the street while I ride my
IIIa-e-5) bike for home.

4. Listen to narrative 8. I will share my food with my

and informational brothers and sisters.
text or poem and:
a. Note important
details. (EN1LC- PERFORMANCE BASED
IVa-j-2.1) ASSESSMENT
b. Give one’s reaction
to an event or INSTRUCTION:
issues. (EN1LC- Form a 4-member group. Each
IVa-j-3.12) group will perform a short play of
c. Infer important dialogues that will show an act of
details. (EN1LC- generosity. Action word or Verbs
IVa-j-2.8) should also be present on the
play or dialogue.
5. Use/Respond
appropriately to RUBRICS:
(See Last Pages for the Rubrics)
 polite expressions.
(EN1OL-IIIa-e-1.5)

6. Use common
expressions and
polite greetings.
(EN1OL-IIIa-e – 1.5)

7. Follow one-to-two
step directions.
(EN1LC-IVg-h-3.6)

8. Listen and respond

through discussions,
illustrations, songs,
dramatization and
art. (EN1LC-IVa-j-
1.13.2.1)

9. Talk about pictures

presented using
appropriate local
terminologies with
ease and confidence.
(EN1OL-IVa-j-1.3)

10. Sort and classify

familiar words into
basic categories
(colors, shapes,
foods, etc.). (EN1V-
Iva-e-3)

11. Give the meaning of

words using clues
(TPR, pictures,
body movements,
etc.). (EN1V-IVf-j-
12.1)
12. Sentences: (EN1G-
IIIa-e-1)

a. Recognize
sentences and non-
sentences. (EN1G-
IIIa-1.1)
b. Recognize simple
sentences. (EN1G-
IIIb-1.4)
c. Recognize telling
and asking
sentences. (EN1G-
IIIc-1.3; EN1GIIId-
1.3; EN1G-IIIe1.3)

13. Verbs (EN1G-Iva-e-

3)
a. Recognize common
action words in
stories listened to.
(EN1G-Iva-e-3.4)

14. Recognize rhyming

words in nursery
rhymes, poems,
songs heard.
(EN1PA-IIIa-e-2.2)

15. Give the number of

syllables of given
words. (EN1PA-
IIIa-b- 3.1)

EO
1. Identify words and
phrases in the
selection that
suggest feelings or
appeal to the senses
 while reading or
sharing the story.

2. Describe characters,
settings, and major
events in a story,
using key details.

3. Discuss and identify

different values that
shows the act of
generosity.

4. Recognizing ideas
through pictures.

5. Identify action words

or verbs through
reading sentences
and pictures.

6. Classify the final

/ng/ sound through
reading.

LESSON 2: Our Green Home

TPO UNIT/ TOPIC MINDS-ON ACTIVITIES TRADITIONAL EVALUATION This unit focus on
1. Listen to short 1. Organizing Ideas b. Understanding the Selection interdisciplinary and
stories/poems and: 2. Using a Word Web read in the class. From the word web, the following multi-
1. Note important 3. Making Posters c. Enriching vocabulary, by sentences can be made about interdisciplinary
details pertaining 4. Identifying Forms of matching the pictures with trees (5 points). integration. Most of the
to: Be Verbs the correct words. activities given in this
a. Character 5. The Final /nk/ Sound d. Organizing ideas by filling the 1. The trees in the forest are unit focus on one
b. Setting boxes with correct letters. home for animals. subject, but there are
c. Events e. Making word web 2. Trees give shades. also some that are
2. Infer the character REFERENCES individually. 3. Trees give wood. integrated to another
feelings and traits. 1. De Castro, F., f. Identifying forms of be verbs. 4. Birds build nests in the trees. subject. For example,
3. Identify cause Raymundo, M. J., & Matching type activity. 5. We get fruits from trees. arts, values, and
and/or effect of Manzo, I. (2014). English are integrated
events. Avenues in English 1 to one activity (Making
 4. Identify the speaker (Vol. 1). Innovative HANDS-ON ACTIVITIES Poster). Values and
in the story or Educational a. Poster making about Encircle the correct form of be English are also
poem. Materials, Inc. expressing your care and verb that completes each integrated into one
5. Relate story events 2. Naeck, V. (2017). support for a green sentence. poem that needs to be
to one’s experience. Let’s Learn English environment: perform or read in the
(EN1LC-IIIa-j- 1.1) (Vol. 1) [E-book]. 1. The forest (am, is, are) home class.
Mauritius Institute of to lots of animals.
2. Listen to narrative Education. 2. I (am, is, are) a lover of nature.
and informational 3. Vince, M. (2005). My 3. Earth (am, is, are) our only
text or poem and: First English Book home planet.
a. Note important TB (Smart Start). 4. Them (am, is, are) natural
details. (EN1LC- Macmillan resources for our needs.
IVa-j-2.1) Education. 5. We (am, is, are) also His
b. Give one’s reaction beloved creations.
to an event or
issues. (EN1LC- MATERIALS
IVa-j-3.12) o Visual Aids: PERFORMANCE BASED
c. Infer important - Traditional Visual ASSESSMENT
details. (EN1LC- Aids (Handwritten
IVa-j-2.8) on Manila Paper or INSTRUCTION:
d. Listen and respond Cartolina) AUTHENTIC ACTIVITIES In a short bond paper, make two
through - Modern Visual Aids a. Act out the poem, “Our Green posters with messages on how to
discussions, (Power Point Home” This can be done keep Mother Earth clean and
illustrations, songs, Presentation) individually or by group. green. Make your own design and
dramatization and write your message for each
art. (EN1LC- IVa-j- o Art Materials for art poster.
1.13.2.1) activities, such as the
“Make Art with RUBRICS:
3. Participate in some Leaves” (See Last Pages for the Rubrics)
sharing activities:
• News sharing o Example Poster for
• Show and tell the Poster Making
• “I Spy” games activity.
• Recite rhymes,
poem (EN1OL- o Cut Out Pictures
IVa-j-1.2.9) related to the topic.

4. Recognize rhyming
words in nursery
rhymes, poems,
 songs heard. b. Coloring Activity:
(EN1PA-IIIa-e-2.2)

5. Give the meaning of

words using clues
(TPR, pictures, body
movements, etc.).
(EN1V-IVf-j-12.1)

6. Discuss, illustrate,
dramatize specific
events. (EN1LC-IIIa-
j- 1.1)

7. Follow one-to-two
step direction.
(EN1LC-IVg-h-3.6)

8. Use/Respond
appropriately to
polite expressions. c. Making a creative word web
(EN1OL-IIIa-e-1.5) as a group.

9. Sentences: (EN1G-
IIIa-e-1)

a. Recognize
sentences and non-
sentences. (EN1G-
IIIa-1.1)
b. Recognize simple
sentences. (EN1G-
IIIb-1.4)
c. Recognize telling
and asking
sentences. (EN1G-
IIIc-1.3; EN1GIIId-
1.3; EN1G-IIIe1.3)

10. Use words that are

related to self, family,
 school, community,
and concepts such as
the names for colors,
shapes, and
numbers. (EN1V-
IIIa-e-5)

11. Sort and classify

familiar words into
basic categories
(colors, shapes,
foods, etc). (EN1V-
IVa-e-3)

12. Relate one’s

activities/responsibil
ities at home.
(EN1OL-IIIc –
1.17.1)

13. Verbs: (EN1G-IVa-e-

3)

Recognize common
action words in
stories listened to.
(EN1G-IVa-e-3.4)

14. Give the number of

syllables of given
words. (EN1PA-IIIa-
b- 3.1)

EO
1. Identify words and
phrases in the
selection that
suggest feelings or
appeal to the senses
 while reading or
sharing the story.

2. Describe characters,
settings, and major
events in a story,
using key details.

3. Enrich vocabulary
through reading the
selection.

4. Discuss and
understand different
actions that shows
the value of keeping
our environment
clean and green.

5. Classifying and
organizing ideas.

6. Identify the different

forms of be verbs
through the use of
pictures and
stractured sentences.

7. Study the spelling of

the following words
related to the natural
world.

8. Classify the final

/nk/ sound through
reading.

LESSON 3: A Lovely Morning

TPO UNIT/ TOPIC MINDS-ON ACTIVITIES TRADITIONAL EVALUATION This unit focuses its
1. Listen to short 1. Understanding a. Understanding the selection activities on the
stories/poems and: Images in Poems given by answering questions Read the questions and box the subject are of English.
1. Note important 2. Using Similarities to of feelings. correct answers. The integration of the
details pertaining Describe People and b. Enriching vocabulary. lesson on the activities
to: Things 1. Can morning be lovely? were direct to the
a. Character 3. Copying a Short Verse a. YES point and performance
b. Setting 4. Using Present Tense b. NO based.
c. Events of Verbs
2. Give the correct 5. The Final /s/ Sound 2. What does the sun do in the There is one activity
sequence of three morning? integrated to values,
events. a. It spins. but aside from that the
3. Infer the character REFERENCES b. It shines. whole unit focuses on
feelings and traits. 1. De Castro, F., c. Identifying the value of being the subject English.
4. Identify the Raymundo, M. J., & grateful. 3. What do birds do in the
speaker in the story Manzo, I. (2014). d. Constructing own sentences. morning?
or poem. Avenues in English 1 e. Understanding Images in a. They chirp.
5. Retell a story (Vol. 1). Innovative Poems by reading example/ b. They sleep.
listened to. Educational given poems.
(EN1LC-IIIa-j- 1.1) Materials, Inc. 4. What do you see on Mother’s
2. Naeck, V. (2017). face when you wake up in the
2. Listen to narrative Let’s Learn English morning?
and informational (Vol. 1) [E-book]. a. A smile
text or poem and: Mauritius Institute of b. A frown
1. Note important Education.
details. (EN1LC- 3. Vince, M. (2005). My 5. Are you thankful that you
IVa-j-2.1) First English Book wake up every morning?
2. Give one’s reaction TB (Smart Start). a. YES
to an event or Macmillan b. NO
issues. (EN1LC- Education.
IVa-j-3.12) Fill in the blanks with the correct
3. Infer important verbs in the present tense. Use
details. (EN1LC- MATERIALS the picture as clues.
IVa-j-2.8) o Visual Aids:
4. Listen and respond - Traditional Visual
through Aids (Handwritten
discussions, on Manila Paper or f. Reading and copying poetic
illustrations, songs, Cartolina) verse correctly.
dramatization and
 art. (EN1LC- IVa-j- - Modern Visual Aids HANDS-ON ACTIVITIES
1.13.2.1) (Power Point a. Drawing activities. 1. The mother _____ breakfast
Presentation) every morning.
3. Use/Respond
appropriately to o Art Materials, such as AUTHENTIC ACTIVITIES
polite expressions. coloring materials and a. Draw and color in the box
(EN1OL-IIIa-e-1.5) bond papers for what is being described by the
drawing or art words.
4. Use common activities
expressions and
polite greetings. o Short Narrative Video 2. The dogs _____.
(EN1OL-IIIa-e – 1.5) that shows an act of
being “grateful for the
5. Recognize rhyming small wonderful things
words in nursery around us”
rhymes, poems,
songs heard. o Example Poems, with
(EN1PA-IIIa-e-2.2) pictures or images for 3. The teacher _____ in front of
better understanding the people now.
6. Talk about oneself
and one’s family.
(EN1OL-IIIa-b –
1.17)

7. Talk about one’s

personal experiences
pertaining to the 4. You _____ your bike around the
family, one’s pets, park.
and personal
experiences.
(EN1OL-IIIb-c 1.3.3)

8. Relate one’s
activities/responsibil
ities at home.
(EN1OL-IIIc –
5. Louise _____ before she sleeps.
1.17.1)

9. Sentences: (EN1G-
IIIa-e-1)
 b. Recognize
sentences and non-
sentences. (EN1G-
IIIa-1.1)
c. Recognize simple
sentences. (EN1G-
IIIb-1.4)
d. Recognize telling
and asking
sentences. (EN1G- PERFORMANCE BASED
IIIc-1.3; EN1GIIId- ASSESSMENT
1.3; EN1G-IIIe1.3)
INSTRUCTION:
10. Discuss, illustrate, Perform in front of the class the
dramatize specific poem “The Lovely Morning”.
events. (EN1LC-IIIa- Make sure to observe proper
j- 1.1) feelings while performing the
poem.
11. Give the meaning of
words using clues RUBRICS:
(TPR, pictures, body (See Last Pages for the Rubrics)
movements, etc.).
(EN1V-IVf-j-12.1)

12. Follow one-to-two

step directions.
(EN1LC-IVg-h-3.6)

13. Supply rhyming

words in response to
spoken words.
(EN1PA-IVc-e-2.4)

14. Verbs: (EN1G-IVa-

e-3)

Recognize common
action words in
stories listened to.
(EN1G-IVa-e-3.4)
15. Give the number of
syllables of given
words. (EN1PA-IIIa-
b- 3.1)

EO
1. Identify words and
phrases in the
selection that
suggest feelings or
appeal to the senses
while reading or
sharing the story.

2. Describe characters,
settings, and major
events in a story,
using key details.

3. Enrich vocabulary
through reading the
selection and
structured sentences.

4. Understand different
actions that show the
values of being
grateful and happy.

5. Understand and
classify images in
poems.

6. Use similarities to
describe people and
things.

7. Understand and copy

short verses.
8. Understand and
classify different
present tense of
verbs.

9. Understand and
classify the final /s/
sound.

LESSON 4: For God so Loved the Animals

TPO UNIT/ TOPIC MINDS-ON ACTIVITIES TRADITIONAL EVALUATION Interdisciplinary

1. Listen to short 1. Appreciating Simple a. Listing down animal names integration was
stories/poems and: Poetry for the warm-up activity. Read each question and circle the applied in this unit.
1. Note important 2. Using Words with correct answer. The whole unit focuses
details pertaining to: Multiple Meanings on the subject English
a. Character 3. Writing Words and 1. Based on the selection, what and its use and
b. Setting Phrases by Dictation do animals give us? understanding in
c. Events 4. Using Past Tense of a. They give happiness. different activities.
2. Give the correct Regular Verbs b. They give different things,
sequence of three 5. The -d/-ed Ending especially food. Values on the other
events. Sound of Regular c. They give nothing. hand may be observed
3. Infer the character Verbs d. They give water. on some activities such
feelings and traits. as reading different
4. Identify the 2. Based on the selection, what is selection presented in
speaker in the story REFERENCES b. Answering riddles about our part toward the animals the book.
or poem. 1. De Castro, F., animals. created by God?
5. Retell a story Raymundo, M. J., & c. Understanding the selcetion a. To care for them.
listened to. Manzo, I. (2014). by answering the questions b. To eat them.
(EN1LC-IIIa-j- 1.1) Avenues in English 1 related to it. c. To hurt them.
(Vol. 1). Innovative d. Enriching the learners d. None of the above.
2. Listen to narrative Educational vocabulary.
and informational Materials, Inc. 3. What word rhymes with
text or poem and: 2. Naeck, V. (2017). colors?
Let’s Learn English a. Fours
1. Note important (Vol. 1) [E-book]. b. Trees
details. (EN1LC- Mauritius Institute of c. Butterfly
IVa-j-2.1) Education. d. Tiny
2. Give one’s reaction 3. Vince, M. (2005). My
to an event or First English Book 4. What word rhymes with fly?
 issues. (EN1LC- TB (Smart Start). a. Chicken
IVa-j-3.12) Macmillan b. Bird
3. Infer important Education. c. Cry
details. (EN1LC- d. Mug
IVa-j-2.8)
4. Listen and respond MATERIALS 5. Which of the following is not
through o Visual Aids: the meaning of the word run?
discussions, - Traditional Visual a. To move fast.
illustrations, songs, Aids (Handwritten b. To slow down.
dramatization and on Manila Paper or c. To operate.
art. (EN1LC- IVa-j- Cartolina) d. To flow.
1.13.2.1) - Modern Visual Aids e. Spelling
(Power Point 6. Which of the following is not
3. Use/Respond Presentation) the meaning of the word light?
appropriately to HANDS-ON ACTIVITIES a. Not heavy.
polite expressions. o Pictures of Animals a. Poem reading and answering b. Brightness for seeing
(EN1OL-IIIa-e-1.5) needed on the first the questions provided. things.
activity b. Coloring activity with c. Not serious.
4. Talk about one’s sentences on it. d. To be dark.
personal experiences o Flash Cards of Animal c. Coloring the circle of the
pertaining to the Riddles sentence that fits each 7. What is the past tense of the
family, one’s pets, meaning. word bark?
and personal o Coloring and Art d. Guess the animal sounds a. Barked
experiences. Materials connected to verbs actvity. b. Barks
(EN1OL-IIIb-c 1.3.3) c. Barkd
o Cut-out Pictures d. Barkde
5. Relate one’s related to the topic or AUTHENTIC ACTIVITIES
activities/responsibil lesson a. The teacher will dictate or 8. What is the past tense of the
ities at home. read the words with /t/, /d/, word cry?
(EN1OL-IIIc – and /id/ sounds. a. Cryde
1.17.1) b. Cries
6. Use words that are c. Cried
related to self, family, d. Cride
school, community,
and concepts such as 9. The pictures show actions
the names for colors, that already happened.
shapes, and Choose from the choices
numbers. (EN1V- below the past tense and the
IIIa-e-5) ending sounds of the actions.
7. Sort and classify
familiar words into
basic categories
(colors, shapes,
foods, etc). (EN1V-
IVa-e-3)

8. Give the meaning of a. Talked, t

words using clues b. Talkd, t
(TPR, pictures, body c. Talks, ed
movements, etc.). d. Talked, ed
(EN1V-IVf-j-12.1)
10. The pictures show actions
a. Verbs: (EN1G-IVa-e- that already happened.
3) Choose from the choices
below the past tense and the
Recognize common ending sounds of the actions.
action words in
stories listened to.
(EN1G-IVa-e-3.4)

EO
1. Identify words and
phrases in the
a. Great, ed
selection that
b. Greets, d
suggest feelings or
c. Greeted, ed
appeal to the senses
d. Greeted, d
while reading or
sharing the story.
PERFORMANCE BASED
2. Identify names and
ASSESSMENT
words through
pictures and words.
INSTRUCTION:
Form five groups with six
3. Describe characters,
members. Each group will
settings, and major
perform the poem “For God so
events in a story,
Loved the Animals”. This will be
using key details.
going to be a speech choir. The
groups can memorize or read the
4. Enrich the poem. Proper intonation and
vocabulary using feeling will be observed.
synonyms and
antonyms of the RUBRICS:
word. (See Last Pages for the Rubrics)

5. Identify and
understand different
actions that show
love for animals.

6. Appreaciate and
understand simple
poetry through
reading and
questions.

7. Understand and use

words with multiple
meanings.

8. Write words and

phrases through
dictation.

9. Use and understand

paste tense of
regular verbs by
using it in the
sentence or
paragraphs.

10. Understand and

clasify the -d/-ed
ending sound of
regular verbs.

LESSON 5: The No-No Tree

TPO UNIT/ TOPIC MINDS-ON ACTIVITIES TRADITIONAL EVALUATION Multi-
1. Listen to short 1. Identifying the Mood a. Understanding the selection interdisciplinary
stories/poems and: of the Story by answering the questions Put a (✓) on the line if the integration may
1. Note important 2. Using Words provided for the topic. sentence tells about serving observe in this unit.
details pertaining Appealing to the b. Enriching vocabulary by others. Put an (X) if it does not. The evaluation used
to: Senses coloring the stars that have for this unit is focused
a. character 3. Writing Information words with the same ___1. Throw your litter in the on the understanding
b. setting About Oneself meaning. proper trash bin. of the child about the
c. events 4. Using Past Tense of c. Completing the paragraph value of doing little
2. Give the correct Irregular Verbs with the learners’ own ___2. Give away clothes and shoes services to other
sequence of 5. The Final /mp/ sentences. that you are not using anymore. people. We can also
three events. Sound d. Identifying and using past observe this value on
3. Infer the tense of irregular verbs in ___3. Turn the stereo on high the lesson and
character sentences. volume without care for your activities presented on
feelings and REFERENCES neighbors. the child.
traits. 1. De Castro, F.,
4. Identify cause Raymundo, M. J., & HANDS-ON ACTVITIES ___4. Overtake a classmate while
and/or effect of Manzo, I. (2014). d. Activities outside the lining up in the kitchen.
events. Avenues in English 1 classroom.
5. Identify the (Vol. 1). Innovative - Going around the campus ___5. Help your teacher carry her
speaker in the Educational and sit under the trees. heavy books.
story or poem. Materials, Inc. e. Role-playing about the value
6. Predict possible 2. Naeck, V. (2017). of “Doing Little Service”. ___6. Ignore people who are
ending of a story Let’s Learn English f. Identifying the mood of the disabled and people who are
read. (Vol. 1) [E-book]. story by making readers feel poor.
7. Relate story Mauritius Institute of something while he/she is
events to one’s Education. reading. ___7. Listen very well to the
experience. 3. Vince, M. (2005). My g. Writing information about speaker in the program.
8. Discuss, First English Book oneself (short).
___8. Pull out weeds around the
illustrate, TB (Smart Start). h. Filling out information sheet
plants in the garden.
dramatize Macmillan with the correct details about
specific events. Education. oneself.
___9. Help an elderly cross the
(EN1LC-IIIa-j-
road.
1.1)
MATERIALS AUTHENTIC ACTVITIES ___10. Place your trash in the
2. Listen to narrative o Visual Aids: a. Identifying the mood of each middle of the street.
and informational - Traditional Visual sentence.
text or poem and: Aids (Handwritten
on Manila Paper or PERFORMANCE BASED
Cartolina) ASSESSMENT
 1. Note important - Modern Visual Aids
details. (EN1LC- (Power Point INSTRUCTION:
IVa-j-2.1) Presentation) In a piece of paper write an
2. Give one’s reaction o Materials information about yourself. All
to an event or Needed for information about oneself should
issues. (EN1LC- Outdoor include:
IVa-j-3.12) Activities: Name:
3. Infer important - Picnic Foods or Age:
details. (EN1LC- Snacks for the Kids Birthday:
IVa-j-2.8) - Blanket Address:
4. Sequence events - Pictures, that Mother:
when appropriate. children can relate Father:
(EN1LC- IVa-j-2.7) to what they see Hobby:
5. Listen and respond around Dream:
through - Story Books
discussions, After writing all the information
illustrations, songs, o Coloring needed, each student will present
dramatization and Materials in front of the class what they
art. (EN1LC- IVa-j- wrote about themselves.
1.13.2.1) o Video, showing
children doing RUBRICS:
3. Use/Respond little services to • Complete Information About
appropriately to other people Oneself: 50%
polite expressions. • Presentation: 50%
(EN1OL-IIIa-e-1.5) o Pictures, • Total: 100%
showing
• Offering help. different mood
(EN1OL-IIIe-1.5.5) or expression of
people
4. Relate one’s
activities/responsibil o Personal
ities at home. Information
(EN1OL-IIIc – examples (can
1.17.1) perform by using
picture of well-
5. Sentences: (EN1G- known people
IIIa-e-1) and discuss to
class their
a. Recognize personal
sentences and non- information)
 sentences. (EN1G-
IIIa-1.1)
b. Recognize simple
sentences. (EN1G-
IIIb-1.4)
c. Recognize telling
and asking
sentences. (EN1G-
IIIc-1.3; EN1GIIId-
1.3; EN1G-IIIe1.3)

6. Use words that are

related to self, family,
school, community,
and concepts such as
the names for colors,
shapes, and
numbers. (EN1V-
IIIa-e-5)

7. Sort and classify

familiar words into
basic categories
(colors, shapes,
foods, etc). (EN1V-
IVa-e-3)

8. Talk about oneself

and one’s family.
(EN1OL-IIIa-b –
1.17)

9. Talk about one’s

personal experiences
pertaining to the
family, one’s pets,
and personal
experiences.
(EN1OL-IIIb-c 1.3.3)
10. Talk about topics of
interest (likes and
dislikes). (EN1OL-
IVd- 1.3.4)

11. Verbs: (EN1G-IVa-

e-3)

Recognize common
action words in
stories listened to.
(EN1G-IVa-e-3.4)

12. Recognize rhyming

words in nursery
rhymes, poems,
songs heard.
(EN1PA-IIIa-e-2.2)

13. Give the number of

syllables of given
words. (EN1PA-
IIIa-b- 3.1)

EO
1. Identify words and
phrases in the
selection that
suggest feelings or
appeal to the senses
while reading or
sharing the story.

2. Describe characters,
settings, and major
events in a story,
using key details.
3. Explore and describe
the environment
around.

4. Learn and
understand the
selction by exploring
the environment.

5. Enrich vocabulary
using art and
pictures.

6. Learn and
understand the value
of of doing little
services to other
people.

7. Identify the mood of

the selection or
story.

8. Identify the words

appealing to the
senses of the story.

9. Write information
about oneself.

10. Use and clasify the

past tense of
irregular verbs.

11. Classify and

understand the final
/mp/ sound.

LESSON 6: Two Birthdays

TPO UNIT/ TOPIC MINDS-ON ACTIVITIES TRADITIONAL EVALUATION This unit’s assessment
1. Listen to short 1. Making Conclusions a. Understanding the selection integrated the
stories/poems and: 2. Understanding a by answering the questions Choose the correct conclusion for understanding of the
1. Note important Word Chain provided for the selection. what you see in each picture. child on the calendars
details pertaining to 3. Using a Calendar b. Enriching vocabulary by Underline your answer. and its components.
a. character 4. Using Future Tense of arranging the letters in the Integration of Math
b. setting Verbs box to form the missing word. 1. and English into one
c. events 5. Expressing Greetings Then write the word on the activity will help the
2. Give the correct line to complete each learner to create and
sequence of three sentence. develop an
events. REFERENCES c. Using a calendar: understanding
3. Infer the character 1. De Castro, F., - The activity for this topic is between the two
feelings and traits. Raymundo, M. J., & simple. The learners will a. The birds are cleaning subject areas.
4. Identify cause Manzo, I. (2014). only need to answer the their nest.
and/or effect of Avenues in English 1 questions about calendar. b. The birds are resting.
events. (Vol. 1). Innovative c. The birds are hiding in
5. Identify the Educational their nest.
speaker in the story Materials, Inc. HANDS-ON ACTIVITIES
or poem. 2. Naeck, V. (2017). a. For the opening activities: 2.
6. Predict possible Let’s Learn English - Draw or paste pictures
ending of a story (Vol. 1) [E-book]. activity.
read. Mauritius Institute of
7. Relate story events Education.
to one’s experience. 3. Vince, M. (2005). My
8. Discuss, illustrate, First English Book
dramatize specific TB (Smart Start).
events. (EN1LC- Macmillan a. The mother will carry the
IIIa-j- 1.1) Education. baby.
b. The mother will spank the
2. Listen to narrative baby.
and informational MATERIALS c. The mother will leave the
text or poem and: o Visual Aids: baby.
1. Note important - Traditional Visual
details. (EN1LC- Aids (Handwritten 3.
IVa-j-2.1) on Manila Paper or b. Using future tense of verbs:
2. Give one’s reaction Cartolina) - Completing the following
to an event or - Modern Visual Aids dialog. Fill in the blanks with
issues. (EN1LC- (Power Point verbs in the future tense.
IVa-j-3.12) Presentation)
 3. Infer important o Drawing and Other - Changing the underlined
details. (EN1LC- Art Materials verbs from the past tense to a. The weather must be cold.
IVa-j-2.8) the future tense. b. The weather must be rainy.
4. Sequence events o Magazines, - Answering the following c. The weather must be
when appropriate. Newspapers, and Any questions in complete warm.
(EN1LC- IVa-j-2.7) Other Materials sentences by using verbs in
5. Listen and respond children can get the future tense. 4.
through pictures c. With the use of pictures, the
discussions, learners will identify the
illustrations, songs, o Pictures related to the name of the holiday based on
dramatization and topic, “Making the picture given.
art. (EN1LC- IVa-j- Conclusions”
1.13.2.1)
o Example Word Chains AUTHENTIC ACTIVITIES a. It is time for sleeping.
3. Use/Respond Visual Aids a. For the opening activities: b. It is time for cooking.
appropriately to - A teacher will ask questions c. It is time for dinner.
polite expressions. o Calendar to Show in and students will answer in
(EN1OL-IIIa-e-1.5) the Class a complete sentence. 5.
b. Activities include, writing
• Offering help. down what the learners can
(EN1OL-IIIe- share to people who have less
1.5.5) in life.
c. Another activity is completing a. The children came from
• Greetings
the short prayer. the church.
(EN1OL-IIIa-
d. Using pictures, the learners b. The children came from a
1.5.1)
will identify the correct birthday party.
conclusion using the pictures. c. The children came from a
4. Relate one’s
game.
activities/responsibil
ities at home.
Answer the following questions
(EN1OL-IIIc –
about the calendar. (Use a
1.17.1)
calendar (recent) to answer the
questions.)
5. Follow one-to-two
step directions. 1. What months have 30 days?
(EN1LC-IVg-h-3.6) 2. What months have 31 days?
3. If April 5 falls on a Sunday,
6. Recognize rhyming what is the date of the
words in nursery. following Sunday?
(EN1PA-IIIa-e-2.2) 4. Is February (Recent Year) a
leap year?
7. Give the number of e. Adding ending to each story
syllables of given
words. (EN1PA-IIIa-
b- 3.1)
8. Use words that are
related to self, family,
school, community,
and concepts such as
the names for colors,
shapes, and
numbers. (EN1V-
IIIa-e-5)
9. Give the meaning of
words using clues
(TPR, pictures, body
movements, etc.).
(EN1V-IVf-j-12.1)
5. On what month and day do
shown in the pictures. The Filipinos celebrate their
learners will need to draw Independence Day?
their conclusion in the empty
box.
PERFORMANCE BASED
ASSESSMENT
INSTRUCTION:
Make a Birthday Card for
someone who will celebrate
his/her birthday soon. You can
use any art materials in doing a
Birthday Card. Be creative.
RUBRICS:
(See last pages for the rubrics)

10. Talk about pictures

presented using
f. Understanding word chain:
appropriate local
- Group activity. The group
terminologies with
will do a word chain for each
ease and confidence.
of the words given.
(EN1OL-IVa-j-1.3)

11. Verbs: (EN1G-IVa-e-

3)

Recognize common
action words in
stories listened to.
(EN1G-IVa-e-3.4)

12. Talk about one’s

personal experiences
pertaining to the
family, one’s pets,
and personal
 experiences.
(EN1OL-IIIb-c 1.3.3)

EO
1. Identify words and
phrases in the
selection that
suggest feelings or
appeal to the senses
while reading or
sharing the story.

2. Describe characters,
settings, and major
events in a story,
using key details.

3. Use art or pictures to

understand the
selection or story.

4. Enrich vocabulary
using puzzles and
brain teasers.

5. Understand and
classify the value of
reaching out and
sharing good things
to others.

6. Make conclusions
using stories,
structured sentences,
and pictures.

7. Understand word
chain.
8. Use and understand
the use of future
tense of verbs.

9. Identify and classify

different holidays we
celebrate.

10. Express greetings.

LESSON 7: Never Forget to Thank

TPO UNIT/ TOPIC MINDS-ON ACTIVITIES TRADITIONAL EVALUATION The unit focuses on
1. Listen to short 1. Getting Details for a. Rewriting a sentence. integrating the subject
stories/poems and: Specific Topics b. Understand the selection by Read the story carefully. Then area on the activities
1. Note important 2. Forming Word answering various questions answer the questions that and lessons. There are
details pertaining to Anagrams about the poem read. follows. only some part of the
a. character 3. Writing Information c. The learners will enrich their activities we can
b. setting About Oneself in a vocabulary by writing down Adventurous Allysa observe and classify
c. events Paragraph unknown word in each word other subject area,
2. Give the correct 4. Using Do and Does chain. They will refer to the Allysa is six years old and lives such as the subject
sequence of three 5. The /kw/ Sound poem the read (“Never Forget near a seaside village. She is Values.
events. to Thank”). different from other young girls.
3. Infer the character d. The learner will write the She is adventurous and likes to
feelings and traits. REFERENCES words “Thank you” in the explore new things. On weekends,
4. Identify cause 1. De Castro, F., space provided if needed in she goes on bike rides with her
and/or effect of Raymundo, M. J., & the following situations. friends. She is the youngest person
events. Manzo, I. (2014). e. Completing the prayer. in her family who learned to swim
5. Identify the speaker Avenues in English 1 f. Getting details foe specific in the sea.
in the story or (Vol. 1). Innovative topics:
poem. Educational - Reading the story One time her father asked, "Who
6. Predict possible Materials, Inc. (Adventurous Allysa) then wants to go with me? I will go
ending of a story 2. Naeck, V. (2017). do the exercise that follows. snorkeling to see some fish and
read. Let’s Learn English - Writing three details for the corals.”
7. Relate story events (Vol. 1) [E-book]. given topic from the story.
to one’s experience. Mauritius Institute of g. Forming word anagrams: Allysa quickly answered, "I'll go! I
8. Discuss, illustrate, Education. - The first activity is filling the want to go snorkeling!” What an
dramatize specific 3. Vince, M. (2005). My blank with the correct adventurous little girl!
events. (EN1LC- First English Book anagram that fits each
IIIa-j- 1.1) TB (Smart Start). sentence.
2. Listen to narrative Macmillan - Rearranging the letters of
and informational Education. each word to form an Answer the following questions
text or poem and: anagram. about the story. Circle the letter
1. Note important h. Expression of thanks: of the correct answer.
details. (EN1LC- MATERIALS - The learners will need to
IVa-j-2.1) o Visual Aids: write on the lines the words 1. How old is Allysa?
2. Give one’s reaction - Traditional Visual that fit the given meanings. a. Four
to an event or Aids (Handwritten b. Five
issues. (EN1LC- on Manila Paper or c. Six
IVa-j-3.12) Cartolina) HANDS-ON ACTIVITIES
3. Infer important - Modern Visual Aids a. Reading poem with correct 2. Where does Allysa live?
details. (EN1LC- (Power Point expression. a. On a farm.
IVa-j-2.8) Presentation) b. Using DO and DOES: b. In a seaside village.
4. Sequence events - Changing the telling c. In a mountain village.
when appropriate. o Recorded/ sentences in questions.
(EN1LC- IVa-j-2.7) Downloaded Song, c. The /kw/ sound: 3. What does she and her friends
5. Listen and respond “Give Thanks” Lyrics - Naming the pictures. do on weekends?
through should also be - Choosing the correct word a. Go on bike rides.
discussions, presented with /kw/ sound that b. Take swimming lessons.
illustrations, songs, completes each sentence. c. Go snorkeling.
dramatization and o Video, showing the
art. (EN1LC- IVa-j- value of being 4. What did she learn to do as
1.13.2.1) thankful, Video AUTHENTIC ACTIVITIES the youngest person in the
showing different a. Listening to the song “Give family?
4. Use/Respond ways to express Thanks” that the teacher will a. Learned to skate.
appropriately to “thanks” play in class. The lyrics of the b. Learned to swim in the sea.
polite expressions. song will be posted on the c. Learned to catch Fish.
• Expressing o Example Prayer board so the learners can sing
gratitude and along. After listening the 5. What makes Allysa different
apology. (EN1OL- o Example Anagrams learners need to answer from other young girls?
IIIa-e-1.5) (Best presented with various questions about the a. Because she likes to
• Expressing pictures) song. explore new things.
gratitude and b. Using DO and DOES: b. Because she enjoys living
apology. (EN1OL- o Cut-out Pictures 1. Filling in the blanks with do near the sea.
IIIc-1.5.3) Related to the Topic or does to complete the c. Because she likes being
or Lesson questions about the pictures. with her friends.
5. Talk about one’s 2. Choosing (by drawing a box)
personal experiences o Drawing or Art the correct verbs that Fill in the blank with the correct
pertaining to the Materials (Needed for complete the sentences. anagram that fits each sentence.
family, one’s pets, some activities) Get the anagram from the word
and personal on the left.
 experiences.
(EN1OL-IIIb-c 1.3.3) HOSE 1. The glass _____ fits the
foot of Cinderella.
6. Use common
expressions and BREAK 2. A _____ makes bread and
polite greetings. pastries to sell.
(EN1OL-IIIa-e – 1.5)
SILENT 3. Many children like to
7. Use words that are _____ to stories.
related to self, family,
school, community, MALE 4. Breakfast is the most
and concepts such as important _____ of the day.
the names for colors,
shapes, and TRAP 5. The top _____ of the body
numbers. (EN1V- is the head.
IIIa-e-5)

8. Talk about oneself PERFORMANCE BASED

and one’s family. ASSESSMENT
(EN1OL-IIIa-b –
1.17) INSTRUCTION:
The learners will choose their
9. Participate in some favorite cartoon character. They
sharing activities: will write a short paragraph
• News sharing consisting information about
their favorite cartoon character.
• Show and tell
Name, age, birthday, and other
• “I Spy” games
information should be included.
• Recite rhymes,
After writing a short paragraph
poem (EN1OL-
consisting all the needed
IVa-j-1.2.9)
information, the child will
present in front of the class their
10. Sentences: (EN1G-
written output. It is
IIIa-e-1)
recommended to wear costume
(like their chosen character)
11. Recognize rhyming
while presenting.
words in nursery
rhymes, poems,
RUBRICS:
songs heard.
(See last pages for the rubrics)
(EN1PA-IIIa-e-2.2)
12. Give the number of
syllables of given
words. (EN1PA-IIIa-
b- 3.1)

13. Talk about pictures

presented using
appropriate local
terminologies with
ease and confidence.
(EN1OL-IVa-j-1.3)

14. Give the meaning of

words using clues
(TPR, pictures, body
movements, etc.).
(EN1V-IVf-j-12.1)

EO
1. Identify words and
phrases in the
selection that
suggest feelings or
appeal to the senses
while reading or
sharing the story.

2. Describe characters,
settings, and major
events in a story,
using key details.

3. Rewrite sentences
given in the selection
or story.

4. Listen and
understand the song.
5. Enrich vocabulary by
using word chains
and poem.

6. Understand the value

of being thankful.

7. Understand and
cidentify getting
details fo specific
topics.

8. Form word
anagrams.

9. Construct
information about
oneself in a
paragraph form.

10. Use and understand

do and does.

11. Learn the expression

of thanks.

12. Understand the

/kw/ sound.
 RUBRICS:

Short Play or Skit

(https://www.academia.edu/33567048/Rubric_for_Skit_or_Role_Play)
 Poster Making

(https://image.slidesharecdn.com/posterrubric-120403192932-phpapp02/95/poster-rubric-1-728.jpg?cb=1333481412)
 Poetry Reading

(https://www.pinterest.ph/pin/388787380312892429/)
 Birthday Card Making

(https://shakilahidayah.weebly.com/uploads/2/0/3/8/20388369/rubric_for_invitation_cards.pdf)
 Oral Presentation

(https://www.pbs.org/newshour/extra/app/uploads/2013/11/30700_rubric.pdf)