A Semi- Detailed Learning Plan in Reading 1

(Gold Strategy)
PT 422
(MW / 5:01 PM – 8:01 PM)

Members: Layon, Marjorie

Lim, Shaira C.
Lim, Vanessa
Llaguno, Jangel
Llaguno, Roxanne

Instructor:
Dr. Rogaciano B. Melgar

S.Y. 2021 – 2022

I. Objectives:
At the end of the lesson, the Grade 1 pupils are expected to:
a. distinguish words with short or long sound of the vowel letter /u/;
b. read words that have a short and long sound of the vowel letter /u/.
c. express ideas about the importance of sharing to others; and
 d. identify words that have short or long u sound through body movement.

II. Subject Matter:

Topic: The Short and Long Sound of Letter U
Reference: Pillars Progressive Integrated Language Learning and Reading
Series 1, Erlinda C. Mercado, p. 33
Materials: PowerPoint Presentation, Whiteboard and Marker

III. Procedure:
A. Setting of Standards
Rule No. 1: Listen attentively.
Rule No. 2: Raise your hand if you want to answer and don’t answer in chorus.
Rule No. 3: Do your best!

B. Review
The teacher will ask the following questions
 Tell me the short sound of the letter /o/.
 How about the long sound of the letter /o/?

C. Presentation
The teacher will be showing a picture and would ask the following questions:

The teacher will be showing a picture and would ask the following questions:
 What can you say about the pictures?
 What do you call the string instrument that the boy is holding?
 Do you have one at home?
 Do you know how to play that one?

Then teacher will mention that she will be reading a story for the day.

Jude and Russ

Jude has a ukulele. Russ likes to play with the ukulele but Jude doesn’t want to share. 
“My ukulele is mine,” says Jude. “If you want tunes, you must buy your own ukulele.”
“But I am your bud,” says Russ. “I can’t buy one, can you share?”
“No,” says Jude. “My tunes are good. If you want cool tunes, you must buy your own.”
“You are too rude,” says Russ. “I will listen to tunes at home.”
“Wait, wait!” says Jude. “You can borrow it! I don’t mean to be rude. I am sorry, my bud.”

The teacher will ask the following questions:

 What can you say about Jude?
 How about Russ?
 Is it good to share to others?
 Why?

D. Teaching and Modelling

The teacher will ask the students about what they have observed on the words in the
story. The teacher will write the words underlined in a whiteboard and will let the
students read.

Russ Jude
bud Tunes

This time the teacher will be sharing a video and will be asking a question later.

https://www.youtube.com/watch?v=9gBR5QfyVB8

Questions:
Can you give me some examples or words that were given in the video?

A PowerPoint Presentation will be presented.

“Each vowel has two sounds.

Short /u/ has a sound “uh” like umbrella

Long /u/ has a sound “ue” like unicorn

E. Guided Practice
The teacher will present examples and will ask the students to identify if the words have
the short or long /u/ sound.

1. run
2. tissue
3. drum
4. cube
5. mug
6. perfume

The teacher will now give more examples of words that have a short and long u sound
and will ask the students to read it.

SHORT SOUND /U/

run
mug
drum
jump
plug
club

LONG SOUND /U/

 u ue u-e ew
unicorn rescue perfume nephew
universe avenue costume view
uniform issue cube few

F. Practice Exercise

The teacher will ask the students to stand and give the following instructions:

Instruction: If the word has a short sound of /u/, shake your body. If the word has a long
sound of /u/, wave your hands.

1. bug 6.tissue
2. cube 7. tub
3. use 8. costume
4. mug 9. few
5. umbrella 10. gum

IV. Evaluation
Direction: Draw an oval around the words that have the short /u/ sound. Draw a rectangle
around the words that have the long /u/ sound.

Example:
cute cut
 tub mule

hug

fume tube

fun

mud huge
V. Assignment

Draw something that have a short /u/ sound

Draw something that have a long /u/ sound

Reference Book: