QUARTER 4 – WEEK 7

Theme: My School and Friends

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

Expressive Objectives:
● Realize that children can ask help from the elders or adults
● Recognize the importance of stores/markets in providing us with our daily needs

Instructional Objectives:
● Oral language: Predict the next event based on the story
● Phonological Awareness: Recognize that words can be broken down into individual
phonemes
● Listening Comprehension: Predict the next event based on the story
● Vocabulary and Grammar: Recognize, identify and use the pronoun it in sentences

Suggested WEEK 7 – DAY 1 LESSON PLAN

# of Mins.

10 mins I. Pre-assessment
1.Teacher will give each student a worksheet.
T: Write your names on your worksheet.
Look at the first two pictures.
Choose the event that you think will happen next.
Color the event that you think will happen next.
* The boy is walking on the street.
It suddenly rains.
a) The boy gets an umbrella. b) The boy wears sunglasses.

*The lady washes clothes in a basin.

The lady hangs the clothes outside.
a) The lady buys new clothes. b) The lady folds the dry clothes.

* The boys goes to a birthday party carrying a gift box.

The boy gives the gift to the birthday girl.
a) The girl smiles and is happy. b) The girl gets mad.

2.Students will submit their work to the teacher.

II. Objectives
● Answer who, what, where, when and why questions about stories
listened to
● Recognize that words can be broken down into individual phonemes
● Recognize and use the pronoun it in sentences
 III. Subject Matter and Materials
Subject Matter: WH questions
pronoun it
Materials:
● Worksheet – Predicting Outcomes
● Real objects (for unlocking)
● Copy of the story “A Trip to the Market”

15 mins. IV. Procedure

A.Activating Prior Knowledge

1. Teacher will put vegetables on the table.

2. The teacher will present her market list.
● squash ● eggplant
● onion ● cabbage
● tomato
T: I am going to the market.
This is my market list.
In my market list, I write down the things I would buy when I go to the
market.
Let’s look what is on my list.
3. Teacher will read each word on her market list.
4. The class will repeat the words the teacher will read.
5. Teacher will get the vegetable she named and put it inside her
basket.
6. When all vegetables are in the basket, the teacher will check if she
was able to get everything on her market list. (This is done to see if
students remember the words introduced.)
Motivation Question: If you were to make your own market list, what
would be in your list?
Motive Question: What were the things the characters bought in the
market?
B.Presentation and Modeling
1. The class will listen to the teacher read a story about a trip to the
market.

A Trip to the Market

Tiktilaok! “Wake up, Obet! It’s Sunday. Time
to go to the market!”, Lola Remi said.
Obet got a basket and walked to the market
with Lola Remi.
“Hmmm.... Which of these will we buy?”
Obet and Lola Remi looked at their market
list.

THINGS TO BUY:
squash
eggplant
cabbage
tomato
onion

Did we get everything we need?”, Lola Remi

asked.
“Yes, we did!”, Obet answered.
“Time to go home!”, they said.

2. The teacher will ask the following questions:

● Where did Lola Remi go to?
● Who went to the market with Lola Remi?
● When did Lola Remi and Obet go to the Market?
● Why did Lola Remi and Obet go to the market?
● What were they going to buy in the market?
● When was the last time you went to the market?
● What were the things you bought in the market?

What other things can we buy from the market?

We can buy a can of milk from the market. Let us listen to the word “can”.
What sounds can you hear in the word “can”?
First, I can hear the sound /c/. Can you say the sound /c/?
Next, I can hear the sound /a/. Can you say the sound /a/?
Last, I can hear the sound /n/. Can you say the sound /n/?
Let us say the sounds again. /c/, /a/, /n/

Let us clap with each sound that we hear /c/, /a/, /n/
How many sounds did we make?
That’s right! We made 3 sounds! /c/, /a/, /n/

How about the following words?

Other examples:
pot, rag, pen

3. Let’s go back to the story “A Trip to the Market”. Teacher will post
pictures on the board.
4. Teacher will ask students to talk about the pictures she posted.
5. Teacher will arrange the pictures to show the sequence of events in the
story.

Picture 1:Obet and Lola Remi went to the market

Picture 2: Obet and Lola Remi got food items from the market
Picture 3: Obet and Lola Remi went home

6. The class will watch and listen to the teacher do a think aloud.
T: Which among these pictures would be the next thing that would
happen to Lola Remi and
Obet?
7. Teacher will choose the correct picture and post it after the 3rd event.
8. Teacher will review the events in the story.
 First, Obet and Lola Remi _____________________.
Second, Obet and Lola Remi __________________.
Then Obet and Lola Remi ____________________.
And Lastly, Obet and Lola Remi _______________.

15 mins. Grammar
Presentation
1. Teacher will present the different food items the characters bought in
the market.
2. The class will listen to the teacher talk about the food items.
T: The squash is big.
It is big.

In my first sentence, I used the word squash. Did you hear my use it
in my second
sentence? (expected answer: squash)
What word did I use instead of squash? (expected answer: it)
Modeling
1. Teacher will present the other food items the characters bought in the
market.
2. Teacher will talk about each food item.
3. Teacher will call a student to replace the naming word with the pronoun
it.
T: The eggplant is violet.
S: It is violet.

T: The cabbage is green.

S: It is green.

T: The tomato is red.

S: It is red.

T: The onion is white.

S: It is white.
Suggested # WEEK 7 – DAY 2 LESSON PLAN
of Mins.

I. Objectives
● Answer who, what, where and why questions about the story listened
to
● Identify the event that will happen based on the story listened to
● Replace the naming word with the pronoun it

II. Subject Matter and Materials

Materials:
• Real objects: bread, hotdog, catsup
• picture of a vendor
• Copy of the story “A Special Day in School”

20 mins. III. Procedure

A. Activating Prior Knowledge
1. Teacher will present a bag of groceries to the class.
2. Teacher will pretend that she went to the grocery and bought some items.
3. Teacher will introduce the items that she bought.
• bread
• hotdog
• catsup
4. Teacher will introduce other words through pictures, context clues and
demonstration.
T: I bought these items from a vendor.
(Teacher will present a picture of a vendor.)
What does a vendor do?
T: I am excited to go home and prepare my snack.
(Teacher will demonstrate how it is to be excited.)
Why am I excited?
When you are excited to you like or dislike what you will be doing?
What is something you are excited to do?
5. Teacher will ask students to repeat the words she introduced.

Motivation Questions: Have you ever had a special day in school?

Why was it a special day in school?
Motive Question: What will the character do on his special day in school?

B. Presentation and Modeling

1. The class will listen to the teacher read a story about a special school
day.

A Special Day in School

“On Tuesday, we will make something special”, Teacher Ara
said.
Obet asked Lolo Jun to go with him to the market.
Obet said, “Lolo, these are the things I need to buy:”

Things to Buy:
 bread
hotdog
cheese
catsup

The vendor gave the things Obet needed for the special
school day.
“Oh I’m so excited! I wish it’s already Tuesday!”
2. Teacher will ask the following questions:
● Who went to the market?
● What did Obet and Lolo Jun buy in the market?
● Why is Obet excited?
● When is the special school day?

10 mins. IV. Guided Practice

1. Teacher will post pictures of events in the story.
* Obet and Lolo Jun bought food items from the vendor (bread,
hotdog,cheese, catsup)
* Obet walked to school carrying the food items
* Obet unpacked the food items in the classroom
2. Teacher will call a student to arrange the events in the story.
3. Teacher will post 3 pictures.
a) Obet and his classmates made a hotdog sandwich
b) Obet and his classmates answered a test
c) Obet and his classmates played in the playground
4. Student will choose which among the pictures would be the next
event.
5. Student will post the picture after the 3rd event.
Student will review the events in the story.
First, _____________________.
Second, __________________.
Then, ____________________.
And Lastly, ________________.

What kind of sandwich did they make again? That’s right. A hotdog sandwich.
Now, a hotdog (show picture of hotdog) is different from a hot dog (show
picture of sun and dog). The first one is just one word, the second one has
two words. They have different meanings. Now let’s look at the two words...
hot - What sounds do you hear from this word? /h/, /o/, /t/
Can you say them again? /h/, /o/, /t/
How many sounds did you hear? Three!
Now, let’s listen to the next word.
dog - What sounds do you hear from this word? /d/, /o/, /g/
Can you say them again? d/, /o/, /g/
How many sounds did you hear? Three!

10 mins. V. Independent Practice (Grammar)

1. Teacher will present several sentences:
Example: The bread is soft.
2. Students will replace the naming word with the pronoun it.
Example: It is soft.
Suggested WEEK 7 – DAY 3 LESSON PLAN
# of Mins.

I. Objectives
● Share about own experience
● Use the pronoun it in sentences

II. Subject Matter and Materials

Materials:
● Pictures of items for the “school market”

15 mins. III. Procedure

GRAMMAR
A. Presentation and Modeling
1. Teacher will post items on the board. The items are things that
students can buy from the school market.
2. Teacher will pick an item from the school market.
3. Teacher will talk about the item she picked using the pronoun it.
T: The pechay is green.
It is green.
Other examples: squash, garlic, eggplant, tomato, mango, etc

10 mins. IV. Guided Practice

1. Teacher will call a student.
2. Student will pick an item from the school market.
3. Student will talk about the item he picked using the pronoun it.
S: The mango is yellow.
It is yellow.

15 mins. V. Independent Practice

1. Each student will have his turn in picking an item from the school
market.
2. Student will talk about the item he picked using the pronoun it.
Suggested WEEK 7 – DAY 4 LESSON PLAN
# of Mins.

I. Objectives
● Answer who, what, where, when and why questions about the story
listened to.
● Identify the event that will happen next based on the story listened to.
● Use the pronoun it in sentences.

II. Subject Matter and Materials

Materials:
● Real objects: string, stick
● Copy of the story “A Flying Toy” (See Appendix A3)

25 mins. III. Procedure

A. Activating Prior Knowledge
1. Teacher will present the following words
• string
• stick
• excited
2. Teacher will present real objects to unlock the words string and stick.
Teacher can ask the following questions to check if students understand the
words presented:
● What do we use a string for?
● What do we use a stick for?
3. Teacher will define the word excited using context clues and demonstration.
T: I am excited to do open my gift. I can’t wait for my birthday!
Teacher can ask the following questions to check if students understand
the word presented:
● Why am I excited?
● When does a child get excited?

Motivation Questions: Have you ever made a toy?

If you were to make a toy, what toy would you make?
Motive Question: What toy did the character make in the story?

B. Presentation and Modeling

1. The class will listen to the teacher read a story about a flying toy.

A Flying Toy
“I need to go to the market, Tatay, said Obet.
We have a special art activity tomorrow”.
Tatay Rudy went with Obet to the market.
They went to Mang Larry’s store.
“May I help you?, Mang Larry asked.
Tatay Rudy gave the list to Mang Larry.

THINGS TO BUY:
long stick
white string
 red paper
small glue
black pen
Mang Larry put all the things inside the bag.
Next day, the class used the things for their art activity.
“We’re all excited!” cheered the students.

15 mins. IV. Independent Practice

1. Teacher will divide the class into small groups.

2. Teacher will provide each group with pictures of the events in the story.
- picture of teacher telling about the story of the toy
- picture of Obet & Tatay buying from Mang Larry
- picture of Obet making the toy in school
3. Students will arrange the pictures to show the sequence of events.
4. Teacher will provide each group with 3 pictures.
a) Obet and his classmates fly their kite
b) Obet and his classmates eat ice cream
c) Obet and his classmates plant in the garden
5. Students will choose which among the pictures will be the event that
will happen next.
Suggested # WEEK 7 – DAY 5 LESSON PLAN
of Mins.

I. Objectives
● Identify the event that will happen next based on the story listened to
● Use the pronoun it in sentences

II. Subject Matter and Materials

Materials:
● Bond paper
● Coloring Materials

20 mins. III. Post Assessment

Teacher will read a short story. Students will draw on a piece of bond paper
and color what they they think will happen next in the story.

A Long Day
Obet was very tired.
First, he changed his clothes
Then, he brushed his teeth.
After that, he walked slowly to the bed.

What do you think will happen next? Draw it on your paper. Color your
drawing.

DISCUSSION:
1. Who is the story about?
2. How did he feel in the story?
3. What did he do after?
4. Where did he go? (bed)
5. What do you think will he do in the bed?

Let’s listen to the word “bed”. What sounds can you hear when you say the
word “bed”? /b/, /e/, /d/. Can you say them again? /b/, /e/, /d/. How many
sounds did you hear? Three!

Let’s try other words: Obet, Lola, top, up

20 mins. IV. Post Assessment (Grammar)

1. Teacher will give each student bond paper and coloring materials.
2. Students will draw an item that they would like to buy in the market.
3. Students will present their drawing to the class and talk about the item
they drew using the pronoun it.