QUARTER 4 - WEEK 2

Theme: My School and Friends

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

Expressive Objectives:
● Realize that each person has unique abilities
● Acknowledge the happiness brought by doing things with one’s friends

Instructional Objectives:
● Oral language: Use simple greetings and polite expressions
● Phonological Awareness: Recognize, distinguish and supply words that begin with the
same sound
● Listening Comprehension: Find similarities between character and oneself
● Vocabulary and Grammar: Recognize, identify and use the pronouns I and you with
simple action words in sentences

Suggested WEEK 2 – DAY 1 LESSON PLAN

# of Mins

5 mins. I. Pre-Assessment
Show different posters that have different actions. Ask the students to act out
the action that is shown in the pictures. Give them a worksheet with different
pictures of action words that they can color. Ask them to also draw 3 more
things that they can do.

II. Objectives
● Answer who, what, when, why questions
● Act out different action words
● Give names of friends
● Realize that each person has unique abilities

III. Subject Matter and Materials

Subject Matter: Names of Friends, Actions that We can Do
Materials: posters of action words, worksheet, copy of the story, vocabulary

IV. Procedure
5 mins. A. Activating Prior Knowledge
The teacher will unlock the following words: friend, skip, twirl.
T: I have a friend. She is Chesca. (show a picture) I love to spend time with her.
We go to different places and eat together. Do you have a friend? What is
her/his name? What do you do together?
When we were small, we love to skip around the garden. (Show how to skip.
Ask the class to follow you.)
 We also loved to twirl. (Show how to twirl. Ask the class to follow you.)
What are the other things that you can do?
In our story today, let's find out what are the things that we can do.

B. Presentation and Modeling

Tell the story “Yes, I can!”
Yes, I Can!
30 mins. On Monday, the boy met a frog.
The frog said, “I can jump. Can you jump?”
The boy said, “I can jump, too!”

On Tuesday, the boy met a dog.

The dog said, “I can run. Can you run?”
The boy said, “I can run, too!”

On Wednesday, the boy met a bird.

The bird said, “I can sing. Can you sing?”
The boy said, “I can sing, too!”

On Thursday, the boy met a fish.

The fish said, “I can swim. Can you swim?”
The boy said, “I can swim, too!”

On Friday, the boy met a friend.

The friend said, “I can skip. I can dance. I can hop. I can twirl. Can you
play with me?”
The boy said, “Yes, I can! I would love to play with you.”

Discussion Questions:
1. What is the title of our story? (Yes, I Can!)
2. Who is the main character? (the boy)
3. What animals did the little boy meet? (frog, dog, bird, fish)
4. When did he meet the animals? (frog – Monday, dog – Tuesday, bird –
Wednesday, fish - Thursday)
4. What are the things that they can do? (jump, run, sing, swim)
5. Who did the boy meet on Friday? (friend)
6. What do you think they can do together? (skip, dance, hop, twirl, play)
7. How do you think the boy felt when he met a new friend (happy)

* For the discussion, you can have picture cues of swim, sing, run and jump
and the pictures of the animals. The children can match the action word to the
animal. You can even ask the students to do the actions too.
Suggested WEEK 2 – DAY 2 LESSON PLAN
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I. Objectives
● Ask and answer questions about the story
● Recognize the pronouns I and you in sentences (grammar)

II. Subject Matter and Materials

Subject Matter: Names of Friends, Actions that We can Do
Materials: copy of the story, pictures, vocabulary strips

III. Procedure
A. Activating Prior Knowledge
5 mins. Unlock the following words/phrases: perform tricks, take a bow, cheer, march.
T: (Show a puppet) This puppet is name. He can march. (demo) Can you also
march? (Ask students to march). He can also perform tricks. He can do magic.
(pretend to do magic).
After he performs tricks, he will take a bow (demo). Can you also take a bow?
(ask the class to do the same)
We can also cheer for him for a job well done. (demo) Let us cheer for him.

What are the things you can do?

In our story today, let's find out what the characters can also do.

B. Presentation / Modeling
Tell the story, “I Can, You Can”.
25 mins.
I Can, You Can
I can draw. You can paint.
I can sing. You can dance.
I can play the drums. You can march.
I can act. You can perform tricks.
You can smile. You can clap. You can cheer.
And now, we can take a bow.

Discussion Questions:
1. What can they do? (draw, paint, sing, dance, etc.)
2. What do you think the children are doing in the story? (They are having a
program.)

10 mins. IV. Guided Practice

Post the pictures of the characters in the story. Ask the students to fill in the
speech bubbles: I can _____. (The teacher will also provide word strips of the
action words. The teacher will read the words for the children.)
Suggested WEEK 2 – DAY 3 LESSON PLAN
# of Mins

I. Objectives
● Share about oneself and others
● Use the pronouns I and you

II. Subject Matter and Materials

Subject Matter: Pronouns I and You, Things that We Can Do
Materials: copy of the song, CD of he song, flashcards of action words

15 mins. III. Procedure

A. Activating Prior Knowledge
Show pictures of different action words. (Review) This can done in a game.
Ask them to give the correct action word and tell them to act it out too.

B. Presentation and Modeling

Read the lyrics of the song. Do some actions while singing the song.

I Can!
I can jump up and down (3x)
I can, I can jump up and down.

I can sing loud and clear (3X)

I can, I can sing loud and clear

I can clap 1, 2, 3 (3X)

I can, I can clap 1, 2, 3

I can sit quietly (3X)

I can, I can sit quietly

Call a student and ask the students to listen to your dialogue.

T: I can jump. You can jump too.
S: (jumps)
S: I can sing. You can sing too.
T: (sings)

10 mins. IV. Guided Practice

The teacher will call more pairs of students to come in front to say the
sentence stems.
Student 1: I can _______. You can _____ too.
Student 2: I can _______. You can _____ too.

Ask the students to do the actions as they say the sentences.

15 mins. V. Independent Practice
There will be a Pair-Share Class activity. Each pair will be given a flash card of
an action word (picture). They must be able to complete the sentence stems.
Student 1: I can _______.
Student 2: You can _____ too.

They can exchange cards with the other pairs after.

Suggested WEEK 2 – DAY 4 LESSON PLAN
# of Mins

I. Objectives
● Tell about what oneself and what others can do
● Recognize, distinguish and supply words that begin with the same
sound
● Use the pronouns I and you (grammar)

II. Subject Matter and Materials

Subject Matter: Pronouns I and You
Materials: pictures of action words, poster

10 mins. III. Guided Practice

The teacher will give examples about words with the same beginning sound.
T: Think of what you and another person can do.

Example:
I can sing. You can buy books.

The word sing begins with the sound /s/

Everybody repeat: /s/
Can you think of another word that begins with the same sound to add to your
sentence.
I can sing a song.
Sing and song both begin with the sound /s/

The word buy begins with the sound /b/

Everybody repeat: /b/
Can you think of another word that begins with the same sound to add to your
sentence.
You can buy books.
Buy and books both begin with the sound /b/

Can you think of your own examples?

30 mins. IV. Post Assessment

Divide the class into 2 groups. The first group will be divided in pairs.
The first group will have a pair work. The students must be able to tell about
what one and a partner can do.
S1: I can ______.
S2: You can _______ too.

The second group will be given a worksheet of action words. They will color
pictures that show action.
After the first group is done, they will then do the worksheet and the second
group will do the pair work.
Suggested WEEK 2 – DAY 5 LESSON PLAN
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I. Objectives
● Use the sentence stem “Can you _______ please?” when asking for
help
● Use the pronouns I and you

II. Subject Matter and Materials

Subject Matter: Pronouns I and You, Polite Expressions
Materials: pictures, manila paper

15 mins. III. Procedure

A. Presentation and Modeling
There will be role playing in class. Show some activities that are difficult to do.
You may call some students to act out the following actions:
● having a hard time to open the jar
● trying to tie the shoelaces
● reaching the book on top of the shelf

T: Sometimes, we have a hard time on doing things. We can ask help from
others by saying: “Can you _______, please?”
Student 1 can say: “Can you open the jar, please?“
Student 2 can say: “Can you tie my shoelaces, please?”
Student 3 can say: “Can you reach the book, please?”
(Ask the students to repeat what they can say.)

T: After asking for help, what can we say?

S: Thank you!

5 mins. IV. Guided Practice

Call some more students to do a role playing in front of the class.
S1: Can you _______, please?
S2: Okay, I will. (S2 will demonstrate the action)

20 mins. V. Independent Practice

Children will have a role playing session in small groups. Each child will play a
role of a family member.
The children may look at the picture cues to help them complete the sentence
stem to ask for help around the house:
Can you _________, please?

Pictures of:
Can you wash the dishes, please?
Can you cut the beans, please?
Can you sweep the floor, please?
Can you set the table, please?
Can you feed the dog, please?
Can you peel the bananas, please?
Can you hang the clothes, please?