Subject Matter: English 1
Quarter: 2nd Quarter
Topic: Use Action Verbs for Plural and Singular Subjects
Quarter
II
Day 1: Reading and Listening
Day 2: Phonological Awareness
Day 3-4: Grammar
Content Standard
The learners …
Oral Language
 demonstrate understanding of
familiar literary forms and
concept of words in English for
effective expression participates
actively in different oral
activities;
Phonological Awareness
 demonstrate understanding of
sounds and their meanings for
appropriate use of words
Grammar
 demonstrate understanding of
concepts of nouns and adjectives
for identification and description
Vocabulary
 demonstrate understanding of
familiar English words for
effective communication
 demonstrate understanding of
word meaning for correct usage
correctly
Listening Comprehension
 demonstrate understanding of
story elements and text
structures for effective oral
expression
Essential Understanding
The learners will understand that…
 Good construction of sentences makes our day to day
conversation easier and meaningful.
Date: August 19-23, 2019
Time: 12:45-1:45
Unit Topic Time Frame
All About Me 4 Hours
Stage 1: Desired Results
Performance Standard Learning Competencies
The learners should be able to … The learners should be able to…
 Unlock the unfamiliar words
found in the reading text using
pictures.
 Use the unlocked unfamiliar
 Share/express personal ideas,
words in simple sentences.
thoughts, actions, and feelings using
 Identify the explicitly stated
familiar words;
information in the text
 participate actively in different oral
 Activate prior knowledge
activities;
based on the text to be read.
 Read one syllable Words with
a vowel in the middle of two
consonants.
 Name the pictures showing
 manipulate skilfully the speech different actions.
sounds through simple meaningful  Identify action verbs
guided conversations for plural and singular
subjects.
 correctly name people, objects,  Use action verbs for plural and
places and things through theme- singular subjects in simple
based activities sentences.
 construct grammatically correct-
simple sentences in theme-based
conversations using verbs, pronouns,
and prepositions
 use basic vocabulary to
independently express ideas about
personal, home, school and
community experiences
demonstrates understanding of word
meaning for correct usage correctly
uses familiar words in speaking
activities
 correctly identify elements of literary
and informational texts to aid
meaning getting
 use elements of literary and
informational texts to sufficiently
extend meaning and understanding
Essential Questions
The learners will answer …
 How important is the construction of good sentences?
 How does creative writing help pupils?
  Creative writing helps pupils to develop their own powers
of expression, empathy, and critical thinking.

Stage 2 Assessment Evidence

Performance Task(s) Evidence at the Level of Understanding Other Evidences

The pupils will be able to: The pupils should be able to demonstrate Individual Activities (seat work)
Goal: The pupils will construct simple understanding covering the six (6) facets of
sentences using action words for plural understanding. Group Activities
and singular subjects.
A. Explanation Oral recitation
Role: The pupils will understand the importance of Presentation of Output
Audience: Teacher and classmates using action words in speaking and constructing
sentences properly.
Product of Performance: Oral Recitation B. Interpretation
(Sentences) The pupils will use correct sentences in dealing
with others.
Standard of Success: C. Application
Criteria The pupils will communicate with other people
 Clearness and loudness correctly and effectively.
of voice 20% D. Empathy
 Grammar 40 % The pupils show active participation and
dedication in every work.
 Stage Presence 20%
E. Self-knowledge
 Overall
The pupils will realize the importance of using
Performance 20%
action words in speaking and constructing
100%
sentences properly.
F. Perspective
Reflects on the importance of using action
words in speaking and constructing sentences
properly.

Stage 3: Learning Plan

Administrative Routine
Prayer
Greetings
Checking of Attendance
Reading Comprehension
Day 1
Explore

Class this afternoon, we are going to have an interesting lesson. I am requesting everyone to listen carefully and participate actively so
that at the end of this one hour class session we will be able to do the following tasks:

 unlock the unfamiliar words found in the story using pictures;

 use the unlocked unfamiliar words in simple sentences;
 identify the explicitly stated information in the text; and
 complete the sentences using the unlocked unfamiliar words.

Class, I am holding portrait. I want you to share your observations about the picture I am holding. Is that clear?

What can you see in this picture, Class?

Very good! This is a picture of a girl and a cat.

What is the girl doing to the cat?

Very good! She is feeding the cat.

Do you have a cat or some cats at home?

Do you love them?

How do you take good care of your pets?

Very good! Thank you for sharing your experiences the way you took care of your pets.

Class, this picture is connected to the reading selection that we are going to read this afternoon. But before we read it, let us unlock
first the unfamiliar words using pictures.

Oral Recitation ( 5 minutes)

Questions:

*What can you see in the picture?

*What is/ are the person/s doing in the picture?

 How does the mother carry her newly born child?

 How can you describe the feeling of the girl in the second picture?
 What are the hands in the third picture doing in the face of the boy?
 In the fourth picture, what is the first boy doing with the second boy?
 What can you see in the fifth picture?

gently displeased pinch vex claw

Very good! All of your answers are correct.

Since we were able to unlock the unfamiliar words, let us complete the following sentences using these words.

Board work (5 minutes)

1. The cat trapped the rat with its _______.

2. The parents are _______ with their son’s messy room.
3. My father carried the baby _______.
4. My sister’s _______the cheeks of the cute baby.
5. Do not _______ a person to be a angry.

Oral Recitation (10 minutes)

Use the unlocked the unfamiliar words in sentences.

Class, let us use the unlocked the unfamiliar words in sentences.

 gently
 displeased
 pinch
 vex
 claw

Very good! Thank you for your active participation.

Firm Up

Class before we are going to read the text entitled, “I Like Liitle Pussy”, let us read first the questions to be answered after reading the
text.

Literal Questions:

 What is the poem all about?

 How does the speaker of the poem show love for the pet?
 What are the things they do together?
 Why does the cat love its owner?
 Do you think the cat is pleased with the way it is treated? Why do you think so?
(Teacher’s reading of the story)

I LIKE LITTLE PUSSY

By Jane Taylor

I like little Pussy, So I'll not pull her She shall sit by my I'll pat little Pussy, I'll not pinch her I never will vex
tail, side, ears, her,
Her coat is so warm; And then she will
Nor drive her away, And I'll give her purr, Nor tread on her Nor make her
And if I don't hurt some food; paw, displeased,
her But Pussy and I And thus show her
And she'll love me thanks Lest I should For Pussy can't
She'll do me no Very gently will because provoke her bear
harm. play; For my kindness
I am gentle and to her; To use her sharp To be worried or
good. claw; teased.

(Pupils’ reading of the poem)

Answering the literal questions:

 What is the poem all about?

 How does the speaker of the poem show love for the pet?
 What are the things they do together?
 Why does the cat love its owner?
 Do you think the cat is pleased with the way it is treated? Why do you think so?

Pair Work (10 minutes)

Class, I want you get a partner. Ask some details about his or her pet. If your partner does not have a pet, ask him or her what kind of
pet he or she would like to have.

Next, you are going to share with the class what you have learned from your partner.

Closure:
Class, di d you enjoy all our activities this afternoon?
That’s good to hear!

Let us go back now to our learning objectives.

Class, were we able to unlock the unfamiliar words found in the text using pictures?
Were we able to use the unlocked unfamiliar words in simple sentences?
Were we able to complete the sentences using the unlocked unfamiliar words?
Were we able to identify the explicitly stated information in the text?

That’s good to hear!

Class, this afternoon, we were able to unlock the unfamiliar words found in the text using pictures, use the unlocked unfamiliar words
in simple sentences, complete the sentences using the unlocked unfamiliar words and identify the explicitly stated information in the
text.

Thank you for your active participation this afternoon. That’s all for today. Good day and God bless!

Day 2 (Reading of one-syllable words with a vowel)

Class this afternoon, we are going continue our class discussion about the text that we were able to read yesterday. I am requesting
everyone to listen carefully and participate actively so that at the end of this one hour class session we will be able to do the following
tasks:

 read one syllable words with l blends;

 read Phrases with one syllable words with l blends; and
 read sentences with words with l blends.

Class, before we proceed to our lesson this afternoon, let us review first the things that we have done yesterday.
Class, what was our lesson yesterday?
Very good! Yesterday, we were able to unlock the unfamiliar words found in the text using pictures, use the unlocked unfamiliar
words in simple sentences, complete the sentences using the unlocked unfamiliar words and identify the explicitly stated information
in the text.

Let us proceed now to our lesson this afternoon.

A. The teacher will present pictures of words with l blends.

Questions:

Class, what is in the picture?

What word with l blend can you derive from this picture

(The pupils will name each picture.)

blind blanket blue glue glow glass slippers sleep slide

Very good! You were able to name the following pictures.

Class, what have you observed from these words?

Very good! The words above are words with letter –l, or what we call –l blends.

Now let us pronounce the letter l correctly.

Everybody say l (el)…….The pupils will say l (el)

Everybody say l (el)…….The pupils will say l (el)

Again.

Everybody say l (el)…….The pupils will say l (el)

Very good!

Class, these words on the board are connected to our lesson this afternoon. For us to easily learn and pronounce these words correctly,
let us divide these words into three.

WORDS WITH L BLENDS

sl bl gl

slippers
blind glue

blanket glow sleep

 slide
blue glass

Let us read again the following words.

 blind
 blanket
 blue

 glue
 glow
 glass

 slippers
 sleep
 slide

B. Read Phrases with words with l blends.

 blue blanket

 blind man

 broken glass

 blue slippers

 blue slide

 tight sleep

 glowing light

C. Read sentences with words with l blends.

 The teacher will read first the sentence for the pupils to follow.

1. Mother bought a blue blanket.

2. I helped the blind man to cross the street yesterday.

3. My brother accidentally stepped the broken glass.

4. I have a new pair of blue slippers.

 5. I had a very tight sleep last night.

All boys please read the words, phrases and sentences.

 All girls please read the words, phrases and sentences.

 First row, please read.. second row.. so on and so forth.
 Individual reading

Closure:

Class, di d you enjoy all our activities this afternoon?

That’s good to hear!

Let us go back now to our learning objectives.

Class, were we able to read words with l blends?
Were we able to read phrases with words with l blends?
And, were we able to read sentences with words with l blends?

That’s good to hear!

Class, this afternoon, we were able to read words with l blends, read phrases with words with l blends, and read sentences with words
with l blends.

Thank you for your active participation this afternoon. That’s all for today. Good day and God bless!

Day 3 ( Grammar)
Explore
Class this afternoon, we are going to have an interesting lesson. I am requesting everyone to listen carefully and participate actively so
that at the end of this one hour class session we will be able to do the following tasks:

 identify the action verbs for plural and singular subjects;

 identify the action verb and the subject in the sentence; and
 use action verbs for plural or singular subjects in simple sentences.
Class, this afternoon, we are going to continue our discussion about action verbs. But before that, let us first have an activity.
Oral Recitation (Picture Analysis)
Directions: Give the action that is seen in the picture.

1. 2. 3. 4. 5. 6. 7.

8. 9. 10. 11. 12. 13.

….
Very good! all of you were able to name each picture.
This time, we are going to proceed to our lesson this afternoon.

Let us observe the following sentences so that we could be able to easily understand our lesson this afternoon.

1. Princess gets the ball.

2. She throws the ball at Mario.
3. Mario catches the ball.
4. He passes the ball to Luigi.
5. You go to the same school.
6. I see them at the playground together.

Class, who can go to the board and identify the verb in the sentence?
Encircle the verbs in the sentences on the board.

1. gets
 2. throws
3. catches
4. passes
5. go
6. see

Who can go to the board and identify the subject in the sentence?
1. Princess
2. She
3. Mario
4. He
5. You
6. I

Class, what have you observed from the sentences on the board?
What have you observe from the verb and subject in each sentence?

Firm-up

Class, the action verb in a sentence must always agree with the subject.

 When the subject is singular, the verb must also be singular.

 When the subject is plural, the verb must also be plural.

Class, for us to easily understand the subject-verb agreement, let us discuss it one by one.
Are you ready?
That’s good to hear!

1. Add –s to most verbs to make them singular.

Examples:
 Princess gets the ball.
 She throws the ball at Mario.
 Luigi shoots the ball into the basket.

What are the other verbs that take the first rule?
Very good!
write writes
read reads
cover covers
create creates

Who can use these verbs in simple sentences? Anyone from the group?
Very good!
Thank you for your participation.
Let us proceed to the next rule.

2. Add –es to make verbs that end with letter s, z, o, ch, or x singular.
Examples:
 Mario catches the ball.
 He passes the ball to Luigi.
 Princess fixes the basket.

What are the other verbs that take the second rule?
Very good!
miss misses
mixes mixes
push pushes
wax waxes

Who can use these verbs in simple sentences? Anyone from the group?
Very good!
Thank you for your participation.
Let us proceed to the next rule.

3. The plural form of a verb is its simple form.

Examples:
 Princess, Luigi, and Mario play together.
 They share their toys with each other.

What are the other verbs that take the third rule?
Very good!
sing
pray
dance
collect

Who can use these verbs in simple sentences? Anyone from the group?
Very good!
Thank you for your participation.
Let us proceed to the next rule.

4. The words “You” and “I” a plural verb.

Examples:
 You go to the same school.
 I see them at the playground together.

Did you understand it now, class?

That’s good to hear!

Let us try this activity.

Board Work
Directions: Spell the singular or plural form of each verb.

Singular Plural
1. accept
2. buzz
3. catches
4. does
5. flex
6. gives
7. helps
8. kisses
9. plays
10. Pray

(Answering of the activity…)

Closure:
Class, were you able to understand our lesson this afternoon?
That’s good to hear!

 identify the action verbs for plural and singular subjects;

 identify the action verb and the subject in the sentence; and
 use action verbs for plural or singular subjects in simple sentences.

Now, let us go back to our learning objectives this afternoon.

Class, were we able to identify the action verbs for plural and singular subjects?
Were we able to identify the action verb and the subject in the sentence?
Were we able to use action verbs for plural or singular subjects in simple sentences?
Very good!
This afternoon, we were able to identify the action verbs for plural and singular subjects, identify the action verb and the subject in the
sentence, use action verbs for plural or singular subjects in simple sentences.

Class, thank you for your active participation today and I am glad that you were able to understand our lesson this afternoon.

That’s all for today. Good day and God Bless.

Day 4 ( Grammar)
Deepen
Class this afternoon, we are going continue our class discussion about the lesson that we were able to discuss yesterday. I am
requesting everyone to listen carefully and participate actively so that at the end of this one hour class session we will be able to do the
following tasks:

 spell action verbs correctly;

 use correct form of the verb that agrees with the subject; and
 construct simple sentences using action verbs for plural and singular subjects.
Class this afternoon, we are going to have a lot of drills and exercises for you to be able to understand our lesson better.
Are you excited?

A. Directions: Listen to the teacher as she reads the action verbs. Spell each name correctly.
 cover
 draw 1. _______________________6. _______________________
 tell
 play 2. _______________________7. _______________________
 sleep 3. _______________________8. _______________________
 pray
4. _______________________9. _______________________
 cook
 run 5. _______________________10. ______________________
 dance
 erase

(Pair Work)
B. Directions: Choose the action verb from the box that makes the sentence complete. Write the correct action verb on the line.
ask, walk, copy, paste
1. Resty and Aiza _________with their baby.

2. Den __________ Ms. Nora about her problem. runs, hits, asks, likes

3. Roda __________ to Davao with Ging. travels, sleeps, chooses, takes

draw, talk, inform, close

4. Lilian and Lian ___________ to Aira.

reads, makes, etas, likes

5. Mark ___________Math.

punches, goes, accepts, puts

6. Ian ___________the gift from Majo.

explain, hide, plant, drink

7. The farmers __________palay on the field.
burn, take, cheer, greet
8. We ___________ a difficult exam.
covers, crashes, writes, types
9. The child _________the jar.
join, accept, pray, chases
10. Max and Jen ___________the contest.

(Individual Activity)
C. Directions: Listen to your teacher as she reads the following sentences. Underline the correct form of the verb to make each
sentence correct. Choose you answer inside the parentheses.

1. A good person (tell, tells) the truth.

2. Aling Martha (wash, washes) clothes very early.
3. Carla (wrap, wraps) the gifts.
4. Clarie and Mikaela (help, helps) each other.
5. Daryl (dance, dances) gracefully.
6. Fey (own, owns) those pillows.
7. Grandma (sing, sings) my favourite song.
8. I (find, finds) six small green balls in the box.
9. Joey (write, writes) clearly.
10. John and Rex (spell, spells) difficult words.

Transfer
Oral Recitation
Directions: Construct 2 simple sentences using action verbs fro singular and plural subjects.

Product of Performance: Oral Recitation ask, walk, copy, paste

Standard of Success:
Criteria
 Clearness and loudness
of voice 20%
 Grammar 40 %
 Stage Presence 20%
 Overall
Performance 20%
100%

Closure:
Class, did you enjoy all our activities today?
What are the things you have learned from the activities we have done this afternoon?
(The pupils will share the things they have learned.)

Now, let us go back to our learning objectives this afternoon.

 spell action verbs correctly;

 use correct form of the verb that agrees with the subject; and
 construct simple sentences using action verbs for plural and singular subjects.

Class, were we able to spell action verbs correctly?

Were we able to use correct form of the verb that agrees with the subject?
Were we able to construct simple sentences using action verbs for plural and singular subjects?

Very good!

This afternoon, we were able to spell action verbs correctly, use correct form of the verb that agrees with the subject, construct simple
sentences using action verbs for plural and singular subjects.

Class, thank you for your active participation today and I am glad that you were able to understand our lesson this afternoon.

That’s all for today. Good day and God Bless.